The research of the faculty of the College of Educational Studies has been recognized both nationally and internationally for tackling the most pressing educational and social issues that confront communities, families, schools, and children. Recently published and ongoing faculty research is highlighted below.
College of Educational Studies Professor and Assistant Dean of Research, Scot Danforth, has published a new book titled Becoming a Great Inclusive Educator. This Second Edition offers educators the guidance and resources to become great inclusive educators by engaging in a powerful process of personal and professional transformation. Inclusive education continues to grow in popularity and acceptance in the United States. But most teachers, both general and special educators, are poorly prepared to be successful in inclusive classrooms and schools.
Undoubtedly, the challenge to professionals involves the acquisition of new knowledge and skills. But inclusion requires far more. It calls upon educators to trouble everything they think they know about disability, to question their deepest ethical commitments, to take up the work of the Disability Rights Movement in public schools, and to leap headlong into the deepest waters of the rich craft tradition of inclusive teaching.
In the first peace leadership focused book, Assistant Professor Dr. Whitney McIntyre-Miller co-wrote a book chapter with Michael Wunduh: "The Integral Perspective of Peace Leadership: The Life and Work of Christiana Thorpe of Sierra Leone" in Peace Leadership: The Quest for Connectedness. This book examines the concept of peace leadership, bringing together scholars and practitioners from both peace and conflict studies and leadership studies. Pre-order Peace Leadership: The Quest for Connectedness before its release in August.
CES Assistant Professor Cathery Yeh has published her first book, Reimagining the Mathematics Classroom, now available, published by the National Council of Teachers of Mathematics (NCTM). Reimagining the Mathematics Classroom presents a comprehensive systems approach to examining mathematics teaching. It synthesizes and illustrates current research on the essential elements of mathematics teaching and learning, unpacking each component—the classroom physical space; mathematical discourse, tasks, assessments; and families and communities—and providing concrete practical strategies and tools teachers can apply directly to their work.