Forthcoming Books

Stop checking boxes. Start leading a quality transformation. If you are an institutional leader, academic dean or program leader facing an upcoming accreditation deadline, you know the feeling: a mix of anxiety, overwhelm, and the sinking suspicion that you are about to drown your faculty in hours of meaningless "box-checking." Across higher education, accreditation has devolved into a voluminous, exhausting documentation exercise that drains institutional resources without driving genuine quality improvement. It doesn’t have to be this way. In Accreditation Simplified: A Practical Guide for Educators, Dr. Amy M. Dykens leverages her extensive campus experience as a former faculty member, program leader, academic dean, and director of institutional research to dismantle the compliance trap. Having held nearly every role that touches the campus review cycle, Dr. Dykens delivers a refreshing, actionable roadmap to transform a high-stakes burden into a powerful catalyst for institutional excellence. This book skips dense, abstract theories of evaluation studies and gives you the exact tools, terminology, and strategies needed to lead accreditation confidently from day one. Built around the proprietary Accreditation, Simplified Framework™, you will master a streamlined, 6-step path to submission readiness. Why this book will change your accreditation leadership style: learn how to move the accreditation lead role from a high-pressure, isolating burden that feels like a life sentence into a manageable, sustainable part of regular work and planning that naturally develops your successors. Accreditation Simplified is not a passive compliance checklist—it is a practical field guide for educators. Purposefully designed to be read cover-to-cover or used as a spot reference guide, it arms you with the systematic organizational memory required to lead your next site visit with complete confidence.

In this moment of heightened political repression, racial retrenchment, and global anti-Blackness, the urgency of confronting anti-Blackness within, through, and across communities of color has never been greater. As book bans spread, Critical Race Theory (CRT) is vilified, and diversity, equity, and inclusion (DEI) initiatives are dismantled, we must reckon with the reality that anti-Blackness is not an aberration, but an organizing logic of racial formation and global white supremacy. This edited volume brings together scholars, educators, and community organizers to interrogate the ways anti-Blackness is perpetuated within / through / across Latinx and Asian American communities—and the complex, often contradictory practices of complicity, resistance, and solidarity that emerge in response. Drawing on interdisciplinary perspectives from disciplines / professions like education, ethnic studies, sociology, psychology, cultural studies, social work, and gender studies, Asian and Latinx Anti-Blackness in Schools and Communities: Complicated Stories of Complicity and Resistance refuses simplistic narratives that position non-Black communities of color solely as victims or solely as perpetrators. Instead, contributors adopt a both/and framework, naming the ways Latinx and Asian communities have benefited from proximity to whiteness (as it relates to anti-Blackness) while also highlighting the histories, ruptures, and refusals that open / reveal possibilities for coalition and collective liberation. Organized into three sections—Anti-Blackness With/In, Through, and Among Latinx & Asian Communities, Geographies and Spaces; Anti-Blackness in Latinx & Asian Teaching, Pedagogy, and Curriculum; and Anti-Blackness and the Precarity of Racial Categories—the chapters combine empirical research, conceptual essays, narrative, and autoethnographies. Together, they explore topics such as racial formation, racial hierarchy, racial triangulation, the intersections of Blackness, the policing of language and accent, and the lived experiences of multiracial individuals navigating contested racial boundaries. The book situates these discussions within the shifting demographic and political landscape of the United States, where the 2020 Census revealed a decline in the white population alongside an increase in racial diversity, and where Kamala Harris’s historic tenure as the first Black and Asian American Vice President (and presidential candidate) illuminated both the promise of representation and the persistence of racial hierarchy. These contexts underscore a central question animating the volume: How do Latinx and Asian communities—within schools, neighborhoods, and transnational networks—navigate the tensions between inclusion and erasure of Blackness in the broader racial imaginary? Ultimately, this volume is both critique and invitation. It challenges readers to: confront how anti-Blackness is reproduced in everyday practices and institutional structures; to reckon with the privileges and harms tied to racialized positioning; and to imagine relational, historical, and spatial practices of accountability within / through / and among Latinx and Asian communities. By centering the voices of scholars and storytellers committed to racial justice, Asian and Latinx Anti-Blackness in Schools and Communities offers not only a sharper understanding of racial dynamics beyond the Black–white binary, the impact of the binary, but also concrete pathways toward dismantling anti-Blackness and building enduring, justice-oriented solidarity.

