Camille M. Wilson is Associate Professor of Educational Leadership and Policy Studies at Wayne State University, USA.Sonya Douglass Horsford is Senior Resident Scholar of Education at the Lincy Institute at the University of Nevada, Las Vegas, USA.

• Section I: Understanding Educational Equity and Achievement in America A Nation (of Students) at Risk: The Political Rhetoric of Equity and Achievement in U.S. Education ReformSonya Douglass Horsford, University of Nevada, Las Vegas NCLB’s Intensifying Makeover: Race to the Top’s Troubling Changes to Rules, Incentives, and PracticeKevin G. Welner and Carol C. Burris, University of Colorado, Boulder/National Education Policy Center Examining Teacher Quality, Educational Policy, and English Learners in Latina/o Growth StatesJulian Vasquez Heilig, The University of Texas at AustinFrancesca Lopez, Marquette UniversityDaniela Torre, Vanderbilt University Cultural Work and Demographically Changing Schools: New Opportunities for Transformative Leadership Camille M. Wilson, Wayne State UniversitySection II: Affirming Multiple Dimensions of Diversity in Schools Religious Diversity, Multiculturalism, and Representation: The Challenge of Facing Islam in the ClassroomLiz Jackson, University of Hong Kong Marginalized Sexualities in Public Schools: The Need for Activist Educators James W. Koschoreck and James G. Allen, Northern Kentucky University Disrupting Deficit Views: Latina/o and Native American Youth Constructing Cultural, Linguistic, and Learner IdentitiesLucila D. Ek, Patricia D. Quijada Cerecer, and Elsa Cantú Ruiz, The University of Texas at San Antonio Teacher Identities in Transition: Perspectives from ESL International Teachers Christine W. Nganga, South Dakota State UniversitySection III: Fostering Collaboration and Partnerships Attending to Urban Teacher Development through a School-University Partnership: The Case of South Kilbourne Elementary SchoolTambra O. Jackson, University of South CarolinaSarah G. Smith, Principal, South Kilbourne Elementary School Reducing Achievement Gaps and Increasing the School Success of Culturally and Linguistically Diverse Students with Special Needs Using the Comprehensive Support ModelFestus E. Obiakor and Christopher D. Yawn, The City University of New York Policy Intersections in "Real Lives": Families Experiencing Homelessness andSchool-Related MattersAlexandra E. Pavlakis and Peter M. Miller, The University of Wisconsin Madison New Horizons for Urban Teacher Preparation and Parent Engagement in the Post-Civil Rights SouthTondra Loder-Jackson and Deborah L. Voltz, The University of Alabama at Birmingham Michael Froning, Birmingham Education Foundation

Select Guide Rating

Camille M. Wilson is Associate Professor of Educational Leadership and Policy Studies at Wayne State University, USA.Sonya Douglass Horsford is Senior Resident Scholar of Education at the Lincy Institute at the University of Nevada, Las Vegas, USA.

