Saturday, January 30, 2016

Extended Call for Papers Deadline - 2016 Hawaii International Conference on Education
- Educational Leadership Program
- School of Education
- Graduate School of Education & Psychology
- Center for Sustainable Urban Neighborhoods

New Horizons in Education - The Journal of Education, Hong Kong Teachers' Association 
Call for Papers
(For full conference details, visit our website at: )

Submission/Proposal Deadline: August 8th, 2015
Submission/Proposal Deadline Extended to:
 September 25th, 2015

The 14th Annual Hawaii International Conference on Education will be held from January 3rd (Sunday) to January 6th (Wednesday), 2016 at the Hilton Hawaiian Village Waikiki Beach Resort in Honolulu, Hawaii. Honolulu is located on the island of Oahu. Oahu is often nicknamed "the gathering place". The 2016 Hawaii International Conference on Education will once again be the gathering place for academicians and professionals from Education and related fields from all over the world.

Topic Areas (All Areas of Education are Invited)

·         Academic Advising and Counseling
·         Art Education
·         Adult Education
·         Business Education
·         Counselor Education
·         Curriculum, Research and Development
·         Distance Education
·         Early Childhood Education
·         Educational Administration
·         Educational Foundations
·         Educational Measurement and Evaluation
·         Educational Psychology
·         Educational Technology
·         Education Policy and Leadership
·         Elementary Education
·         ESL/TESL
·         Health Education
·         Higher Education
·         Human Resource Development
·         Indigenous Education
·         Kinesiology & Leisure Science
·         Language Education
·         Mathematics Education
·         Music Education
·         Reading Education
·         Rural Education
·         Science Education
·         Secondary Education
·         Social Studies Education
·         Special Education
·         Student Affairs
·         Teacher Education
·         Cross-disciplinary areas of Education
·         Other Areas of Education 

Submitting a Proposal/Paper:

You may submit your paper/proposal by following the instructions on our website. To make a submission, and for detailed information about submitting see:

To be removed from this list, reply to this email with REMOVE written in the subject line.

Hawaii International Conference on Education
P.O. Box 75036
Honolulu, Hawaii 96836

Conference Coordinator:
Mr. Andrew Burge  
Hawaii International Conference on Education
PO Box 75036
Honolulu, HI 96836

Tuesday, January 26, 2016

Post-Doctoral Fellowship in Native North American and Indigenous Studies, University of Virginia

University of Virginia

Post-Doctoral Fellowship in Native North American and Indigenous Studies

The University of Virginia Program in American Studies invites applications for a two-year Post-Doctoral Fellowship in contemporary Native North American studies (including Canada, United States and Mexico).  We seek a scholar and teacher whose work is grounded in knowledge of a particular culture or region gained firsthand through direct interaction with Native people, while also situating this knowledge in relation to wider movements, theories and trends.  The successful fellow’s work will ideally connect the local, the regional/national, and the global through engagement with issues of language and cultural heritage, or media production and representation. We would welcome applications from scholars whose work develops understandings of Native North American aesthetics, such as ethnopoetics, translation, or contemporary art forms (material or expressive cultures, music, dance, theater, storytelling, museums, or film). 
The Fellow will hold an appointment in American Studies or a joint appointment in American Studies and a department relating to area of research and teaching.  In addition, the Fellow will participate in the newly formed Americas Center, an interdisciplinary center that draws together and anchors the University’s dispersed expertise in the Americas within and across national and ethnic boundaries.  The Fellow will conduct their own research, teach one course per semester, and take the lead in organizing a symposium in the second year of the appointment on a topic relevant to the Fellow’s research on contemporary Native North America.  This symposium will ideally lead to a publication and funding has already been allocated by the Dean’s Office of the College of Arts and Sciences for the symposium.
Applicants must be on track to receive a Ph.D. in a relevant field by May 2016 and must hold a PhD at the time of appointment.  The anticipated start date for the Fellowship period is August 25, 2016 and will end May 31, 2018. Pay is competitive, and benefits are included.
To apply, submit a Candidate Profile online through Jobs@UVa (, search on posting number 0618012, and electronically attach a letter of application, C.V. (including a list of three references), and a 2 page outline of the proposed symposium attached under Writing Sample 1.  Review of applications will begin on February 15, 2016. However, the position will remain open until filled. Questions regarding the application process in Jobs@UVa should be directed to Carol Westin,
The University will perform background checks on all new faculty hires prior to making a final offer of employment.  The University of Virginia is an affirmative action/equal opportunity employer. Women and minorities are encouraged to apply.
For additional information contact:
Jeff Hantman
Chair, Search Committee

