Responding to Learner Diversity and Difficulties

CALL FOR CHAPTERS

By:
Dennis Conrad, SUNY Potsdam
Stacey Blackman, University of the West Indies

A volume in the series: Caribbean Discourse in Inclusive Education. Editor(s): Stacey Blackman, University of the West Indies. Dennis Conrad, SUNY Potsdam.

The second volume in the Caribbean Discourse in Education Book Series “Responding to Learner Diversity and Difficulties” invites critical reflection on the way schools and educational institutions, in general, respond to learner diversity and difficulties students experience with learning in 21st Century classrooms. The issue of how education and schools can respond to learner diversity and difference is complicated given that it encompasses a whole range of factors that include but not limited to: the student's age, ability and academic performance, culture, disability status, ethnicity, gender, race, religion, sexual orientation, socio‐economics status, and urban‐rural differences. We invite chapters that offer a critical analysis and/or recommendations of how educational institutions in the Caribbean, the Diaspora, and other international contexts meet the challenges associated with diverse needs and learning communities. Contributions can be theoretical, empirical, cross‐cultural, interdisciplinary, discursive, quantitative, or qualitative in nature.

We invite Chapters on the following areas
1. Educational Assessment and Research‐based Interventions
2. Education for Social Justice and Peace
3. Responding to Learning Difficulties
4. Collaborative Partnerships and Approaches that work
5. Leadership for Inclusive Education
6. Meeting the Needs of Students‐at‐Risk
7. Reducing Exclusionary Practices in Education
8. Responsive Curriculum and Pedagogy
9. Supporting Student Diversity and Learning Difficulty
10. Using Technology to Engage All Learners
11. Teacher Education – Models and Innovations for Diverse Classrooms

Both abstract and full papers on any area outlined above can be submitted for consideration. These should be original and not under review by any journal or conference review panel.

Manuscript length
Manuscripts should be 25‐35 pages [US letter] in length and should not exceed 7,500 words, excluding references and submitted in Times New Roman 12, double spaced. All manuscripts should conform to American Psychological Association Style (APA) including any tables, figures, and Artwork. We also ask that authors have their final chapters professionally proof‐read to avoid delays in the publishing process. A list of approved proof readers and services will be available from the Editors on request.

Tentative Schedule for Publication:

Abstract Submissions: April 15, 2017

Submission of Chapters:
Drafts of completed manuscripts are due by June 23, 2017
Final submission of manuscripts are due by November 25th, 2017

Anticipated Publication Date: April 1, 2018

Send inquiries to:

Dennis Conrad,
School of Education and Professional Studies,
204 Satterlee Hall, Potsdam, NY 13676
Email address; conradda@potsdam.edu

Stacey Blackman,
School of Education, University of the West Indies
Cave Hill Campus, P.O. Box 64, BB11000
Email address: Stacey.blackman@cavehill.uwi.edu

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