This book explores the ongoing transformation processes in various education systems, including those in Asia. Drawing on research, policy and practice in a diverse range of contexts to illuminate the process of system transformation and improvement, it provides a rich comparative basis for considering large-scale reform and offers contemporary reflections and insights into the process of school and system improvement. The book features informed critique, as well as descriptions, analyses and assessments of system reform in all its facets. Accordingly, it offers unique perspectives on the change processes, and reveals how numerous countries in Asia and elsewhere are tackling the challenge of transforming their schools and education systems.

This is the third handbook in the series 'International Cultures of Education'. It is the work of 131 authors and associate editors from 29 countries and is in two volumes. This is the second volume and it addresses Education Policy concerns related to 'Economic influences, Standards and Governance'. This third handbook is in part an international response to the devastating effects of Neoliberal policies on government-controlled mass education around the world. Education builds Cultural Identities - the rich possibilities of who we can be. The problem in education addressed here, put simply, is Neoliberal policies on government-controlled mass education around the world are diminishing the diversity of cultural Identities both of educationists and of students. The performativity of neoliberal enculturation makes immoral neoliberal academics from traditional educators. The pedagogy of neoliberal enculturation reduces the infinite potential of students to only that of 'Employee-ment' - the Cultural Identity of an ideal employee. Further, the neoliberal education policies, which privilege only monetary indicators for maximising competition whilst minimising cost, have overall effects of reducing educational resources, reducing employment and greatly increasing the burdens of poverty. This handbook offers a novel integrative approach and alternative resolutions to these international issues and concerns reported in its forty-two chapters by using a Culturometric analysis of related global and local (glocal) influences of neoliberal policy on education from the unifying fundamental perspective of individual and institutional Cultural Identity - its expression, promotion and survival.

This is the first book of its kind about the Turkish Muslim scholar, Fethullah Gulen, since the July 2016 events in Turkey, the trauma experienced by Gulen, and the disruption to initiatives inspired by his teaching, known as Hizmet. Drawing on primary interviews with Gulen and Hizmet participants and a literature review, this Open Access book locates the clear origins of Gulen's teaching in the Qur'an and Sunnah in dynamic engagement with their geographical, temporal and existential reception, translation, and onward communication. It argues that as Hizmet cannot be understood apart from Gulen and his teaching, Gulen and his teaching cannot be understood apart from Hizmet, while exploring the heritage of both. A more geographically focused case study is set out in author Paul Weller's Hizmet in Transitions: European Developments of a Turkish Muslim-Inspired Movement, also published by Palgrave Macmillan (2022).

Why are children from disadvantaged and minority communities overrepresented among academic underachievers, poor learners and school dropouts? This volume engages with this question and examines classroom learning as a process that involves a multitude of actors situated in specific social, cultural, and historical contexts. The volume covers an interdisciplinary spectrum of educational processes, contexts, educational ambitions, and limitations of low caste, working class and middle-class students from different Indian communities and regions. The volume delves into the problem of academic underperformance from a social identity perspective and probes into social context-based variability in classroom learning, systemic disadvantages in the form of negative stereotypes and the family as an under-studied social group in all discussions of schooling. It also examines the teacher perceptions and attitudes toward Adivasi students and other minority groups in primary schools, and their effect on children's classroom engagement. The essays in this volume provide insights into unresolved and critical research questions that require attention of teachers, school management, educators, and policy makers alike. This book will also be useful for academicians, policymakers, teacher educators, pedagogic practitioners in India and abroad, and state and central government institutions working on school education, educational psychology, policymaking in education, learning methods and research on educational enhancement.

How do you embed excellence into schools' everyday practices, not as an incidental or an accident, but as an actual ethic? Like the original book, this book is not a manual but what it offers is a thorough analysis of the Ethic of Excellence toolkit strategies, which can be applied across all ages and phases. The examination is placed within a framework of relevant research and is aimed at corroborating Berger's strategies and ethics, as they apply to classroom practice. The book is written with the full support, and the ethical guidance of the author of 'An Ethic of Excellence: Building a Culture of Craftsmanship with Students', Ron Berger. Each chapter exemplifies the active ingredients for each of the key principles and underpins them with evidence-informed practice and practical examples, from across the curriculum. The book offers case studies and insights from senior leaders and teachers on what excellence looks like, within their contexts. Whilst school improvement is never finished, the book offers a manual for identifying Berger's principles of excellence. Through focused and evidence-informed offering, it considers how to make excellence as an ethic permanent across any school and any curriculum.

