Overview

Academic scholars in the field of education face a pressing dilemma – the need for meaningful, transformative adult learning that can lead to equitable access and outcomes for all learners in P-20 classrooms. Despite over two decades of experience, the educational community still grapples with the challenge of creating an environment that fosters professional development with a lasting impact. This issue undermines the very foundation of our educational system, hindering both educators and students from reaching their full potential. Exploring Meaningful and Sustainable Intentional Learning Communities for P-20 Educators is a groundbreaking edited book that provides answers to this critical problem by offering an innovative approach to learning from more than 20 years of wisdom from P-20 educators. It presents a comprehensive exploration of intentional learning communities, demonstrating their historical significance, defining their principles, and outlining the incredible benefits they bring to the world of education. This compelling resource highlights the issue and offers a practical and well-researched approach to a resolution. It takes readers on a journey through the historical and philosophical foundations of intentional learning communities, emphasizing their relevance in today's educational landscape. The book outlines the benefits of establishing and maintaining these communities, illustrating how they empower educators and improve instructional quality. By delving into collegial and instructional implications, it showcases the transformative power of these communities. Furthermore, the book establishes the crucial link between intentional learning communities and higher education and teacher education programs. Within the pages of the book, Exploring Meaningful and Sustainable Intentional Learning Communities for P-20 Educators, scholars and practitioners will find a roadmap to revitalize adult learning and pave the way for equitable access and outcomes for all learners.

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9781668472705

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Susan R. Adams, Ph.D., is Faculty Director of Diversity, Equity and Inclusion and Associate Professor for the College of Education, Butler University. A former ESL teacher and instructional coach, her work is featured in such publications as Theory into Practice, English Journal, The New Educator, and the Currere Exchange Journal. She is also co-author with Jamie Buffington-Adams of Race and Pedagogy: Creating Collaboration for Teacher Transformations. (2016), Lexington. Angela Breidenstein is a professor of Education at Trinity University in San Antonio, Texas and serves as the Chair of the Department of Education. She directs the Master of Arts in Teaching teacher preparation program with a focus on middle and high school teacher preparation and collaborates with four professional development schools to support the learning of the schools, their students, the teachers, and Trinity's preservice teachers. She contributed to the founding of the School Reform Initiative and served on its board. She has co-authored two books published by Teachers College Press: with Kevin Fahey, Frances Hensley and Carl Glickman and with Kevin Fahey, Frances Hensley and Jacy Ippolito

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