The intricacies of providing quality education for school-age children can best be realized through collaboration between practitioners. This same ideology has infiltrated education preparation programs, encouraging the emphasis on collaborative methodologies of program design, development, implementation, and evaluation. This context presents a huge challenge for many education preparation programs, but one that has been partially realized in some states through large-scale reform models.

Collaborative Models and Frameworks for Inclusive Educator Preparation Programs provides relevant theoretical frameworks and the latest empirical research findings in collaborative strategies in educator preparation programs and addresses the impact on accreditation and changes in policies as a result of large-scale collaborative models. Covering topics such as education reforms, social justice, teacher education, and literacy instruction, this reference work is ideal for teachers, instructional designers, administrators, curriculum developers, policymakers, researchers, scholars, academicians, practitioners, and students.

Beverly Sande is an Assistant Professor and Director for Panther Teaching Academy at Prairie View A & M University. She has worked as an educator for over 25 years. Dr. Sande has previously engaged in projects that advance knowledge of inclusive practices and research on social justice, equity literacy, collaborative continuous improvement practices, curriculum redesign, and large-scale implementation models. She has also worked across disciplines to develop inclusive teacher education programs and curricula that encourage diverse students, especially students of color, students with disabilities, and gifted students, to acquire professional teaching licenses. Currently, she is working on research that focuses on educational reform policies, large-scale educational implementation, culturally relevant pedagogy, and curriculum redesign and development in higher education.

Charles William Kemp Ed.D., serves as Associate Professor at Shawnee State University School of Education in the Intervention Specialist and Primary Intervention Specialist Blended programs, both undergrad and grad levels. Kemp has more than 35 years of teaching and administrative experience (PK-12) in the US and abroad. His passion for inclusive education of all students, includes higher education. This passion supports his research interests in post-secondary transition planning, particularly for students with more complex needs, co-teaching in higher education as a model for preservice teachers, and dual-licensure teacher preparation program development to better prepare preservice teachers for the students found in today's PK-12 classrooms. His presentations at the state and national levels always reflect his inclusive focus for ALL students.