Monday, January 25, 2016

Call for Proposals: Texas Chapter of the National Association for Multicultural Education (TXNAME), deadline has been extended to Friday 02/26/16

The Texas Chapter of the National Association for Multicultural Education (TXNAME) is pleased to announce its Call for Proposals to the 15th annual conference. As this is an anniversary year, we are anticipating several commemorative events/activities, in addition to engaging sessions and dynamic keynote speakers. Please find the attached call and note the deadline has been extended to Friday 02/26/16. The conference will be hosted at the University of North Texas in Denton, Texas on April 22-23, 2016. The theme this year isRevisiting 15 Year of TXNAME: Future Aspirations, Present Successes, Past Achievements. More information can be found on our and current updates will be available on facebook as the conference date approaches. Please consider joining us this year and circulating the attached flyer to other interested multicultural educators and advocates.
This year’s theme is “Revising 15 years of TXNAME: Future Aspirations, Present Successes, Past Achievements.” As we join NAME’s anniversary celebration ...

6th Int'l Conf on Immersion & Dual Language Ed: Proposal Call DEADLINE Feb. 1


Sixth International Conference on Immersion & Dual Language Education
Connecting Research and Practice Across Context
October 20-22, 2016
Hyatt Regency Hotel
Minneapolis, MN, USA
Immersion and dual language education continue to evolve as highly effective program models for launching students on the road to bi- and multilingualism and intercultural competence. School-based immersion, bilingual, and dual language programs involve a minimum of 50% subject-matter schooling through a second, world, heritage, or indigenous language at the preschool and elementary levels (PreK-5/6). Secondary or post-secondary continuation programs for elementary immersion/dual language graduates include a minimum of two subject courses.

Program models include:
  • One-Way Second/Foreign Language Immersion
  • Co-Official/Regional Language Immersion 
  • Two-Way Bilingual Immersion
  • One-Way Developmental Bilingual Education
  • Indigenous Language Immersion
While each model targets distinct sociocultural contexts and educational needs, all embrace language, literacy, and culture development through subject-matter learning with a high degree of language intensity. Under the leadership of the Center for Advanced Research on Language Acquisition (CARLA), University of Minnesota, the Sixth International Conference on Immersion and Dual Language Education will bring these models together to engage in research-informed dialogue and professional exchange across languages, levels, learner audiences, and contexts.

Proposal Submission Deadline: February 1, 2016
Proposals are invited for paper/best practice sessions, discussion sessions, laptop poster sessions, and symposia related to four conference strands:
Strand 1: Immersion Pedagogy and Assessment 
Strand 2: Culture, Identity, and Community 
Strand 3: Program Design and Evaluation, Leadership, and Educator Development 
Strand 4: Policy, Advocacy, and Communications
In addition, teacher "swapshop" sessions will allow teachers to exchange and share ideas and successful lessons and practices with one another in grade-level groups.
Details for Proposal Submission available at:
Invited Speakers
  • Ellen BialystokYork University, Toronto, Canada
  • Patricia C. GándaraUniversity of California - Los Angeles, USA
  • Tina M. HickeyUniversity College Dublin, Ireland
  • Patsy LightbownConcordia University, Montreal, Canada
  • Teresa L. McCartyUniversity of California - Los Angeles, USA
More Information
Conference Co-Chairs: Diane J. Tedick (University of Minnesota) and Roy Lyster (McGill University)

[Lead] 7th Annual LEAD Summit, Wednesday, March 30, 2016 - Registration is Free!