This title will give students and other readers a clear understanding of the true state of public and private education systems in the United States by refuting falsehoods, misunderstandings, and exaggerations-and confirming the validity of other assertions. This work is part of a series that uses evidence-based documentation to examine the veracity of claims and beliefs about high-profile issues in American culture and politics. Each book in the Contemporary Debates series is intended to puncture rather than perpetuate myths that diminish our understanding of important policies and positions; to provide needed context for misleading statements and claims; and to confirm the factual accuracy of other assertions. This particular volume examines beliefs, claims, and myths about public and private K-12 education in the United States. Issues covered include categories of public and private schools and variations in academic performance and socioeconomic status therein; controversies surrounding school choice, including school vouchers and charter schools; accountability and assessment of private and public schools; debates about school environment, safety, and curricula; and teacher and administrator quality. All of these issues are examined in individualized entries, with objective responses grounded in up-to-date evidence. Features an easy-to-navigate question-and-answer format Uses quantifiable data from respected sources as the foundation for examining every issue Provides readers with leads to conduct further research in extensive Further Reading sections for each entry Examines claims made by individuals and groups of all political backgrounds and ideologies

The best leaders lead by example, not by mandate. However, so much leadership has become conscripted by neoliberal values. Educators and politicians, who are increasingly making policy for educators, have come to believe that standardized test scores are the same as knowledge acquired, as if test scores actually measure knowledge as opposed to information. Simply put, educational policy is no longer being developed for educational purposes but education is increasingly being manipulated as an experiment in social engineering. Educational leaders are caught on the horns of a dilemma - to follow and inscribe policies they do not agree with or to "go rogue" and do what they know is needed. Leading under Pressure is aptly titled, as there is significant pressure being placed on school leaders at any stage in their careers. However, in an otherwise increasingly hostile political, commercial and natural environment, there are some rays of hope. For example, teachers still know what it is that their students need and strive to provide that, despite mandates that try to create consumers of us all. This volume is divided into three sections, the first of which seeks to explore social contexts of educational leadership. The second section explores the experiences of a variety of educational leaders in various contexts, while the third section of this volume looks at some of the consequences, unintended and otherwise, of the neoliberal commodification of education.

This book explores the history of the unschooling movement and the forces shaping the trajectory of the movement in current times. As an increasing number of families choose to unschool, it becomes important to further study this philosophical and educational movement. It is also essential to ascribe theory to the movement, to gain greater understanding of its workings as well as to increase the legitimacy of unschooling itself. In this book, Riley provides a useful overview of the unschooling movement, grounding her study in the choices and challenges facing families as they consider different paths towards educating their children outside of traditional school systems.

This collected book is about the eduLab projects, an initiative with focus on Scaling Change through Apprenticising and Ecological Leadership, designed to surface and spread ground-up information and communication technology-based pedagogical innovations. It presents the goals and rationale behind eduLab, an overview of the research projects conducted by its principal investigators during its funding tenure, as well as synthesizing thoughts on the entire endeavor. This book not only marks the achievements of the eduLab programme but also serves as inspiration for future projects. It presents Singapore education in action - a continually evolving and adapting education system that delivers a system well known for its high quality as much as it is forward-looking.

This book draws together leaders in science, the health sciences, the humanities, and the social sciences to investigate the role of religion, its meaning and relevance, for their area of specialization. It provides a much-needed fresh perspective on the way in which religion operates within the modern, neo-liberal world. The book approaches the topic by way of a critical engagement between religion, broadly defined, and the individual disciplines in which each of the contributors is expert. Rather than simply taking the dogmatic position that religion offers something to every possible discipline, each of the chapters in this collection addresses the question: is there something that religion can offer to the discipline in question? That is the value of the book - it takes a truly critical stance on the place of religion in contemporary society.

