This book examines the effects of faith schools on social cohesion and inter-ethnic relations. Faith schools constitute approximately one third of all state-maintained schools and two fifths of the independent schools in England. Nevertheless, they have historically been, and remain, controversial. In the current social climate, questions have been raised about the ability of faith schools to promote Community Cohesion and, included within that, their ability to promote tolerance. This book explores one aspect of the debate by examining the effect that faith schools have on their students' attitudes of tolerance. As well as asking what differences exist between students in faith and non-faith schools, it also looks at which aspects of the schools might be affecting the students and their attitudes towards different minorities. The book is a must-read for students and researchers in the fields of education and religious studies, as well as anyone with an interest in the place of faith schools in a modern multicultural society.

The time has come to focus on teaching and learning that all American students deserve. Quality instruction that engages all students with thinking skills that create successful intelligence for the future of all students is offered throughout traditional public education in the US. But, an adult-centered perspective about schooling-free market theory-stands in the way of sustaining and improving the comprehensive teaching and learning offered by traditional public education. Traditional public education in the US is under attack. This book details the effects of this assault by the proponents of free market schooling and uses data-based research to fend off the attack. Key aspects of traditional public education that benefit all of America's students are compared with the adult-centric, exclusionary, intentions of choice schooling or privatization. The critical importance of traditional public education to the future of US democracy is explored. A primary purpose of traditional public education-how to think-and examples of quality day-to-day instruction are shared. On behalf of all US students, this book develops concepts including points of practice, function, and mediated identity. The value of comprehensive traditional public education deserves a vigorous defense and this book is written to provide it.

First Published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

* helps readers to see themselves as advocates who can successfully advocate for, and achieve, more mental health supports in schools * divided into three sections: Advocacy Truths orients the reader as to what advocacy is and how to do it, Policy Making breaks down the complexity of the policy making process using simple terms and language, making it feel accessible and feasible to readers, Layers and Levers provides concrete examples of policy options to increase school-based mental health supports in schools from the federal level down to the school level * provides readers with concrete solutions from across the county to incorporate into their advocacy at all layers of policy making

* helps readers to see themselves as advocates who can successfully advocate for, and achieve, more mental health supports in schools * divided into three sections: Advocacy Truths orients the reader as to what advocacy is and how to do it, Policy Making breaks down the complexity of the policy making process using simple terms and language, making it feel accessible and feasible to readers, Layers and Levers provides concrete examples of policy options to increase school-based mental health supports in schools from the federal level down to the school level * provides readers with concrete solutions from across the county to incorporate into their advocacy at all layers of policy making

This volume tackles perceived myths surrounding the academic excellence of East Asian students, and moves beyond Western understanding to offer in-depth analysis of the crucial role that shadow education plays in students' academic success. Featuring a broad range of contributions from countries including Japan, China, Taiwan, and Singapore, chapters draw on rich qualitative research to place in the foreground the lived experiences of students, teachers, and parents in East Asian countries. In doing so, the text provides indigenous insights into the uses, values, and meanings of shadow education and highlights unknown cultural and regional aspects, as well as related phenomena including trans-boundary learning culture, nomadic learning, individualized learning, and the post-schooling era. Ultimately challenging the previously dominating Western perspective on shadow education, the volume offers innovative theorization to highlight shadow education as a phenomenon which cannot be overlooked in broader discussion of East Asian educational performance, systems, and policy. Offering pioneering insights into the growing phenomenon of shadow education, this text will benefit researchers, academics, and educators with an interest in international and comparative education, curriculum studies, and East Asian educational practices and policy. Those interested in the sociology of education and educational policy will also benefit from this book.

Based on a critical Marxist ethnography, conducted at a state primary school in a former coalmining community in the north of England, this book provides insight into teachers' perceptions of the effects of deindustrialisation on education for the working class. The book draws on the notion of social haunting to help understand the complex ways in which historical relations and performances, reflective of the community's industrial past, continue to shape experiences and processes of schooling. The arguments presented enable us to engage with the 'goodness' of the past as well as the pain and suffering associated with deindustrialisation. This, it is argued, enables teachers and pupils to engage with rhythms, relations, and performances that recognise the heritage and complexities of working-class culture. Reckoning and harnessing with the fullness of ghosts is essential if schooling is to be refashioned in more encouraging and relational ways, with and for the working class. This text will benefit researchers, academics, and educators with an interest in the sociology of education, and social class and education in particular. Those interested in schooling, ethnography, and qualitative social research will also benefit from the book

