Transformative Education for the Second Renaissance

John P. W. Hudson, Retired teacher. Richmond SD#38 BC Canada; Nanshan Experimental School, Shenzhen, China

Equity & Cultural Responsiveness in the Middle Grades

Kathleen M. Brinegar, Northern Vermont University; Lisa M. Harrison, Ohio University; Ellis Hurd, Illinois State University

Shuttered Schools

Race, Community, and School Closures in American Cities

Ebony M. Duncan-Shippy, Washington University in St. Louis

Leadership for School Improvement

Reflection and Renewal

Cherie B. Gaines

Participatory Methodologies to Elevate Children's Voice and Agency

Ilene R. Berson, University of South Florida; Michael J. Berson, University of South Florida; Colette Gray, Stranmillis University College

International Perspectives on Leading Low-Performing Schools

Coby Meyers, University of Virginia; Marlene Darwin, American Institutes for Research

The Rise of the Human Digital Brain

How Multidirectional Thinking is Changing the Way We Learn

Beatriz Pacheco, Spalding University

Combat Zone

The Continuing War against the Public Schools

Arthur Shapiro, University of South Florida

Gender, Sexuality and Peace Education

Issues and Perspectives in Higher Education

Laura Finley, Barry University

Navigating the Volatility of Higher Education

Anthropological and Policy Perspectives

Brian L. Foster, University of Missouri, Columbia; Steven W. Graham, University of Missouri System; Joe F. Donaldson, University of Missouri-Columbia

Federalism and Education

Ongoing Challenges and Policy Strategies in Ten Countries

Kenneth K. Wong, Brown University; Felix , Forum of Federations; Mario , Spanish National Distance Education University

A Quiet Revolution

One District’s Story of Radical Curricular Change in High School Mathematics

Michael D. Steele, University of Wisconsin-Milwaukee; Craig Huhn, Holt (MI) High School

The Global Education Movement

Narratives of Distinguished Global Scholars

Toni Fuss Kirkwood-Tucker, Florida State University

Enduring Myths That Inhibit School Turnaround

Coby Meyers, University of Virginia; Marlene Darwin, American Institutes for Research

Mending Walls

Historical, Socio‐Political, Economic, and Geographical Perspectives

Richard A. Diem, University of Texas - San Antonio; Michael J. Berson, University of South Florida

Working Together

Enhancing Urban Educator Quality Through School-University Partnerships

Diane Yendol-Hoppey, University of North Florida; Deborah Shanley, Brooklyn College – CUNY; Darby C. Delane, Alachua County Public Schools; David T. Hoppey, University of North Florida

Better Teachers, Better Schools

What Star Teachers Know, Believe, and Do

Valerie Hill-Jackson, Texas A&M University; Delia Stafford, Haberman Educational Foundation

Sustainable Peace in the Twenty‐First Century

Bridging the Gap from Theory to Practice

Dilip Vasudeo Kulkarni

Imagining Education

Beyond the Logic Of Global Neoliberal Capitalism

Arturo Rodriguez, Boise State University; Kevin R. Magill, The University of Texas at Austin

Restorative Practice Meets Social Justice

Un-Silencing the Voices of "At-Promise" Student Populations

Anthony H. Normore, California State University Dominguez Hills; Antonia Issa Lahera, California State University Dominguez Hills

Cultivating Achievement, Respect, and Empowerment (CARE) for African American Girls in PreK‐12 Settings

Implications for Access, Equity and Achievement

Dr. Patricia J. Larke, Texas A&M University; Dr. Gwendolyn Webb-Hasan, Texas A&M University; Dr. Jemimah L. Young, University of North Texas

Helping Parents Understand Schools

A Different Perspective on Education and Schooling in America

Lyndon G. Furst, Andrews University

Leadership

Learning, Teaching, and Practice

Autumn , St. John’s University, New York City

Queering Classrooms

Personal Narratives and Educational Practices to Support LGBTQ Youth in Schools

Erin A. Mikulec, Illinois State University; Paul Chamness Iida Ph.D, Akita International University

Cases for Mathematics Teacher Educators

Facilitating Conversations about Inequities in Mathematics Classrooms

Dorothy Y. White, University of Georgia; Sandra Crespo, Michigan State University; Marta Civil, The University of Arizona