New Directions in the Economics of Higher Education provides an overview of the vibrant and growing field of the economics of higher education. The text assesses the full breadth of the topic, including the returns to higher education, college attendance and completion, higher education financing, educational production, and the market for higher education. This comprehensive literature review puts the collected papers into the perspective of developments in the wider literature on the economics of higher education over the past decade.

This book presents a remarkably broad yet detailed description and analysis of the various roles played by universities in the workings of modern economies, with a particular focus on Europe. It provides both a wide survey of research by others on the topics addressed, and an account of the authors' own important work. The complex policy issues are clearly drawn, and the authors informed pragmatic position on them clearly articulated. This is the best book on the subject that I have seen.' - Richard Nelson, Columbia University, US'This book, with its wealth of information and its broad perspective, goes a long way toward educating us in the United States about how research at European universities is conducted and funded and details differences between Europe and the US. It is a must-read for anyone who wants to have a broader perspective on the relationship between universities and the economy.' - Paula Stephan, Georgia State University and NBER, US The University and the Economy provides an in-depth exploration of the many ways in which universities contribute to economic development and growth. By providing readers with theoretical tools and evidence to explain the means by which university activities impact the economic system, the book offers a robust analysis of the strengths and weaknesses of specific university systems. In offering a solid foundation of conceptual and statistical knowledge, this book supports the current debate on the role of the university in the contemporary economy. It also offers insights to enhance understanding of why some university systems are not contributing to their economies as well as others. The book adopts an economic perspective, which allows the actions of universities, as well as the individuals who study and work within them, to be analyzed in the context of economic models of behavior. From this perspective, it explains the organization, governance and funding of universities' activities and explores how these could be structured to improve their efficiency and effectiveness. Academics, policymakers, managers and professionals working in universities will find a wealth of valuable information in this book. It will also be of interest to undergraduate and postgraduate students of science and technology policy, higher education economics and the economics and management of innovation.

The world of education is in a state of failure. Our teachers are quitting in droves, their natural passion for education stifled. Your children are being let down by a system unfit for our rapidly-changing world, leaving them wholly-unprepared to survive the age of automation. Pulling no punches, education technologist and entrepreneur Priya Lakhani outlines how badly we have failed, and who is to blame - while charting a course for a brighter future. From feeble government reforms to growing mental health crises, Priya leaves no stone unturned in exposing the Inadequate state of education.

With a novelist's eye, Elinor Burkett takes readers behind the school system's closed doors, revealing a world of mixed messages, manufactured myths, and political hype.

In the wake of school shootings across the country, one question haunted America: What is going wrong inside our nation's schools? To find out, award-winning journalist Elinor Burkett spent nine months -- from the opening pep rally to graduation day -- in a suburban Minneapolis high school. She attended classes, hung out with students, listened to parents, and joined teachers on the front lines.

She soon discovered that, post-Columbine, fears about loners and misfits, "Smoker's New Year" (a pot holiday), "Zero Tolerance" policies, and school lockdowns have become as much a part of a teen's high school experience as dating and Clearasil. But Burkett goes even deeper and makes some startling conclusions in this poignant exposé of the real problems facing educators, parents, and the children they try to teach.

The Fascist Painting is a serious, rich and deeply intelligent piece of work that will radically alter the way we view culture in schools and will be a key text for anyone designing a curriculum. The Ofsted Inspection Framework states that cultural capital is 'The essential knowledge that pupils need to be educated citizens' and that schools 'should be introducing [students] to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement'. They are now considering, 'the extent to which schools are equipping pupils with the knowledge and cultural capital they need to succeed in life.' But what does this term mean? And how are schools to respond to this? In this densely argued and wide-ranging text, Phil Beadle answers those questions and many more by using the work of Pierre Bourdieu to prompt a discussion of how we improve the provision of cultural capital in our schools. Where does the best that has been thought and said come from? Why is the government importing the unexamined language of the private school into the state sector? What is the real purpose behind character education? Does sport, as is reputed, teach resilience, and why would anyone think it was appropriate to teach children a quality they already have? Is cultural capital just ruling class culture? Chiefly, does using a term originated by a French intellectual and radical sociologist to instate the culture of the rich as being superior prove anything other more than a complete absence of thought, or have they accidentally given us a radical tool to change education for the better?

So, you want to be an academy trust leader? This book will show you how. Sir David Carter started his career as a music teacher in several comprehensive schools before spending thirty years in school leadership before becoming one of the first Regional Schools Commissioners and then National School Commissioner. He knows what it feels like to be responsible for multiple schools and how the best leaders make large-scale collaboration work for their teachers, pupils, parents and the whole community. This book will share the recipe for understanding the purpose of academy trust leadership and give insider knowledge of how to do it well and with all stakeholders at the forefront of your mission.

