PRODUCTS

Effective Implementation: A Companion Workbook is a practical, hands-on resource designed to help educators, school leaders, and implementation teams navigate the complex process of implementing new curriculum. Whether used alongside Implementation Science: A Playbook for Instructional Leaders or as a stand-alone tool, this workbook provides structured guidance for turning research into action and ensuring that initiatives lead to meaningful, lasting change. Rooted in the principles of implementation science, this workbook walks users through the key stages of effective implementation—planning, execution, monitoring, and assessment.

Each section is designed to:

• Break down complex implementation processes into manageable, step-by-step actions that drive success.
• Encourage team-based reflection and planning to align goals, resources, and stakeholder engagement.
• Support data-informed decision-making by guiding users in collecting, analyzing, and using evidence to refine implementation efforts.
• Promote sustainability and scaling by helping teams anticipate barriers, adapt strategies, and build systems for long-term success.

Effective Practices: A Companion Workbook is a hands-on guide designed to support educators, instructional leaders, and school teams in translating research-based strategies into actionable steps for classroom success. Whether used alongside Implementation Science: A Playbook for Instructional Leaders or as a stand-alone resource, this workbook offers a structured approach to implementing high-leverage instructional practices that drive student achievement.

Grounded in the principles of implementation science, this companion workbook provides practical tools, resources, and application exercises to help educators move from theory to practice. Through guided activities and real-world scenarios, users will deepen their understanding of effective teaching methods, assess their current practices, and develop tailored action plans to enhance instructional effectiveness.

Each section is carefully crafted to:

• Bridge research and practice by breaking down complex educational concepts into manageable, step-by-step applications.
• Encourage self-reflection and collaboration through team-based exercises.
• Foster continuous improvement by guiding educators through cycles of planning, implementation, assessment, and refinement.
• Support diverse learning environments with adaptable strategies for various classroom settings and student needs.

Successful implementation of educational initiatives requires more than just selecting the right curriculum or adopting a new instructional model, it demands an enabling context that fosters sustainable change. Enabling Context: A Companion Workbook for is a hands-on workbook designed to support school and district leaders, instructional coaches, and educators in applying the principles of implementation science to real-world educational settings.

This companion guide to Implementation Science: A Playbook for Instructional Leaders bridges theory to practice, offering structured activities, planning tools, and context to help leaders create the conditions necessary for effective and lasting instructional improvement. Whether you are leading a district-wide curriculum rollout, supporting teachers in new instructional methods, or refining school-wide policies, Enabling Context: A Companion Workbook provides a step-by-step framework to build capacity, align resources, and measure impact.

Key Features:

• Guided Reflection and Planning: Each section includes protocols and exercises to help teams assess their current conditions and identify areas for growth.
• Practical Implementation Tools: Templates, checklists, and planning worksheets guide educators through each phase of implementation, from stakeholder engagement to creating a strategic plan.
• Vignettes: Real-world examples illustrate how districts and schools have successfully applied implementation science principles to drive meaningful change.
• Collaboration and Team Development: Activities encourage cross-functional teams to work together, ensuring alignment across leadership, instructional staff, and support teams.

Recipes of Motherhood: Families, Communities, and the Power of Food Narratives delves into the powerful connections between food, culture, and motherhood within the demanding context of higher education. This thought-provoking volume, edited by Mila Zhu and Sarah Morrison, brings together diverse voices of academic mothers who share how food practices shape, sustain, and empower their lives as they navigate the complex terrain of career, family, and cultural identity.

Drawing from personal narratives, case studies, and interdisciplinary research, Recipes of Motherhood illuminates the ways in which food serves as more than sustenance; it becomes a source of resilience, a tool for community-building, and a means of preserving cultural heritage. The academic mothers in this volume reveal how food acts as a metaphor and medium for navigating life’s challenges, allowing them to bridge their personal and professional identities. From adapting family recipes to sharing meals that create community, each story uncovers the unique strategies academic mothers use to sustain themselves and those around them in an environment that can often feel isolating. Grounded in feminist theory, food studies, and cultural memory, this book highlights how food stories are deeply intertwined with questions of gender, tradition, and self-identity. Chapters explore themes such as the symbolic role of food in cultural heritage, food as a form of resistance to institutional expectations, and culinary traditions as a way to build solidarity among women in academia. Through these narratives, Recipes of Motherhood provides a nuanced understanding of how food can act as both a grounding force and a form of empowerment in academic mothers’ lives. With its interdisciplinary approach, the book appeals not only to scholars in cultural studies, food studies, and gender studies but also to students, educators, and anyone interested in the transformative power of food. Readers will find in these pages a rich tapestry of stories that inspire, educate, and challenge traditional ideas about motherhood and academia.

Perfect for academic courses and personal reading alike, the volume offers insight into how food serves as a vital element in the journey of academic mothers, helping them navigate the intersections of personal identity, professional resilience, and cultural expression. This volume invites readers to savor the complexities of academic motherhood through the lens of food and to consider how everyday acts of cooking and sharing meals can hold deep significance in our lives and our communities.

