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This study aims to explore the self-efficacy of social studies teacher education working with lesbian, gay, bisexual, transgender and queer (LGBTQ) preservice teachers, teaching LGBTQ content in their methods courses, and helping the preservice teachers they teach in those classes reduce their bias and prejudice against LGBTQ individuals.

This study, framed by self-efficacy theory, employs a mixed methods approach, qualitative semistructured interviews (n = 6) and quantitative (Likert-scale) survey questions (n = 174).

Participants reported high self-efficacy in working with LGBTQ students but showed decreased efficacy in teaching about LGBTQ content and helping reduce preservice teacher LGBTQ bias. Participants suggested that time in the curriculum, lack of knowledge about LGBTQ topics/issues, and the lack of institutional support are some of the leading barriers to LGBTQ inclusion in the social studies teacher preparation curriculum.

This is the only work conducted at this scale to examine social studies teacher educators' self-efficacy in LGBTQ-inclusion in methods courses. It has implications for increasing this self-efficacy to help make P-16 social studies education LGBTQ-inclusive.

Professional development schools (PDSs) are a specific type of school–university partnership designed to support teacher preparation, professional development, inquiry and research, and student learning. Active teacher engagement in PDS work over the past three decades has led to the emergence of teacher leader practice and development as a serendipitous outcome of PDS partnerships. Emphasizing teacher leadership throughout, this chapter provides an overview of PDSs, including a definition and core purposes, benefits of continuous learning for all PDS stakeholders, and the complexities of PDS work before offering a brief history of PDS in the United States.

In many ways the state of affairs for students, service delivery personnel, and researchers in the field of college students with learning disabilities (LD) has remained largely unchanged over the past 25 years. Many of the same barriers to student success that we have seen over the past three decades remain today. In this chapter, I review issues related to success for college students with LD, explore current service delivery models, and discuss potential areas of future research that could lead to improved outcomes for college students with LD. Additionally, I explore the possible need to reconceptualize service delivery models on college campuses.

Developed and discussed in this chapter is a model for university–school partnerships in the Goodlad tradition, a model referred to as the Professional Development Center (PDC). This model is a unique apprenticeship-based partnership inspired from Goodlad, the Holmes Group, NNER, and others, and, has been sustained for nearly 25 years at a rural midwestern university in the United States. Though different in form from the professional development school model, the PDC functions conceptually similarly in that it seeks to renew and revitalize teaching and teachers, and to do so in a professional learning context predicated on inquiry aiming toward the improvement of practice.

This chapter proceeds by introducing the PDC, discussing its policies and practices, curriculum, competencies, and commitments of those in the program, and concludes by discussing the growth, leadership, and renewal experienced through the program. Inclusive in this chapter are observations from mentors and novices who have gone through the PDC programming.

This chapter introduces the history and development of inquiry-based learning (IBL) and describes how teaching and learning strategies over several decades in P-12 and higher education have built upon the ideas of John Dewey. Though personal reflection, uncertain learning paths and outcomes, and mindful inquiry have been central foundations undergirding IBL, the approach now stands upon the shoulders of theoretical and research giants such as Piaget, Vygotsky, and Bruner. Over 100 years, modern IBL proponents like Gruenewald, have implemented and experimented, contributing to cognitive and social science pedagogy, for instance, by attempting to make contemporary teaching and learning relevant, thoughtful, and action-oriented.

Dewey’s work continues to dominate educational landscapes and inquiry-based approaches to teaching and learning have, in contemporary forms, withstood the test of time. Two case studies in this chapter illustrate how IBL has materialized as problem-based and place-based methodology, reflecting influences of social and cognitive constructivism, humanistic psychology, and eco-feminism. Those who embrace IBL continue to improve teaching and learning strategies in order to find more effective methods of immersing themselves and their students in globally critical conversations about essential life issues – inside and outside of classrooms – a central and enduring tenet of Dewey’s experiential learning.

Why do K-12 schools not perform better in educating English Language Learners (ELLs)? Part of the problem lies with higher education: We continue to produce pre-service teachers who are not prepared for today’s multilingual student population and, more importantly, most currently practicing teachers lack any such preparation.

The tradition in academic institutions seems to favour individual effort and achievement. In counterpoint, a group of four Māori women from Aotearoa New Zealand – Nan Wehipeihana, Kataraina Pipi, Vivienne Kennedy and Kirimatao Paipa – share their experiences of journeying together as a kaupapa whānau, ¹ enhanced by their whakapapa ² links to collectively navigate a higher education pathway. They asserted their ways of working and being supportive to each other through a postgraduate diploma in evaluation and research. Their collaborative way of working challenged the academic system where learning is focused on individual effort and achievement. Pushing the boundaries to ensure the benefits of a culture of inclusiveness, collaboration and collectivity in an academic sphere of learning requires a mixture of willingness and cooperation between students and the institution. This chapter describes how this group of four mature Māori students overcame challenges in asserting a cultural stance that was a key enabler to them in successfully attaining their higher educational learning goals.

In recent years, issues related to body image, fat shaming, and societal perceptions of weight have gained more attention in educational discourse (Carmona-Márquez, et al., 2023; Dark and Aphramor, 2023; Nutter, Ireland, Alberga, et al., 2019; Schorb, 2022). The purpose of this paper is to explore the importance of engaging students and educators to critically examine fat ideology in teacher education and P-12 classrooms through the lens of multicultural education.

Using a multicultural lens to examine fat phobia in education.

This paper explores the importance of engaging students and educators to critically examine fat ideology in teacher education and P-12 classrooms through the lens of multicultural education.

By acknowledging the intersection of body image bias with cultural diversity, educators can foster inclusive environments that challenge harmful stereotypes and promote body positivity. This paper also provides strategies for integrating discussions on fat ideology within the multicultural education framework, aiming to empower both teachers and students from a multicultural education perspective to think critically and advocate for social justice.

This paper also provides strategies for integrating discussions on fat ideology within the multicultural education framework, aiming to empower both teachers and students from a multicultural education perspective to think critically and advocate for social justice.

The issue of fat phobia is rarely discussed in education.