Please join us for a one-day summit as we convene key stakeholders: teaching professionals and educators, researchers, academics, scholars, administrators,
 independent writers and artists, policy and program specialists, students, parents, families, civic leaders, 
activists, and advocates. In short, those sharing a common interest and commitment to educational issues that impact Latinos.

Register Now! ... to save your seat and attend in-person!  Registration is Free - but Space is Limited!

Latino Education & Advocacy Days
LEAD Summit - Wednesday, March 30, 2016
Campus of California State University, San Bernardino
Santos Manuel Student Union Event Center
With Live Online Global Webcast  / TV / Radio Broadcast
Event Website:         LEAD - About Us Video

*Town Hall Viewing Events need not register, as this is for on-site attendance only. See here for viewing sites:  and contact us if your institution does not appear, or you wish to pledge your institution to watch via webcast.
  • Are you ready to make a difference in the Latino community?
  • Are you ready to connect with and be part of Latino educational leadership?
  • Are you ready to find cross-sector solutions to improve the education and lives of all students?
  • Raise Your Hand, Step In, and Get Involved!!!

Latino Education is the economic imperative of our time, and the civil rights issue of our generation. Latino students disproportionately bear the crux of the educational crisis, and is where the greatest improvements and most fundamental changes must be fared.

The objectives of the LEAD summit are: 1) to promote a broad-based awareness of the crisis in Latino Education and; 2) to enhance the intellectual, cultural and personal development of our community's educators, administrators, leaders and students.

Thank you - Gracias, EM
Dr. Enrique Murillo, Jr. signature
Enrique G. Murillo, Jr., Ph.D. 
Executive Director - LEAD Organization
      LEAD - Latino Education & Advocacy Day California State University San Bernardino 
5500 University Parkway / Room CE-305
San Bernardino, CA 92407
--  Join or learn more about LEAD activities, events or programs on any of our social networks, partnerships or education projects  -- 

CALL FOR PAPERS: 2nd Annual Raza Graduate Student Conference University of New Mexico, Albuquerque March 24th-25th, 2016

2nd Annual Raza Graduate Student Conference
University of New Mexico, Albuquerque
March 24th-25th, 2016
Extended Deadline February 1st, 2016

The Raza Graduate Student Association (RGSA) at the University of Nuevo Mexico, Albuquerque
cordially invites you to our 2nd Annual Raza Graduate Student Conference! The RGSA is an
interdisciplinary graduate student organization that seeks to empower and support scholars of color
through peer mentoring, bridging the community-academia relationship, and honoring the histories and
cultures of underrepresented groups. We welcome paper and panel proposals from all disciplines and
areas of the world that engage matters dealing with healing; community development/organizing;
Indigenous methodologies; Indigenous planning; historical trauma; indigenous struggles;
(de)colonization politics and theory; LGBTQ/Two-spirit studies; immigration and immigrant policy;
citizenship; oppression and agency; health, poverty, and welfare; and transnationalism.
The theme for this year’s conference is Atl-Tlachinolli: Decolonized Healing.

The Nahuatl term Atl-Tlachinolli means “burning water” and symbolizes the
coalescing of contraries or contradictions that creates a balanced union from
which neither force overpowers the other. As scholars of color we often
struggle to balance our identities with the realities of academe. However,
many of us see the power of education as an avenue to explore and challenge
the ways in which histories have been erased. By writing and presenting on
issues that are important to us we begin to heal ourselves and our community through the process of
sharing and exchanging the knowledge we have attained with others in our community. The RGSA Atl-
Tlachinolli: Decolonized Healing Conference will provide a place of decolonizing and healing by
sharing our research, passions and presenting our work in an open, inclusive, and safe space.

