Overview

Educators in the K-12 school environment work diligently to help at-risk students find success in the classroom. One particular group of at-risk students is the LGBTQ+ population. K-12 students who identify as lesbian, gay, bisexual, transgender, or queer often fear the repercussions of disclosing this information in the classroom environment. Homophobia from fellow students, faculty, and/or administrators can be in the form of bullying, lack of acknowledgement of identity, absence in curriculum, etc. There is a strong need for this group of students to be included in the landscape of curriculum design and policymaking. Incorporating LGBTQ+ Identities in K-12 Curriculum and Policy is a critical research publication that provides comprehensive research on inclusive curriculum design and education policy that specifically impacts LGBTQ+ students. Featuring an array of topics such as gender diversity, mental health services, and preservice teachers, this book is essential for teachers, counsellors, school psychologists, therapists, curriculum developers, instructional designers, principals, school boards, academicians, researchers, administrators, policymakers, and students.

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9781799814054

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April Sanders is an associate professor in the Department of Education at Spring Hill College. Dr. Sanders received her Ph.D. in Curriculum and Instruction with a specialization in language and literacy from the University of North Texas. Prior to entering higher education, she taught English Language Arts and worked as a K-12 language arts curriculum specialist. Dr. Sanders teaches courses for preservice teachers focusing on content-area literacy and language arts methods for the classroom and technology literacy. In 2017, Dr. Sanders was awarded the St. John Berchman's Teaching Award given to an individual who motivates and encourages academic excellence while promoting personal growth in students. In 2019, she was awarded the Dawson Research Award given to a faculty member demonstrating dynamic and diverse research over a three-year period. Laura Isbell joined the Department Curriculum and Instruction at Texas A&M University-Commerce in the fall of 2013. Dr. Isbell received her Ph.D. in Curriculum & Instruction with a Minor in Special Education from the University of North Texas. Her current interests are curriculum development, teachers’ preservice and in-service professional development, response to intervention by students, special education curriculum and concerns. Kathryn Dixon is an Assistant Professor of Curriculum and Instruction, specializing in Literacy at Texas A&M University - Commerce. She teaches undergraduate and graduate courses in literacy education, specifically focusing on word study and analysis, meaningful integration of technology in literacy education, and consideration of language acquisition in literacy instruction. Her research interests include education and language policy and preservice teacher development of culturally responsive teaching mindsets.

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