Phone Monday through Friday 8:00 a.m.-6:00 p.m.
1-800-933-ASCD (2723)
Address 1703 North Beauregard St. Alexandria, VA 22311-1714
Complete Customer Service Details
by Ariel Tichnor-Wagner, Hillary Parkhouse, Jocelyn Glazier and J. Montana Cain
Table of Contents
Agirdag, O. (2009). All languages welcomed here. In M. Scherer (Ed.), Supporting the Whole Child. Alexandria: VA: ASCD: Retrieved from www.ascd.org/publications/books/110058e4/chapters/All-Languages-Welcomed-Here.aspx
Alexander, M. (2012). The new Jim Crow: Mass incarceration in the age of colorblindness. New York: New Press.
Alfaro, C., & Quezada, R. L. (2010). International teacher professional development: Teacher reflections of authentic teaching and learning experiences. Teaching Education, 21(1), 47–59.
Alim, H. S., & Paris, D. (2017). What is culturally sustaining pedagogy? In D. Paris & H. S. Alim (Eds.), Culturally Sustaining Pedagogies (pp. 1–21). New York: Teachers College Press.
American Academy of Arts & Sciences. (2017). America's languages: Investing in language education for the 21st century. Cambridge, MA: American Academy of Arts & Sciences. Retrieved from www.amacad.org/publication/americas-languages-investing-language-education-21st-century
American Council on the Teaching of Foreign Languages (ACTFL). (2015). World readiness standards for learning languages. Retrieved from www.actfl.org/publications/all/world-readiness-standards-learning-languages
American Council on the Teaching of Foreign Languages (ACTFL). (2018). What does research show about the benefits of language learning? Retrieved from www.actfl.org/advocacy/what-the-research-shows
American Councils. (2017). The National K–16 Foreign Language Enrollment Survey Report. Retrieved from www.americancouncils.org/sites/default/files/FLE-report.pdf
American Educational Research Association, American Psychological Association, and National Council on Measurement in Education, Joint Committee on Standards for Educational & Psychological Testing. (2014). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
Amit, M., & Abu Quoder, F. (2017). Weaving culture and mathematics in the classroom: The case of Bedouin ethnomathematics. In M. Rosa et al. (Eds.), Ethnomathematics and its diverse approaches for Mathematics Education (pp. 23–50). New York: Springer International.
Anderson, S. R. (2010). How many languages are there in the world? Washington, DC: Linguistic Society of America. Retrieved from www.linguisticsociety.org/content/how-many-languages-are-there-world
Andonova, E., & Taylor, H. A. (2012). Nodding in dis/agreement: A tale of two cultures. Cognitive Processing, 13(1), 79–82.
Andreotti, V. (2006). Soft versus critical global citizenship education. Policy and Practice: A Development Education Review, 3, 40–51.
Andreotti, V., & Pashby, K. (2013). Digital democracy and global citizenship education: Mutually compatible or mutually complicit? The Educational Forum, 77(4), 422–437.
Anrig, G. (2013). Beyond the education wars: Evidence that collaboration builds effective schools. New York: Century Foundation Press.
Armstrong, N. F. (2008). Teacher education in a global society: Facilitating global literacy for preservice candidates through international field experiences. Teacher Education and Practice, 21(4), 490–506.
Asia Society. (2009). Going global: Preparing our students for an interconnected world. Retrieved from http://asiasociety.org/files/Going%20Global%20Educator%20Guide.pdf
Asia Society. (2013). Global Leadership Performance Outcomes. New York: Asia Society Center for Global Education. Retrieved from https://asiasociety.org/education/leadership-global-competence
Asia Society & Longview Foundation. (2016). Preparing a globally competent workforce through high-quality career and technical education. Retrieved from http://asiasociety.org/sites/default/files/preparing-a-globally-competent-workforce-june-2016.pdf
Associated Press. (2016, September 15). Where do Trump and Clinton stand on Syrian refugees coming into the United States. Haaretz. Retrieved from www.haaretz.com/world-news/where-do-trump-and-clinton-stand-on-syrian-refugees-coming-into-the-united-states-1.5435724
Avery, P. G., Levy, S. A., & Simmons, A. M. (2013). Deliberating controversial public issues as part of civic education. Social Studies, 104(3), 105–114.