This book critically explores the role of state schooling in the reproduction of social class inequalities in the UK. By uniquely combining critical ethnographic methods with participatory and visual research, it foregrounds the experiences and recollections of working class adults in relation to their past schooling. Drawing upon her own lived experiences, Jones theorises the experiences of her participants using an analysis of Marxist, Bourdieusian and Freirean frameworks to uncover relations of power and illustrate how schooling has reduced individual agency and sustained lived inequalities. By creating space for a Visual Intervention within Critical Ethnography (VICE) alongside her analysis of class and society, Jones successfully illuminates that working class struggles are not permanent, and that agency can be activated. The book also addresses an important need by centring research from the lived educational experiences of the working class, and, in particular, working class adults. Making a unique theoretical and methodological contribution using an innovative combined methodology approach, the text ultimately highlights the potential of empowering disadvantaged individuals by raising critical consciousness. Though it is focused on the experiences of adults, this book has important understandings for all sectors of education and will be of interest to academics, researchers and students interested in the sociology of education, research methods in education, social inequality, social class and education politics.

This book provides essential guidance to help schools in developing countries to promote and maintain hand hygiene practices, thus reducing the prevalence of infectious diseases such as diarrhoea and respiratory infection that cause both illness and absenteeism. Discussing both the challenges that hinder hand hygiene practices and the opportunities available to promote positive behaviours, it is particularly timely since the onset of the global Covid-19 pandemic, where infection could also be passed on through the hands. Drawing on both evidence-based research and successful interventions in specific countries, the book builds to offer a best-practice manual to address this important issue. This will be ideal reading for public health and community health working in developing regions, as well as those working for NGO's.

This book deals with the importance of interculturality in teacher education and training. It is mostly through the concept of intercultural competence that interculturality has been constructed and problematized for educators. However, different approaches and paradigms are available and differ and/or share similarities in terms of ideology, method, practice, theoretical frameworks, and ethical considerations. There is no global agreement on the meanings of interculturality in teacher education and training, although some principles might be common across national borders. There is thus a need for educators to consider these aspects of interculturality in education to be able to become better teachers in a diverse world like ours.

This volume addresses an important problem in social scientific research on global religions and spirituality: How to evaluate the role of diverse religious and spiritual (R/S) beliefs and practices within the rapid evolution of spiritual globalization and diversification trends. The book examines this question by bringing together a panel of international scholars including psychologists, sociologists, and researchers in religious studies, public health, medicine, and social work. The content includes chapters describing innovative concepts of post-Christian spirituality, Eastern forms of meditation, afterlife beliefs associated with the three dominant cultural legacies, various non-religious worldviews, spiritual Jihad, and secular and religious reverence. The book also covers such important themes as spiritual well-being, faith, struggle, meaning making, modeling, and support, as well as mysticism and using prayer to cope with existential crises. This book advances the understanding of the role of R/S across different faiths and cultural systems, including both Western and non-Western ones, and enriches the mainstream of psychological sciences and practices. It appeals to students, educators, researchers, and clinicians in multiple related fields and disciplines.

The link between schools and religions is an area of lively and passionate debate. In this meticulously researched volume, Julian Stern analyses the role that religion can play in fostering communities in schools and its implications for social, cultural and political developments in both national and international contexts. Drawing heavily on Vygoyskyan social contructivism and Buber's research into human relationships, Stern constructs an innovative and challenging philosophy of schooling which places schools at the heart of two of the main challenges of the twenty-first century - social inclusion and globalisation.

* 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.

* Looks at current school challenges from different angles using thinking drawn from economics, sport, psychology, and philosophy to offer a fresh approach to school leadership * Sets out a model for developing more sustainable and kinder schools * Encourages the reader to reflect on their priorities for education * Provides practical strategies that will motivate staff, reduce workload pressure and improve learning and teaching

* Looks at current school challenges from different angles using thinking drawn from economics, sport, psychology, and philosophy to offer a fresh approach to school leadership * Sets out a model for developing more sustainable and kinder schools * Encourages the reader to reflect on their priorities for education * Provides practical strategies that will motivate staff, reduce workload pressure and improve learning and teaching

* A unique take on how school principals can manage their overwhelming day-to-day demands while still fighting for long-term success and stability at school. * Offers strategies and practices that can be adapted by school leaders across a variety of distinct K-12 contexts. * Can serve as an ideal resource for professional development sessions or book study groups among school staff.

