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This chapter focuses on two aspects of the achievement gap – underachievement and low achievement among Black males in urban school contexts. More specifically, the authors explain several problems/issues confronting Black male students in P-12 gifted and talented, advanced placement, and special education programs, along with the school-to-prison pipeline – inequitable discipline in the form of suspensions and expulsions. We parse underrepresentation and overrepresentation for this student group. A central part of this discussion is grounded in the achievement gap literature on Black students in general with implications for Black males in particular. Another fundamental aspect of this discussion is the need for educators to adopt an anti-racist (social justice or civil rights) and cultural competence approach to their work, which means being equity-based and culturally responsive in philosophy and action. Suggestions for closing the achievement gap and otherwise improving the achievement of Black males are provided for educators. We also compel educators to go beyond talking about equity by setting quantifiable equity goals for minimum and maximum percentages (and numbers).

Black boys report experiencing more school-based racial discrimination than any other group (Butler-Barnes et al., 2019). Additionally, Black boys are viewed as older and less innocent than their peers beginning as early as 10 years old (Goff et al., 2014). Black boys are also suspended and expelled at much higher rates than other students (Graves & Wang, 2022). As such, there needs to be an investment in asset-based research designed to understand the factors that can help Black boys cope with these perceptions. Consequently, this chapter will discuss strengths based protective factors that will aid in the promotion of positive outcomes in Black boys.

The evolution and trends of special education and educational leadership are evident, especially in recent years. The former has strived to provide equitable educational opportunities to students with disabilities. The latter has dealt with how people in positions of authority in K-12 schools create policy, use resources, and influence other people to achieve educational goals. Together, these notions constitute an idea that school leaders and administrators can provide insight, oversight, assistance, and guidance toward creating educational environments for students with and without disabilities. This chapter examines the current state of special education and educational leadership by exploring the evolution of special education, relevant legal cases, and the enactment of inclusive education. Furthermore, this chapter addresses contemporary issues for leaders, such as the influence of the COVID-19 pandemic, while dealing with special education and the increasing pressure from families for equity for students with disabilities.

School violence can cause or exacerbate individual and collective trauma. Trauma-informed school approaches offer schools and educators guidance for how to respond. In this chapter, we provide an overview of trauma-informed school approaches and their contributions to healing individual and collective trauma. We begin this chapter by addressing the complex intersection of disability and trauma, and the unique implications of school-based violence for students with disabilities and their teachers. We then define trauma-informed care, describe current short- and long-term trauma-informed school approaches, and explain the aims of these approaches at individual and collective levels. Next, we locate trauma-informed responses to school violence in a context of systemic trauma and share considerations for disrupting the systemic conditions that perpetuate trauma and school violence. We discuss critiques of the trauma-informed care movement and conclude with recommendations for scholars pursuing research in this area.

As the number of school-aged children living outside their country of birth continues to rise, domestic governments should examine whether their education systems have the appropriate policies and practices in place to provide equitable accountability for migrant students. Specifically, domestic governments should work to ensure immigrant students who are not yet proficient in the host country's language are being systematically identified and provided the language supports necessary to engage in their education.

Over the past two decades, the US has been able to hone its approach to educating immigrant children. Drawing from this experience, this brief will show how the federal government has used education policy to increase access and accountability for immigrant children enrolled in US schools. Specifically, this brief will highlight the policies the US has adopted to facilitate uniform and objective procedures in how schools:

• identify immigrant students with linguistic needs upon enrollment;

• assess their language skills upon enrollment to create a baseline; and

• systemically and continually support and assess immigrant students' linguistic needs to ensure they can engage with age-appropriate academic content.

identify immigrant students with linguistic needs upon enrollment;

assess their language skills upon enrollment to create a baseline; and

systemically and continually support and assess immigrant students' linguistic needs to ensure they can engage with age-appropriate academic content.

By highlighting these practices and policies, this brief will show key steps other domestic governments can take to increase the visibility of and accountability over the education of migrant children by ensuring their linguistic needs are proactively addressed.

The purpose of this work is (1) to supply a framework of actors in sport sponsorship and articulate the service relationships that support these partnerships and (2) to propose research questions in this space that are unaddressed and forward-looking.

Sponsorship is part of a complex network of actors and service relationships found in sport. The sports team, activity, or event is a sport property, often with long-term and dynamic service relationships. The authors consider how a sponsor's relationship with the sport property intersects with organizing bodies, venues, communities and society. The authors identify clusters of actors that interact with and influence other clusters (e.g. governing bodies, media, host community and venue/teams/fans) within an ecosystem, paying special attention to aspects of co-creation and co-destruction and the feedback loops that cause them.

Through this analysis, the authors identify areas of needed research at the intersection of sport sponsorship and service. The model synthesizes the literature from service-dominant logic, sports, sponsorship, systems thinking and co-creation/co-destruction research areas. Using the model and relevant cases, the authors can better understand the complexities of sport service relationships and advance research at the intersection of sport sponsorship and service.