This is a book about educational fads, why they arise, and how we might learn to live with them. Those working in schools are subject to perpetual waves of novelty in the name of school improvement. And yet, in the long term very little actually changes. Big ideas come and go, leaving only faint clues as to their existence. The trouble is that the appealing stories that take hold will never solve the fundamental problems of modern schooling. The school system is too complex, too diverse, and too uncertain to be fixed by any Big Idea. Before too long, the Next Big Thing replaces the Last Big Thing. The Next Big Thing in School Improvement brings together the unique perspectives of a policy analyst, a headteacher, and a classroom teacher, to explain why it is that the school system often resists our attempts to improve it. Drawing on the recent history of English education policy, a variety of disciplinary traditions, and the emerging field of complexity science, the authors present a new take on why the school system behaves in ways that defy our attempts to change it. This is a book about finding a better way to improve our schools. It is not the Next Big Thing, but it does explain why there will inevitably be one, and what to do when it arrives.

In this follow up to Laukaitis' Denominational Higher Education During World War II (Palgrave 2018), this collection investigates connections between religion, student activism, and higher education to reveal the complexity of public reactions to the controversies around the Vietnam War. Historical treatments of how the Vietnam War generated tensions on campuses across the country remain centered on public universities such as University of California-Berkeley, Kent State, and University of Wisconsin-Madison. Missing from the historical analysis is how the Vietnam War affected the campuses of Christian liberal arts colleges. This work centers on how Christian liberal arts colleges across the landscape of the United States encountered the national crisis in relationship to their Christian tenets and how particular religious communities and student bodies responded to the war.

* Includes case studies that illustrate the use of administrative technologies, educational technologies, and technologies that support learning and teaching environments inside and outside the classroom. * Positions the use of data collection and analytics through emerging technologies as an essential skill set of modern and future school leadership. * Educational Leadership Standards (NELP and PSEL) and ISTE Standards frame each chapter. * Other textbooks for educational leaders neglect this area of study, but the topic is more timely than ever.

American schools in urban areas have received much attention. This reference offers a comprehensive look at the issues and controversies at the heart of urban American education. The volume is divided into several parts devoted to historical, political, and social dimensions of urban schooling. The chapters in each part are authored by expert contributors, and each offers a fresh perspective on historical and contemporary concerns. The volume considers the place of schools in urban society and analyzes their mission and how they have changed, or failed to change, to meet modern needs. Much of the work is devoted to the problems of particular populations, such as minorities and special-needs students, while other chapters examine broad pedagogical issues and the societal problems that confront students of all backgrounds and abilities. Each chapter closes with a list of works for further reading, and the volume concludes with a bibliography.

Breakbeat Pedagogy provides a groundbreaking framework for the inclusion of hip-hop culture in schools. Looking beyond the previous model of hip-hop-based education, Brian Mooney argues for school-wide hip-hop events, such as poetry slams, as the ideal site for students to engage in the elements of hip-hop culture. Working from the perspective of a classroom teacher, the author reflects on the story of Word Up!, a hip-hop and spoken word poetry event that began with students in a New Jersey high school. He makes the case for a pedagogy with the potential to transform urban schools and the way we think about them. This is essential reading for any teacher committed to social justice and culturally relevant education.

This volume explores the life stories of women who were former members of Mormon fundamentalist polygamous societies, from their own perspectives, to seek insight into their readiness for higher education settings. In order to support all learners in higher education, it is important to understand the unique needs of women students who have non-traditional formal schooling experiences and/or have come from restrictive or patriarchal cultures. This book helps further the discourse by providing recommendations for inclusive programs that consider how to develop elements of self-concept, empowerment, and motivation necessary for higher education success-academically and beyond.