* A unique take on how school principals can manage their overwhelming day-to-day demands while still fighting for long-term success and stability at school. * Offers strategies and practices that can be adapted by school leaders across a variety of distinct K-12 contexts. * Can serve as an ideal resource for professional development sessions or book study groups among school staff.

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 first volume and it addresses Education Policy relevant to 'Achievement and the Involvement of Families and Communities'. 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.

Reclaiming Our Children, Reclaiming our Schools offers both a comprehensive censure of the current corporate interest in privatizing public schooling as well as a framework for attaining meaningful education reform based in democracy and the combined will of the public. Using current research and sound philosophical and ethical arguments, Shyman argues for more attention to be paid to teacher expertise, participatory democratic practices, genuine valuation of ethnic and cultural diversity, attention to global citizenship and cooperation, and the prevention of private profit-based interests in public schooling policy and practice. By returning the power of the public school to the public and the true experts, public schools can become the most important tool in securing genuine cultural growth leading to a stronger, safer and more cooperative nation and world.

Gravissimus Educationis: Golden Opportunities in American Catholic Education 50 Years after Vatican II reviews the development of American Catholic schools since the promulgation of Gravissimus Educationis, the only document on education produced by the Ecumenical Council known as Vatican II. This document literally translated as "The Importance of Education," addresses how extremely vital Catholic education, in particular, is in modern life. Cattaro and Russo also reflect on changes that have transpired since the Third Plenary Council of Baltimore of 1884. This council forever changed the shape of nonpublic education in the United States in its decree that all parishes in the United States were to construct Catholic schools for the education of children. This volume is also designed to benefit Catholic Educators in all at levels form primary to higher education. The chapters in this book, prepared by leading experts on various aspects of Catholic education or other forms of non-public education in the United States, provide a history as to the recent development on Catholic schools. Gravissimus Educationis: Golden Opportunities in American Catholic Education 50 Years after Vatican II provides the context of change and the current state of Catholic Schools in the United States and, in some sense, the global perspective. The scope of this book goes beyond the professional educator in Catholic Schools as it also address the stakeholders of Catholic education such as parents who are consumers, pastors, religious educators, and donors.

This text draws on data from a five-year longitudinal study focusing on gifted education programs in high poverty rural areas in the US. It provides a framework for the use of place-based interventions to effectively serve gifted students, reduce opportunity gaps, and address stereotype threat. Recognizing that gifted learners are often underrepresented in rural contexts, the text adopts a social justice lens to outline the unique challenges of fostering advanced education in rural school districts. Using opportunities to learn and best practices in gifted education to inform interventions and practice, the text offers in-depth explanation of how place-based approaches can be used to identify gifted students and ensure that curricula are designed to respect the setting, students, and teachers. The text is structured into three parts, providing the reader with a logical and comprehensive progression through theoretical foundations, the practicalities of implementation, and the process and outcomes of measuring and validating outcomes. Given its unique approach to gifted education programs, this book will prove to be an indispensable and timely resource for scholars working to develop gifted education and educational interventions with and for rural schools.

This book provides a unique perspective into the world of supplementary schooling, exploring both the social positioning of these schools and the ethnic minority communities they serve. The author presents a close examination of the establishment and functioning of supplementary schools which offers a fresh and novel insight into acculturation processes. Drawing on empirical data gathered from staff interviews, classroom observations and interactive recordings, this book explores the operation of supplementary schools as sites of identity construction where the community identities are preserved, defended, renegotiated and reconstructed. The various modes of construction are indicative of the acculturation experiences of ethnic minority communities and the ways in which these communities negotiate residence in one country whilst having roots in another. This book therefore offers a revealing conceptualization of supplementary schools, not merely as educational spaces, but socio-political enterprises that are situated within and respond to various historical, social and political contexts. This pioneering work will appeal to students and scholars in the fields of education, migration and identity.

Joyce L. Epstein is the leading authority on school, family, community partnerships Includes examples that illustrate how research-based approaches improve policies on partnerships, district leadership, and school programs of family and community involvement.

Joyce L. Epstein is the leading authority on school, family, community partnerships Includes examples that illustrate how research-based approaches improve policies on partnerships, district leadership, and school programs of family and community involvement.