Teacher education, preparation, and professional development form the bedrock of what occurs in U.S. classrooms. Nonetheless, we are facing a teacher crisis on multiple fronts: teacher employment and retention are diminishing as the profession becomes increasingly deprofessionalized. Simultaneously, the majority of U.S. teachers are white, receiving teacher education from predominantly white institutions (PWIs), and are ill-equipped to teach effectively and responsively in our increasingly diverse classrooms. Since the standards movement took hold in the 1990s and gained momentum after the No Child Left Behind Act of 2002, education for pre- and in-service teachers has resembled a game of whack-a-mole in which postsecondary educators, academic coaches, school leaders, and professional development companies have formulated teacher education to respond to evolving policy mandates, student performance metrics, support for and rejection of DEI initiatives, and a constant flow of scholarship touting “best practices.” As a result, teacher education that pushes boundaries and the status quo must instead emphasize transformation, liberation, equity, and authentic learning for all students. In Moving from Limited to Liberated Teacher Education, we present nuanced approaches to transforming the education of pre- and in-service teachers, thus impacting PreK-12 at large. The enclosed chapters explore social justice instructional coaching, linguistically responsive academic coaching, transforming student and teacher assessment, preparing justice-oriented content-area teachers, teacher candidate identity and social justice mindset development, transformative action research in teacher preparation, critical professional development for justice, and transformative teacher mentorship. Educators are doing great work that pushes the limits of what is considered “best practices,” be it through advocating for authentic project-based curriculum and assessment over standardized assessments, restorative justice over punitive classroom management, culturally and linguistically responsive teaching over standards-based lesson planning, or instructional coaching that liberates teacher creativity and emphasizes mental health over performance and results. Moving from Limited to Liberated Teacher Education celebrates such practices and provides a roadmap for readers to enact them. Innovative and creative methodologies and practices that educators, educational leaders, and teacher preparation faculty can use right away are the primary focus of Moving from Limited to Liberated Teacher Education. As former or current PreK-12 practitioners, teacher educators, and/or education scholars, editors and contributors tailored the book for a broad educational audience. The editors and contributors provide practicing teachers, pre-service and practicing educational leaders (and mentors and coaches), and teacher educators entry points for transforming the PreK-20+ landscape in favor of liberatory, transformative practices in schools across grade levels, content areas, school types, and geographic regions. This book is ideal for teacher and leadership preparation programs and PreK-12 professional development, guiding readers through theoretical and empirical discussions supported by hands-on applications, and concluding with interactive features like case studies, extension activities, and discussion prompts.Perfect for courses such as: Introduction to Cultivating Culturally Responsive Schools; Introduction to Diversity, Equity, and Inclusion in Schools; Introduction to Supportive School Communities; Introduction To School Improvement; Instructional Coaching for Equity and Justice; Introduction to Transformative Professional Development and Professional Learning Communities; Instructional Leadership for Social Justice; Foundations of Social Justice School Leadership; Foundations of Transformative Leadership

Transdisciplinary Feedback in Higher Education: Feedback Practices to Promote Student Success Across the Disciplines in Higher Education covers a group of faculty at a small, public, comprehensive, Hispanic-serving university in west Texas who made a commitment to study effective feedback strategies and implement them in their courses across fourteen different disciplines. The faculty joined a learning community to discuss and implement high impact practices using ten feedback tools and strategies outlined by Riordan (2021). Twenty-two faculty share their unique experiences using effective feedback methodologies in over forty case studies with students in programs spanning across developmental education, biology, English, nursing, psychology, criminal justice, accounting, communication, history, political science, natural resource management, STEM, teacher education, and counseling. These case studies illustrate how each of the Riordan feedback strategies is effectively implemented, showcasing the resulting two-way exchange between the instructors and students in undergraduate and graduate courses. Drawing on their