Education, Occupation and Social Origin is a must-read book for anyone even faintly interested in social inequality. Comparing across many cohorts in 14 nations, the disheartening conclusion that here emerges is the lack of any genuine equalization of life chances. Advantage breeds advantage and, alas, educational expansion has not proven to be the great social leveler. This volume delivers the most up-to-date evidence, and it does it with scientific rigor and bravura. From the first to the last page this is world-class scholarship that will define our research agenda for many years to come.' - Gosta Esping-Andersen, Pompeu Fabra University, Spain Questioning the assumption that education is the 'great social equalizer', this book takes a comparative approach to the Social Origin-Education-Destination triangle by examining advantage in 14 different countries, including case studies from Europe, Israel, the USA, Russia and Japan. Contributions from leading experts examine the relation between family background, education and occupational achievement over time and across educational levels, focussing on the relationship between individuals' social origins and their income and occupational outcomes. Providing new theoretical insights, this book eloquently analyses a variety of barriers to social mobility. Using concepts of compensatory and boosting advantage to explain the intergenerational transmission of social inequality, it refutes the notion of contemporary societies as education-based and meritocratic, showing that in most of the countries studied there is no sign of decreasing intergenerational association, despite the expansion of education. With its multitude of pertinent case studies, Education, Occupation and Social Origin will be of interest to academics and students of social policy as well as those interested in social inequalities and their evolution over time. It will also be a useful reference for governmental policy makers in the wake of the current economic crisis. Contributors: S. Arita, G. Ballarino, E. Bar Haim, C. Barone, F. Bernardi, A. Bessudnov, E. Bihagen, C. Blank, M. Bouchet-Valat, M. Gratz, J. Harkoenen, T. Keller, F. Lagana, A. Mastekaasa, N. Panichella, C. Peugny, R. Pollack, P. Robert, Y. Sato, Y. Shavit, J. Tolsma, F. Torche, L.-A. Vallet, L. Vandecasteele, M.H.J. Wolbers

For nearly forty years John Wilson travelled the length and breadth of Scotland as a school inspector. From orkney to campbeltown and Jura to Dundee, he visited hundreds of schools and met thousands of teachers and pupils. In these memoirs, first published in 1928, he paints an insightful yet humorous picture of life in the country's schools after the 1872 education Act, which brought free schooling for all Scottish children between the ages of five and ten.

Leadership is an ill-defined domain, drowning in abstract theories and models of expertise. School leadership suffers from this lack of a satisfactory and useful definition of leadership, and has of late been drawn in to generic approaches to school improvement which have left the workforce feeling anything but `well led'. How do we put `substance' back in to school leadership? This book draws on the lessons of cognitive science and explores the specific things that school leaders do, arguing for a notion of school leadership rooted in the realities of leaders' daily experiences. It presents a case for how school leaders can develop their expertise and, in doing so, places domain-specific knowledge at the heart of school improvement efforts.

Why aren't more schools seeing significant improvement in students' reading ability when they implement Response to Intervention (RTI) or Multitiered Systems of Support (MTSS) in their literacy programs? These frameworks serve as a way for educators to identify struggling readers and provide the small-group instruction they need to improve their skills. But the success stories are too few in number, and most schools have too little to show for their efforts. What accounts for the difference? What are successful schools doing that sets them apart? Author and education consultant Susan Hall provides answers in the form of 10 success factors for implementing MTSS. Based on her experience in schools across the United States, she explains the ""whys"" and ""hows"" of: Grouping by skill deficit and using diagnostic assessments to get helpful data for grouping and regrouping. Implementing an instructional delivery model, including the ""walk-to-intervention"" model. Using intervention time wisely and being aware of what makes intervention effective. Providing teachers with the materials they need for effective lessons and delivering differentiated professional development for administrators, reading coaches, teachers, and instructional assistants. Monitoring progress regularly and conducting nonevaluative observations of intervention instruction. Practical, comprehensive, and evidence-based, 10 Success Factors for Literacy Intervention provides the guidance educators need to move from disappointing results to solid gains in students' literacy achievement.

Despite the efforts of teachers and educators, every year secondary schools across the English-speaking world turn out millions of functionally illiterate leavers. The costs in human misery and in wasted productivity are catastrophic. What can schools do to prevent this situation? In this highly accessible book James and Dianne Murphy combine more than 50 years of experience to provide teachers with a thorough, easy to use introduction to the extensive research on reading and its effects on student achievement. Drawing on the work of experts from around the world, the authors explore how we learn to read, how the many myths and misconceptions around reading developed, and why they continue to persist.Building on these foundations chapters go on to examine how the general secondary school classroom can support all levels of reading more effectively, regardless of subject; how school leaders can ensure that their systems, practices and school culture deliver the very best literacy provision for all students; and what it takes to ensure that a racing intervention aimed at adolescent struggling readers is truly effective. The overall message of this books is one of great optimism: the authors demonstrate that the right of every child to learn to read is entirely achievable if schools employ the best research-driven practice.

