Literary Societas Docta

Dr. Shaunda Fowler, Dr. Loyce Caruthers & Dr. Diane Smith

Womanish Black Girls/Women Resisting Contradictions of Silence and Voice 

Womanish Black Girls/Women Resisting Contradictions of Silence and Voice is a collection of essays written by varied black women who fill spaces within the academy, public schools, civic organizations, and religious institutions. These writings are critically reflective and illuminate autobiographical storied-lives. A major theme is the notion of womanish black girls/women resisting the familial and communal expectations of being seen, rather than heard. Consequently, these memories and lived stories name contradictions between “being told what to do or say” and “knowing and deciding for herself.” Additional themes include womanism and feminism, male patriarchy, violence, cultural norms, positionality, spirituality, representation, survival, and schooling. While the aforementioned can revive painful images and feelings, the essays offer hope, joy, redemption, and the re-imagining of new ways of being in individual and communal spaces. An expectation is that middle school black girls, high school black girls, college/university black girls, and community black women will view this work as seedlings for understanding resistance, claiming voice, and healing.

Dr. Edith Coleman

Speaking at a MOMENT’S NOTICE

Ever been asked to speak at an event at the very last minute and found yourself frantically trying to plan the appropriate speech? Ever been asked to welcome visitors and discovered you were at a loss for words? If so, Dr. Edith Coleman’s Speaking at a Moment’s Notice is for you. These practical greetings and poems are a quick reference solution for hospitable etiquette that can be easily personalized for use at any event or location. Next time you’re called upon, don’t be left speechless. Let Dr. Coleman’s Speaking at a Moment’s Notice prepare you with words of eloquence and grace that are timelessly appropriate for any situation. 

Dr. Catherine Dorsey-Gaines

Growing Up Literate: Learning from Inner-City Families

A couple years ago, Denny Taylor and Catherine Dorsey Gaines made the first of what were to be many visits to families living in the inner city of a major metropolitan area in the Northeast. Their aim: to study the familial contexts in which young Black children living in urban poverty are growing up literate. Through their focus on children who were successfully learning to read and write despite extraordinary economic hardship, this multiracial team presents new images of the strengths of the family as educator and the ways in which the personal biographies and educative styles of families shape the literate experiences of children.

Dr. Mary McConnell

Functional Behavioral Assessment: A Systematic Process for Assessment and Intervention in General and Special Education Classrooms

Functional assessments can be overwhelming to educators who are not familiar with the process. “Functional Behavioral Assessment” is designed specifically for persons who have limited training in applied behavior analysis and functional assessment procedures. This easy-to-use manual will help educators understand the purpose and meaning of the functional behavior assessment process and how to identify and assess behavior. It shows how to develop and write effective Behavior Intervention Plans using data collected during the functional assessment. The features include: presents step-by-step procedures for conducting functional assessments; shows how to write Behavior Intervention Plans and select interventions; discusses data collection; and includes dozens of checklists and plan sheets for working with Behavior Intervention Plans.

Dr. Mary McConnell

Effective Teaching Practices for 21st Century Christian Educators

Effective Teaching Practices for 21st Century Christian Educators is a beneficial and helpful resource for Sunday school teachers, Superintendents, Directors of Christian Education, and potential writers. This book is filled with information on techniques, methods, strategies, and suggestions on how to teach students. Different ways to effectively prepare, plan, and teach a lesson for results are also presented. Special attention is given to the role of technology in teaching Christian education. Throughout the book, teachers are reminded of the importance of their role. Reading, absorbing, and implementing the information in this unique resource will help you improve your teaching skills and abilities as it is designed to help you become the most effective Christian educator.

Dr. Mary McConnell

Train Up a Child In the Way He Should Go: A Guide for Effective Parenting

This exciting book takes parents on a step-by-step pathway to successful parenting and is filled with helpful information, Godly principles, strategies, and effective parenting practices that lead to effective parenting.  It is filled with lots of wonderful information for parents today.  Topics addressed in the book are:

  • Parent responsibilities
  • Strategies that teach children to self-manage their behaviors
  • Listening and communicating with your child
  • Building your child’s self-esteem
  • Parenting seasons
  • Parenting with patience
  • Grandparents are parents too
  • Parenting and adolescence
  • Balancing parenting and work
  • Helping your child to be successful in school
  • Parenting essentials
  • Things children need to learn

Throughout the book, parents are challenged to examine their parenting practices, as they are encouraged to be the best parents they can be to their children.  Additionally, the book reveals the results of a parenting survey as well as the stories of five unique individuals who, together, have more than 100+ years of parenting experiences.