in-depth experiences, through these real world examples of feedback in higher education courses that have had a positive impact on students, authors Dr. Jeanne Qvarnstrom and Dr. Alicia M. Trotman provide insights into how meaningful feedback is framed and implemented in each discipline, using a customized approach to feedback to help readers identify the key feedback skills that are unique to each subject. Transdisciplinary Feedback in Higher Education: Feedback Practices to Promote Student Success Across the Disciplines in Higher Education is written primarily for faculty who know that feedback is important, but who also recognize that some types of feedback will be disregarded by the student. The purpose is to provide real world examples of feedback in higher education courses that have had a positive impact on students. Organized into three sections, in Part I of Transdisciplinary Feedback in Higher Education: Feedback Practices to Promote Student Success Across the Disciplines in Higher Education the authors explore instructor orientation to feedback, Part II highlights student orientation to feedback, and Part III illustrates the authors teaching the disciplinary tools as aligned with feedback strategies. While the tools and practices remain consistent, the implementation methods vary contextually to best meet the needs of the students in mastering the concepts of the disciplines. The reader gains a greater understanding of the ten feedback tools and practices from a transdisciplinary perspective. Each chapter ends with reflective questions for the reader and a reference list for future study. Effective feedback in higher education is a popular topic, but in Transdisciplinary Feedback in Higher Education: Feedback Practices to Promote Student Success Across the Disciplines in Higher Education, addresses a gap in research and offers examples from higher education. Transdisciplinary Feedback in Higher Education: Feedback Practices to Promote Student Success Across the Disciplines in Higher Education is dedicated to college and university instructors in various disciplines who recognize the power of feedback and want to learn more about effective forms of it. The book is well suited for faculty professional development initiatives, professional learning communities, and graduate programs in higher education and teacher education, making it an appropriate resource for both individual instructors and course adoption.

What does it mean for a school of education to advance justice and equity? Is it enough for its mission statement to include words like “justice” and “democracy,” to offer signature programs about justice, or for there to be a critical mass of scholars who write on this topic? Since its formation in 2016, Education Deans for Justice and Education (EDJE), a group of more than 400 education deans and leaders from large and small institutions, has been grappling with what it means to advance — as well as to trouble — justice and equity in and through our schools of education and education systems more broadly. Leading on the EDGE brings together ten chapters, along with an introduction and conclusion, written by deans and leaders from a diverse set of institutions across the United States. These leaders have implemented ideas that support an equity stance in their institutions using the EDJE Framework for Assessment and Transformation, an instrument designed for this purpose. As leaders of schools of education, many of us constantly ask: how can we transform our institutions in meaningful ways to foster justice and equity? What actions can we take that go beyond the essentials of revising the curriculum or diversifying our faculty, staff, and students? How can we take a holistic approach to the transformation of all aspects of our institutions, our governance structures, fundraising strategies, and external relationships with communities? We are living and working in precarious times with justice-oriented work at universities threatened at the federal level with possible serious ramifications at both public and private universities. With diversity, equity, and inclusion (DEI) programs, affirmative action measures, and equal opportunity policies under attack, university leaders committed to actions that support equity and access in their institutions require resources to support their work. Many initiatives that claim to address issues of justice and equity focus solely on curriculum and pedagogy. This Framework addresses all of the major areas in a school including admissions, hiring, development, budget priorities, community engagement, the support of faculty, staff, and students of color, as well as curriculum and pedagogical practices. The Framework was written by a large and varied group of people with great expertise and experience, who came together several times to pool their knowledge and resources. Through Leading on the EDGE, the authors tell complex and varied stories. While in some institutions, faculty quickly embraced ideas for focusing on justice