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• The history of personalized learning
• Approaches to personalized learning
• Designing personalized learning experiences using the PL interaction framework
• Designing for learner-content interaction
• Designing for learner-learner interaction
• Designing for learner-small group interaction
• Designing for learner-coach, mentor, or AI interaction
• Designing for learner-social network interaction
• Evaluating your personalized learning designs
• Empowering learners to engage in personalized learning experiences.

• Section 1. Perspectives on instructional leadership and evidence-based practices. Chapter 1. Instructional leadership for improvement in writing ; Chapter 2. Just how complex is it to teach writing?: a literature review ; Chapter 3. Evidence-based instructional coaching to improve writing instruction in elementary school
• Section 2. Instructional leadership and professional development. Chapter 4. Guidelines for effective implementation of the developing strategic learners writing approach: the role of principals on sustainable reform ; Chapter 5. Improving teacher self-efficacy and student achievement in writing: an examination of school-based professional development ; Chapter 6. Increasing the impact of professional development in writing: application of a constructivist apprenticeship model ; Chapter 7. Case study of instructional leadership in two South Louisiana schools: insight on the development of teachers in K-2 writing ; Chapter 8. An examination of literacy writing leadership in an all charter district: the impact of privileged reading instruction, mandated prescriptive curriculum, and legislative mandates
• Section 3. New directions in evidence-based practices. Chapter 9. Instructional frameworks for teaching writing in the age of AI ; Chapter 10. Expanding potential for written engagement with the visual and textual ; Chapter 11. Linking five-paragraph essays, seminars, and differentiated projects in secondary school humanities curriculum.

"This peer-reviewed book explores evidence-based practices aimed at developing instructional leaders and enhancing student achievement in writing. It covers a broad range of topics related to writing instruction, including learning theories, conceptual models, and the latest empirical research associated with the supervision, organization, implementation, and monitoring of writing programs and instructional approaches. With its emphasis on writer identities, self-efficacy, equitable and inclusive practices, curriculum planning and implementation, assessment, instructional frameworks, and managing instructional change, this book provides educators with a comprehensive guide to improving writing instruction. It is an essential resource for educators who seek to increase the effectiveness of instructional leadership and writing instruction at the classroom, school, or district level"-- Provided by publisher.

• Related services : definition, purpose, and overview
• Requirements and considerations of related services
• Types and examples of related services
• Transportation as a related service
• Health care supports as a related service / with Kristin C. Wickel
• Roles of related service providers
• Recommended resources
• Appendix A. Case study examples
• Appendix B. Supreme Court cases involving related services
• Irving Independent School Dist. v. Tatro (1984)
• Cedar Rapids Community School District v. Garret F.

• Preface
• Acknowledgment
• Chapter 1. Answering the Call of Revolutionary Love Through Literature: A Collaborative Autoethnography Framed in Toni Morrison's Beloved
• Chapter 2. Interreligious Dialogue and Global Compact on Education: Building Peace and Strengthening Partnerships
• Chapter 3. Navigating the Crossroads: A Search for Connection Between Theology, Pedagogy, and Theory
• Chapter 4. DEI and Imago Dei: Where Secular and Faith Traditions Collide
• Chapter 5. Effectiveness Information Communication Technology Systems and Its Impact on Organizational Performance: Case of the Evangelical Lutheran Church in Namibia
• Chapter 6. Explorations of the Links Between Multiculturalism and Religious Diversity
• Chapter 7. Faith and Culture in Education: Fostering Inclusive Environments
• Chapter 8. A Narrative Journey Through Faith and Literacy
• Chapter 9. An Integrated Approach of Multiculturalism and Religious Diversity
• Chapter 10. Christian Teachers as Good Shepherds: Using High Leverage Practices With Struggling Students
• Chapter 11. Spirituality, Comics, and Social Justice
• Compilation of References
• About the Contributors
• Index.

"The neglect of faith and religious diversity within educational practices poses a significant challenge in fostering inclusive learning environments. The current educational landscape often overlooks the profound impact of religion on individuals' identities and beliefs, leading to a lack of understanding and appreciation for diverse faith perspectives. This omission limits the potential for meaningful dialogue and hinders the development of equitable educational spaces.The Role of Faith and Religious Diversity in Educational Practices, edited by Jason DeHart, offers a compelling solution to address this critical issue. This transformative book explores the intersections between faith and educational practices, drawing on research-based narratives and studies to illuminate the implications of policy and practice through a faith-based lens. By embracing a broad definition of religion and faith, it fosters diverse perspectives and encourages critical reflection on the importance of religious diversity in education. Through practical insights and evidence-based guidance, this book empowers researchers and educators to create inclusive spaces for faith-related discussions and develop policies that honor and respect religious identities. By engaging with this book, scholars and educators can take tangible steps toward cultivating inclusive and enriching learning environments that value and celebrate the diverse religious perspectives of all students."-- Provided by publisher.

