Advocacy in Education: Research-Based Strategies for Teachers, Administrators, and Teacher Educators


Elizabeth Ethridge, Ed.D. (Editor)
University of Oklahoma at Tulsa, Associate Professor of Early Childhood Education, Tulsa, OK, USA

Jill M. Davis, PhD (Editor)
University of Central Oklahoma, Assistant Professor of Early Childhood Education, Edmond, OK, USA

Christian Winterbottom, PhD (Editor)
The University of North Florida, Assistant Professor of Early Childhood Education, Jacksonville, FL, USA

Amber H. Beisly (Editor)
University at Oklahoma, Norman, OK, USA

Series: Education in a Competitive and Globalizing World
BISAC: EDU001000

The recent wave of teacher protests across the U.S. has shined a spotlight on advocacy in education. In an age when schools are underfunded to the point of unmanageable class sizes, outdated texts, dilapidated school buildings and shortened school weeks, educators must use their voices and advocate in order to preserve public education. This book addresses multiple strategies and approaches advocacy can take through the lens of teachers, administrators, teacher educators and community leaders.

It can serve as a roadmap geared toward educators of all backgrounds and experience levels, from preservice teachers to seasoned administrators, as well as teacher educators who want to dispel the myth that public schools are failing. Too often, educators are expected to be advocates without any guidelines provided. Even though they are powerful in numbers, they are often isolated in their classrooms in attempt to meet the increasing needs of their students and the daunting demands of the educational system. This volume highlights opportunities for educators to serve as advocates by getting involved, which can take many shapes and forms. Individual chapters built around specific themes show how educators can use advocacy to forge connections, problem solve, resolve conflict, develop as professionals, enter into dialogue, utilize branches of government and become sustained education advocates. The four themes in this book are teacher advocacy, teacher and teacher education, leadership and administration and community collaborations.
(Imprint: Nova)

Table of Contents

Table of Contents




Chapter 1. Empowered Educators: Lessons Gleaned from the Oklahoma Teacher Walkout
(Jill Davis, PhD, Elizabeth Ethridge, EdD, and Amber H. Beisly, Department of Curriculum and Instruction, University of Central Oklahoma, Edmond, OK, US, and others)

Chapter 2. Justice and Liberation in Teacher Education
(Christian Winterbottom, PhD, and Paul Parkinson, EdD, Department of Teaching, Learning and Curriculum, University of North Florida, Jacksonville, FL, US)

Chapter 3. Building a System: Advocating for Early Childhood Education
(Karen Walker, PhD, Child and Family Studies, Northwestern State University, Natchitoches, LA, US, and others)

Chapter 4. From Inaction to Action: How One State Formed a Grassroots Organization to Impact Early Childhood Teacher Preparation
(Rebecca Pruitt, PhD, Marie Donovan, EdD, Nancy Latham, PhD, Catherine Main, Kathleen Sheridan, PhD, Elizabeth Sherwood, EdD, and Patricia Steinhaus, PhD, Department of Early Childhood Development,Lewis University, Romeoville, IL, US, and others)

Chapter 5. Teachers and Educational Policy Advocacy: Capacity, Agency, and Implications
(Annalee Good, PhD, May Hara, PhD, Gerald Dryer and Jonathan Harper, Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, WI, US, and others)

Chapter 6. Developing Critically Conscious and Wide-Awake Teachers: Advocacy and Urban Educators
(Kim Pennington, PhD, Department of Educational Sciences, Foundations and Research, University of Central Oklahoma, Edmond, OK, US)

Chapter 7. Advocating for Change in the Workday of the Public-School Teacher in America
(Lawrence Baines, PhD, Coleen Baines and Jennie Hanna, Department of Instructional Leadership and Academic Curriculum, University of Oklahoma, Norman, OK, US, and others)

Chapter 8. Empowering Change Agents: Creating Organizational Change in Schools
(Wesley Henry, PhD, Department of Education and Leadership, California State University, Monterey Bay, CA, US)

Chapter 9. Learning to Advocate for the Profession: Pedagogies of Activism
(Karen Embry-Jenlink, EdD, and Amber Wagnon, PhD, Department of Secondary Education and Educational Leadership, Stephen F. Austin State University, Nacogdoches, TX, US, and others)

Chapter 10. Leadership beyond the Schoolhouse: Preparing Principals to Engage in Advocacy
(Christopher E. Trombly, PhD, and David Griffith, Educational Leadership and Policy Studies, Southern Connecticut State University, New Haven, CT, US, and others)

Chapter 11. The First Amendment and Educator Advocacy: Important but Imperfect Protection
(Phillip Buckley, PhD, Department of Educational Leadership and Research Methods, Florida Atlantic University, Boca Raton, FL, US)

Chapter 12. Call to Advocacy: Expanding Graduate Students’ Leader-Advocate Identities
(Mary Barbara Trube, EdD, and Tina Dawson, EdD, School of Higher Education, Leadership, & Policy, Walden University, Minneapolis, MN, US)

Chapter 13. From Dust Storms to Tornadoes: The Climate of Education in Oklahoma, an Ethnographic View of the 2018 Oklahoma Teacher Walkout
(Keith Higa, PhD, Department of Curriculum and Instruction, University of Central Oklahoma, Edmond, OK, US)

Chapter 14. Advocacy through Attrition: Educators Who Step Away from the Classroom to Serve as Local Union Representatives
(Holly Magaditsch, PhD, Independent Scholar)

Chapter 15. Special Education Advocacy: Diverse Parents Making a Difference
(Terese C. Aceves, PhD, and Symoné Pinedo, Department of Specialized Programs in Professional Psychology, Loyola Marymount University, Los Angeles, CA, US, and others)



“Those who take on the myriad challenges of teaching are informed by, perhaps, idealist streaks and values. They can imagine a better world beyond the status quo and do not defend the present unthinkingly or uncritically. Many teachers play larger roles in their communities and engage socially and politically. They focus on ways to move society forward and to better the lives of people. Their positions are important ones socially, and they do not come with silencing although what teachers do on their own time does come under broad scrutiny and awareness. Teachers are people, and they have to be able to live with themselves and their actions and their advocacy.  Advocacy in Education: Research-Based Strategies for Teachers, Administrators, and Teacher Educators, edited by Elizabeth Ethridge, Jill M. Davis, Christian Winterbottom, and Amber H. Beisly, asks important questions about what issues are critical in the K12 education space and how to achieve better ends for teachers and learners, and the larger society. This collection also shows the importance of teachers recruiting allies to the issues, so as to achieve better outcomes…READ MORE– Shalin Hai-Jew for C2C Digital Magazine (Spring/Summer 2021), Instructional Designer/Researcher, Kansas State University

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