This specially discounted collection is the perfect addition to your staff CPD library, carefully curated with our most recent and classic titles to support lifelong learning and professional development. This boxset includes: A Little Guide for Teachers: Teacher Wellbeing and Self-care (ISBN 9781529730579) A Little Guide for Teachers: Teacher Wellbeing and Self-Care explains how wellbeing is essential to effective teaching, and gives teachers practical tools to take back control of the classroom. Morning Classroom Conversations: Build Your Students' Social-Emotional, Character, and Communication Skills Every Day (ISBN 9781071839362) Morning Classroom Conversations (MCC) describes a daily-conversation model for strengthening social, emotional, and character development among 6th-12th grade students. The Big Book of Whole School Wellbeing (ISBN 9781529764253) An essential guide to wellbeing in education for all school staff from leaders to classroom teachers. Mindful Teacher, Mindful School: Improving Wellbeing in Teaching and Learning (ISBN 9781526402868) With this guide to mindful practice, teachers will learn how to use mindfulness in their own professional and personal lives as well as how to incorporate it in their teaching to support student wellbeing. The Mindful Teacher's Toolkit: Awareness-based Wellbeing in Schools (ISBN 9781529731767) The Mindful Teacher's Toolkit gives educators clear directions to develop their own mindful or awareness-based practice and ideas for how to embody and integrate these practices in their teaching. The combination of activities, guidance and real-life examples provide mindful teachers with a toolkit of everything they need to be able to develop their own mindful classroom. The Primary Teacher's School Year Planner (ISBN 9781529742268) The Primary Teacher's School Year Planner is a wellbeing, professional learning, inspiration and organisation tool for teachers. Compassionate School Practices: Fostering Children's Mental Health and Well-Being (ISBN 9781071820490) In this book, the authors provide sustainable, research-based practices to reduce stigmatization and labeling, implement with fidelity across grade levels, support teachers' mental health, and foster a sense of belonging and community throughout the school system. Cultivating Happiness, Resilience, and Well-Being Through Meditation, Mindfulness, and Movement: A Guide for Educators (ISBN 9781071852811) This book provides practical yoga, meditation, breathing, and mindfulness activities across ages/grade levels and includes recommendations for family involvement and ways to adapt these practices for special populations, including students who have experienced trauma. Circle Solutions for Student Wellbeing: Relationships, Resilience and Responsibility (ISBN 9781526491169) Sue Roffey's evidence-based approach to building a healthy classroom environment has proven to be a unique and invaluable intervention worldwide, enhancing the social and emotional well-being of both students and teachers. The new edition has been updated with many more activities and exercises as well as explicit instruction on how to structure and implement SEL. I Get By With A Little Help...: Colleague Support in Schools (ISBN 9781412921190) Bill Rogers draws on his experience as a teacher, researcher and educational consultant to emphasize that colleague support can, and does, make a difference to individual teachers and to the whole school cultures.

This book is a novel and ambitious attempt to map the Muslim American nonprofit sector: its origins, growth and impact on American society. Using theories from the fields of philanthropy, public administration and data gathered from surveys and interviews, the authors make a compelling case for the Muslim American nonprofit sector's key role in America. They argue that in a time when Islamic schools are grossly misunderstood, there is a need to examine them closely, for the landscape of these schools is far more complex than meets the eye. The authors, who are both scholars of philanthropy, examine how identity impacts philanthropy and also the various forces that have shaped the landscape of Muslim American giving in the US. Using a comparative method of analysis, they showcase how this sector has contributed not only to individual communities but also to the country as a whole. National surveys and historical analysis offer data that is rich in insights and offers a compelling narrative of the sector as a whole through its focus on Islamic schools. The authors also critically examine how nonprofit leaders in the community legitimize their own roles and that of their organizations, and offer a compelling and insightful examination of how Muslim American leaders perceive their own role in institution building. This is a must read for anyone seeking to understand this important and growing sector of American society, including nonprofit leaders in the Muslim community, leaders of Islamic schools, nonprofit leaders with interest in private schools, activists, and scholars who study philanthropy and Islamic education.

You Got This! is the ultimate guide to succeeding as an early career teacher. Whether you're searching for your first teaching job, meeting your new class or preparing for your first parents' evening, this book is full of advice and support to show you the ropes and lend a hand when you feel unsure. Covering all aspects of the Early Career Framework, it's the perfect guide to thriving in the initial stages of your career. Andrew Taylor, aka Mr T, is an experienced teacher and ECT mentor who manages the popular Twitter account @MrTs_NQTs. This book condenses years of mentorship and coaching to address the key areas that early career teachers ask about, including: - interviewing for your first position - meeting the needs of all pupils - preparing for statutory assessments - building positive relationships with teachers, TAs and parents - self-care, managing workload and setting career goals. With daily tips, coaching questions and case studies with real ECTs, this book will ensure success from the very start and help you remember that no matter the hurdles, you got this!