• Section 1. Race, Racism, and the White Racial Frame
• Section 2. The White Racial Frame and the Development of Educational Measurement
• Section 3. Alternate Lenses for Educational Measurement.

• Section 1. Introduction. Chapter 1. Future global society and education
• Section 2. Asia. Chapter 2. Destination Zhangkao and Gaokao: China ; Chapter 3. Zest for life: Japan ; Chapter 4. Thinking school, learning nation: Singapore ; Chapter 5. Assuring quality education for all: South Korea
• Section 3. Europe. Chapter 6. Inspiring happy learning, happy citizenship: Finland ; Chapter 7. Schools for everyone: Germany ; Chapter 8. Fostering academic excellence: Norway ; Chapter 9. The story of resilience: Poland ; Chapter 10. Unlocking potential: United Kingdom
• Section 4. North America. Chapter 11. Personalised education personified: Canada ; Chapter 12. Unlocking potential, inspiring success: United States of America
• Section 5. Oceania. Chapter 13. Excellence through innovation and inclusivity: New Zealand ; Chapter 14. Education for global peace and harmony.

"This book represents a humble attempt to address the existential challenge through a global education overhaul. The Authors contend that the key to achieving sustainable global peace and harmony lies in the cultivation of a fresh generation of individuals who are not only peaceable and content but also possess vital attributes such as critical and imaginative thinking abilities, unwavering respect for diversity, an innate capacity for empathy, and a strong sense of global identity and responsibility. They firmly believe that schools serve as the perfect initial platform for moulding the citizens of tomorrow. The central aim of this endeavour is to present a well-founded academic framework for global peace and harmony education."-- Provided by publisher.

• Introduction : what do we need now to support literacy learning in our schools?
• Schools and communities partnering for literacy
• Developing a schoolwide action plan
• Collaborative and distributive literacy leadership
• Assessment for differentiated literacy instruction
• Interventions that emphasize literacy skills, motivation, and cultural relevance
• Supplemental learning programs in and out of schools
• Planning ahead

• About the Authors 1. Introduction and Overview: 'Embedded' Across the Higher Education Landscape
• Part 1: Centrality of the Institutional Mission 2. Communications 3. Global Mobility and International Programs 4. Continuity of the Academic Mission 5. Equity and Resilience in Academic Research
• Part 2: Community and Operations 6. Student Services, Housing, and Dining 7. Athletics 8. Information Technology Leadership 9. Operations Facilities and Auxiliaries 10. Human Resource Leadership: Meeting the Needs of Faculty and Staff in the Early Pandemic
• Part 3: Planning and Preparation for a Post-COVID World 11. Admissions and Enrollment 12. Advancement Through a Pandemic 13. Moving the Institution Forward: Contingency Planning in Extreme Unpredictability 14. Reflections on Leadership through Crisis.
• (source: Nielsen Book Data)

* This book is drawn together by the 2019-2020 class of the American Council on Education (ACE) Fellows, who were placed within diverse colleges and universities and connected to their home institutions as well, and had a unique opportunity to witness the extraordinary measures taken across the country and across institutional types during this historic crisis. * Observations on Equity -textboxes in each chapter that focus on responses regarding issues of equity, inclusion and diversity. * Leadership Insights - textboxes that quote leaders across the US who particular insights on the topics presented in the chapters.
(source: Nielsen Book Data)

• Chapter 1. The carceral state of American schools: the impact of symbolic threat of public school policy
• Chapter 2. Addressing violence in the U.S. public school system: the trauma behind school shootings
• Chapter 3. Combating school shootings: response, preparation, and prevention
• Chapter 4. Effectiveness of zero tolerance policies and suggestions for improvement to reduce school violence
• Chapter 5. School resource officers' impact on violence and crime
• Chapter 6. Gun violence in schools: how concealed carry laws impact violent crime and school violence
• Chapter 7. Bullying victimization among disabled students: a review of victimization, perpetration, and prevention
• Chapter 8. A framework for narrative forensic interviewing of school shooting survivors: building the foundation of the framework on school shooting survivors' narratives
• Chapter 9. Extensive trauma, mental health, and education
• Chapter 10. The impact of routine activities on the number of school shooting injuries and fatalities
• Chapter 11. Inner-city youth programs: effectively preventing juvenile delinquency
• Chapter 12. Who is supposed to teach us about this?: talking about school violence and grief in teacher education

"The body of work contained within the manuscript will discuss how violence has played a significant role within the educational system"-- Provided by publisher

• Chapter 1. Enhancing self-directed learning in higher education through intentional education practice theory
• Chapter 2. Educational technology in advancing SDL in higher education curricula
• Chapter 3. Self-directed learning and the collective approach of ubuntu pedagogy: enhancing the self among others
• Chapter 4. Self-directed learning in the analytical chemistry laboratory: examining inquiry skills
• Chapter 5. Promoting policy perspectives on self-directed learning as a transformative strategy for higher education
• Chapter 6. Recognizing the importance of educator behavior in SDL
• Chapter 7. Postgraduate student experiences of using youtube as a research tool for learning: a case study
• Chapter 8. Online counselling for advancing self-directed learning in higher education
• Chapter 9. Advancing self-directed learning through artificial intelligence
• Chapter 10. Using transformative pedagogies in higher institutions?: narratives of foundation phase pre-service teachers in a rural context