Bailey, A. L., & Kelly, K. R. (2013). Home language survey practices in the initial identification of English learners in the United States. Educational Policy, 27(5), 770–804.
Baldwin, J. (1979, July 29). If Black English isn't a language, then tell me, what is? The New York Times. Retrieved from www.nytimes.com/books/98/03/29/specials/baldwin-english.html
Ball, D. L., & Forzani, F. M. (2011). Building a common core for learning to teach: And connecting professional learning to practice. American Educator, 35(2), 17.
Banks, J. A. (2008). Diversity, group identity, and citizenship education in a global age. Educational Researcher, 37(3), 129–139.
Banks, J. A. (2014). Diversity, group identity, and citizenship education in a global age. Journal of Education, 194(3), 1–12.
Barton, K., & McCully, A. (2007). Teaching controversial issues where controversial issues really matter. Teaching History, 127, 13–19.
Bigelow, B., & Peterson, B. (2002). Rethinking globalization: Teaching for justice in an unjust world. Milwaukee, WI: Rethinking Schools Press. Retrieved from http://rethinkingschools.aidcvt.com/publication/rg/RGIntro.shtml.
Bishop, R. S. (1990). Mirrors, windows, and sliding doors. Perspectives: Choosing and using books for the classroom, 6(3), ix–xi.
Bridgeland, J. M., Dilulio, J. J., & Morison, K. B. (2006). The silent epidemic: Perspectives of high school dropouts. Washington, DC: Civic Enterprises.
Britzman, D. P. (1986). Cultural myths in the making of a teacher: Biography and social structure in teacher education. Harvard Educational Review, 56(4), 442–456.
Brody, C. M., & Davidson, N., (1998). Introduction: Professional development and cooperative learning. In C. M. Brody & N. Davidson (Eds.), Professional development for cooperative learning: Issues and approaches. Albany: State University of New York Press.
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Alexandria, VA: ASCD.
Bucholtz, M., Casillas, D. I., & Lee, J. S. (2017). Language and culture as sustenance. In D. Paris & H. S. Alim (Eds.), Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. New York: Teachers College Press.
Buck Institute for Education. (2015). Gold standard PBL: Essential project design elements. Retrieved from www.bie.org/object/document/gold_standard_pbl_essential_project_design_elements
Byford, J., Lennon, S., & Russell, W. B. (2009). Teaching controversial issues in the social studies: A research study of high school teachers. Clearing House, 82(4), 165–170.
Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2018). Malleability, plasticity, and individuality: How children learn and develop in context. Applied Developmental Science, 1–31.
Center for Applied Linguistics. (2016). Heritage FAQs. Retrieved from www.cal.org/heritage/research/faqs.html
Chappuis, J., & Stiggins, R. J. (2017). An introduction to student-involved assessment FOR learning (7th ed.). London: Pearson.
CNN Staff. (2017, December 16). From coding to literacy: These youth are changing the game. CNN. Retrieved from www.cnn.com/2017/12/13/us/cnn-heroes-2017-young-wonders/index.html
Collier, V. P., & Thomas, W. P. (2004). The astounding effectiveness of dual language education for all. NABE Journal of Research and Practice, 2(1), 1–20.
Columbus World Affairs Council. (2017). The Global Report 2016–2017. Retrieved from https://columbusworldaffairs.org
Colvin, R. L., & Edwards, V. (2018). Teaching for global competence in a rapidly changing world. Paris: OECD Publishing.
Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222–251.
Cushner, K. (2012). Intercultural competence for teaching and learning. In B. D. Shaklee & S. Baily (Eds.). Internationalizing teacher education in the United States (pp. 41–58). Lanham, MD: Roman & Littlefield.
D'Ambrosio, U. (2001). What is ethnomathematics, and how can it help children in schools? Teaching Children Mathematics, 7(6), 308.
Dantas, M. L. (2007). Building teacher competency to work with diverse learners in the context of international education. Teacher Education Quarterly, 34(1), 75–94.
Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241–266.
Deardorff, D. K. (2018, January 31). How to assess global competence [blog post]. Education Week Global Learning Blog. Retrieved from http://blogs.edweek.org/edweek/global_learning/2018/01/how_to_assess_global_competence.html
Engel, L. (2018). K–12 study abroad linked with improved learning outcomes [blog post]. Education Week. Retrieved from http://blogs.edweek.org/edweek/global_learning/2018/03/k-12_study_abroad_linked_with_improved_learning_outcomes.html?cmp=soc-edit-tw&print=1
Ernst-Slavit, G., & Mason, M. (n.d.). Making your first ELL home visit: A guide for classroom teachers. Retrieved from www.colorincolorado.org/article/making-your-first-ell-home-visit-guide-classroom-teachers
Eslami, Z. R. (2005). Global education: Instructional strategies used and challenges faced by in-service teachers. Teacher Education and Practice, 18(4), 400–415.
Fillmore, L. W. (2000). Loss of family languages: Should educators be concerned? Theory into Practice: Children and Languages at School, 39(4), 203–211.
Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
Friedman, T. (2007). The world is flat. New York: Picador.
Gallavan, N. P. (2008). Examining teacher candidates' views on teaching world citizenship. Social Studies, 99(6), 249–254.
García, O. (2009). Bilingual education in the 21st century: A global perspective. West Sussex: Wiley-Blackwell.
García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. London: Palgrave Macmillan.
Gaudelli, W., & Hewitt, R. (2010). The aesthetic potential of global issues curriculum. The Journal of Aesthetic Education, 44(2), 83–99.
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.
Gee, J. (1989). Literacy, discourse, and linguistics: Introduction. Journal of Education, 171(1), 5–17.
Gerber. E. (2018). The best books on globalization recommended by Larry Summers. Retrieved from https://fivebooks.com/best-books/larry-summers-globalization
Gibson, M. A. (1988). Accommodation without assimilation: Sikh immigrants in an American high school. Ithaca, NY: Cornell University Press.
Gibson, M. A. (1998). Promoting academic success among immigrant students: Is acculturation the issue? Educational Policy, 12(6), 615–633.
Glazier, J., Boyd, A., Hughes, K., Able, H., & Mallous, R. (2017). The elusive search for teacher collaboration. The New Educator, 13(1), 3–21.
Goetz, P. J. (2003). The effects of bilingualism on theory of mind development. Bilingualism: Language and Cognition, 6(1), 1–15.
Goodwin, A. L. (2010). Globalization and the preparation of quality teachers: Rethinking knowledge domains for teaching. Teaching Education, 21(1), 19–32.
Gorski, P. C. (2016). Poverty and the ideological imperative: A call to unhook from deficit and grit ideology and to strive for structural ideology in teacher education. Journal of Education for Teaching, 42(4), 378–386.
Gudykunst, W. B. (2003). Cross-cultural and intercultural communication. Thousand Oaks, CA: Sage.
Haidt, J. (2012). The righteous mind: Why good people are divided by politics and religion. New York: Pantheon.
Hall, E. T. (1976). Beyond culture. New York: Doubleday.
Hammer, M. R., Bennett, M. J., & Wiseman, R. (2003). Measuring intercultural sensitivity: The intercultural development inventory. International Journal of Intercultural Relations, 27(4), 421–443.
Hanvey, R. G. (1982). An attainable global perspective. Theory into Practice, 21(3), 162–167.
Hargreaves, A. (2001). The emotional geographies of teachers' relations with colleagues. International Journal of Educational Research, 35, 503–527.
Hargreaves, A., & Dawe, R. (1990). Paths of professional development: Contrived collegiality, collaborative culture, and the case of peer coaching. Teaching & Teacher Education, 6, 227–241.