The powerful and long-anticipated companion to The Skin I'm In, Sharon Flake's bestselling modern classic, presents the unflinching story of Char, a young woman trapped in the underworld of human trafficking. My feet are heavy as stones when I walk up the block wondering why I can't find my old self. Char has always had to be tough. But now the hard edges that have always driven people away are all the protection she has against the world. When Char is turned out of her home, she falls prey to human trafficking. While she's frightened, she remains smart and strong, determined to bring herself and fellow victims out of the dark. The Skin I'm In was a game changer that redefined young adult literature by presenting characters, voices, and real world experiences that had not been fully seen. Now Sharon Flake offers readers another timely and radical story of a girl on the brink and how her choices will lead her to either fall or fly.

Featuring current information and challenging perspectives on the latest issues and forces shaping the American educational system-with scholarship that is often cited as a primary source-Joel Spring introduces readers to the historical, political, social and legal foundations of education and to the profession of teaching in the United States. In his signature straightforward, concise approach to describing complex issues, he illuminates events and topics that are often overlooked or whitewashed, giving students the opportunity to engage in critical thinking about education. Students come away informed on the latest topics, issues and data and with a strong knowledge of the forces shaping the American educational system. Thoroughly updated throughout, the 20th edition of this clear, authoritative text remains fresh and up to date, reflecting the many changes in education that have occurred since the publication of the previous edition, such as: The effects of the pandemic on schools, teachers, students, learning and social goals The latest U.S. Department of Education guidelines for school prayer, regulations on sexual harassment and Title IX and guidelines for writing IEPs Expanded discussion of institutional racism Coverage relating to transgender youth and athletics

Based on the earlier work of Dr. Robert J. Marzano, this instructional guide provides explicit steps, examples, and adaptations to help educators effectively teach students how to record and represent knowledge.

Teaching is a career-long journey of professional learning and development. The Chartered College of Teaching is on hand to help you every step of the way. This handbook guides you through all aspects of the Early Career Framework (ECF), supporting you through the full two-year programme. It is both useful and thought-provoking and includes chapters covering all aspects of the ECF from well-known teachers and researchers across the world of education. This second edition has been updated to include content for Early Years practitioners as well as mentors involved in supporting early career teachers. Also added is a new chapter on diversity, equity and inclusion in the classroom.

Responding to a challenge posed by state and independent schools, Ian and Hilary Wigston launched a unique mentoring programme to transform women's leadership in education. This programme, explored in the 2021 book The Magic in the Space Between, achieved huge success in the UK and led to similar initiatives in North America, Australasia and Africa. This new book, The Magic in the Space Beyond, presents a series of transformational projects produced by aspiring school leaders who were given the opportunity to collaborate with colleagues from around the world. Inspired by their world-class mentors, these remarkable women have forged new and innovative pathways for their own development while researching and documenting radical solutions to contemporary issues. These case studies explore the new frontiers that educators and students face every day, including: * How to respond to the god-like nature of social media influencers. * Building a proactive strategy to address neurodiversity. * Addressing post-pandemic mental health. * Developing a playbook to enable student resilience.

With 30+ years' experience developing and using EdTech products, distilled down into an easy-to-read format, My Secret EdTech Diary aims to get you thinking about the past, present and future role of educational technology and how it influences and shapes our education system. My Secret EdTech Diary reflects on the history of EdTech, lessons learned pre and post-Covid, best practice suggestions, how to select the right solutions and the questions you need to consider before pursuing your digital ambitions. With unique insights from an Educators' and Vendors' perspective, advice for budding EduPreneurs, guidance for schools considering how to co-produce technology solutions with vendors and how to make the right choices, Al aims to shine a light on Educational Technology through the widest possible lens. With links to research, insights from trusted peers, quick ready-reckoner checklists, questions you need to be asking, alongside voices aligned from the sector, this book aims to get you up to speed and thinking big picture EdTech.

Helping children make the transition between Reception and Year One is a challenge. When done well it can have a significant impact on children's emotional and academic development, but when done badly it can set some children's development back by up to a year. Alistair Bryce-Clegg is determined to help practitioners conquer this challenge. Having been involved in a number of transition projects that specifically focus on children's emotional, social and academic development throughout this period, Alistair's draws upon his experience in this new book. Packed full of practical ideas to help practitioners to plan for and create an effective learning environment that promotes high levels of attainment in Year One based on the effective principles of EYFS practice, this book should be an essential in any Reception and Year One teacher's library.