Felecia Nace is a former language arts teacher of the Montclair Public School District, NJ. She was also employed as an Education Specialist for 13 years at the New Jersey Department of Education, worked for five years as an adjunct professor at Mercer County Community College, English Department and is currently the Executive Director of Partners 4 Educational Change, an education consulting firm.

This book is an insightful read. Dr. Nace has a keen grasp of education topics. She writes from an international perspective and a passion for supporting children, parents and educators. Her contribution as an author is thoughtful and reflective, nurturing the self-awareness of those in education.

• ForewordPete TamburroAcknowledgementsChapter 1: The Graying of Teaching and LearningTestingParent InvolvementCurriculumChapter 2: Educational Change and Bullying: More Gray Areas in EducationEducational ChangeBullyingConclusion and Systemic Impact Chart (1A)Chapter 3: What’s it Like for Children in the Gray ZoneThe Gray ZoneLessons in DiversityLearning Life Lessons Through Systems ThinkingSystems Thinking, the Value of Life, and College and Career ReadinessJust How Important is EveryoneHow to Study Systems?Conclusion: Being ConnectedChapter 4 Religion: The Light of the WorldIs There a Place for Religion in Schools?Paranoia and Religion in Today’s SchoolsThe Fork in the RoadChapter 5: Do Schools Contradict the Principles of Critical Thinking?What Does Gray Represent?Natural Reactions to GrayLesbian, Gay, Bisexual, Transgender, questioning, Intersex, Asexual (LGBTQIA)The Government’s RoleThe Importance of Defining “Normal”Chapter 6: Kids Will Be Kids LGBTQIA—what’s All the Fuss About?Confusion in the Learning EnvironmentCaution in Premature Labeling of KidConclusionChapter 7: Lessons in Systems ThinkingTeaching Children about Systems ThinkingSystems Thinking: Endless Lessons for ChildrenActivities for introducing systems thinking to children (At home and at school)Using Systems Thinking to Problem SolveSummary:Benefits for Children Who Study SystemsChapter 8: Immigration: An Unspoken Gray Area in Education Immigration: How are we doing?Illegal Immigration and the Impact on SchoolsIllegal Immigration and Moral QuestionsMigration, Communities, and SchoolsOpen Conversations about Culture and DiversityA Smart Approach to Closing Cultural Gaps in SchoolsChapter 9: Taking Schools from Grey to Pink through Effective CommunicationThe JourneyDo teachers and parents speak the same language?Parent-teacher communication: Both Sides of the CoinDefining Parent-Teacher CommunicationThe high school years: “The village”Community and Schools: Finding Innovative ways to stay connectedChapter 10: Exploring Weak Links in EducationIs Having Teaching Experience Overrated? Who Schools Hire and What It Communicates to Parents Are Charter Schools a Weak Link in Education? ConclusionChapter 11: Education Leaders as Chief CommunicatorsWhat is a Quality Hire? Lowering Standards for Today’s Education LeadersWho’s on Top?ConclusionClosing Thoughts

Felecia Nace is a former language arts teacher of the Montclair Public School District, NJ. She was also employed as an Education Specialist for 13 years at the New Jersey Department of Education, worked for five years as an adjunct professor at Mercer County Community College, English Department and is currently the Executive Director of Partners 4 Educational Change, an education consulting firm.

This book is an insightful read. Dr. Nace has a keen grasp of education topics. She writes from an international perspective and a passion for supporting children, parents and educators. Her contribution as an author is thoughtful and reflective, nurturing the self-awareness of those in education.

• ForewordPete TamburroAcknowledgementsChapter 1: The Graying of Teaching and LearningTestingParent InvolvementCurriculumChapter 2: Educational Change and Bullying: More Gray Areas in EducationEducational ChangeBullyingConclusion and Systemic Impact Chart (1A)Chapter 3: What’s it Like for Children in the Gray ZoneThe Gray ZoneLessons in DiversityLearning Life Lessons Through Systems ThinkingSystems Thinking, the Value of Life, and College and Career ReadinessJust How Important is EveryoneHow to Study Systems?Conclusion: Being ConnectedChapter 4 Religion: The Light of the WorldIs There a Place for Religion in Schools?Paranoia and Religion in Today’s SchoolsThe Fork in the RoadChapter 5: Do Schools Contradict the Principles of Critical Thinking?What Does Gray Represent?Natural Reactions to GrayLesbian, Gay, Bisexual, Transgender, questioning, Intersex, Asexual (LGBTQIA)The Government’s RoleThe Importance of Defining “Normal”Chapter 6: Kids Will Be Kids LGBTQIA—what’s All the Fuss About?Confusion in the Learning EnvironmentCaution in Premature Labeling of KidConclusionChapter 7: Lessons in Systems ThinkingTeaching Children about Systems ThinkingSystems Thinking: Endless Lessons for ChildrenActivities for introducing systems thinking to children (At home and at school)Using Systems Thinking to Problem SolveSummary:Benefits for Children Who Study SystemsChapter 8: Immigration: An Unspoken Gray Area in Education Immigration: How are we doing?Illegal Immigration and the Impact on SchoolsIllegal Immigration and Moral QuestionsMigration, Communities, and SchoolsOpen Conversations about Culture and DiversityA Smart Approach to Closing Cultural Gaps in SchoolsChapter 9: Taking Schools from Grey to Pink through Effective CommunicationThe JourneyDo teachers and parents speak the same language?Parent-teacher communication: Both Sides of the CoinDefining Parent-Teacher CommunicationThe high school years: “The village”Community and Schools: Finding Innovative ways to stay connectedChapter 10: Exploring Weak Links in EducationIs Having Teaching Experience Overrated? Who Schools Hire and What It Communicates to Parents Are Charter Schools a Weak Link in Education? ConclusionChapter 11: Education Leaders as Chief CommunicatorsWhat is a Quality Hire? Lowering Standards for Today’s Education LeadersWho’s on Top?ConclusionClosing Thoughts