Urban violence, poverty, and racial injustice are ongoing sources of traumatic stress that affect the physical, emotional and cognitive development and well-being of millions of children each year. Growing attention is therefore directed toward the study of child trauma and incorporation of trauma-sensitive practices within schools. Currently such practices focus on social and emotional learning for all children, with some in-school therapeutic approaches, and outside referrals for serious trauma. There is inadequate attention to racial injustice as an adverse childhood experience (ACE) confronting Black males among other youth of color. Although there are guidelines for trauma-sensitive approaches, few are culturally responsive. And it is now critical that educators consider the traumatic impacts of a dual pandemic (covid-19 and racism) on children and their education. This timely book thus serves to inform and inspire transformative healing and empowerment among traumatized children and youth in pandemic/post-pandemic school and after-school settings. The reader will learn about trauma through actual experiences. Researchers and practitioners present approaches to healing that can be adapted to local situations and settings. The book consists of four parts: Youth Voices on Traumatic Experience; Trauma-focused Research; Culturally Responsive and Trauma Sensitive Practices; and Where do we go from Here? Suggestions for Next Steps. Each part contains a set of themed chapters and closes with a youth authored poetic expression. The book is especially designed for those working in urban education. However, anyone whose work is related to traumatized children and youth will find the book informative, especially in a post-pandemic educational environment.

This book examines some of the key elements of Buddhist education theory, in particular about educating for wisdom, the ultimate goal of Buddhist education. The teachings of Gautama Buddha have endured for thousands of years carried into the present era in schools, universities, temples, personal development courses, martial arts academies and an array of Buddhist philosophical societies across the globe. Philosophically, the ideas of the Buddha have held appeal across many cultures, but less is known about the underlying educational theories and practices that shape teaching and learning within Buddhist-inspired educational contexts. The chapters outline the development of the Buddha's teachings, his broad approach to education and their relevance in the 21st century. Subsequently, the book reviews the history of the evolution of the various schools of Buddhist thought, their teaching and learning styles and the dissemination among Asia and later also the Western countries. The book discusses education theories and devices embedded within the Buddhist teachings, examining the works found in the Tipitaka, the Buddhist canon.

This book explores the advantages of and challenges concerning Special Religious Education (SRE) in multicultural Australia and argues for the need for General Religious Education (GRE) as well. Through the lens of the most recent scholarship, and drawing on an in-depth qualitative study and specific case studies, the book examines the current debate on the role of religious education within government schools. It addresses key concepts of values education, spirituality, health and wellbeing, and cultural and religious identity. It analyses why it is important to retain SRE, together with GRE, as government policy. It explores highly relevant, controversial and contested issues regarding SRE, including the 30% of Australia's population who declare themselves as having "no religion", and brings fresh insights to the table. While secularization has increased in both the national and international spheres, there has also been an increase in fundamentalism within religious beliefs. Events such as the September 11 terror attacks and the more recent mass shootings by white supremacists and eco-fascists in Christchurch, New Zealand, and Pittsburgh and San Diego in the USA are reminders that religion is still a major actor in the twenty-first century. This poses new challenges for the relationship between church and state, and demonstrates the need to revisit the role of religious education within government schools. While the importance of GRE is generally acknowledged, SRE has increasingly come under attack by some researchers and teacher and parent bodies as being inappropriate and contradictory to the values of the postmodern world. On the other hand, the key stakeholders from all the faith traditions in Australia wish to retain the SRE classes in government schools. The book addresses this burning issue, and shows that it is relevant not only for Australia but also globally.

This book examines the benefits of applying the Identity Structure Analysis (ISA) to teacher professional development. At present no government, local authority or school is actively applying Identity Structure Analysis to monitor school improvement: in a profession where turnover is extremely high, ISA is framed as a way for professional development to meet the needs of the specific teacher. Examining idiographic ISA analyses as well as practical advice for implementing professional development programs, the authors scrutinise how ISA can be used in conjunction with mentoring to offset teacher turnover. This practical volume will be of interest and value to scholars and researchers of teacher identity and professional development, as well as researchers and policymakers interested in reducing teacher turnover.

This book explores the impact of neoliberalism on education in the UK. Drawing on policies across the sector in England as a case study, the author illuminates and analyses the development of neoliberal policy on models of practice. The author explores the theory and philosophy that have come to define neoliberalism, and offers an explanation as to how this has been applied to the education sector in England at various different stages. Informed and scaffolded by years of empirical research in educational contexts, this book interrogates the impact of neoliberalism on educational practice. It will be of interest and value to scholars of neoliberalism and education, as well as practitioners.

