This article shares the story of a preschool teacher who courageously embarked on a yearlong journey of re-envisioning how an important milestone in children's lives--their birthdays--were celebrated in the classroom. She accepted the preschool leadership's invitation to align birthday practices with the center's identity influenced by the Reggio…

In this article, the authors describe the leadership needed to steward campuses through a racial crisis. The message is clear: leaders should be working now to build their capacity to deal with issues of diversity, equity, and inclusion (DEI). The work the authors describe in capacity building and trauma recovery addresses very different skills…

The divide of America and the racial injustices occurring support the need for ensuring faculty development to confront race and racial inequities in the classroom (Hughey, 2012). This study explored the experiences of White faculty members who incorporate racial dialogue in their courses. Based on ten interviews, one focus group, and a…

Amid the COVID-19 pandemic and the protests against racism, students have returned to campuses, virtually and in person, with a renewed commitment to social justice, racial equity, and institutional accountability. This mindset provides an opportunity for colleges and universities to partner with students to advance progress on diversity, equity,…

Framed by theories and methods from critical discourse analysis and social semiotics, this comparative case study of six Missouri school systems asked: How do school districts represent and address their changing communities? Discourses of equity, language, identity, and demographic change were examined across school system websites, mission…

Legislation and policy lead to action. In the absence of law or policy, situations are addressed on a case-by-case basis or they are sometimes ignored. Legislation and policy become extremely important when they relate to groups that have traditionally been marginalized, such as students with disabilities or students with gifts and talents, and…

This report focused on the problem of many principals not having knowledge and training to supervise English Language Learner (ELL) and Special Education (SPED) programs and be an effective instructional leader for specialized programs in their buildings. Principals are responsible for day to day operations for their building; however, the role of…

This report focused on the problem of many principals not having knowledge and training to supervise English Language Learner (ELL) and Special Education (SPED) programs and be an effective instructional leader for specialized programs in their buildings. Principals are responsible for day to day operations for their building; however, the role of…

This study sought to assess teacher candidates' knowledge of special education policies and procedures as mandated by the federal government. It also examines factors associated with accurate knowledge. A sample of 111 teacher candidates, drawn from a Missouri private university, completed a survey. Overall, teacher candidates lacked accurate…

The purpose of this study was to gather information on experiences of general education teachers concerning inclusion practices for children with Autism Spectrum Disorders (ASD). In this case study third, fourth, and fifth grade general education teachers in a rural Southwest Missouri school district provided the data source to keep a narrowed…