Conference Topics
● Community Development/Organizing
● Healing
● Historical Trauma
● Indigenous
● (De)Colonization politics and theory
● Immigration and immigrant policy
● Oppression and agency
● Transnationalism
● Health, Poverty, and Welfare
● Women’s and Ethnic Studies
● Social Movements
● LGBTQ/Two-Spirit Studies

Submission Guidelines
Deadline: February 1st, 2016
Send to: with subject line “Raza Conference Submission”

For single papers or posters:
● General Topic and Paper/Poster title
● Name, department, university, year in program, or community organization
● 200 word max. abstract
● Indicate single paper or poster

For panels, workshops, roundtables:
● General Topic and Name of Panel, workshop, or roundtable
● Name of panel chair, department, university, or organization
● List of participants’ names with department, university, year in program, and/or name of
● 200 word max. description of proposed panel, workshop, or roundtable

The 2nd Annual Raza Graduate Student Conference is proudly sponsored in part by: Robert Wood Johnson Foundation Center
for Health Policy at UNM, the Graduate Resource Center, New Mexico ENLACE, El Centro de la Raza, Chicana/o Studies
Department, and CESSOS.

For more information on the RGSA find us on Facebook or email us

Saturday, January 23, 2016

Job Opportunity: School of Educational Studies – Dean, University of Washington, Bothell

School of Educational Studies – Dean (AA15523)

Position Overview

Organization: University of Washington, Bothell, School of Educational Studies, Bothell
Title : Dean
Search Number : AA15523 

