Combining insights from multicultural education theory with real-life classroom stories, this book demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through students' own cultural experiences. This perennial bestseller continues to be the go-to resource for teacher professional learning and preservice courses.

What does it mean to teach for human dignity? How does one do so? This practical book shows how the leaders at four urban public schools used a process called Descriptive Inquiry to create democratic schools that promote and protect human dignity.

In this guide, the authors outline a program of collaboration to enable novice teachers to gain insight from their experienced colleagues. The book argues that ""epistemic empathy"" is a core attribute to develop in practitioners at all levels of experience in order to apply principles of special education practice in thoughtful and innovative ways.

Examines the achievement/opportunity gaps from both historical and contemporary perspectives, as well as the over representation of minority students in special education and the school-to-prison pipeline. Chapters also address school reform and the impact on students based on race, class, and dis/ability and the capacity of law and policy to include (and exclude).

Distributed leadership is an important term for educational policymakers, practitioners, and researchers in US and around the world. There is much diversity in how the term is understood. This book examines what it means to take a distributed perspective based on extensive research and a theoretical perspective developed by experts in the field.

Asks a question that many educators may think, but won't say out loud: Does compliance with IDEA legislation matter? The author acknowledges that, while compliance with the Individuals with Disabilities Education Act is important, it can also be an administrative burden that detracts from practitioners' capacity to serve students with disabilities.