and equity, other faculties were more reluctant. The stories in this volume reflect moments of vulnerability as well as strength. Authors reflect on the issues and challenges that arose from this work, how they adapted the Framework for their unique contexts and goals, how they got started, challenges they encountered, initial outcomes, how the work can be translated to other settings within the university and in other educational settings, and provide concrete strategies for their colleagues. At a time when education leaders are under attack, Leading on the EDGE provides concrete ideas and strategies for taking a stand and proclaiming a commitment to the transformative work of justice and equity in higher education. Chapters of Leading on the EDGE are conveyed in a variety of genres and styles: some are organized as case studies, others are more similar to reflective essays; some focus on assessment of the institution or school’s focus on equity and justice, while others turn their attention to how programs were implemented, including those results; some are written in a more traditional academic style while others more autobiographical, dialogical, or even artful.Perfect for courses such as: Higher Education Administration, Educational Leadership, Multicultural Education, Foundation of Education, Educational Policy, Race and Education, Research Methods, Social Justice Education, Organizational Management (in Education)

From Academic Mochilas to Reflejos Brillantes: Latina/o/x Students and their Quest for Educational Excellence was written to continue elevating the notion that education is a pathway forward for individual, family, community, and societal transformation. Anchored around two primary metaphors — the mirror and the mochila (backpack) — this book aims to engage educators, leaders, students, families, community members, and policymakers to consider how the mirror and the mochila can be used as tools to transform educational practice, pedagogy, and policy for Latina/o/x/e students across the K-12, community college, and university systems. Dr. Rodriguez begins From Academic Mochilas to Reflejos Brillantes with his own educational journey, discussing the challenges and opportunities that shaped his pathway through education and on to higher education. He discusses the intellectual foundations of reflejos as a result of research conducted in a predominantly Latina/o/x student high school in California. The remainder of From Academic Mochilas to Reflejos Brillantes focuses on strategies to build Reflejos Brillantes, beginning with affirmation-based pedagogies resulting in reflejos valiosos (worthy reflections). Then, in Chapter Four, Dr. Rodriguez explains the intellectual foundations of the academic mochila, which helps test the institutional espejo (mirror) and introduces how we can arrive at refjejos llenos (full reflections). Dr. Rodriguez believes all forms of education should strive to serve as an espejo to the students they serve. While Latinas/os/xs continue to grow as a demographic, there are deep-seated inequalities that must be understood within a historical context, and recognition must be paid to how far we actually need to go in order to advance our community in education and society. Education, even with its various challenges, has the potential to move our communities toward equity and justice. This progress will not happen by accident, and we must intentionally create the conditions that move us toward a more hopeful future. We must fight for the espejos that make sense for us. From Academic Mochilas to Reflejos Brillantes explores what this looks like. In order to build institutional espejos that reflect Latina/o/x student brilliance back to them, educators, researchers, and policy makers must be willing to recognize the gifts, skills, knowledge, and experiences that students already bring in their mochilas. This recognition of existing brilliance allows us to build on and contribute to it, but the first step in education is to recognize that the mochila exists, using education as a vehicle. The mochila is conceptualized from two key sources — the experiences of Latina/o/x high schools students and situated within the additive conceptual frameworks in education created by mostly Chicana/o/x and Latina/o/x scholars in the field of education. Throughout From Academic Mochilas to Reflejos Brillantes, Dr. Rodriguez speaks directly to all Latina/o/x students about seven essential steps to achieve reflejos victoriosos (victorious reflections), and finally, Dr. Rodriguez closes the book with a call to action by proposing a 12-point framework that can be used to advance Latina/o/x education in the U.S., or what he frames as reflejos futuros (future reflections). This framework aims to advance the conversation locally and nationally to advance education for and with the Latina/o/community, and to build Reflejos Brillantes into the collective future. From Academic Mochilas to Reflejos Brillantes aims to celebrate and facilitate Latina/o/x student success.