Hasso Plattner, Institute of Design at Stanford. (n.d.). Guide for creating a design challenge. Retrieved from https://dschool-old.stanford.edu/sandbox/groups/k12/wiki/37c88/attachments/d6fae/Scoping%20Suite.pdf
Hayakawa, H. (2003). "The meaningless laugh": Laughter in Japanese communication (Unpublished doctoral dissertation). University of Sydney, Australia. Retrieved from https://ses.library.usyd.edu.au/bitstream/2123/656/2/adt-NU20050104.14424602whole.pdf
Heejung, A. (Ed.). (2016). Handbook of research on efficacy and implementation of study abroad programs for P–12 teachers. Hershey, PA: IGI Global.
Heineke, A. J., Davin, K. J., & Bedford, A. (2018). The seal of biliteracy: Considering equity and access for English learners. Education Policy Analysis Archives, 26(99), 1–12.
Hess, D. (2011). Discussions that drive democracy. Educational Leadership, 69(1), 69–73.
Hinchey, P. H. (2004). Becoming a critical educator: Defining a classroom identity, designing a critical pedagogy (Vol. 224). New York: Peter Lang.
Hindin, A., Morocco, C., Mott, E., & Aguilar, C. (2007). More than just a group: Teacher collaboration and learning in the workplace. Teachers and Teaching: Theory and Practice, 13, 349–376.
Hofstede, G. (2011). Dimensionalizing cultures: The Hofstede Model in context. Online Readings in Psychology and Culture, 2(1).
Howard, T. C. (2003). Culturally relevant pedagogy: Ingredients for critical teacher reflection. Theory into Practice, 42, 195–202.
iEARN. (2014). iEARN teacher's guide to online collaboration and global projects. Retrieved from https://iearn.org/assets/resources/32498_iEARN-Teachers-Guide.pdf
InTASC. (2013). Model Core Teaching Standards and Learning Progressions for Teachers 1.0. Washington, DC: Council of Chief State School Officers. https://ccsso.org/sites/default/files/2017-12/2013_INTASC_Learning_Progressions_for_Teachers.pdf
IREX. (2018). World Smarts STEM Challenge. Retrieved from www.irex.org/project/world-smarts-stem-challenge
Jack, R. E., Garrod, O. G., Yu, H., Caldara, R., & Schyns, P. G. (2012). Facial expressions of emotion are not culturally universal. Proceedings of the National Academy of Sciences of the USA, 109(19), 7241–7244.
Journell, W. (2016). Teacher political disclosure as parrhesia. Teachers College Record, 118(5), 1–36.
Kammerman, S. (2006). Spanish for educators [audiobook]. Ventnor, NJ: KAMMS Consulting.
Kirkwood, T. F. (2001a). Our global age requires global education: Clarifying definitional ambiguities. Social Studies, 92(1), 10–15.
Kirkwood, T. F. (2001b). Preparing teachers to teach from a global perspective. Delta Kappa Gamma Bulletin, 67(2), 5–12.
Kirshner, J., Tzib, E., Tzib, Z., & Fry, S. (2016). From pen pals to global citizens. Educational Leadership, 74(4), 73–74.
Kissock, C., & Richardson, P. (2010). Calling for action within the teaching profession: It is time to internationalize teacher education. Teaching Education, 21(1), 89–101.
Kotthoff, H., & Spencer-Oatey, H. (Eds.). (2008). Handbook of intercultural communication (Vol. 7). Berlin: Walter de Gruyter.
Koutonin, M. R. (2015). Why are white people expats when the rest of us are immigrants? The Guardian. Retrieved from www.theguardian.com/global-development-professionals-network/2015/mar/13/white-people-expats-immigrants-migration
Kunda, Z. (1990). The case for motivated reasoning. Psychological Bulletin, 108(3), 480–498.
Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia-Social and Behavioral Sciences, 31, 486–490.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32, 465−491.
Ladson-Billings, G. (2011). "Yes, but how do we do it?": Practicing culturally relevant pedagogy. In J. G. Landsman & C. W. Lewis (Eds.), White teachers/diverse classrooms: Creating inclusive schools, building on students' diversity and providing true educational equity (2nd ed., pp. 33–46). Sterling, VA: Stylus.
Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the standard for project-based learning: A proven approach to rigorous classroom instruction. Alexandria, VA: ASCD.
Levine, P. (2007). The future of democracy: Developing the next generation of American citizens. Lebanon, NH: University Press of New England.