Position Details

The University of Washington Bothell is the fastest growing public university in the state of Washington. We provide a leading-edge student experience grounded in hands-on learning, close relationships with faculty members as teachers and mentors, and staff dedicated to student success. The academic work of the campus focuses on cross-disciplinary research and creative practice, connected learning, and community engagement. UW Bothell’s current enrollment is approximately 5,000 students. A majority of those students are first generation college attendees or are from underrepresented groups; approximately 92 percent are from Washington. Located in the Seattle metropolitan region, UW Bothell builds vibrant regional partnerships, creates and disseminates new knowledge, and prepares students for leadership in the state of Washington and beyond.
The University of Washington Bothell is committed to becoming a leading force for transformative pre K-20 education in the region and the nation, and seeks a dynamic and committed Dean to achieve this vision. This position offers an exceptional opportunity for a visionary, collaborative, and community-engaged leader to lead a School that values diversity, social justice, and excellence in all aspects of education. Reporting to the Vice Chancellor for Academic Affairs, the Dean will be a key member of the leadership team in Academic Affairs, The Dean is also responsible for communicating the vision and goals of the School to community and professional constituencies and for seeking public and private funds to support the College. University of Washington faculty engage in teaching, research and service. In this setting, the new Dean will have unparalleled opportunities to advance innovative teacher education programs.
Committed to academic excellence and student success, the Dean will have a distinguished record of teaching, scholarship, and leadership to provide visionary direction for the college within the parameters of the university’s mission and strategic plan.
Diversity is a core value of UW Bothell. We understand diversity as indexing actions undertaken to address relations of power and difference historically characterized by the social exclusion, marginalization, and oppression of one group and the unearned privilege and overvaluation of another. Successful candidates will show evidence of meaningful engagement with diversity in previous teaching, mentoring, research, and/or service, and the potential to address questions of diversity in their courses and scholarship.
As a collaborative, scholarly and professional community, the University of Washington, Bothell School of Educational Studies exists to develop and support educators who have the commitments and capabilities to promote the learning of all students in diverse contexts. We support interdisciplinary scholarship that explores the multifaceted dimensions of learning and schooling. We give particular focus to (a) the purposes of education in a social and political democracy, (b) the responsibility of universities to collaborate with community partners, and (c) the critical role of professional educators in supporting equity in learning.
Mission Statement
The mission of the School of Educational Studies at the University of Washington Bothell is to strive to produce critically engaged educators and citizens who:
• Design and employ curriculum, instructional, and inquiry practices to promote equity and social justice across educational and community contexts,
• Contribute in responsive and informed ways to the communities with which they work,
• Serve as leaders and change agents in their respective fields,
• Apply research and professional knowledge to contexts and challenges of leadership, learning, and practice locally and globally,
• Employ, adapt, and advocate for practices in a wide range of teaching and learning contexts, communities, and public spaces,
• Dedicate themselves to continuous development of academic, practitioner, and community knowledge and skills.
• Connect to national and international learning communities to explore educational issues and build knowledge and capacity.
• Value intellectual diversity among faculty, engaging in and supporting scholarship that expands knowledge and informs practice.
• Create programs that provide equitable access to educational professions.
• Contribute to developing a citizenry well informed about complex educational issues.
Collaborate with local and global communities in examining and responding to educational challenges.
General Leadership Characteristics of the Successful Candidate
• Seasoned Judgment: applies broad knowledge and seasoned experience when addressing complex issues; defines strategic issues clearly despite ambiguity; takes all critical information into account when making decisions; makes timely, tough decisions; foresees obstacles and opportunities.
• Empowering Others: creates a climate that fosters personal investment and excellence; nurtures commitment to a common vision and shared values; gives people the opportunity of latitude to grow and achieve; promotes collaboration and teamwork.
• Influencing and Negotiating: creates a climate that fosters personal investment and excellence; helps shape stakeholder opinions; projects a positive image; works through conflicts in a timely way; negotiates win/win solutions.
• Inspiring Trust: Establishes open, candid, trusting relationships; treats all individuals fairly and with respect; behaves in accord with expressed beliefs and commitments; maintains high standards of integrity.
• Mature Confidence/Adaptability: Realistically appraises own strengths and weaknesses; shares credit and visibility; maintains and projects confidence, maintains a positive outlook; works constructively under pressure; responds resourcefully to change and ambiguity.
Qualifications, Qualities, and Experiences
The successful applicant will also have (but not be limited to) the following preferred specific attributes:
• An earned doctorate in a discipline appropriate to the School of Educational Studies.
• A record of academic achievement necessary for a tenure line appointment at the rank of full Professor.
• A record of academic leadership and administrative experience in higher education;
• Demonstrated commitment to diversity and inclusivity in building a multicultural teaching and learning community;
• Fund raising, fiscal management, and grant writing experience
• Experience with accreditation processes and program assessment.
• Experience with P-12 schools, building partnerships, and fostering collaboration between the university and P-12 schools as well as embrace community engagement generally,
• Experience with academic planning and implementation for undergraduate and graduate programs
• The ability, to listen to and respect divergent views while building consensus and collegiality.
• The natural inclination to collaborate with other UWB schools and programs and be innovative.
Degree Programs
The Bachelor of Arts in Educational Studies, currently awaiting full approval for a Fall 2016 start, will focus on critical issues in education with emphasis placed on inquiry, teaching and learning, policy, diversity, and social justice. This curriculum, a new direction for SES, will be structured to nurture multiple perspectives, understanding of diverse learners, and inquiry to teaching and learning while also building professional skills to address the challenges in educating diverse students in the 21st century.
This degree is being designed for students from all backgrounds who are interested in learning and understanding current issues in educational studies. Students can choose to remain in the standard degree program or apply to the Elementary Education option and earn a Washington State teaching credential with a K-8 endorsement. Degree coursework will be offered beginning Autumn Quarter 2015.
Other degree and certifications offered are:
K-8 Teacher Certification with endorsements in:
• Elementary Education
• Middle Level — Humanities (English/Language Arts and Social Studies)
• Middle Level — Math
• Middle Level — Science
Secondary and Middle Level Teacher Certification M.Ed. with the following endorsements:
• General Science
• Biology
• English/Language Arts
• Mathematics
• History
• Social Studies
Secondary and Middle Level Certification M.Ed. website
Master of Education degree with the following pathway options:
• Individually Defined Course of Study
• Culmination work towards National Boards Certification
• Reading Endorsement (for currently certified teachers)
• English Language Learners (ELL) Endorsement (for currently certified teachers)
Master of Education (M.Ed.) website
Leadership Development for Educators (LEDE)
• Open to individuals with a Washington Professional Teacher Certification who have formal or well-documented informal teacher instructional leadership responsibilities.
• Part 1 launches with a two-credit seminar on instructional and personal leadership.
• Part 2 is a cohort-based program capstone that combines three seminars with a simultaneous internship.
Leadership Development for Educators website
Expanding Capacity for Special Education Leadership (ECSEL)
ECSEL is a two-year program that incorporates the most current research on leadership and special education. Year 1 focuses on special education leadership at the school level, and Year 2 on district-level leadership. Each year’s program includes three year-long seminars (each addressing a critical theme and related topics) and a 400-hour internship to be completed in the candidate’s home location.
Expanding Capacity for Special Education Leadership website
The Education and Society Minor is offered at the undergraduate level.
The Education & Society Minor is intended to help students develop broad perspectives on the purposes and forms of education and schooling. It consists of a minimum of 25 credits of coursework.
Teaching & Learning Minor
The Teaching and Learning Minor is for students in any major who want to strengthen their knowledge of teaching in schools or other community settings.
• K-12 Schools
• Recreation Centers
• Museums
• Health Clinics
• Professional Training
Teaching and Learning Minor Website
Minor in Diversity Studies
Minor in Diversity Studies is an option for students who want to explore key concepts related to power, identity, and difference, and to understand how historical and structural relations of power and difference shape social relations.
For more information about the University of Washington, Bothell please go to . You may obtain further information about the School of Education Studies at
The Search Committee invites nominations, applications (a letter of interest, comprehensive curriculum vitae, and the names and contact information of five or more references) or expressions of interest to be submitted to University of Washington Bothell, Attn: Marlene Manzo, Priority consideration being given to candidates that apply by March 1, 2016.
The University of Washington is an affirmative action, equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, protected veteran or disabled status, or genetic information.
This is a 12-month appointment, 100% FTE.