Whether you are a mother, an educator, or simply someone interested in the stories that food can tell, Recipes of Motherhood is a captivating exploration of how culinary practices shape our relationships, our work, and our sense of self. Join us in celebrating the resilience, creativity, and heritage of academic mothers whose food stories nourish not only their families but also the broader academic community.

Perfect for courses such as: Gender Studies / Women’s Studies – Motherhood and Identity; Food Studies – Cultural Narratives in Food Practices; Education Studies – Women in Academia: Challenges and Resilience; Sociology – Family and Society: Gender Roles and Cultural Heritage; Anthropology – Food, Culture, and Identity; Cultural Studies – Folklore, Tradition, and Modern Identities; Parenting and Family Studies – Motherhood and Work-Life Balance; Interdisciplinary Studies – Food as Narrative and Social Practice; Feminist Theory – Intersectionality of Motherhood, Career, and Culture; Psychology of Women – Resilience and Identity in Motherhood

Privilege Through the Looking-Glass, Third Edition is a revised and expanded collection of essays that explore privilege and status characteristics in daily life. This collection seeks to make visible that which is often invisible. It seeks to sensitize us to things we have been taught not to see. Privilege, power, oppression, and domination operate in complex and insidious ways, impacting groups and individuals. And yet, these forces that affect our lives so deeply seem to at once operate in plain sight and lurk in the shadows, making them difficult to discern. Like water to a fish, environments are nearly impossible to perceive when we are immersed in them. This book attempts to expose our environments. With engaging and powerful writing, the contributors share their personal stories as a means of connecting the personal and the public. This volume applies an intersectional perspective to explore how race, class, gender, sexuality, education, and ableness converge, creating the basis for privilege and oppression. Privilege Through the Looking-Glass encourages readers to engage in self and social reflection and can be used in a range of courses in sociology, social work, communication, education, gender studies, and Black studies. Each chapter includes discussion questions and/or activities for further engagement, making it a perfect classroom text.

An Introduction to Critical Autoethnography and Education: The Vulnerable Researcher examines the practice of critical autoethnography, which combines critical pedagogy, autoethnography, and often, critical ethnography, as a research methodology for conducting research in vulnerable communities without establishing hierarchical systems. Researchers who work collaboratively with participants in these communities can provide a means for often-unheard voices to reach wider audiences.

Researchers function as collaborators/participants in the research, asking themselves the same questions they ask the other participants in the research. This methodology requires reflection and introspection, as researchers examine the Self and the complexities of their cultural perspectives, whether visible or invisible, hidden beneath layers of socially constructed beliefs and behaviors. This interrogation and problematization of words and actions surpasses chronological and supposedly objective recounting of autobiography, leading to a deep understanding of the sociocultural, socioeconomic, political, and historical beliefs that created their ways of understanding and navigating the world. Traditional research situates researchers as experts. Pushing against existing norms, critical autoethnography negates hierarchical thinking, believing all collaborators co-construct equally valuable knowledge and meaning.

Accessible to diverse audiences, this book would be appropriate in graduate qualitative methods or foundations courses, at introductory or advanced levels. It would also be a good addition to any undergraduate courses preparing students to conduct research in vulnerable communities.

Perfect for courses such as: Qualitative Research Methods I | Qualitative Research Methods II | Advanced Qualitative Research Methods | Social Justice in Education Research | Case Study | Ethnographic Research in Education | Anthropology in Education | Critical Qualitative Inquiry | Multicultural Research Methods

From Getting Started to Graduation: A Student Guide to the EdD, a volume in The Coming of Age of the Education Doctorate Series book series, pulls back the curtain on the hidden curriculum of the EdD experience for students, fully supporting their journeys by making what is too often anxious and abstract more clear and concrete. Drawing from years of experience from designing and directing an EdD program, the authors provide an end-to-end playbook for students to draw from as they navigate their own EdD program of choice.

Part I focuses on getting started. The book begins with an establishment of the why behind getting an EdD and how this is a distinct and unique experience unlike other graduate degrees. It pushes readers to think beyond the title, encouraging them to drill down into their core motivation for pursuing not just a degree but a transformative experience. Readers will then learn about finding the match quality between their goals and aspirations and the myriad program choices available to them. Once students have winnowed down their choices and found their fit, they will be coached on how to build survival systems that will help them thrive from the onset to the finish line. This includes learning how to pace themselves, how to lean on friends and family, how to create contingency plans, and how to create helpful constraints that make room for work-life balance. The book closes Part I with helpful tips for time and resource management, as well as how to build routines and habits that allow them to be kind of their future selves.

