Chronicles a 10-year journey to develop and sustain a university-school-community partnership designed to address public education's failure to meet the needs of students of colour, particularly Chicana/o students. The authors examine the barriers, mistakes, challenges, and successes that emerged in their community-based partnership.

Celebrates the 25th anniversary of James Banks' Multicultural Education Series published by Teachers College Press - a series consisting of more than 70 published books with many more in the pipeline. This commemorative volume features engaging, incisive, and timely selections from the bestselling and most influential books in the series.

Recommending a shift toward strengths-based approaches to research and practice, Trainor explores how all stakeholders, including researchers and practitioners, can help shape equitable opportunities for youth with disabilities in transition. Transition by Design reframes disability, diversity, and equity during the transition from high school to adulthood.

Argues that if educators want to create more equitable, socially just, and learner-focused schools, then they need a more robust, transformational theory of school change - an “UnCommon Theory”. This practical book provides readers with the knowledge and tools needed to do more than just tinker at the edges of school improvement.

Offers concrete examples of how data can be used by faculty, staff, and program leaders to improve their collective work as teacher educators. Strong external accountability mandates often lead to tensions that undermine morale and motivation. This volume focuses on navigating these tensions so that valuable programmatic change can happen.

Chronicles the development and implementation of the African American Male Achievement Initiative in Oakland Unified School District that created an environment with high expectations for the engagement and achievement of Black boys. The text features reflection chapters by leading experts on Black male achievement.