Lindsay, J. (2016). The global educator. Eugene, OR: International Society for Technology in Education.
Lippi-Green, R. (1997). English with an accent: Language, ideology, and discrimination in the United States. New York: Routledge.
Mansilla, V. B. (2016). How to be a global thinker. Educational Leadership, 74(4), 10–16.
Mansilla, V. B., & Jackson, A. (2011). Educating for global competence: Preparing our youth to engage the world. New York: Asia Society.
Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37(1), 153–184.
Martin, F., & Griffiths, H. (2014). Relating to the "other": Transformative, intercultural learning in post-colonial contexts. Compare: A Journal of Comparative and International Education, 44(6), 938–959.
Martin-Kniep, G. O. (2000). Becoming a better teacher: Eight innovations that work. Alexandria, VA: ASCD.
Marx, H., & Moss, D. M. (2011). Please mind the culture gap: Intercultural development during a teacher education study abroad program. Journal of Teacher Education, 62(1), 35–47.
Matsumoto, D., Hee You, S. H., & LeRoux, J. A. (2007). Emotion and intercultural adjustment. Handbook of Intercultural Communication, 77–97.
McGraw, G. (2018, March 22). For millions of Americans, lack of access to water isn't just a drought problem. Los Angeles Times. Retrieved from www.latimes.com/opinion/op-ed/la-oe-mcgraw-water-poverty-data-20180322-story.html
McGury, S., Shallenberg, S., & Tolliver, D. E. (2008). It's new but is it learning? Assessment rubrics for intercultural learning programs. Assessment Update, 20, 6–9.
McLaughlin, M. W. (1990). The Rand change agent study revisited: Macro perspectives and micro realities. Educational Researcher, 19(9), 11–16.
Merrit, A. (2013, June 19). Why learn a foreign language? Benefits of bilingualism. The Telegraph. Retrieved from www.telegraph.co.uk/education/educationopinion/10126883/Why-learn-a-foreign-language-Benefits-of-bilingualism.html
Merryfield, M. M. (1998). Pedagogy for global perspectives in education: Studies of teachers' thinking and practice. Theory and Research in Social Education, 26(3), 342–379.
Merryfield, M. M. (2000). Why aren't teachers being prepared to teach for diversity, equity, and global interconnectedness? A study of lived experiences in the making of multicultural and global educators. Teaching and Teacher Education, 16(4), 429–443.
Merryfield, M. M. (2002). The difference a global educator can make. Educational Leadership, 60(2), 18–21.
Miller, A. (2017). Project-based learning for global readiness [blog post]. ASCD InService. Retrieved from http://inservice.ascd.org/project-based-learning-for-global-readiness
Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (2001). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141.
Morgan, W., & Streb, M. (2001). Building citizenship: How student voice in servicelearning develops civic values. Social Science Quarterly, 82(1), 154–169.
Moss, D., Manise, J., & Soppelsa, B. (2012). Preparing globally competent teachers: Background paper for CAEP commissioners. Washington, DC: NAFSA.
National Center for Education Statistics (NCES). (2016). Status and trends in the education of racial and ethnic groups 2016 (NCES 2016-007). Washington, DC: U.S. Department of Education. Retrieved from https://nces.ed.gov/pubs2016/2016007.pdf
National Council for the Accreditation of Teacher Education (NCATE). (2008). Professional standards for the accreditation of teacher preparation institutions. Washington, DC: Author. Retrieved from www.ncate.org/~/media/Files/caep/accreditation-resources/ncate-standards-2008.pdf?la=en
National Council for the Social Studies (NCSS). (2016). Academic freedom and the social studies educator: A position statement of National Council for the Social Studies. National Council for the Social Studies, 80(3), 186.
National Governors Association Center for Best Practices and Council of Chief State School Officers. (2008). Common Core State Standards Initiative. Retrieved from www.corestandards.org/about-the-standards/development-process
National Research Council. (2014). The growth of incarceration in the United States: Exploring causes and consequences. Committee on causes and consequences of high rates of incarceration. Washington, DC: National Academies Press.