This book explores how, and if, formal education affects peacebuilding in post-conflict societies. As schooling is often negatively implicated in violent conflict, the author highlights the widely expressed need to 'build back better' and 'transform' schooling by changing both its structures and processes, and its curriculum. Drawing upon research from a wide range of post-conflict developing societies including Cambodia, Colombia and Kenya, the author examines whether there is any empirical support for the idea that schooling can be transformed so it can contribute to more peaceful and democratic societies. In doing so, the author reveals how the 'myth' of building back better is perpetuated by academics and international organisations, and explains why formal education in post-conflict developing societies is so impervious to radical change. This important volume will appeal to students and scholars of education in post-conflict societies.

This book provides tools to help pre-service teachers and teacher-preparation programs identify, evaluate, and respond to misaligned expectations early in the teacher-preparation sequence. Plato tells the story of prisoners who mistake the shadows on the wall of their cave for flesh-and-blood reality. These "shadow narratives" dominated their expectations, and when confronted with a three-dimensional reality that bore little resemblance to the shadows, the prisoners were blinded by the light. Surrounded by images and rhetoric that reduce the fullness of teaching to flat, two-dimensional representations, today's pre-service teachers tend to develop expectations of teaching that resemble the shadows more than they resemble reality. These misaligned expectations often lead to practice shock: the painful and disillusioning cognitive dissonance that comes about when unsustainable expectations collide with real-world practice. Intended as a proactive manual for mitigating practice shock, this book shines a light on the shadows by giving pre-service teachers the tools to examine, confront, and revise their own misaligned expectations of teaching before they reach the point of crisis.

Teach to the Top is a research-informed guide to aspirational teaching, focusing on how embedding higher-level knowledge in the classroom empowers students to succeed and to enjoy learning. Questioning existing orthodoxies around ability, Teach to the Top sets out a vision for an education system in which pupils of all attainment levels are enabled to make fantastic progress by being exposed to sophisticated concepts, and afforded opportunities to think deeply and grapple with stimulating ideas. Making a convincing case for the centrality of subject knowledge, the book also shows how affording teachers the professional autonomy to participate in continual development of their own knowledge benefits both teachers and students. As well as engaging critically with a wealth of educational research, Teach to the Top outlines a plethora of research-informed strategies for teaching to the top. Topics include embedding advanced knowledge in curriculum planning, approaches to challenging classroom talk, the fundamental importance of increasing learners' confidence, the dangers of differentiation and grade-focused feedback, and the value of an adaptable approach to planning. Both thoughtful and practical, Teach to the Top develops a persuasive justification for the entitlement of every child to higher-level knowledge, alongside providing teachers with a range of practical suggestions and questions for reflection to enable the application of this philosophy to their own classrooms.

The Behaviour Manual - An Educator's Guidebook offers over 100 strategies, approaches and teaching methods that will help any school, leader, middle leader, teacher, ECT or ITT to pro-actively lead on behaviour. It has been designed to help the entire profession and anyone at any level and all ranges of experience. The book is divided into three broad sections. Section one examines the role of the Mothership (the school) and the role that leaders at any level can play. Section two looks at the role of the Satellites (the key areas that make up the school) and the integral role that middle leaders play. The final section looks at the micro level, focusing on the role that teachers play and offers a plethora of approaches teachers can employ. Each of the 100+ strategies is unpacked over a one or two-page spread. Within each spread is an outline of what the approach is, it is then unpacked to detail how it works or can be applied and each spread finishes with a cautionary warning and an advice tip. This book is deliberately written to help, to offer support, to offer advice and there is, bluntly, no waffle, no padding and no fluff. If you want a book that you can pick up, easily read and digest a key approach or strategy in less than 5-10 minutes then this is for you. It is grounded in expertise, experience, research and deliberately written in a clear, straightforward and open style that leaves you in no doubt regarding how any of the given approaches works and could be employed in your school setting.