"Advancing Self-Directed Learning in Higher Education provides an insight into various strategic approaches that could be adopted for the successful implementation of SDL in higher education. It is written for professionals who want to improve their understanding of how to improve students teaching and learning and the quality of curriculum implementation in higher education. In this realm, this book provides ideas to its readers about the approaches pertaining to strategy and innovative measures, practical implementations, and tools in the field of curriculum and SDL. Covering topics such as educational technology, intentional education practice theory, and student experience, this premier reference source is an essential resource for teachers, policymakers, lecturers, research scholars, students of higher education, administrators, librarians, academicians, and researchers"-- Provided by publisher

• About the Author Foreword Preface Acknowledgments
• Section 1: Advocacy Truths 1. The Students are Not Okay and they Haven't Been for a While 2. Your Past Led You Here 3. Advocacy is Uncomfortable 4. Advocacy Has a Strategic Scope 5. Advocacy is Relationship Building
• Section 2: The Policy Making Process 6. Boomerang Policy Making Model 7. Advocacy Action Phase 1: The Message 8. Advocacy Action Phase 2: The Puzzle 9. Advocacy Action Phase 3: Puzzle Management
• Section 3: Levels in Action 10. One State's Policy Journey: Expanding Access to School-Based Mental Health Providers from the Federal Level to the Classroom 11. Federal Engagement 12. State Statutes 13. State Regulations 14. State Education Agencies 15. Institutes of Higher Education 16. Workforce Development: ARTERY Pipeline Framework 17. Local Education Agencies 18. School Role with Policies and Implementation 19. Getting Started Glossary Index.
• (source: Nielsen Book Data)

* helps readers to see themselves as advocates who can successfully advocate for, and achieve, more mental health supports in schools * divided into three sections: Advocacy Truths orients the reader as to what advocacy is and how to do it, Policy Making breaks down the complexity of the policy making process using simple terms and language, making it feel accessible and feasible to readers, Layers and Levers provides concrete examples of policy options to increase school-based mental health supports in schools from the federal level down to the school level * provides readers with concrete solutions from across the county to incorporate into their advocacy at all layers of policy making.
(source: Nielsen Book Data)

• Part I Setting the scene
• Chapter 1. Challenges of teaching and learning English in higher education in Africa / Alexandra Esimaje, Bertus van Rooy, 'Demola Jolayemi, Daniel Nkemleke and Ernest Klu
• Part II Teaching strategies
• Chapter 2. Teaching English Language in SNE Contexts: Problems and Prospects of Conversation Analysis-Based Approach / Eniola Boluwaduro
• Chapter 3. Design and teaching of academic writing in tertiary education in Cameroon / Daniel A. Nkemleke
• Chapter 4. Integration of information communication technologies (ICTs) in teaching communication skills at a state university in Zimbabwe: Lecturers' perceptions and experiences / Rugare Mareva
• Chapter 5. Examining the use of Technology in Literature Teaching and Learning at University in Uganda / Dorothy Atuhura and Rebecca Nambi
• Chapter 6. Multimodal representation and its implication for reading and writing practices / Thifhelimbilu Emmanuel Sikitime
• Part III Teacher Training
• Chapter 7. A survey of university lecturers' attitude and approaches to English language grammar teaching in selected universities in East Africa / Gerry Ayieko.
• Chapter 8. ESL teachers' professional development as a Catalyst for Effective ELT in the Post Covid-19 Africa: The case of Nigeria / Adejoke V Jibowo, O. Ogunniyi & Segun Omotosho
• Chapter 9. Teaching English in Nigeria: Incorporating Standard Nigerian English into the Higher Education Curriculum / Kingsley O. Ugwuanyi & Folajimi Oyebola
• Chapter 10. From 'common' English Language teachers to experts: An approach to dealing with classroom challenges in Cameroon / Eric Enongene Ekembe
• Part IV. Learner development
• Chapter 11. Formative feedback in a writing programme at the university of Ghana / Jemima Asabea Anderson & Elijah Alimsiwen Ayaawan
• Chapter 12. Understanding English vague expressions as second language learners / Thompson O. Ewata, Bolanle I. Akeredolu-Ale & Babatunde I. Awe
• Chapter 13. Standard English speech pitfalls of ESL/EFL student-teachers in Cameroon: theorising effective teaching of pronunciation in non-native settings / Michael Etuge Apuge
• Part V. Solutions and conclusions
• Chapter 14. African solutions to the challenges of teaching and learning English in higher education / Alexandra Esimaje, 'Demola Jolayemi and Bertus van Rooy