Dr. Gwendolyn E. Squires

The Brides Maid – The Maid Who Plans Your Wedding

In the Brides Maid – The Maid Who Plans Your Wedding; author Dr. Gwendolyn E. Squires offers an informative and easy to use essential wedding planner. This revealing book provides the bride-to-be with steps to planning the perfect wedding. Written in a concise format it will keep the bride and bridal planner calm and focused throughout the entire wedding process.

Gleaned from her experiences as a distinguished bridal consultant, writer, editor, and exemplary educational leader she shares in this revealing book the steps to…

  • Getting Started
  • The Budget
  • Choosing the Ceremony and Reception Site
  • Selecting the Wedding Party
  • Seasonal Options for Flowers & Decorations
  • Wedding Traditions
  • Planning the Honeymoon
  • Do’s and Don’ts

Dr. Gwendolyn E. Squires

The School Day Series

The School Day Series, currently consists of 20 children’s entertaining, funny, and imaginary stories of events that happen at Seaside Elementary School, placed on the main character, megaphone carrying, grumpy, and iron-fist Principal Squires. Each story in the School Day Series was inspired by Dr. Squires’ 28 years of employment with Kansas City Public Schools, spending 19 of those years as an elementary and middle school principal. The stories are humorous and the illustrations are drawn in warm colors and have a sense of playfulness.

Dr. Etta R. Hollins

Culture In School Learning

Challenging educators to better understand themselves and their students, this text presents a powerful process for developing a teaching perspective that embraces the centrality of culture in school learning. The six-part process covers examining culture, personalizing culture, inquiring about students’ cultures and communities, applying knowledge about culture to teaching, formulating theory or a conceptual framework linking culture and school learning, and transforming professional practice to better meet the needs of students from different cultural and experiential backgrounds. All aspects of the process are interrelated and interdependent. Two basic procedures employed in this process are presented: constructing an operational definition of culture that reveals its deep meaning in cognition and learning, and applying the reflective-interpretive-inquiry (RIQ) approach to making linkages between students’ cultural and experiential backgrounds and classroom instruction.

Dr. Etta R. Hollins

Culture In School Learning

The focus of this book is the centrality of clinical experiences in preparing teachers to work with students from diverse cultural, economic, and experiential backgrounds. Organized around three themes—learning teaching through the approximation and representation of practice, learning teaching situated in context, and assessing and improving teacher preparation—Rethinking Field Experiences in Preservice Teacher Preparation provides detailed descriptions of theoretically grounded, research-based practices in programs that prepare preservice teachers to contextualize teaching practices in ways that result in a positive impact on learning for traditionally underserved students. These practices serve current demands for teacher accountability for student learning outcomes and model good practice for engaging teacher educators in meaningful, productive dialogue and analysis geared to developing local programs characterized by coherence, continuity, and consistency.

Dr. Etta R. Hollins

Learning To Teach In Urban Schools

This book is about the transition from teacher preparation to teaching practice in urban school settings. It provides a clear presentation of the challenges, resources, and opportunities for learning to teach in urban schools; examples of the experiences, perceptions, and practices of teachers who are effective in urban schools and those who are not; a detailed account of the journey of a team of teachers who transformed their practice to improve learning in a low performing urban school; an approach that can be used by novice teachers in joining a teacher community and making the transition from preparation to practice; and perspective on leadership that can be used to create a context for transforming teacher professional development in an urban school district. Learning to Teach in Urban Schools offers rare insight into how teachers can transform their own practice and in the process, transform the culture of low performing urban schools.

Dr. Etta R. Hollins

Teaching Diverse Populations

This book presents current knowledge about teaching culturally diverse populations, traditionally underserved in the nation’s public schools. It approaches the challenge of improving public school education for these students in a variety of ways including relating of cultural and experiential knowledge to classroom instruction, examining the behaviors of teachers who are effective with culturally diverse populations, analyzing effective school models, reviewing models of effective instruction, and exploring ethnic identity as a variable in the formula for school success. The discussions reveal significant insights about the implications and shortcomings of existing knowledge and its application, and offer directions for future research.

