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Common Core State Standards Initiative mandates increased readings of informational texts within English Language Arts starting in elementary school. Accurate, age-appropriate, and engaging content is at the center of effective social studies teaching. Textbooks and children’s literature—both literary and informational—are prominent in elementary classrooms because of the esoteric nature of primary source material. Many research projects have investigated historical accuracy and representation within textbooks, but few have done so with children’s trade books. We examined children’s trade books centered on three historical figures frequently incorporated within elementary school curricula: Eleanor Roosevelt, Rosa Parks, and Helen Keller. Findings revealed various forms of historical misrepresentation and differing levels of historicity. Reporting such lacunae is important for those involved in curricular decisions. We believe children’s books, even those with historical omissions and misrepresentations, provide an unique opportunity for students to incorporate and scrutinize diverse perspectives as they actively assemble historical understandings. All secondary narratives, even historically representative children’s books, can benefit from primary source supplementation. We guide teachers interested in employing relevant and rich primary source material.

This paper seeks to argue that racially discriminatory zoning in Colonial Hong Kong could have been a form of protectionism driven by economic considerations.

This paper was based on a review of the relevant ordinances, literature, and public information, notably data obtained from the Land Registry and telephone directories.

This paper reveals that many writings on racial matters in Hong Kong were not a correct interpretation or presentation of facts. It shows that after the repeal of the discriminatory laws in 1946, an increasing number of people, both Chinese and European, were living in the Peak district. Besides, Chinese were found to be acquiring land even under the discriminatory law for Barker Road during the mid‐1920s and became, after 1946, the majority landlords by the mid‐1970s. This testifies to the argument that the Chinese could compete economically with Europeans for prime residential premises in Hong Kong.

This paper lends further support to the Lawrence‐Marco proposition raised in Environment and Planning B: Planning and Design by Lai and Yu, which regards segregation zoning as a means to reduce the effective demand of an economically resourceful social group.

This paper shows how title documents for land and telephone directories can be used to measure the degree of racial segregation.

This paper is the first attempt to systematically re‐interpret English literature on racially discriminatory zoning in Hong Kong's Peak area using reliable public information from Crown Leases and telephone directories.

Public transit is an essential service for people without access to an automobile, particularly those who are low income, elderly, or with disabilities. Previous research has found that large urban transit agencies receive less state funding per ride provided than suburban agencies. The paper aims to discuss this issue.

Using data from the National Transit Database for 37 of the largest US transit agencies, the authors create a panel data set of services provided and sources of operating funds for the period 1991-2009. The authors develop an equity index that represents the difference between the share of state funding that an agency receives and the share of the total transit rides in the state that it provides. The authors use fixed-effects regression modeling to examine the determinants of fiscal balance and the equity index.

The authors find that the share of an agency’s operating funds that come from dedicated taxes is a significant predictor of fiscal health as measured by its fiscal balance; reliance on passenger fares and provision of bus service are significant predictors of operating deficits. The equity index finds that large agencies receive less than their fair share of state transit funding based on ridership.

Dedicated tax revenues are a key ingredient to transit agencies’ fiscal stability. Transit agencies’ fiscal condition in states and localities that do not have a dedicated tax could benefit from such a tax.

Transit is an essential service for people who are unable to drive or own an automobile; funding inequities maintain old patterns of segregation and isolation for “transit dependents.”

This study supports earlier research finding that large agencies receive less than their fair share of state funding based on ridership. It contributes to the literature on transportation equity and transit finance.

The purpose of this study was to identify and understand the experiences of teacher candidates and alumni of color within a multi-campus teacher preparation program at a large public institution in the northwest region of the USA.

This qualitative study used focus group methodology. Four semi-structured interviews of participants were conducted to investigate the opportunities, challenges, resources and supports experienced by participants in the teacher preparation program.

The findings indicate that while participants had varied individualized experiences within the teacher preparation program, many of them had common experiences that impacted their overall success within the program. These shared experiences include finding their voices silenced and seeking out experiences of authentic care.

This study contributes to the growing body of research focused on the recruitment and retainment of students of color within teacher education. The suggested implications offer important considerations for practitioners and policymakers regarding the recruitment and retention of students of color in teacher preparation programs.

This paper uses former Black girl students' experiential knowledge as a lens to examine Black students' experiences with formal and informal curriculum; it looks to the 1970s during Waco Independent School District's desegregation implementation process.

Guided by critical race theory, I used historical and oral history methods to address the question: In newly desegregated schools, what does Black females' experiential knowledge of the academic and social curriculum reveal about Black students' experiences within school desegregation implementation process? Specifically, I drew on oral history interviews with former Black girl students, local newspapers, school board minutes, legal correspondence, memoranda, yearbooks, and brochures.

Black girls' holistic perspectives, which characterized Black students' experiences more generally, indicate Waco Independent School District's implementation of school desegregation promoted a tacit curriculum of Black intellectual ineptitude.

