Wheelock College of Education & Human Development

"By centering emotional and relational dynamics in the classroom from a social justice perspective, Kim, Donovan, and Suyemoto engage the reader in a conversation about teaching diversity and transformational learning. More specifically, the authors personally invite those who have been hesitant to participate in this work, as well as those who have been doing this work for years, to join the conversation. The ongoing dialogue between the authors and their readers makes these discussions especially approachable, interactive, and humanizing. All faculty who read this book are certain to find new ways of thinking about their teaching and learning, their students, and themselves." – Tara L. Parker, Chair, Leadership in Education and Professor, Higher Education, University of Massachusetts Boston

"Unraveling Assumptions opens the door to seeing your place in the world in a new way. Suyemoto, Donovan, and Kim lead their readers to a nuanced understanding of oppression and privilege, supported by concrete tools to deepen engagement with one’s own learning process. The clear examples and personal reflection prompts encourage self-reflection and meaningful conversations." – Sofya Aptekar, Associate Professor, School of Labor and Urban Studies, City University of New York

"Through the voices of students, teachers, teacher educators, and education allies, Latinx Experiences in U.S. Schools provocatively debunks the anti-Latinx rhetoric and racial hegemony in the Age of Trump. If you are interested in challenging educational inequality head-on, then this is a must-read volume that elevates the lived experiences of Latinx youth—in and out-of-school—and turns school failure on its head." – Gilberto Q. Conchas, Wayne K. and Anita Woolfolk Hoy Professor at the Pennsylvania State University

"Kanno’s book provides a compelling indictment of how US secondary schools as institutions routinely fail to prepare English learners for college or jobs. Vivid descriptions of the setting, students, and educators humanize the findings and bring home the cost of school failures for youth. This is an important book for all scholars, policymakers, and educators working with emergent multilingual students at the high school level." ―Linda Harklau, University of Georgia, USA

"This critically important volume is highly overdue! Castro and Artiles have produced a rich body of work on the intersection of special education, bilingual education, and early childhood education. Theoretically and programmatically integrative, this text is essential reading for designing equitable educational approaches that consider emergent bilinguals’ unique assets and skills. Readers will appreciate learning about the developmental characteristics of an increasingly diverse population in early intervention and special education as they gain cultural and linguistic efficacy." ― Iliana Alanís, The University of Texas at San Antonio

"When Colleges Close will be of enormous value to presidents and governing boards on either side of a potential merger or contemplating closure. Churchill and Chard illustrate the importance of communication, transparency, compassion, and putting students first. Wheelock College and Boston University were highly successful, and this volume shows why." ― Barbara Brittingham, former President, New England Commission of Higher Education (NECHE)

“Martell and Stevens offer an original and compelling framework for teaching history for social justice in the United States. Drawing on theories and practices of social activism, the authors argue that a critical approach to history education informed by social activism can enable students to understand how past social movements have led to greater justice in the present, and how a critical activist orientation can empower students in the present to promote social justice today and in the future. By including multiple examples of history teachers in diverse settings and at different grade levels who have enacted activist-oriented approaches, the book is among the most important and relevant resources for teaching and learning history during politically contentious times.” ―Terrie Epstein, chair and professor of education, Hunter College, City University of New York

“Using an accessible style and an innovative format, the authors present six engaging portraits of what life is like for culturally and linguistically diverse families when one or more of the children has a disability. The book will be valuable to students, teachers, and family members―really anyone who has an interest in how disability intersects with race, class, and gender within a multicultural context.” ― Philip Ferguson, professor emeritus of education, Chapman University

"This book offers powerful resources for researchers and practitioners about the opportunities for robust learning that entails multiple literacies, critical problem solving, and identity development connected to the integration of science, technology and mathematics learning... It is a timely publication with the exponential growth of makerspaces within formal and informal institutional settings. It is especially innovative in articulating expansive literacies that are not only required for impactful STEM learning, but equally important for critical problem solving across domains and across the life cycle. It will prove to be a consequential resource for this growing movement." – Carol D. Lee, Northwestern University

“This book offers a very fine overview of the process of individual therapy with survivors of trauma—although, truth be told, many of its insights apply to therapy with virtually all clients. It will be especially useful for early-career therapists who may not yet fully realize the complexity and importance of their relationship with the client. A major strength of this book is its ongoing exploration of the impact of various aspects of trauma (such as dysregulation) on the therapist and the therapist’s responses.” — Pamela C. Alexander, PhD, private practice, South Natick, Massachusetts

“Ardoin provides an in-depth view of the current state of secondary school systems in rural communities, including especially alarming information on how this system affects the students themselves and places strain on rural high school guidance counselors. Rurality and geographic location as identifiers of underserved students are not yet common among academic literature, yet as shown, they greatly affect the ability and aspirations towards higher education of rural students. Rural students nationally will greatly benefit if readers implement the advice proposed in this book.” — Karen M. Ganss, Southern Utah University

“The promise of disciplinary literacy has been unrealized in large part because of systematic implementation issues. This book provides a solution. The authors articulate an approach that will ensure that teachers are supported to engage students in disciplinary thinking. Their recommendations are based on solid research and practical experience and have the potential to transform the learning experiences for adolescents and young adults.” — Douglas Fisher, chair, Department of Educational Leadership, San Diego State University