Dr. Etta R. Hollins

Teaching To Transform Urban Schools and Communities

For preservice candidates and novice teachers facing the challenges of feeling underprepared to teach in urban schools, this book offers a framework for conceptualizing, planning, and engaging in powerful teaching. Veteran teacher educator Etta Ruth Hollins builds on previous work to focus on transformative practices that emphasize the purpose and process of teaching. These practices are designed to improve academic performance, transform the social context in low-performing urban schools, and improve the quality of life in the local community.

The learning experiences provided in this book guide readers through a sequence of experiences for learning about the local community that include an examination of history and demographics, community resources, local city and federal governance structures, and collaborating with other professionals. Focus Questions and a dedicated Application to Practice section in each chapter further guide learning and help make real-world connections. Designed to enable readers to bridge the gaps between theory and practice and the actual needs of urban students and their communities, this groundbreaking text helps prepare preservice candidates to make a successful transition and aids novice teachers in developing teaching practices that support academic excellence.

Dr. Etta R. Hollins

Transforming Curriculum for Culturally Divers Society

The intention of this book is to engage educators in transforming the public school curriculum for a culturally diverse society. This means more than including knowledge about diverse populations. It means reconceptualizing school practices through debate, deliberation, and collaboration involving the diverse voices that comprise the nation. Certain key questions must be addressed in this process: What should be the purpose of schooling in a culturally diverse society? Who should be involved in curriculum planning and what process should be employed? How is the actualized curriculum differentiated? What is the relationship between school practices and the structure of the larger society? How should the curriculum be evaluated? The authors of the essays in this book address critical perspectives from which a framework is constructed for a discourse on planning curriculum for a culturally diverse society. In a substantive introduction, Hollins presents the major themes and overall goals of the book and describes how the readings in each of the four parts are linked to each other and to these themes and goals. Each part begins with critical questions and an overview to provide a framework and a focus for the readings that follow, and concludes with suggested learning experiences.

Dr. Etta R. Hollins

Pathways To Success In School

This text is designed to help preservice and in-service teachers identify pathways to productive teaching and learning for students from culturally and experientially diverse backgrounds.

To better serve an increasingly diverse population, teachers need to be competent in selecting and developing culturally responsive curricula and instructional approaches that better facilitate learning for all students. They must be able to attend to diversity within and across cultural groups, and validate students’ cultural knowledge acquired outside the classroom. To provide equitable access to learning, they must be able to strategically select or develop instructional approaches that build upon their students’ learning propensities, cognitive schemata, experiential backgrounds, and perceptions.

Dr. Etta R. Hollins

Rethinking Field Experiences in Preservice Teacher Preparation

The focus of this book is the centrality of clinical experiences in preparing teachers to work with students from diverse cultural, economic, and experiential backgrounds. Organized around three themes―learning teaching through the approximation and representation of practice, learning teaching situated in context, and assessing and improving teacher preparation―Rethinking Field Experiences in Preservice Teacher Preparation provides detailed descriptions of theoretically grounded, research-based practices in programs that prepare preservice teachers to contextualize teaching practices in ways that result in a positive impact on learning for traditionally underserved students. These practices serve current demands for teacher accountability for student learning outcomes and model good practice for engaging teacher educators in meaningful, productive dialogue and analysis geared to developing local programs characterized by coherence, continuity, and consistency.

Dr. Etta R. Hollins

Culture in School Learning

In this text Etta Hollins presents a powerful process for developing a teaching perspective that embraces the centrality of culture in school learning. The six-part process covers objectifying culture, personalizing culture, inquiring about students’ cultures and communities, applying knowledge about culture to teaching, formulating theory or a conceptual framework linking culture and school learning, and transforming professional practice to better meet the needs of students from different cultural and experiential backgrounds. All aspects of the process are interrelated and interdependent. Two basic procedures are employed in this process: constructing an operational definition of culture that reveals its deep meaning in cognition and learning, and applying the reflective-interpretive-inquiry (RIQ) approach to making linkages between students’ cultural and experiential backgrounds and classroom instruction. Discussion within chapters is not intended to provide complete and final answers to the questions posed, but rather to generate discussion, critical thinking, and further investigation.