Teaching Through Generational Traumas: Adaptive Practices to Combat Dissociation While Addressing the Impacts of Respectability offers a powerful and timely exploration of what it means to teach, learn, and thrive in higher education while navigating the weight of generational wounds. Written by historian and educator Detrice L. Roberts, this book blends personal reflection, scholarly research, and experience-based classroom practice to uncover how trauma, identity, and resilience shape today’s student experience. At its core, this book challenges the idea that education is only about transmitting knowledge. Instead, Roberts presents the classroom as a space of transformation where students must be equipped not only with intellectual tools but also the social and emotional skills necessary to face the complexities of modern life. Drawing on frameworks including Social and Emotional Learning (SEL), the VARK learning model, and culturally relevant pedagogy, Roberts simultaneously offers instructors and students pathways to recognize identity, manage emotions, and build meaningful and productive connections between past and present. There exists a culture of dissociation among students today, but they are more adaptive to learning that incorporates real world engagement that allows for them to actively participate in the learning process. Being able to differentiate instruction relies on our understanding of the types of learners that we have in our classroom and exploring the factors associated with why students are disconnected academically. These very factors can then be addressed and used to enhance student experiences and ability to learn through learner-defined curriculum development. Teaching Through Generational Traumas moves through layered themes reflecting Roberts’s dual perspective as both teacher and learner. Part I situates the conversation historically, acknowledging how generational traumas rooted in slavery, segregation, and systemic racism, continue to impact Black students in higher education. Part II explores the lived experience of respectability politics, dissociation, and the subtle pressures students face to perform identities that do not always align with their authentic selves. Part III shifts to pedagogical innovation, highlighting Roberts’s seven classroom practices: Socratic questioning, storytelling, critical pedagogy, SEL, opening rituals, culturally relevant teaching, and digital humanities. Each practice is illustrated through vivid classroom narratives, emphasizing how teaching strategies can nurture critical thinking while affirming student identity. In the final section, Roberts invites students, educators, and readers alike to consider methods of perpetual growth that extend beyond the classroom. She frames education not as a temporary pursuit, but as a lifelong journey of reflection, resilience, and meaning-making. The book closes with an Ode to the HBCU, honoring the historic and ongoing role of Historically Black Colleges and Universities as sites of cultural affirmation, intergenerational pride, and transformative education. Teaching Through Generational Traumas is a call to reimagine what education can be when it is rooted in empathy, awareness, and liberation. It speaks directly to faculty, administrators, and students at HBCUs and beyond, while also offering insights for those interested in the intersections of history, identity, and pedagogy. This book will resonate with readers who believe that classrooms should be communities of growth, reflection, and belonging. By weaving together scholarship, lived experience, and practical strategies, Roberts demonstrates how we can confront the challenges of dissociation, respectability, and trauma, and instead cultivate spaces where students and instructors learn, heal, and transform together.Perfect for courses such as: Foundations of Education; Teaching and Learning in Higher Education; Culturally Relevant Pedagogy / Multicultural Education; Trauma-Informed Teaching Practices (or Social and Emotional Learning in Schools); African American Educational History; African American History / African Diaspora Studies; Educational Leadership & Policy Studies; Sociology of Education / Education and Society

Higher education in the United States appears to be in trouble. Much of the American public sees colleges and universities as disengaged, elitist, not open to new or alternative ideas, something to be escaped—not to mention expensive, unproductive, out of touch, unaccountable, oblivious to their own failings, and increasingly irrelevant. There are many in our society who are promoting a vision of higher education that uses these perceptions to call into question the role of colleges and universities in our democracy. But on the author’s campus of Augsburg University and on campuses across the country, in our neighborhoods, and wherever our alumni live and work, the author sees just the opposite. He sees students who view education as a gift that carries with it a responsibility to give back. He sees faculty and staff committed to the vision that students receive a three-dimensional education—an education that equips them to make a living, make a life, and build community. He sees alumni and neighbors who care about each other and the world, and who are working each and every day to support a just and inclusive democracy. For those of us who believe in the public purposes of higher education, we live in the tension between negative perceptions of our worth and the reality of what we do everyday on the ground to support social mobility, economic well-being, and a robust common life. In the context of that tension, Paul Pribbenow believes that there is a moral claim on those of us who lead colleges and universities to step forward with an alternative story. At a time when higher education is often characterized