Today, rural America is complex and layered, and it deserves the attention of those who have spent far too many years flying over it only to occasionally see through the clouds and wonder what those big circles are below dotting the landscape. The manuscripts in this issue chart several ways a spirit of new dialogue with rural America can begin. Authors discuss the embedded qualities of higher education demonstrates well how it is possible to anchor the work of post-secondary education in contemporary rural locations, and other perspectives on that which is possible if we engage productively with rural communities and people. This engagement is long overdue. I don’t believe it is an exaggeration to say the future of our nation depends on healing the divide that has festered entirely too long. Educators have always led the way into the most important work in our society. It is time to boldly approach this work

This study explores how Latinx teachers engage in social justice agendas for their Culturally and Linguistically Diverse students, specific barriers and support systems these Latinx teachers encounter in their social justice work, and the educational strategies Latinx teachers value in their role as advocates in their social justice work. The following three themes emerged from participant data: (a) Tesoros from students and families, (b) Advocacy for CLD students: High expectations of all students, (c) Support system as pre-service and in-service teachers: hechale ganas/work hard. We briefly formulate each of these themes, providing fragments from participant testimonios as examples. After formulation and discussion of each theme, we provided recommendations for delivering support to CLD students and their families.

A major transformation of a core academic school subject will undoubtably ripple through society in ways we are not currently equipped to map. What we can do, however, is pay much more attention to those shining moments of innovation in our history as educators. Returning to the primary documents and reports from the time can help any number of ways. Rarely are we reinventing the wheel, even if we naively assume we are. Large widespread curricular movements such as the English elective programs do not magically appear. They emerge from a larger cultural, intellectual, pedagogical, and economic environment. It is always instructive to go back and examine those moments in schooling, as they are ripe with lessons. Certainly interesting and often powerful methods and methodologies can be found, but the dynamics leading to the creation of widespread curricular innovation are endlessly fascinating.

A country's productivity and economic competitiveness relies upon education, specifically postsecondary training which is fundamental to students' upward mobility in a thriving and progressive economic culture (Haunshek & Woessmann, 2012; Bailey, Jaggars, & Jenkins, 2015). In order to maintain the economic stability of the United States for future generations to come, job qualifications will require that at least 71% of careers in the 21st century be accompanied by a vocational certificate or licensure, associate’s degree, or bachelor’s degree by the year 2020 (Lindsay, J., Davis, E., Stephan, J., Bonsu, P., & Narlock, J., 2016). Despite several years of state and national efforts, the United States is not producing enough adults with the prescribed postsecondary credentials to meet the national workforce requirements (Bidwell, 2015). “Knowledge and skills remain paramount for the prosperity of our nation’s economy, but as we move further into the 21st century, some form of postsecondary learning and credential attainment is necessary to hold a good job, contribute as a citizen, raise a family, and contribute in meaningful ways to communities” (Bailey et al., 2015). Career and Technical Education (CTE) must become a national priority in secondary and postsecondary education to ensure the United States will continue to compete on a global scale in the 21st century and beyond.

As they begin to implement trauma-informed practices in their classrooms, teachers should consider their role in the lives of students and how to maintain appropriate and safe boundaries with students. This essay explores the role of the teacher in supporting trauma-affected children and offers a frame of teacher as a facilitator of connection. It also offers ways to compassionately maintain boundaries with students while supporting their access to mental health care.

Universities around the country are beginning to feel the need to add a global dimension to their programs. One way to prepare teachers to address the challenges associated with teaching children in a global age is through carefully structured, international study abroad where the candidates are immersed in another culture and school system. This article seeks to demonstrate how a successful Teacher Education study abroad program can develop and transform pre-service candidates’ global perspective. This qualitative study was informed by the use of journal writing to prompts by ninety-six teacher education students over three different summers to learn about the Literacy Hour used in British schools during a study abroad conducted during an 8-week immersive learning experience in a setting in a northern British city. Readers will learn from participants themselves through carefully reported vignettes that focus on four themes that emerged in data analysis: Global Awareness, Retrospective Appreciation of U.S. schools based on British Literacy Practices, Teaching Self-Efficacy, and Travel Maturity.

As a Methods Professor in a Research I institution in the Midwest and the largest education program in its respective state, I faced a crisis after ten years in higher education. The concern I faced was whether or not the repertoire I taught my students was appropriate and meaningful in their training. While staying abreast of current research and strategies, I wanted to ensure that my techniques were still applicable to working with students after ten years of less connection with classrooms. This article discusses the framework employed in the research experience as well as the big lessons that were gleaned from two years teaching in a high school.

With this themed issue of Educational Considerations focused on using university-district partnership academies to prepare leaders for educational settings, it is important to consider the value of this model in socially diverse environments and especially the potential for native nations to use this approach for training emerging educational leaders.