Friday, January 22, 2016


Dear LEAD Netroots Chapters and Partners,

Below listed are the current Books and Media available for review and publication submission* from the JOURNAL OF LATINOS AND EDUCATION (LEAD Netroots publication).

- Email me (editor-in-chief) if you wish to review any of these books or media for publication:
    (first come first served - and we can only offer you one - rank them if you have several on your wish list).
- When contacting me, please provide us your mailing address.  
- We will mail our copy of the book or media to you.
- After reading it, you write your 2 to 3 page summary/review/evaluation. Instructions for preparation and submission by authors are found on the JLE webpage.
- Submit your manuscript on our electronic ScholarOne portal, identifying your submission applies for the Book and Media Reviews section.  
- We in turn will process your submission and upon our approval will publish your review/evaluation in the JLE.
- Your copy of the book or media is yours to keep if you complete the steps.

* The Journal of Latinos and Education (JLE) is published quarterly in January, April, July, and October for a total of 4 issues per year and provides a cross-, multi-, and interdisciplinary forum for scholars and writers from diverse disciplines who share a common interest in the analysis, discussion, critique, and dissemination of educational issues that impact Latinos. 

Book and Media Reviews are summaries and evaluations of books, periodicals, articles, websites, software, CD-ROMs, teaching material, textbooks, videotapes, film, art, music, and other media. Suggested manuscript length is 2 to 3 pages. If there is another book or media, not on our list, that you have reviewed and not already published elsewhere, we invite you to submit your evaluation/review for publication in the JLE - must be current.

We are happy to report that the JLE is ranked among top journals worldwide (tier 1)! The SCImago Journal Rank (SJR indicator) is a measure of scientific influence of scholarly journals that accounts for both the number of citations received by a journal and the importance or prestige of the journals where such citations come from. Among 20,544 journals, the JLE ranks 79 (in the Cultural Studies category) and ranks 380 (in the Education category). 