as a private, transactional good, we are called to articulate a vision that challenges the prevailing narrative and makes a moral case for higher education as an engine for a robust, pluralistic democracy. In more than two decades as a university president, he has sought to advance that case. To illustrate how, he will use the story of Jacob wrestling with the angel as depicted in the book of Genesis. A reminder of how the story unfolds. The same night he got up and took his two wives, his two maids, and his eleven children, and crossed the ford of the Jabbok. He took them and sent them across the stream, and likewise everything that he had. Jacob was left alone; and a man wrestled with him until daybreak. When the man saw that he did not prevail against Jacob, he struck him on the hip socket; and Jacob’s hip was put out of joint as he wrestled with him. Then he said, “Let me go, for the day is breaking.” But Jacob said, “I will not let you go, unless you bless me.” So he said to him, “What is your name?” And he said, “Jacob.” Then the man said, “You shall no longer be called Jacob, but Israel, for you have striven with God and with humans, and have prevailed.” Then Jacob asked him, “Please tell me your name.” But he said, “Why is it that you ask my name?” And there he blessed him. So Jacob called the place Peniel, saying, “For I have seen God face to face, and yet my life is preserved.” The sun rose upon him as he passed Penuel, limping because of his hip. Pribbenow’s argument, and sincere belief, is that higher education is about learning to wrestle with ideas, values, and relationships that demand our attention. He believes that students must learn to see the topics they wrestle with not as obstacles to overcome or defeat, but as “angels” that demand respect and thoughtful attention. The purpose of this vision of education is like it was for Jacob: to be named and claimed as those called to meaning and purpose in the world. And like Jacob who became Israel, wrestling with angels leaves students wounded, vulnerable, humbled—and also equipped for the work they are called to do - to thrive as neighbors, professionals, and citizens.Perfect for courses such as:Ethics and Higher Education; Higher Education Leadership; Education and Democracy; Leading Faith-Based Colleges and Universities; The State of Higher Education in America; Student Success and Academic Belonging

This volume extends the interactive and supportive approach of the original Scaffolding the Language of Power to the unique genre demands of the Dissertation in Practice (DiP), the capstone of the Project on the Education Doctorate (CPED)-aligned Education Doctorate. Like its predecessor, the book is grounded in three interconnected commitments: doctoral writing as social justice, as genre, and as scaffolding. However, in this edition, original author Kathryn Strom teams up with CPED Executive Director Jill Alexa Perry to reimagine that framework for scholarly practitioners with professional knowledge, practical wisdom, and contextual change agendas that are central to the work of the dissertation. The book’s unique design features stem from our understanding of the DiP as a distinct form of doctoral inquiry oriented toward understanding, improving, and leading change within a specific practice context and in service of particular communities. Accordingly, this volume emphasizes the dual-audience nature of the DiP: although students write to their committee first, DiP work simultaneously needs to serve a practitioner/professional community. To achieve that, for example, scaffolds for organization, headings, and topic sentences are framed not only as tools for writing, but also for producing writing that is accessible to multiple audiences beyond academia. Second, the book maintains a practice-to-improvement arc, reminding readers throughout that their writing is building toward something that they will be implementing, evaluating, and acting on. Third, the book is written to honor the highly contextual nature of the DiP, helping writers achieve the specificity needed to make local work understandable and transferable to readers in other settings. Finally, the volume explicitly affirms a scholar-practitioner identity, positioning professional knowledge in dialogue with scholarly knowledge rather than as something requiring academic legitimization. These design features support readers while guiding them to complete the specific tasks of the dissertation in practice, which includes articulating a problem of practice grounded in organizational urgency and stakeholder impact; constructing a review of scholarly and professional knowledge; and using that literature to create a theory of action and contextual plan of intervention. The book focuses on applied research, with specific guidance for three methodologies most common to CPED-aligned programs, Action Research, Improvement Science, and Program/Practice Evaluation. As in the original volume, each chapter follows a carefully sequenced structure that includes warm-up reflections, explicit instruction in the genre's linguistic moves, annotated modeling, and scaffolded exercises that build systematically toward independent writing. Many examples are drawn from CPED-aligned dissertations, giving readers models that reflect the scholarship of practice central to their own doctoral work. Ultimately, the book provides an affirmative apprenticeship that honors practitioners' existing expertise while making visible the often-hidden rules of academic writing, helping scholarly practitioners build confidence in their writing and facilitating the dissemination of impact in service of local change.This title is part of a series--the first volume, Scaffolding the Language of Power: An Apprenticeship in Doctoral Level Writing and the Companion Workbook are available as a bundle. 

