Effective Education for All ― Implementing Positive Behavior Support in Early Childhood Through High School

Aiming to promote school success for culturally and linguistically diverse (CLD) students from kindergarten through high school, Zhang, McKay, Cho, and their contributors present a synthesis of research on emotional and social development, the education of minority groups, and the role of positive behavioral support in fostering optimal development and academic achievement for CLD learners. Twelve chapters are divided into four sections: Part I examines factors that contribute social and academic competencies for school success/failure. Part II explores social and emotional development and school success for the CLD student in early childhood and elementary grades. Part III continues the previous section's subject matter, and in addition analyzes strategies and interventions based on principles of positive behavioral interventions and supports (PBIS). Part IV discusses the implications of social and emotional development and PBIS for educational policy and practice to support the school performance of CLD students. Annotation c2014 Ringgold, Inc., Portland, OR (protoview.com)

Chun Zhang is a professor at Fordham University. She received her PhD from the University of Illinois at Urbana-Champaign and recently completed her Fulbright scholarship at the University of Macau. She has been widely published in culturally and linguistically appropriate services for young children with disabilities and their families.
Carlos R. McCray is an associate professor at Fordham University. He received his doctorate from Bowling Green State University. He recently co-authored the books, Cultural Collision and Collusion: Reflections on Hip-Hop Culture, Values, and Schools and School Leadership in a Diverse Society: Helping Schools Prepare All Students for Success.
Su-Je Cho is an associate professor of special education at Fordham University. She received her PhD from the University of California, Santa Barbara. Her research interests include assessment and interventions for culturally and linguistically diverse children with disabilities.