Neason, A. (2016, June 8). How Hawaiian came back from the dead. Slate. www.slate.com/articles/life/tomorrows_test/2016/06/how_the_ka_papahana_kaiapuni_immersion_schools_saved_the_hawaiian_language.html
Negri-Pool, L. L. (2017). Welcoming Kalenna: Making our students feel at home. In E. Barbian, G. Cornell Gonzales, & P. Mejia (Eds.), Rethinking Bilingual Education. Milwaukee, WI: Rethinking Schools.
Noddings, N. (1984). Caring. Berkeley, CA: University of California Press.
Noddings, N. (2005). Global citizenship: Promises and problems. In N. Noddings (Ed.), Educating citizens for global awareness (pp. 1–21). New York: Teachers College Press.
O'Connor, K., & Zeichner, K. (2011). Preparing US teachers for critical global education. Globalisation, Societies and Education, 9(3–4), 521–536.
Organisation for Economic Co-operation and Development (OECD). (2018a). Preparing our youth for an inclusive and sustainable world: The OECD PISA global competence framework. Paris: OECD Publishing. Retrieved from www.oecd.org/pisa/Handbook-PISA-2018-Global-Competence.pdf
Organisation for Economic Co-operation and Development (OECD). (2018b). Inequality. Paris: OECD Publishing. Retrieved from www.oecd.org/social/inequality.htm
Oxley, L., & Morris, P. (2013). Global citizenship: A typology for distinguishing its multiple conceptions. British Journal of Educational Studies, 61(3), 301–325.
Palmer, P. J. (1998). The courage to teach: Exploring the inner landscape of a teacher's life. San Francisco: Jossey-Bass.
Panitz, T. (1999a). The case for student centered instruction via collaborative learning paradigms. Retrieved from https://files.eric.ed.gov/fulltext/ED448444.pdf
Panitz, T. (1999b). Collaborative versus cooperative learning: A comparison of the two concepts which will help us understand the underlying nature of interactive learning. Retrieved from https://files.eric.ed.gov/fulltext/ED448443.pdf
Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97.
Parker, W. C. (2008). "International education": What's in a name? Phi Delta Kappan, 90(3), 196–202.
Parkhouse, H., Glazier, J., Tichnor-Wagner, A., & Cain, J. M. (2015). From local to global: Making the leap in teacher education. International Journal of Global Education, 4(2), 10–29.
Parkhouse, H., Tichnor-Wagner, A., Glazier, J., & Cain, J. M. (2015). "You don't have to travel the world": Accumulating experiences on the path toward globally competent teaching. Teaching Education, 1–19.
Parkhouse, H., Turner, A. M., Konle, S., & Rong, X. L. (2016). Self-authoring the meaning of student teaching in China: Impacts on first-year teaching practices. Frontiers: The Interdisciplinary Journal of Study Abroad, 18, 78–98.
Payne, K., Niemi, L., & Doris, J. M. (2018, March 27). How to think about "implicit bias." Scientific American. Retrieved from www.scientificamerican.com/article/how-to-think-about-implicit-bias
Peacock, J. L. (2007). Grounded globalism: How the U.S. South embraces the world. Athens: University of Georgia Press.
Perez-Sotelo, L., & Hogan, E. (2008). The essential Spanish phrase book for teachers. New York: Scholastic.
Pike, G. & Selby, D. (2000). In the global classroom. Toronto: Pippin.
Pike, G., & Selby, D. (2001). In the global classroom. Toronto: Pippin.
Pilonieta, P., Medina, A., & Hathaway, J. (2017) The impact of a study abroad experience on preservice teachers: Dispositions and plans for teaching English language learners. The Teacher Educator, 52(1), 22–38.
Pinxten, R. (1994). Ethnomathematics and its practice. For the Learning of Mathematics, 14(2), 23–25.
Pitler, H. (2017). Twitter and your professional learning network [blog post]. ASCD Inservice. Retrieved from http://inservice.ascd.org/twitter-and-your-professional-learning-network
Public Schools of North Carolina. (2013). North Carolina Professional Teaching Standards. Retrieved from www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf
Ray, B. (2012, December 7). How to use Twitter to grow your PLN [blog post]. Edutopia. Retrieved from www.edutopia.org/blog/twitter-expanding-pln
Reeves, D. (2011). From differentiated instruction to differentiated assessment. ASCD Express, 6(20).
