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Common Core State Standards Initiative mandates increased readings of informational texts within English Language Arts starting in elementary school. Accurate, age-appropriate, and engaging content is at the center of effective social studies teaching. Textbooks and children’s literature—both literary and informational—are prominent in elementary classrooms because of the esoteric nature of primary source material. Many research projects have investigated historical accuracy and representation within textbooks, but few have done so with children’s trade books. We examined children’s trade books centered on three historical figures frequently incorporated within elementary school curricula: Eleanor Roosevelt, Rosa Parks, and Helen Keller. Findings revealed various forms of historical misrepresentation and differing levels of historicity. Reporting such lacunae is important for those involved in curricular decisions. We believe children’s books, even those with historical omissions and misrepresentations, provide an unique opportunity for students to incorporate and scrutinize diverse perspectives as they actively assemble historical understandings. All secondary narratives, even historically representative children’s books, can benefit from primary source supplementation. We guide teachers interested in employing relevant and rich primary source material.

This chapter provides an analysis of the plight of African American women leaders as they journey to the superintendency. African American women remain largely underrepresented in the superintendency. Although the number of women superintendents has increased over the years, the superintendency remains a male-dominated field and African American women remain in the minority. Consequently, African American female superintendents must overcome many obstacles such as racial and gender stereotypes, caustic work environments, and restricted access to opportunities. Critical to dismantling the underrepresentation of women superintendents is the role of mentorship and hiring practices on the recruitment and retention of Black women superintendents. Mentorship is an essential strategy in weathering these barriers. African American women also deserve a voice in the hiring practices of school districts. Further, when marginalized groups, such as Black women, are placed at the center of hiring discourses, hidden paradigms and vestiges of discrimination will be unearthed to unify efforts to provide increased opportunity and positive workplace environments. These efforts have implications for research and practice in the area of mentorship and hiring to amplify the voices of African American women superintendents and presence in the superintendency.

Historically, learners labeled with disabilities have been denied equal access to and opportunities in mainstream classrooms. Globally, the task of addressing marginalization entails two main approaches. Firstly, there is a need to prevent stigmatization, discrimination, and neglect. Secondly, efforts must be directed toward establishing structures and systems that enable complete and meaningful involvement within educational institutions and various sectors. Educational inequality is associated with various aspects of identity beyond disability status. Factors such as culture, language, race, and gender impact the classroom experiences of children. Consequently, schools must adopt an intersectional approach in their quest to deliver effective, accessible, and inclusive education to all children. Building from the work of UNESCO, we define inclusivity as a transformative process of educators ensuring that all children experience high-quality learning opportunities that respect and value multiple dimensions of diversity. This chapter describes an emerging research–practice partnership focused on organizational learning advancing inclusivity. The partnership is premised on supporting central office administrators and the school-based inclusion planning teams (IPTs) in a public school district implementing a comprehensive reform of their service delivery model for students labeled with disabilities. It involves supporting administrators in Boston Public Schools (BPS) in fine-tuning a theory of action (ToA), designing organizational learning processes to enact this ToA, and evaluating the efficacy of the initiative in advancing effective, inclusive education for students labeled with disabilities.

The paper seeks to examine the potential implications for leadership preparation programs of the intersection between emotions and leadership for social justice.

The methodology followed was grounded in an ethnographic case study of a Greek‐Cypriot principal who struggled to transform his elementary school into a community that truly included students from different ethnic and cultural backgrounds.

The findings of the case study highlight: the vision and practices of leadership for social justice; the ambivalent emotions of social justice leadership; and strategies for coping with the personal and structural dimensions of social justice leadership.

The practical implications are discussed in relation to the emotional knowledge and skills that are needed for preparing social justice leaders to navigate emotionally through existing school structures and to cultivate critical emotional reflexivity about the changes that are needed to school discourses and practices so that justice and equity are placed at the center of school leadership.

The paper offers insights into the emotional aspects of leadership for social justice, focusing on the implications for leadership preparation programs.