This is the first sport sponsorship service ecosystem model. It is also the first integration of systems thinking with constructs in sport sponsorship and services.

School counselors are committed to serving students' social-emotional, postsecondary, and academic needs while they navigate primary and secondary school (American School Counselor Association, 2019). Much has been said about the ways in which school counselors can impact postsecondary outcomes and social emotional health. It is important that we also address the ways school counselors can impact positive academic outcomes as it is intertwined in postsecondary options and success. For Black males, academic success has traditionally been met with systemic barriers (i.e., school-to-prison pipeline, lower graduation rates, lower incomes, higher unemployment rates, and lower college going rates (National Center for Edcuation Statisitics, 2019a, 2019b, 2020a, 2020b) and low expectations. School counselors are charged to be leaders and change agents for social justice and equity in our schools by the American School Counselor Association (ASCA, 2019) and can impact systemic change. This chapter will explore ways in which school counselors can impact positive academic outcomes for Black males. School counselors as change agents and advocates are positioned to make a real impact for Black male academic success. The authors will also provide some recommendations and best practices for elementary, middle, and high school counselors as they work with students, teachers, and families from an anti-deficit model as outlined by Harper (2012).

Behavioral threat assessment and intervention is a violence prevention strategy that has become widely used in US schools. Instead of relying on a zero tolerance disciplinary approach that often leads to school exclusion of students with disabilities, schools can use a multidisciplinary threat assessment team to assess the seriousness and context of a student's behavior and identify appropriate interventions and supports. This process is especially valuable for students with disabilities who are identified as threatening violence. This chapter describes an evidence-based model of threat assessment, the Comprehensive School Threat Assessment Guidelines (CSTAG), ¹ reviews some common misunderstandings of threat assessment, and presents a case example illustrating the value of threat assessment in preventing school exclusion, and provides services for a student with a disability.

This paper aims at a qualitative investigation and analysis of the complicated situation of the four German Political Foundations (GPFs) – Friedrich Ebert Foundation, Konrad Adenauer Foundation, Friedrich Naumann Foundation and Hanns Seidel Foundation – as actors of democracy assistance in Egypt post 25 January 2011 revolution. It explores the relation between the restrictive political circumstances and the weakness and potential failure of the GPFs while considering their internal structural and operative misconducts as intervening variables.

The researcher uses the qualitative research method and its interpretive practices of data collection. The backbone of this study are the field visits and extensive interviews with the resident representatives of the GPFs in Egypt, and the representatives of the international departments of their headquarters in Germany. These interviews were complemented by further interviews with members of related organizations in Germany, as well as Egyptian professors, diplomats and experts on Egypt and the broader Middle East. The interviewing method is semi-structured in nature and audio-recorded. In Germany, interviews and information were gathered throughout a four-month field-research stay in Germany.

The paper concludes that the restrictive regime and political limitations were determining variables undermining the success of the GPFs in the area of democracy assistance in Egypt post 2011 revolution, while the GPFs’ own operative malfunctions and lack of adaptation to the political reality post 2011 were contributing factors in the process.

Owing to security concerns and trust issues, many interviewees were reluctant to give information openly and freely; also requesting complete anonymity in the study. Some information and documents were denied to the researcher out of security concerns.

The added value of this paper lies in the qualitative research, investigations and personalized views on the functions and situation of the GPFs as international actors of democracy assistance in Egypt post 25 January 2011 revolution, considering the restrictive political landscape in which they exist. The study can assist scholars and researchers who explore the processes of democratization during transitional periods and the harsh grip of restrictive regime.

This study aims to investigate beneficial right as a new legal concept and term accepted by the Indonesian legal system. The new concept was ratified to endorse government decision to use ṣukūk (as an Islamic financial instrument) in the financing of state budget deficit. Some legal issues emerged after the ratification such as the necessity to synchronize the beneficial right with other property rights in Indonesia and the disharmony between laws related to sovereign ṣukūk issuance.

The study uses a qualitative method with library study and interviews with relevant legal experts in Indonesia as the data collection techniques.

The findings show that the passage of Sovereign Ṣukūk Law 2008 that ratified beneficial right deemed as a concession point by the government to solve conflicts between legal restriction and employment of state-owned assets as the underlying asset of sovereign ṣukūk. The study deemed the necessity to improve the use of beneficial right in the Indonesian legal system which by the concept is not exercised for the issuance of sovereign ṣukūk only. There is the need to harmonize the administration of this right with other property rights in Indonesia.

The scope of study will be limited to the Indonesian regulation related to the use of beneficial right concept in the issuance of sovereign ṣukūk in Indonesia. The regulation as mentioned will be in the form of statutes, presidential or ministerial regulations, and also opinions of Indonesian legal and sharīʿah scholars regarding the matter.

This study may explore significantly the use of beneficial right for the issuance of sovereign ṣukūk by the Government of Indonesia. Specifically, the study reveals and addresses the issues that are following the ratification of beneficial rights originated from the common law system into the Indonesian civil law system.