Elizabeth B Kozleski – författare

Transitions to adulthood for adolescents with disabilities are as diverse as the adolescents themselves. While there have been marked improvements for students with disabilities, there is still concern that employment education and independent living outcomes are not equitable across groups of students. For example, adolescents of color are more likely to face exclusionary discipline procedures in school resulting in detention and court involvement which, in turn, can limit access to educational opportunities in inclusive settings. Recommending a shift toward strengths-based approaches to research and practice, Trainor explores how all stakeholders, including researchers and practitioners, can help shape equitable opportunities for youth with disabilities in transition. Transition by Design reframes disability, diversity, and equity during the transition from high school to adulthood. Book Features: uses a unique theoretical framework in transition: cultivating a culture of practice; lays out an in-depth examination of the school-to-prison pipeline as a major issue in transition; examines health status and healthcare access issues relative to transition; calls for culturally responsive approaches to research by exposing the limitations of intervention methods and holes in the extant literature.

The author offers eight guiding principles that can be used to advance an inclusive pedagogy. These principles permit teachers to both acknowledge and draw from the conditions within which they work, even as they uphold their commitments to equitable schooling for students from historically marginalized groups, particularly students with disabilities.

This book explores how parents became education partners in new and unexpected ways during the COVID pandemic. Emerging from a range of research studies, it reframes how researchers, educators, school leaders, and policymakers can establish and foster more equitable partnerships with families. The authors ultimately argue that COVID schooling erased boundaries between schools and families as families translated, decoded, and reshaped learning in their living rooms alongside their children. Chapters use firsthand accounts by parents and caretakers to contextualize and report on how families managed their lives and the education of their children during the pandemic, before exploring the tensions and issues that arose for families which were pandemic caused or the results of educational disparities and inequalities being intensified by the COVID crisis. It thus reveals how caregivers struggled with employment and food insecurities as well as issues such as technology access and their children’s learning needs. Building connections between research and practice, it re‑imagines how families can be education partners, discussing how schools can carry families’ assets into their work on improving schools during the pandemic, times of crisis, and into the post‑pandemic future. It will appeal to researchers and graduates with interests in educational leadership, teacher education, sociology of education, and the sociology of family and parenting, with additional relevance for teachers and school administrators with interests in education in crises, school reform, and educational leadership.

This book explores how parents became education partners in new and unexpected ways during the COVID pandemic. Emerging from a range of research studies, it reframes how researchers, educators, school leaders, and policymakers can establish and foster more equitable partnerships with families. The authors ultimately argue that COVID schooling erased boundaries between schools and families as families translated, decoded, and reshaped learning in their living rooms alongside their children. Chapters use firsthand accounts by parents and caretakers to contextualize and report on how families managed their lives and the education of their children during the pandemic, before exploring the tensions and issues that arose for families which were pandemic caused or the results of educational disparities and inequalities being intensified by the COVID crisis. It thus reveals how caregivers struggled with employment and food insecurities as well as issues such as technology access and their children’s learning needs. Building connections between research and practice, it re‑imagines how families can be education partners, discussing how schools can carry families’ assets into their work on improving schools during the pandemic, times of crisis, and into the post‑pandemic future. It will appeal to researchers and graduates with interests in educational leadership, teacher education, sociology of education, and the sociology of family and parenting, with additional relevance for teachers and school administrators with interests in education in crises, school reform, and educational leadership.

This book explores how parents became education partners in new and unexpected ways during the COVID pandemic. Emerging from a range of research studies, it reframes how researchers, educators, school leaders, and policymakers can establish and foster more equitable partnerships with families. The authors ultimately argue that COVID schooling erased boundaries between schools and families as families translated, decoded, and reshaped learning in their living rooms alongside their children. Chapters use firsthand accounts by parents and caretakers to contextualize and report on how families managed their lives and the education of their children during the pandemic, before exploring the tensions and issues that arose for families which were pandemic caused or the results of educational disparities and inequalities being intensified by the COVID crisis. It thus reveals how caregivers struggled with employment and food insecurities as well as issues such as technology access and their children’s learning needs. Building connections between research and practice, it re‑imagines how families can be education partners, discussing how schools can carry families’ assets into their work on improving schools during the pandemic, times of crisis, and into the post‑pandemic future. It will appeal to researchers and graduates with interests in educational leadership, teacher education, sociology of education, and the sociology of family and parenting, with additional relevance for teachers and school administrators with interests in education in crises, school reform, and educational leadership.