The well-editedcollection of papers by leading researchers and participants within a major reform process of the state and education system in particular. The shift from welfare based provision of public services to the quasi-market with private delivery and philanthropic investment is an issue that needs a thorough examination through evidence and rigorous argument. This book seeks to do this by not only charting events and providing detailed examination about what is happening but also by locating these developments within a contemporary political and social analytical framework. Topics covered include: the legal and political process of establishing Academies the working and impact of Academies using a range of data and perspectives the debates and issues regarding this major reform, with comparative perspectives. The book will show how the Academies Programme in England is an important site for examining the growth of neoliberal ideas and practices in the framing and delivery of public services such as education.

Because the organization of the classroom and the school provide the framework for teaching and learning, this important volume reviews research that focuses on specific issues including: achievement effects of alternative school and classroom organizational practices, ability grouping, departmentalization, special and remedial programs, evaluation processes, and class size. The studies utilize realistic evaluations rather than laboratory or experimental data, and do not prescribe particular practices.

Schools need to have purchase on the curriculum: why they teach the subjects beyond preparation for examinations, what they are intending to achieve with the curriculum, how well it is planned and enacted in classrooms and how they know whether it's doing what it's supposed to. Fundamental to this understanding are the conversations between subject leaders and their line managers. However, there is sometimes a mismatch between the subject specialisms of senior leaders and those they line manage. If I don't know the terrain and the importance of a particular subject, how can I talk intelligently with colleagues who are specialists? This book sets out to offer some tentative answers to these questions. Each of the national curriculum subjects is discussed with a subject leader and provides an insight into what they view as the importance of the subject, how they go about ensuring that knowledge, understanding and skills are developed over time, how they talk about the quality of the schemes in their departments and what they would welcome from senior leaders by way of support. We have chosen this way of opening up the potentially difficult terrain of expertise on one side and relative lack of expertise on the other, by providing these case studies. They are suggested as prompts rather than the last word. Informed debate is, after all, the fuel of curriculum development. And why Huh? Well, 'Huh?' may be John's first response when he walks into a Year 8 German class but, in fact, we chose 'Huh' as the title of our book as he is the Egyptian god of endlessness. As Claire Hill so eloquently comments in her chapter, "Curriculum development is an ongoing process; it's not going to be finished, ever." And we believe that 'Huh' captures a healthy and expansive way of considering curriculum conversations.

This volume explores how children's rights has influenced research with children and how research can in turn shape policies and practices to enhance children's rights. The book examines the impact children's rights and Childhood Studies has had on how children are constructed and regulated internationally.

Against the backdrop of research that tells us emotions are playing an increasingly prevalent role in organizations' performance, this text draws on empirical studies to powerfully argue that it is incumbent upon school principals to display emotional leadership within the education system. A Model of Emotional Leadership in Schools sets out the importance of affective wellness in teachers and addresses questions on emotive school management. Bringing together a range of studies, the book elucidates emotion as a managerial tool in the school environment, and considers the interpersonal emotional support of teachers by principals. Ultimately, the text puts forward a new model of emotional leadership in schools to provide practical insights into the ways in which principals can influence, transform, and manage teachers' emotions. This insightful text will be of interest to researchers, academics, and postgraduate students in the fields of school leadership and leadership strategy, as well as educators and school leaders concerned with how interpersonal aspects of emotion management play out within the school context. Izhak Berkovich is a faculty member in the Department of Education and Psychology at the Open University of Israel, Israel. Ori Eyal is Chair of the Graduate Division of Policy, Administration, and Leadership in Education at the Hebrew University of Jerusalem, Israel.

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.

School teachers and administrators may be the largest single group of rule enforcers in American society. Operating under legislative statutes, court cases, board policies, program regulations, and so on, there appears to be no end to that part of their professional tasks that calls for them to be on-the-spot enforcers in an adult to child relationship. Using constitutionality of operations within a school as its central focal point, the book takes both the broader and the narrower aspects of the law and combines them to provide an extended understanding of the realities in which professionals must perform as employees in elementary and secondary schools. Organized into twelve broad topic areas, the handbook covers all key aspects of the law as it applies from administering personnel to religion in the schools. Appropriate court cases are cited throughout. This professional guide will be useful for teachers with an interest in school law, for graduate students preparing for a career in school administration, and for administrators in need of a precise, but succinct treatment of the law and schools.

This book examines the global phenomenon of school violence and its wide range of behaviours, from school shootings to minor theft, bullying and sexual harassment. Studying the Nordic countries and taking Sweden as an example and case study, the book discusses key features of sexuality, bullying and cyberbullying, radicalization, and violent extremism. It examines different approaches to school violence and discusses them in relation to political and ideological influences, gender relations, and socio-economic conditions. It presents trends in prevention of school violence, policing the school and dilemmas in educating against violent extremism. Since most of the research in this field has been done in post-industrial democracies such as Australia, the UK and the US, the book contributes to the debate by offering new perspectives on violence in schools from the Nordic countries.

This volume is a collection of essays by former students of Judith Berling based on her revolutionary interreligious pedagogy. Her pedagogy can be summarized as a student centered, collaborative, and engaging teaching and learning process sparked by various ways of boundary-crossing. In this enterprise, each chapter explores the importance of understanding and negotiating "differences" through dialogue. The authors provide theoretical frameworks for engagements across conventional borders, and explore how the collaborative teaching model can be utilized in various teaching settings. As an example of her dialogical approach, Judith Berling herself provides a response to the chapters.

