Positive youth development highlights the promotion of skills through engaging and caring settings and building opportunities for bidirectional and constructive relationships. Whole School Restorative Approaches (WSRA) promote school community relationships and social and emotional skills which are core components for positive youth development.…

Drawing on frameworks of teacher research and critical literacy, this volume documents the experiences of educators in New Mexico who participate in Teaching Out Loud--an intergenerational, professional development program that focuses on the creation and implementation of imaginative, critical curriculum with historically marginalized students.…

This study described the practice of Education for Sustainable Development (ESD) along with the supporting factors of the implementation of ESD in three elementary schools (SD) which are referred to as pilot education schools in Surabaya, namely SD Al Irsyad, Citra Berkat Primary Schooland Putat Gede I Surabaya Elementary School. The study used a…

Out-of-school youth are often characterized as at risk, idle, or troublemakers and are essentially excluded from being citizens of their societies. In Tanzania and Uganda, where this study took place, youth who have not completed their secondary education are excluded from further education and formal work and are often not considered members of…

The objective of this literature review is to review contemporary literature regarding the role of child-teacher relationships within trauma-informed education. It first discusses and defines terminology surrounding child-teacher relationships and trauma-informed education. Here, it examines the points of contention and change as different views…

The ambitious project to nationalise the Australian Curriculum has prompted great interest among policymakers, academics and civics teachers in Australian schools. The government-led citizenship education initiative "Discovering Democracy" (1997-2007) comprehensively failed to meet its objectives, most prominently the stated goal of…

Stanford Center for Assessment, Learning, and Equity (SCALE) provided a commentary on the manuscripts in the first part of this special issue, which highlighted the benefits of edTPA and the necessity for such assessment programs to improve teacher education and strengthen teaching practices. In turn, the authors responded to the SCALE commentary.…

The first-year seminar Why Are We Here? Student Culture and the Problem of College (WAWH) helps high-achieving students become motivated agents in their education by changing attitudes toward themselves, college, and their roles as students. The author presents the intentional design, execution, analysis, and results of the WAWH seminar, a…

This article presents a study that aimed to understand the contributions of self-evaluation (SE) processes towards the development of curricular and social justice and educational improvement. The study focuses on data collected from the schools' external evaluation (SEE) process and from the TEIP programme (Educational Territories of Priority…

Both educational research and practices pay little attention to the experiences of girls related to trauma within the School-to-Prison Pipeline. Educators typically take a deficit approach toward youth experiencing trauma and often reinforce trauma through discriminatory and exclusionary disciplinary practices. Using a Youth Participatory Action…

Dan Butin exmines and questions whether the goal, or dream, of service-learning has been actualized in practice. He raises the possibility that what educators dream of-a critical service-learning able to ameliorate persistent real-world inequities-may be a case of their dreaming being fulfilled, rather than their dreams. More specifically, he…

New counseling students often have strong reactions to the concept of privilege and become anxious when expected to address issues of multiculturalism personally and professionally. In this article, the authors describe a new student orientation model that focuses on addressing privilege and offer steps toward embracing multiculturalism and social…

This report is part of a larger body of work by the WestEd Justice and Prevention Research Center focusing on restorative justice (RJ) as an alternative to traditional responses to student misbehavior in schools across the United States. This work seeks to document the current breadth of evidence on the subject, provide a more comprehensive…

This research project explored the impact of seven teachers' life experiences on their core beliefs about educationally just teaching philosophy and practices. Results of a qualitative, phenomenological case study yielded six themes, each revealing particular connections between teachers' life experiences and their beliefs about educational…

The need for sophisticated and highly skilled educators in urban schools is painfully obvious, even to the most casual observer. National and local test data demonstrate that students in urban schools are generally not achieving at the same levels as are their suburban and more affluent peers. Teacher educators in urban areas struggle with how to…