• Section I: Understanding Educational Equity and Achievement in America A Nation (of Students) at Risk: The Political Rhetoric of Equity and Achievement in U.S. Education ReformSonya Douglass Horsford, University of Nevada, Las Vegas NCLB’s Intensifying Makeover: Race to the Top’s Troubling Changes to Rules, Incentives, and PracticeKevin G. Welner and Carol C. Burris, University of Colorado, Boulder/National Education Policy Center Examining Teacher Quality, Educational Policy, and English Learners in Latina/o Growth StatesJulian Vasquez Heilig, The University of Texas at AustinFrancesca Lopez, Marquette UniversityDaniela Torre, Vanderbilt University Cultural Work and Demographically Changing Schools: New Opportunities for Transformative Leadership Camille M. Wilson, Wayne State UniversitySection II: Affirming Multiple Dimensions of Diversity in Schools Religious Diversity, Multiculturalism, and Representation: The Challenge of Facing Islam in the ClassroomLiz Jackson, University of Hong Kong Marginalized Sexualities in Public Schools: The Need for Activist Educators James W. Koschoreck and James G. Allen, Northern Kentucky University Disrupting Deficit Views: Latina/o and Native American Youth Constructing Cultural, Linguistic, and Learner IdentitiesLucila D. Ek, Patricia D. Quijada Cerecer, and Elsa Cantú Ruiz, The University of Texas at San Antonio Teacher Identities in Transition: Perspectives from ESL International Teachers Christine W. Nganga, South Dakota State UniversitySection III: Fostering Collaboration and Partnerships Attending to Urban Teacher Development through a School-University Partnership: The Case of South Kilbourne Elementary SchoolTambra O. Jackson, University of South CarolinaSarah G. Smith, Principal, South Kilbourne Elementary School Reducing Achievement Gaps and Increasing the School Success of Culturally and Linguistically Diverse Students with Special Needs Using the Comprehensive Support ModelFestus E. Obiakor and Christopher D. Yawn, The City University of New York Policy Intersections in "Real Lives": Families Experiencing Homelessness andSchool-Related MattersAlexandra E. Pavlakis and Peter M. Miller, The University of Wisconsin Madison New Horizons for Urban Teacher Preparation and Parent Engagement in the Post-Civil Rights SouthTondra Loder-Jackson and Deborah L. Voltz, The University of Alabama at Birmingham Michael Froning, Birmingham Education Foundation

Select Guide Rating

Camille M. Wilson is Associate Professor of Educational Leadership and Policy Studies at Wayne State University, USA.Sonya Douglass Horsford is Senior Resident Scholar of Education at the Lincy Institute at the University of Nevada, Las Vegas, USA.

• Section I: Understanding Educational Equity and Achievement in America A Nation (of Students) at Risk: The Political Rhetoric of Equity and Achievement in U.S. Education ReformSonya Douglass Horsford, University of Nevada, Las Vegas NCLB’s Intensifying Makeover: Race to the Top’s Troubling Changes to Rules, Incentives, and PracticeKevin G. Welner and Carol C. Burris, University of Colorado, Boulder/National Education Policy Center Examining Teacher Quality, Educational Policy, and English Learners in Latina/o Growth StatesJulian Vasquez Heilig, The University of Texas at AustinFrancesca Lopez, Marquette UniversityDaniela Torre, Vanderbilt University Cultural Work and Demographically Changing Schools: New Opportunities for Transformative Leadership Camille M. Wilson, Wayne State UniversitySection II: Affirming Multiple Dimensions of Diversity in Schools Religious Diversity, Multiculturalism, and Representation: The Challenge of Facing Islam in the ClassroomLiz Jackson, University of Hong Kong Marginalized Sexualities in Public Schools: The Need for Activist Educators James W. Koschoreck and James G. Allen, Northern Kentucky University Disrupting Deficit Views: Latina/o and Native American Youth Constructing Cultural, Linguistic, and Learner IdentitiesLucila D. Ek, Patricia D. Quijada Cerecer, and Elsa Cantú Ruiz, The University of Texas at San Antonio Teacher Identities in Transition: Perspectives from ESL International Teachers Christine W. Nganga, South Dakota State UniversitySection III: Fostering Collaboration and Partnerships Attending to Urban Teacher Development through a School-University Partnership: The Case of South Kilbourne Elementary SchoolTambra O. Jackson, University of South CarolinaSarah G. Smith, Principal, South Kilbourne Elementary School Reducing Achievement Gaps and Increasing the School Success of Culturally and Linguistically Diverse Students with Special Needs Using the Comprehensive Support ModelFestus E. Obiakor and Christopher D. Yawn, The City University of New York Policy Intersections in "Real Lives": Families Experiencing Homelessness andSchool-Related MattersAlexandra E. Pavlakis and Peter M. Miller, The University of Wisconsin Madison New Horizons for Urban Teacher Preparation and Parent Engagement in the Post-Civil Rights SouthTondra Loder-Jackson and Deborah L. Voltz, The University of Alabama at Birmingham Michael Froning, Birmingham Education Foundation

Select Guide Rating