Thank you - Gracias, EM 
Enrique G. Murillo, Jr., Ph.D.
College of Education
California State University, San Bernardino
5500 University Parkway
San Bernardino, CA 92407-2397
(909) 537-5632  fax (909) 537-7040

BOOKS AND MEDIA AVAILABLE FOR REVIEW: (contact the Editor if you wish to review any of these books or media. for publication, we will send you our copy for you to keep)

* Not in Alpha Order

1) Contemporary Latina/o Media Production, Circulation, Politics, by Arlene Dávila and Yeidy M. Rivero (eds.), @NYU Press, 2014.

2) Mexico in Verse: A History of Music, Rhyme, and Power, Edited by Stephen Neufeld and Michael Matthews, ©The University of Arizona Press, 2015.

3) What Would You Do?: Words of Wisdom About Doing the Right Thing(hardcover), by John Quiñones, ©Kingswell, 2015.

4) A Life on Hold: Living with Schizophrenia, by Josie Méndez-Negrete, @ University of New Mexico Press, 2015.

5) Los Niños Migrantes entre Michoacán y California Pertenencia, Estado Nación y Educación, 1976-1987, by Rachel Grace Newman (author), ©Zapopan: El Colegio de Jalisco, 2014.

6) Returning Sanity to the Classroom: Eliminating the Testing Mania by Horace 'Rog' B. Lucido (author), ©Rowman & Littlefield Publishers, 2015.

7) Citizen, Student, Soldier: Latina/o Youth, JROTC, and the American Dreamby Gina M. Pérez (author), ©NYU Press, 2015.

8) Multicultural Literature for Latino Bilingual Children: Their Words, Their Worlds, by Ellen Riojas Clark, Belinda Bustos Flores, Howard L. Smith, and Daniel Alejandro González (Authors), ©Rowman & Littlefield Publishers, 2015.

9) Cracks in the Schoolyard--Confronting Latino Educational InequalityPaperback, by Gilberto Q. Conchas (Author), ©Teachers College Press; Reprint edition, 2015.

10) Latina/o College Student Leadership: Emerging Theory, Promising Practice, by Adele Lozano (Editor), ©Lexington Books, 2015.

11) Be the Change: Reinventing School for Student Success, by Linda Darling-Hammond, Nicky Ramos-Beban, Rebecca Padnos Altamirano, and Maria E. Hyler (authors), ©Teachers College Press, 2015.

12) No Más Bebés - documentary of Mexican immigrant mothers who sued doctors, the state, and the U.S. government after they were sterilized while giving birth at Los Angeles County General Hospital during the 1970sIf you agree to review, we would send you an online preview. You can find more information here:


Some questions to keep in mind (suggested manuscript length is 2 to 3 pages).
1. What is the book’s argument?
2. Does the book do what it says it is going to do?
3. Is the book a contribution to the field or discipline?

4. Does the book relate to a current debate or trend in the field and if so, how?
5. What is the theoretical lineage or school of thought out of which the book rises?
6. Is the book well-written?
7. What are the books terms and are they defined?
8. How accurate is the information (e.g., the footnotes, bibliography, dates)?
9. Are the illustrations helpful? If there are no illustrations, should there have been?
10. Who would benefit from reading this book?
11. How does the book compare to other books in the field?
12. If it is a textbook, what courses can it be used in and how clear is the book’s structure and examples?
It may be worthwhile to perform an on-line search to get a sense for the author’s history, research agenda, other books, university appointments, and so forth. This can provide you with useful context.

                 Basic Classic Write-up or Structure:
13. Title including complete bibliographic citation for the work (i.e., title in full, author, place, publisher, date of publication, edition statement, pages, special features [maps, color plates, etc.], price, and ISBN.
14. One paragraph identifying the thesis, and whether the author achieves the stated purpose of the book.
15. One or two paragraphs summarizing the book.
16. One paragraph on the book’s strengths.
17. One paragraph on the book’s weaknesses.

18. One paragraph on your assessment of the book’s strengths and weaknesses.

-  Join or learn more about LEAD activities, events or programs on any of our social networks, partnerships or education projects  --