My main contribution is the concept of tacit curriculum, which I identified through the lens of former Black girl students, whose experiences spoke to Black students' experiences more widely. It also offers Black females' firsthand perspectives of the school desegregation implementation process in Texas, a perspective, a process, and a place heretofore underexamined in history of education scholarship.

The purpose of this paper is to argue that historical research methods offer an innovative and powerful way to examine, frame, explain, and disrupt the study of contemporary issues in educational leadership. More specifically, the authors examine how historical methodology might recast some of the questions educational leadership researchers presently engage and how the act of “doing history” might simultaneously lead to new research agendas and social change.

This conceptual paper provides a discussion of the explanatory and disruptive power of historical research methods and how intentional ignorance of uncomfortable historical realities, such as racist institutional structures and practices, undermines present-day efforts to advance equity in schools. Using the mainstream achievement gap narrative as an example, the authors consider the ways in which historical scholarship can effectively disrupt current conceptions of educational inequality and opportunity in the USA.

The paper suggests researchers close the “history gap” by engaging historical research methods in ways that better ground, contextualize, and disrupt the often ahistorical and uncritical ways the field frames present-day challenges like the achievement gap.

This paper explores the explanatory and disruptive power of historical research as a mode of inquiry in education leadership.

The purpose of this paper is to develop an insight, through an examination of the American Civil Rights Movement and the Anti‐Apartheid Movement in South Africa, into how desired change occurs at a national or cultural level of social organization.

The words and actions of two key figures in these national change movements are analyzed through the use of intentional change theory, and its constituent elements of discontinuous change, reference groups, the ideal self and emotional attractors.

The findings lead to the suggestion that great leaders, at times of national change, articulate a shared ideal or national vision and are primarily grounded in the positive emotional attractor. Furthermore, they appeal to their followers' cognition and affect.

While these two figures are prominent historical figures in their respective change movements, it is naïve to suggest that they were solely responsible for the change. Future research could look at the many other figures and factors that played a role in these tremendously complex and sensitive change processes.

This paper has important implications for people involved in change efforts at the national and cultural level. It provides evidence from two exemplary cases that could be applied to other such situations.

This paper develops an insight into how desired change occurs at a national or cultural level of social organization. In a world riddled with tension, violence and poverty, this insight is potentially of great value.

The purpose of this paper is to explore how African-American women, both individually and collectively, were subjected to both racism and sexism when participating within civil rights organizations.

Because of the intersection of their identities as both African and American women, their experiences participating and organizing within multiple movements were shaped by racism and patriarchy that left them outside of the realm of leadership.

A discussion on the importance of teaching social studies through an intersectional lens that personifies individuals and communities traditionally silenced within the social studies curriculum follows.

The aim is to teach students to adopt a more inclusive and complex view of the world.

The purpose of this paper is to explore the congruencies and incongruences between the moral and entrepreneurial accountabilities of Lillian McMurry to provide insights for entrepreneurs and entrepreneurship. Ms McMurry was the entrepreneurial force behind the founding of Trumpet Records, a unique, Mississippi Delta Blues record label in the 1950s.

The examination of this historical case study is grounded in the theoretical examination of the tensions between Lillian McMurry’s felt moral and entrepreneurial accountabilities. Using an analytical archival historical method, a narrative explanation of how these tensions influenced the success and, ultimately, the failure of Trumpet Records are developed.

The accounting records highlighted a number of issues hampering the commercial profitability of Trumpet Records. Moreover, the archival and documentary sources examined also proved revealing as to conflicts between Ms McMurry’s personal character and mercantile determination as an entrepreneur.

The approach of using analytically structured historical narrative as a research strategy is but one method of explaining the tensions between the moral and entrepreneurial accountabilities of Lillian McMurry.

The proponents of virtue ethics suggest that this Aristotelian personal character perspective is more fundamental than traditional, act-oriented consequentialist teleological and deontological ethical decision-making approaches. A perspective of moral accountability exceeding the norm of the obstructionist stance is required to maintain a sound balance between entrepreneurial accountability and moral accountability.

This paper adopts a mercantile perspective, using the accounting and related business records of Trumpet Records, to examine the leadership characteristics of Lillian McMurry. Practical lessons learned for entrepreneurs facing the moral dilemma of competing accountabilities and advance questions to spur future research in this area are drawn.

Organizational development has begun to incorporate research findings from organizational justice into its own intervention technology. Because perceptions of fairness can facilitate change success, it is quite natural to do so. Business ethicists are concerned, however, that such technology is aimed more at making change “look fair” than being fair. We label these two perspectives the “technical” and “philosophical” perspectives respectively. Proponents of the technical perspective argue that achieving justice will always be a struggle in the concrete world of organizational change. Critical ethicists question whether a technical approach to justice in change can ever really achieve it. The article presents these two positions more fully and goes on to develop a synthesis of them. Relying on Habermas and others, it presents how technical and philosophical perspectives can complement one another to achieve justice in organizational change.