The book includes first-hand stories and experiences collaborating with school teams as they work with, support and program for students from around the globe displaying a wide variety of mental health concerns. The student stories embrace mental health-related concerns such as anxiety, depression, eating disorders, suicidal ideations, among others, and outline inclusive strategies school staff can facilitate and scaffold with students that builds their resiliency, social-emotional / healthy relationship skills, and supports healthy healing and a path to recovery.

This book analyzes the changes and shifts in religious education in Europe over the past 50 years. In a post-secular age, it has become increasingly difficult to make sharp distinctions between what is religious and non-religious, confessional and non-confessional. Reforms in religious education in Sweden in the 1960s appeared as part of a process of wider secular liberalization, giving more credence to the idea of absolute neutrality in religious education. However drastic shifts in society, culture and the European religious landscape raise the need for a reevaluation of the foundations of religious education. Drawing on a range of case studies from across Europe, this book will appeal to students and scholars of religious education as well as post-secular education more generally.

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).

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

This book explores how Australian secondary schools prepare their students for global citizenship. Globalisation has irrevocably changed modern countries and societies, and the benefits and pressures this brings are being felt as never before. Drawing on empirical data from six Australian secondary schools, the author examines how school leaders and teachers understand global citizenship, how they translate this into their practice, and how students experience and make sense of global citizenship education. In doing so, the book portrays how school leaders, teachers and students grapple with key issues central to global citizenship education, including how they work to mediate some of the tensions involved. While the book concentrates on the Australian context, its findings and analysis have resonance for other countries in which global citizenship education operates as a core goal of education and schooling.

This volume brings together an impressive array of respected scholars to examine the varied and complex ways in which peers influence adolescents' beliefs and behaviors in the school context. The breadth of peer influence on academic and social adjustment is evident in the wide variety of topics covered in the present volume. Throughout the chapters, scholars provide unique insights regarding the complex ways that the academic and social spheres of adolescents' lives are interconnected. Collectively, the chapters in this volume expand current knowledge and theory in peer relations research by (a) exploring different types of peer relations (e.g., close friendships, peer groups) and different peer dynamics (e.g., popularity, bullying) that emerge in the school context, (b) examining different processes that explain why and how peers influence each other in school, (c) considering developmental issues during adolescence that may be critical to understanding peers and adjustment at school and (d) providing information about how teacher practices or programs influence peer relations and school adjustment. Peer Relationships and Adjustment in School is an important volume for researchers and practitioners interested in social development, peer relationships and youth engagement and achievement in school.

This book explores school leadership through a cross-cultural comparative lens, drawing on data from 16 countries located on five continents. The book gives a voice to both primary and secondary school principals, who discuss the nature of their work and explain their understanding of school leadership, strategies used to support their leadership, and how they 'do leadership' in a time of unprecedented change. The book highlights a number of important elements in school leadership: that it is personal and internally-motivated; change oriented and entrepreneurial; dependent on the qualities and motivations of school teachers; dependent on environmental factors related to economy, geography, political stability; heavily influenced by policies within and outside the field of education; and dependent on partnerships within and outside education. The book provides an authoritative cross-cultural account of what school leaders regard as school leadership. It will be essential reading for students, researchers and policy-makers in the fields of educational leadership and management, in particular those with an interest in comparative and international research, school leadership, and education policy.

First published in 1970. Routledge is an imprint of Taylor & Francis, an informa company.

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.

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.

This book offers vivid insights into policies of religious education in schools since the series of wars in former Yugoslavia in the 1990's. It traces the segregation among members of different ethnic groups in Slovenia, Bosnia-Herzegovina, Croatia, and Serbia, which has never been greater or more systematic. It aims to be a necessary step in understanding the origins of this systematic segregation and how it is reproduced in educational practice, asserting that the politicization of religion in the school textbooks is one of the motors responsible for the ongoing ethnic segregation. It also deals with complex aspects of this issue, such as the general situation of religion in the different countries, the social position of churches, the issues of gender, the reconciliation after the Yugoslav Wars, and the integration of the EU.

This book explores the complex ways in which belonging, identity and time are entangled in shaping young people engagement with the middle years of school. The authors argue that these 'entanglements' need to be understood in ways that move beyond a focus on why individual young people engage with the middle years. Instead, there should be a focus on the socio-ecologies of particular places, and the ways in which these ecologies shape the possibilities of young people engaging productively in the middle years. Drawing on extensive qualitative data from an outer-urban metropolitan context, this book will appeal to scholars of sociology, education and policy studies.

Exploring education policy through newspapers and social media offers an original, theorised, and empirically-based account of contemporary (re)presentations, (re)articulations, and (re)imaginings of education policy through news and new media. In its thorough exploration of the uses and effects of newspapers and Twitter in education policy, the book provides a detailed, research-based account of media influences, and opens up multiple future research agendas in media sociology and policy sociology in education. The authors place an important, analytical focus on mediatisation and social mediatisation or deep mediatisation, and how both have effects and affects in education policy and politics. Their analyses situate these, sociologically, within changing societies, changing media, and changing education policy. The book also explores the effects of datafication and digitalisation of the social in all forms of media and their manifestations in morphing imbrications between the global, the national, and the local in education policies. This book will be of great interest to researchers, scholars, and higher degree research students in the domains of media sociology and policy sociology of education. It also will be of interest to policy makers and politicians in education, teacher unions and education activists, journalists, and those concerned about the impacts of the decline in legacy media and the surveillance and commercialisation possibilities of new media.