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posted Feb 23, 2010, 10:12 PM by Margaret Riel   [ updated Feb 23, 2010, 10:13 PM ]


Breaking the Mold of Education for Culturally and Linguistically Diverse Students: Innovative and Successful Practices for 21st Century Schools

Editors: Andrea Honigsfeld, Ed.D. and Audrey Cohan, Ed.D.

Publisher: Rowman and Littlefield

After publishing Breaking the Mold of School Instruction and Organization: Innovative and Successful Practices for the 21st Century (2010) (www.rowmaneducation.com) and currently finishing a second edited volume entitled Breaking the Mold of Pre-service and In-service Teacher Education: Innovative and Successful Practices for the 21st Century, Rowman and Littlefield has given us a contract for a third book in the Breaking the Mold series. This new book will be titled Breaking the Mold of Education for Culturally and Linguistically Diverse Students: Innovative and Successful Practices for 21st Century Schools.

We have several invited chapters and now we are soliciting previously unpublished proposal submissions through this open invitation. As the title suggests, this edited book aims to offer a collection of innovative ideas representing best practices for educating culturally and linguistically diverse students in the Pre-Kindergarten through 12th grade context. We are looking for proposal submissions that share authentic, research-based, successful practices that break the traditional mold of instruction for students from diverse backgrounds, especially for those who may be at risk of being marginalized.

The book will be divided into five majors sections, each having approximately five chapters. The sections represent the following categories: Culturally Responsive Practices in Classrooms, Schools, and Districts; Family and Community Involvement; Social Justice and Advocacy; Pre-service and In-service Teacher Education for Diversity; and Global Perspectives on Cultural and Linguistic Diversity.

Culturally Responsive Practices in Classrooms, Schools, and Districts:
Chapters will be written by or about practicing PreK-12 teachers and administrators who are highly responsive to diversity in their classrooms, schools, and districts. Successful school wide and district wide diversity initiatives and programs will be highlighted.

Family and Community Involvement:
These chapters will showcase examples of active family and community engagement through successful collaborative practices designed to address diverse student, family, and community needs.

Social Justice and Advocacy:
In this section, compelling documentary accounts of initiatives that have successfully advocated for diverse student groups and fulfilled the promise of creating socially just learning opportunities will be included.

Pre-service and In-service Teacher Education for Diversity:
Chapters will depict effective teacher preparation and professional development programs that focus on diversity issues. Successful and innovative practices that meet the needs of an increasingly diverse student population will be featured. (Please note this section of the book is already complete).

Global Perspectives on Addressing Cultural and Linguistic Diversity:
International perspectives on best practices in diversity education will be included.

The primary audience for the book will be Pre K-12 educators, teacher educators, school and district administrators, and professional developers. Specifically, this book will support both novice and experienced teachers and administrators in varied stages of their professional development who wish to look for examples of successful, innovative instructional practices related to culturally and linguistically diverse students. The secondary audience will be pre-service teachers who will benefit from reading the book since it offers a range of successful innovations and strategies.

There are no restrictions on the background or specialization of the authors, as long as their chapters reflect research-based scholarship, a concise theoretical framework, and documented, successful implementation of innovative practices in one of the above five categories.

Scholars and practitioners who are interested in contributing to this book are invited to submit a 500-word manuscript proposal in Microsoft Word by April 30th, 2010. Include a minimum of five references to support your proposal but do not count them as part of the 500-word limit. The proposal should clearly describe the content of the proposed chapter by highlighting the research base, the theoretical context, and the actual implementation of the innovative practice or program. To be aligned with the focus of the book, please incorporate authentic, concrete examples, and an account of the successful, documented outcomes.

On a cover page, please provide the following for all authors:
Name, title, current position, complete contact information including work mailing address, phone number, email address, and a 3-4 sentence biographical blurb. Please also include a no more than one-page list of key publications by each contributing author. Remember to include a working title for the proposal and please indicate which of the five major sections your proposal will best match. Only submissions following these guidelines and including APA-style references may be considered.

Chapter proposals will be assessed based on originality, topic suitability, well established research-base, innovativeness, and reader-friendly, yet scholarly writing style. Invitations to submit a full, 2500-3000 word chapter (including references, tables and charts) will be sent out by July 15th 2010. Completed chapters will be due no later than November 30th, 2010.

Please e-mail your proposal to acohan@molloy.edu. We can be contacted at ahonigsfeld@molloy.edu or acohan@molloy.edu with any questions.

Andrea Honigsfeld, Ed.D.
Division of Education
Molloy College
1000 Hempstead Ave
PO Box 5002
Rockville Centre, NY 11571-5002

Tel: (516) 678-5000 X 6343
Fax: (516) 256 2291