Teaching in PreK-12 classrooms requires not only pedagogical knowledge and field-related skill, but also creativity, flexibility, and responsiveness. Teachers, as lifelong learners and as leaders in education, must make sense of curricula, policies, research, and evidence in order to guide and shape their practices in unique and diverse contexts. How teachers make use of these “best practice” guides varies — there is no one-size-fits-all program or method that can be picked up and applied without classroom teachers’ localized and reflective contextualization. Designed for use by preservice teachers, experienced educators, mentors and coaches, school leaders, and teacher preparation faculty, Recognizing “Best Practices” as Locally Situated calls teachers into their power to disrupt, transform, and lead towards change in PreK-12 schools. This volume makes visible the critical work teachers engage in daily as they evaluate, interpret, implement, and assess the impact of particular strategies, resources, and approaches in their classrooms. Teachers must iterate on their teaching practice in cycles of continuous learning and reflection toward educational equity and social justice. Recognizing “Best Practices” as Locally Situated celebrates the voices, power, and pedagogical practices of teachers across a variety of content areas and settings, ranging from early childhood to adolescence and from transnational contexts, including multilingual classrooms in the U.S., Lebanon, and Ukraine, along with teacher preparation programs in the U.S. and Europe. Through vignettes, analysis, reflective prompts, lesson plans, resources, and activities, the authors make clear that teachers are agentic, innovative, and adaptive practitioners who translate evidence-based “best practices” into context-specific, responsive, and learner-centered pedagogical moves that build upon the assets of their students to support learning. They invite readers into their (trans)local worlds as readers’ shape and reconfigure their own (trans)local classrooms, schools, and educational ecosystems. Recognizing “Best Practices” as Locally Situated aims to bring together the voices of practitioners across K-12 education to examine their situated and expert testing, adaptation, and refusal of “best practices” within their classrooms and communities. The authors explore a best practice, as housed in this partially archived version of the U.S. Department of Education's Best Practices Clearinghouse or as explicitly named in research or practitioner literature. They explain the ways they have tested, accepted, rejected, modified, or otherwise adapted and contextualized that “best practice” within their own teaching context and with equity, inclusion, diversity, belonging, and social justice in mind. Recognizing “Best Practices” as Locally Situated provides an important overview and critique of currently circulating “best practices” for both novice and experienced educators. It provides classroom-tested pedagogical modes and resources with methodologies for engaging critically with “evidence,” including through generation of new evidence and knowledge bases situated within particular communities, times, places, and policy contexts. As part of Dr. Linsay DeMartino and Dr. Lisa Fetman's book series Demystifying Social Justice Education: Moving from Trendy to Transformative Equity and Justice Practices in Schools, this book aligns through its focus on equity and justice and the dismantling of taken-for-granted or “trendy” practices and policies in education. The collection of texts draws upon the lived experiences of educators, education researchers, community program leaders, and students and families to provide new evidence and as contributions to the literature centering around what is possible in equitable, responsive, belonging, and socially-just education.Perfect for courses such as: Introduction to Curriculum, Instruction, and Assessment in Diverse Classrooms; Introduction to Educating For Equity And Social Justice; Cultivating Culturally Responsive Classrooms; Critically Reflective Teaching; Adolescent Identities, Literacies, and Communities; Integrated Content and Language Learning (TESOL/TEFL/Bilingual Ed); Literacy Methods in Multilingual Classrooms; Resisting and Transforming the Purpose of Education: Education for Freedom; Professional Development and Leadership; Inquiry-Based Professional Learning; Introduction to Teacher Leadership And School Improvement