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The purpose of this paper is to make the case for bringing compassion to students in educational settings, preschool through graduate school (PK-20).

First, the author defines what is meant by “compassion” and differentiates it from the related constructs. Next, the author discusses the importance of bringing compassion into education, thinking specifically about preschool, K-12 (elementary and middle school/junior high/high school), college students, and graduate students (e.g. law, medical, nurses, counselors and therapists-in-training). The author then reviews the scant empirical literature on compassion in education and makes recommendations for future research. In the final section, the author makes specific and practical recommendations for the classroom (e.g. how to teach and evaluate compassion in PK-20).

While there is a fair amount of research on compassion with college students, and specifically regarding compassion for oneself, as the author reviews in this paper, the field is wide open in terms of empirical research with other students and examining other forms of compassion.

This is not a formal review or meta-analysis.

This paper will be a useful resource for teachers and those interested in PK-20 education.

This paper highlights the problems and opportunities for bringing compassion into education settings.

To date, no review of compassion in PK-20 exists.

Since its inception at Harvard in 1921, the Doctorate in Education (EdD) has been a degree fraught with confusion as to its purpose and distinction from the PhD. In response to this, the Carnegie Project on the Education Doctorate (CPED), a collaborative project consisting of 80+ schools of education located in the United States, Canada, and New Zealand were established to undertake a critical examination of the EdD and develop it into the degree of choice for educators who want to generate knowledge and scholarship about practice or related policies and steward the education profession. However, programmatic changes in higher education can bring both benefits and challenges (Levine, 2005). This chapter explains: the origins of the education doctorate; how CPED as a network of partners has changed the EdD; the use of bi-annual Convenings as spaces for this work; CPED’s three phases of membership that have built the network; CPED’s path forward.

Black Panther depicted a positive representation of Black culture. The film transcended Black minds to believe in power, excellence, and intelligence. Black youth posted images on social media using the Wakanda pose as a symbol of pride. The film not only countered the stereotypical generalized ideologies of African culture, values, and customs, but it capsized false narratives by including the historical context of Black scientist with a female character. Articles summarizing depictions of Black Panther and its influence on Black youth assert that the character of Shuri and her perfection of the sciences contributed to pathways for young Black girls to join science, technology, engineering and mathematics (STEM) programs. Other factors contribute to the increase of Black girls in STEM programs, but the image of Shuri's character in a position of power of the sciences pinpoints representation as key to cerebral pictures and reflections of Black female excellence in the sciences. However, representation is minimal among Black male youth in STEM programs.

Although it is true that African American male youth have Black male representation in media through sports figures, rappers, and hip-hop artists, inquiring minds need to know that Black male representation in the sciences and mathematics is the formula to how young minds view themselves and their relation to the world. Accordingly, this underrepresentation of Black male youth in STEM programs leads to the big “what if” question. If LeBron James conducted a critical analysis using physics and mathematics to make a 3-point shot, then what is the likelihood that young Black males' interest in the STEM programs would increase?

Over the last 40 years, K-12 education has seen a continuous and significant increase in the amount of mandated standardized testing. This rise in standardized testing has led many in the field to question the extent to which these tests are affecting students, teachers and schools. The purpose of this paper is to explore the results of a social studies standardized test, specifically, the Florida Civics End-of-Course assessment.

Researchers used population data for seventh grade students and aggregated countywide proficiency rates from 2013–2016 for comparative statistical measures. Descriptive statistics and regression analyses were utilized to identify emerging trends using mean proficiency percentages when accounting for race, gender and socioeconomic status.

Initial findings indicated disparity within each subgroup (R²=0.511 (2013–2014), 0.500 (2014–2015) and 0.456 (2015–2016)). Following an analysis of the results, the conclusion and implications discuss the influence of standardized testing in social studies education.

This is a large-scale project that has never been done.

The authors suggest strategies for addressing and combating these attempts at racelighting.

The authors of this article– five anti-racist educators working in various educational settings in SLC– employ the Critical Race Theory counter-story methodology (Delgado and Stefancic, 1993) to confront resistance to educational equity in Utah. They do so by first providing a historical context of race and education in Utah before presenting four short counterstories addressing the racelighting efforts of students, fellow educators and administrators when confronted with the complexities of racial injustice.

These counterstories are particularly important in light of the recent increase in color-evasive and whitewashed messaging used to attack CRT and to deny the existence of racism in the SLC school system in K-post-secondary education, and in the U.S. as a whole.

These stories are set in a unique environment, yet they hold national relevance. The racial and religious demographics in Utah shed light on the foundational ethos of the country – white, Christian supremacy. They reveal what is at stake in defending it and some of the key mechanisms of that defense.

The purpose of this legacy paper is to review leadership preparation over time in the United States and addresses challenges ahead. It is hoped that the US developments will be instructive to an international audience interested in strengthening the preparation of school leaders.

The paper synthesizes research and commentary on leadership preparation programs in the US as a basis for identifying five challenges ahead.

Meaningful change should be informed by the past but not bound by tradition. It is imperative to be open to different viewpoints, to take reasonable – and at times bold – risks, and to question deeply held values and assumptions. Broad recognition of the significant role school leaders play in facilitating student learning suggests that the political climate is right to effect meaningful reforms in leadership preparation in the US. Those involved in preparing school leaders are urged to address the challenges identified in this paper.

Encouraging work is underway, but many more people need to be involved in efforts to rigorously assess and improve leadership preparation.

We do not have all the answers but cannot be paralyzed by what we do not know. We are ethically responsible to act on what we do know, such as incorporating the compelling research on learning theory into the leadership preparation curriculum.

The traditional complacency in the educational leadership professoriate cannot continue if university preparation programs are to meet the needs of the next generation of school leaders. The time is short, and the stakes are high for all involved especially for PK-12 students.