Reimers, F. (2009). Educating for global competency. In J. E. Cohen & M. B. Malin (Eds.), International Perspectives on the Goals of Universal Basic and Secondary Education (pp. 183–202). New York: Routledge.
Ribble, M. (2011). Digital citizenship in schools: Nine elements all students should know (3rd ed.). Eugene, OR: International Society for Technology in Education.
Rickford, J. (n.d.). What is Ebonics (African American English)? Linguistic Society of America. Retrieved from www.linguisticsociety.org/content/what-ebonics-african-american-english
Roberts, A. (2007). Global dimensions of schooling: Implications for internationalizing teacher education. Teacher Education Quarterly, 34(1), 9–26.
Robertson, R. (1995). Glocalization: Time-space and homogeneity-heterogeneity. Global Modernities, 2, 25–44.
Samovar, L. A., & Porter, R. L. (2002). Intercultural communication: A reader (10th ed.). Belmont, CA: Wadsworth/Thomson Learning.
Sanders, T., & Stewart, V. (2004). International education: From community innovation to national policy. Phi Delta Kappan, 86(3), 200–205.
Sandoval, C., & Latorre, G. (2008). Chicana/o artivism: Judy Baca's digital work with youth of color. Learning Race and Ethnicity: Youth and Digital Media, 81–108.
Selby, D., & Pike, G. (2000). Civil global education: Relevant learning for the twenty-first century. Convergence, 33(1), 138–149.
Selby, D., & Pike, G. (2001). In the global classroom. Toronto: Pippin.
Shaklee, B. D., & Baily, S. (Eds.). (2012). Internationalizing teacher education in the United States. Lanham, MD: Rowman & Littlefield.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Simons, G. F., & Fennig, C. D. (2018). Ethnologue: Languages of the world (21st ed.). Dallas, TX: SIL International.
Singmaster, H., Norman, G., & Manise, J. (2018, June 26). Why states, districts, and schools should implement global certificate programs [blog post]. Education Week. Retrieved from http://blogs.edweek.org/edweek/global_learning/2018/06/why_states_districts_and_schools_should_implement_global_certificate_programs.html
Spencer, M. B., Noll, E., Stoltzfus, J., & Harpalani, V. (2010). Identity and school adjustment: Revisiting the "acting White" assumption. Educational Psychologist, 36(1), 21–30.
Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999). Stereotype threat and women's math performance. Journal of Experimental Social Psychology, 35(1), 4–28.
Spires, H. A., Himes, M., & Wang, L. (2016). Cross-cultural inquiry in science. Educational Leadership, 74(4), 72–74.
Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69(5), 797.
Steele, D. M., & Cohn-Vargas, B. (2013). Identity safe classrooms: Places to belong and learn. Thousand Oaks, CA: Corwin.
Steele, J. L., Slater, R. O., Zamarro, G., Miller, T., Li, J., Burkhauser, S., & Bacon, M. (2017). Effects of dual-language immersion programs on student achievement: Evidence from lottery data. American Educational Research Journal, 54(1 suppl.), 282S–306S.
Stewart, V. (2010). A classroom as wide as the world. In H. H. Jacobs (Ed.), Curriculum 21: Essential education for a changing world. Alexandria, VA: ASCD.
Stewart, V. (2012). A world-class education: Learning from international models of excellence and innovation. Alexandria, VA: ASCD.
Strickland, T., & DePalma, K. (2016). The barefoot book of children. Cambridge, MA: Barefoot Books.
Taie, S., & Goldring, R. (2018). Characteristics of public elementary and secondary school teachers in the United States: Results from the 2015–16 National Teacher and Principal Survey. U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from https://nces.ed.gov/pubs2017/2017072rev.pdf
Tate, K. J. (2011). Integrating humane education into teacher education: Meeting our social and civic responsibilities. Teacher Education and Practice, 24(3), 301–315.