Currently, the world is experiencing the highest levels of displaced peoples ever recorded by The United Nations High Commissioner for Refugees (Australian Human Rights Commission, 2016). Consequently, greater numbers of refugees and asylum-seekers are being resettled in host nations in Anglophone and some European nations. An increasing body of literature is examining the consequences for educational systems as this new and increasingly diverse cohort of students enters various education sectors – preschools, schools, universities and adult education. Despite a surge of interest in this area, however, the practical and theoretical implications for school leaders’ practices and praxis remain under-examined and under-theorized. Moreover, scholarship on leadership for diversity fails to capture the complex nature of leading learning for refugee students who too frequently are homogenized and essentialized under the umbrella of immigrant or culturally diverse students. This chapter contributes to filling a critical gap in our knowledge in these areas.

The purpose of this paper is to show that cafeteria style grading actually provides a course structure which encourages students to go beyond expectations.

Three instructors offered a total of 13 sections of a general education science class called “Fundamentals of Technology” from January 2012 to December 2013 using a cafeteria-style grading method. This means students get to choose to do those assignments, quizzes or tests that appeal to their own learning interests or styles and do not need to complete all the assignments to get an A grade. Rather, they complete those assignments desired in order to earn the applicable points. This paper researches the combined results of over 400 students to assess the success of cafeteria style grading.

These instructors found that half the students overall obtain an A grade and 9 percent of all students actually go above and beyond the requirements of an A grade by at least 5 percent. Actually, about 4 percent of students complete more than is required by an additional 10 percent or more.

Cafeteria style grading is a little researched methodology for student assessment. The research shows that cafeteria style grading actually provides a course structure which encourages students to go beyond expectations.

The purpose of this paper is to provide acid‐dyes, known for the dyeing of porous aluminum oxide films, as inhibitors of the corrosion of aluminum in neutral chloride solutions.

Potentiodynamic polarization plots are recorded on mechanically pretreated aluminum using a three‐electrode cell containing 0.01 M NaCl solution with or without 0.025 mM of the acid‐dyes monosulfonic methyl orange (MO), disulfonic chromotrop RR (CH), disulfonic alphazurine A (AZ) and trisulfonic light green SF yellowish (LG). The X‐ray fluorescence technique is used in certain cases for the estimation of sulfur net content of the surface of the probes and thus of the concentration of the adsorbed dye.

The inhibition efficiency of acid dyes on corrosion of mechanically pretreated aluminum seems to be related more to the presence of a following quinonoid structure which probably contributes more to the formation of mono‐ or bi‐dentate compounds with the aluminum cations in the substrate than to the number of sulfonic groups in their molecule. Thus, the triphenylmethane dyes LG and, to a greater extent AZ, having this quinonoid structure means they are more efficient as corrosion inhibitors in near‐neutral chloride solution than the azo dyes MO and CH, that do not have it.

Selected acid‐dyes such as triphenylmethane sulfonic‐dyes, which have found wide application in the dyeing industry, seem to protect aluminum against the corrosive action of chlorides.

This paper is intended to be the nucleus for the electrochemical studies of the effectiveness of acid dyes as corrosion inhibitors for aluminum.

The average woman educator spends more time in the classroom than their male counterpart before ascending to an administrator position. Women educators spends on average 10–11 years as a teacher and as an administrator before becoming promoted to the superintendent position (Kingsberry & Jean-Marie, 2018; Manuel & Slate, 2003; Robinson, Shakeshaft, Grogan, & Newcomb, 2017). However, when they do reach this position, women superintendents lead in a different manner than men. They tend to focus on the well-being of children and families. They bring a strong interest in educating the child as a whole and place those at high risk a priority (Grogan, 2005). Women are finding way(s) to bring women's way(s) of knowing and expertise into this position. Women tend to keep instruction at the forefront and develop relationships with school and wider community members that can help foster the academic and social growth of the student (Grogan, 2005; Robinson et al., 2017; Wilmore, 2008).

Therefore, feminist@ leaders surface from their feminist and cultural knowledge (Sanchez & Ek, 2013) as a form of traditional resistance. They create pathways for other Latinas on their journey to claim Chicana feminism. As such, this chapter highlights the voices of four valiant women of color leaders on the path toward the superintendency whose personal and professional pathways intersect to create a feminist@ leadership identity.