“Lots of authors insist that students need scaffolds to read complex text, but Robertson, Ford-Connors and Dougherty go much further showing us how to identify specific scaffolds and then how to provide instruction that supports students toward independence as learners. Their detailed classroom scenarios made me feel like I was having team teaching experiences. This text offers instructional ideas that promote learning for new and novice teachers and more experienced teachers alike, and it should be a must read in teacher education classes and for in-service teachers.” — Diane Lapp, EdD, Distinguished Professor of Education, San Diego State University and Director of Learning, Health Sciences Middle School, San Diego, CA

“The competitiveness of today’s business community will increasingly depend on talent. In this handbook, Scott Solberg and Saba Ali have brought together a rich and insightful group of authors to explore the history of career development and how best to support the career aspirations and goals of youth and adults moving forward. This handbook is an important step forward in our national dialogue about how to improve career development and related services for our future workforce.” — Jason A. Tyszko, executive director, Center for Education and Workforce, US Chamber of Commerce Foundation

"Dr. Curenton's new book, Conversation Compass: A Teachers Guide to High Quality Language Learning in Young Children, provides the early childhood field with a practical resource to embed evidence-based practices that foster language development in all young children. The teaching strategies discussed are based on research that indicates the "serve and return" or back and forth between adults and children fosters healthy development and impacts brain development from birth. Dr. Curenton promotes the concept of “conversation partners”. She provides teachers with activities and resources to encourage richer conversations between peers and authentic opportunities to develop language in the preschool setting. Her discussion of the specific strategies to support African American children and linguistic diversity is particularly rich and addresses a significant gap in our education of teachers so that all children's backgrounds, cultures and ways of learning are honored and respected. I highly recommend Conversation Compass as a “must read resource” for all teachers and teacher educators!" ―Dr. Lori Connors-Tadros, National Institute for Early Education Research, Rutgers University and the Director of the Center on Enhancing Early Learning Outcomes

“In Critical Issues in School-Based Mental Health, Holt and Grills have assembled a cast of leading authors to discuss a wide array of mental health concerns affecting students. Chapters are comprehensive and clearly written, and expertly detail the available knowledge about the nature of the problem area and associated interventions. This text is a must-have for any provider who works with children, and has broad relevance for school-based practitioners across multiple disciplines.” — Eric A. Storch, PhD, All Children’s Hospital Guild Endowed Chair & Professor, University of South Florida, USA

“From the point of view of someone in his first year in Student Affairs, Sonja’s book provides honest guidance about what it means to be a new professional. Sonja presents theory and practical insight on how you can create and take advantages of opportunities that will enhance your career, and addresses many of the challenging experiences you will face when starting out. Reading this manuscript while I transitioned into a full-time position was extremely fortuitous.” — Thomas Harwell, Resident Director at Boston College

“Scott Seider, a rising star in the field of education, has crafted an eloquent presentation of the lessons learned from three case studies of character education. Rather than present yet another implementation model, Character Compass highlights the importance of process, context, diversity, and commitment to a vision. This is a unique, intelligent, articulate, and valuable addition to the body of knowledge informing best and comprehensive practices.” — Marvin W. Berkowitz, Sanford N. McDonnell Professor of Character Education, University of Missouri St. Louis

“This informative book describes the various ways that anxiety can be detrimental and interfering for children and adolescents, and explores the course of anxiety development, methods for its assessment, and considerations in its treatment. The writing is concise and up-to-date, and guided by evidence-based clinical practice. No hocus pocus, just well-informed guidance.” — Philip C. Kendall, PhD, ABPP, Distinguished University Professor and Director of the Child and Adolescent Anxiety Disorders Clinic, Department of Psychology, Temple University

“This is a book for those who want a clear and comprehensive treatment of the sad history of schooling of First Nations children in the United States and Canada. Charles Glenn boldly exposes the embarrassing assumptions behind the policies and practices of educationalists, government bureaucrats, anthropologists, and racial virtuosos.” — Elmer Thiessen, Research Professor of Education, Tyndale University College, Toronto

“Glenn has long been concerned about those who had few educational choices. Here he tells the education story of Africans in the New World, a story beginning well before the civil rights movement. The story highlights an often neglected phenomenon—the long-standing motivation of Blacks to sacrifice for the privilege of education.” — Stephen P. Heyneman, Professor, International Education Policy, Vanderbilt University

“In each generation, some privileged and talented young Americans commit their lives to social reform. How they choose to do so affects the future of the nation. Scott Seider’s rich and insightful study of Harvard students who run a homeless shelter provides an informative portrait of today’s young leaders and their struggle to understand and confront injustice.” — Dr. Peter Levine, Tisch College of Citizenship and Public Service, Tufts University

“Cronin provides us with a complete and compelling version of historical developments in the Boston Public Schools through most of the 20th century. While much ink has been spent on ‘busing in Boston’ and the history of the schools through the desegregation era of the 1970s, Cronin places this and other developments in the long history of the civil rights and education reform movements in Boston and the nation. Anyone concerned with the difficult work of reforming urban public education should read this book.” — James W. Fraser, Professor of History and Education at New York University’s Steinhardt School of Culture, Education, and Human Development