Tavangar, H. S., & Mladic-Morales, B. (2014). The global education toolkit for elementary learners. Thousand Oaks, CA: Corwin.
TESOL. (2017). Principles of language learning and the role of the teacher. Retrieved from www.tesol.org/docs/default-source/books/14077_sam.pdf?sfvrsn=2
Thorpe, H. (2018). The newcomers: Finding refuge, friendship, and hope in America. New York: Scribner.
Tichnor-Wagner, A. (2016). Global education politics and policy: Discourses, coalitions, and co-construction amongst globally committed national, state, and district actors (Unpublished doctoral dissertation). University of North Carolina at Chapel Hill.
Tichnor-Wagner, A. (2017). Inspiring glocal citizens. Educational Leadership, 75(3), 69–73.
Tichnor-Wagner, A., & Allen, D. (2016). Accountable for care: Cultivating caring school communities in urban high schools. Leadership and Policy in Schools, 15(4), 406–447.
Tichnor-Wagner, A., & Manise, J. (2019). Globally competent educational leadership: A framework for leading schools in a diverse, interconnected world. Alexandria, VA: ASCD. Retrieved from http://files.ascd.org/pdfs/publications/general/ascd-globally-competent-educational-leadership-report-2019.pdf
Tichnor-Wagner, A., Parkhouse, H., Glazier, J., & Cain, J. M. (2016). Expanding approaches to teaching for diversity and social justice in K–12 education: Fostering global citizenship across the content areas. Education Policy Analysis Archives, 24(59), 1–35.
Tomlinson, C.A., & Moon, T. R. (2013). Assessment and student success in the differentiated classroom. Alexandria, VA: ASCD.
Tony Blair Faith Foundation. (2015). The essentials of dialogue. London: Author.
Tye, K. A. (Ed.). (1990). Global education: School-based strategies. Orange, CA: Interdependence Press.
UNESCO. (2015). Global citizenship education: Topics and learning objectives. Paris: United Nations Educational, Scientific, and Cultural Organization. Retrieved from http://unesdoc.unesco.org/images/0023/002329/232993e.pdf
United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. Retrieved from https://sustainabledevelopment.un.org/post2015/transformingourworld
United Nations. (2016). Progress towards the sustainable development goals: Report of the Secretary General. Retrieved from https:/sustainabledevelopment.un.org/sdg4
U.S. Department of Education. (2017). U.S. Department of Education [website]. Retrieved from www.ed.gov
Valenzuela, A. (1999). Subtractive schooling. Albany: State University of New York Press.
Van Reken, R. E., & Rushmore, S. (2009). Thinking globally when teaching locally. Kappa Delta Pi Record, 45(2), 60–68.
Virtual Exchange Coalition. (2018). What is virtual exchange? [website]. Retrieved from http://virtualexchangecoalition.org
Vygotsky, L. (1978). Interaction between learning and development. Readings on the Development of Children, 23(3), 34–41.
Watson, L. (1985). 'Decade for Women.' Speech given at United Nations Conference, Nairobi, Kenya, July 15–26.
Wiggins, G. (2012). Seven keys to effective feedback. Educational Leadership, 70(1), 10–16.
Willard-Holt, C. (2001). The impact of short-term international experience for pre-service teachers. Teaching and Teacher Education, 17, 505–517.
Wilson, B. G. (1996). Constructivist learning environments: Case studies in instructional design. Englewood Cliffs, NJ: Educational Technology.
World Savvy. (2018). Global competence matrix. Retrieved from www.worldsavvy.org/global-competence
Zhao, Y. (2010). Preparing globally competent teachers: A new imperative for teacher education. Journal of Teacher Education, 61(5), 422–431.
Zhou, M., & Li, X. Y. (2003). Ethnic language schools and the development of supplementary education in the immigrant Chinese community in the United States. New Directions for Youth Development, 2003(100), 57–73.
Subscribe to ASCD Express, our free email newsletter, to have practical, actionable strategies and information delivered to your email inbox twice a month.
ASCD respects intellectual property rights and adheres to the laws governing them. Learn more about our permissions policy and submit your request online.