Part II explicitly explores how to navigate this years-long quest and stay the course. Readers will learn how to get curious and keep that door open across coursework in order to allow for innovative and creative ideas to flourish and eventually lead to fusion—the key to creative thinking. With the door opened to ideas and exploration, the book sets the stage for how to become a scholar-practitioner through key habits of mind such as the what-if and maybe mindset and tackling the tough task of synthesis. Part II ends with the call to team up and to take this winding road together. The EdD experience can be lonely if students go it alone, and the volume explains how and why teaming up is not just nice but necessary to persevere as the way to reach the finish line.

Finally, Part III pivots to helping students survive the intensive thinking, researching, and writing demands of the dissertation. Readers will tap into years of tips and tricks on how to break this mystifying and monstrous project into sizable and achievable small steps that fuel motivation for the long haul so that students avoid burnout during the final push as they near defending their projects and crushing their comps. When finished, EdD students will be able to leverage what is too often hidden from students and draw from the concrete examples, strategies, stories, and templates therein in order to start strong and finish strong.

Perfect for courses such as: Introduction to Research; Research Methodology; Introduction to the EdD; The Scholar-Practitioner; Exploring Problems of Practice; Becoming a Change Agent

An exponentially increasing number of students experience traumatic events in their daily lives. To address this phenomenon, Beginning Within: Marking a New Journey Toward Equity in Trauma-Informed Education Practices delves into the profound impact of adverse childhood experiences (ACEs). It brings together extensive research, thoughtful contemplations, and innovative ideas that shed light on some of the lesser-explored aspects of trauma-informed practices in education. Authors in the book have developed chapters around three guiding models for systemic change: John Kotter’s (1996/2012) Eight-Step Model for Organizational Change; Fallot and Harris’ (2001) Five Guiding Principles of Trauma-Informed Practice; and Smith, et al.'s (2017) five-level Building Equity Taxonomy.

The chapters reflect the growth, grief, and galvanizing challenges that have shaped and continue to shape our understanding of equality, safety, and organizational change around trauma-informed educational practices. Hear from authors, experts, and leaders in the education field who are leading the way in systemic change, ranging from the work in Missouri after the shooting of Michael Brown in Ferguson, to university professors and classroom teachers seeking ways to use the past as guideposts toward a new journey of equity in trauma-informed practices, with each step paved by three research-supported tenets for creating a climate of trauma-informed practices, as offered by the editors of the book:

• The journey to equity begins with a deep dive into each stakeholder's internal beliefs about self-care.
• Self-care must be a priority, otherwise, caring for students comes at the lasting cost of secondary traumatic stress (STS) and teacher burnout.
• A sense of well-being must extend beyond the school building and into the community. 

Promoting a growth mindset in PreK-12 schools is a valuable educational trend, based on the idea that students who believe they can grow and improve will succeed more easily. However, when students struggle academically, there’s often an undergirded assumption that they—and sometimes their families—are not trying hard enough or they just need to fit into a standardized mold. This deficit thinking places blame on students’ perceived limitations and can lead to lower expectations or biases toward students who come from diversified backgrounds, encompassing ability, socioeconomic status, race, language, gender, or culture. As an alternative approach, this book promotes the universal adoption of Asset-Based Practices (ABPs). ABPs encourage educators to see and honor the strengths in each student’s identity. ABPs shift our focus to the assets that students and families bring into the classroom, viewing differences as resources rather than obstacles. This means recognizing and building on students’ cultural, linguistic, and community-based knowledge to make learning richer and more inclusive for everyone.

Implementing an asset-based approach can transform our classrooms. Research shows that students perform better and feel more motivated when they’re recognized and valued for who they are. Bringing students’ lived experiences into the curriculum can help them develop positive identities and a stronger sense of belonging, which boosts their academic and social growth. Instead of focusing on “fixing” students, ABPs ask us to adapt our teaching to connect with students’ cultural backgrounds and experiences, coupled with recognizing the wealth of knowledge that students bring from their families and communities.

Switching to an asset-based approach helps us move away from simply encouraging perseverance or grit in students. Instead, it invites us to take responsibility for creating an environment where every student feels they belong and can succeed. With ABPs, we’re able to create more inclusive and affirming classrooms for all students, where their identities are seen as strengths, not obstacles, and where their cultural, linguistic, and community knowledge is a foundation for learning.

Innovative and creative methodologies and practices that aspiring and practicing educators can use right away are the primary focus of this book. Because the editors and contributors are former or current PreK-12 practitioners, and many are also educational scholars, this book is written for a broad educational audience. Moving from Growth to Asset-Based Mindsets is for both preservice and practicing teachers across PreK-12 grade levels, school types, and geographic regions looking to improve their practice. To accomplish this, the editors and contributors provide entry points for transforming the educational landscape in favor of liberatory, asset-based practices in PreK-12 schools.

Additionally, this book is ideal for teacher and administrator preparation programs, as well as PreK-12 professional development, because it guides readers through theoretical and empirical discussions, supported by hands-on applications that enable real-time application, and concludes with interactive features, like case studies, extension activities, and discussion prompts.