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.

This coedited book describes the impact that an increasingly diverse student population has on 21st century suburban schools. It also presents what can and should be done to help K-12 school district administrators and teachers address this growing phenomenon across the nation. This eight-chapter book: *provides a demographic, political, economic, and sociological overview of the changing nature of suburban schools *describes the nature of student diversity in the changing suburbs and issues with student achievement *identifies administrative responsibilities and program structures for working with a changing student population *proposes ways to reduce the achievement gap, most notably in literacy *looks at how to use "whole child" assessment protocols to provide support for such students *delves into parent inequities within changing suburban districts and offers ideas for closing the parent gap. This book is written for school district administrators, teachers, legislators, policy makers, teacher educators, and educational researchers for developing programs and pathways for a segment of the student and parent population that now is living in suburban areas without traditional roots as advantaged suburbanites.

The Peripatetic Journey of Teacher Preparation in Canada situates teacher training, preparation and education in Canada within national and global histories. The authors lead the reader through an exploration of the objectives of schooling, the contextual role of teachers, and the political undercurrents sustaining various educational conceptions and policies. Taking a 'longue duree' approach, the authors begin by considering traditional practices in Indigenous nations encountered by the colonizers of Canada, including the role of the community as an educator. Tracing teacher preparation through colonization, the authors then move on to the formation of the educational state, the development of educational sciences and educational debate, the professionalization of teaching, its feminization at the elementary level, and its integration into the university, along with changes that emerged out of the 'long 1960s.' The book closes with a discussion of the process by which Indigenous people are reclaiming control over their education, and with it their spirituality, as well as gaining control over the formation of their own teachers. Placing the historical analysis of teacher preparation within prevailing political and socio-economic processes, the authors showcase a series of overlapping discourses and internationally relevant educational trends.

Can a bold investment in education turn around the economy of an entire city? Gene I. Maeroff, a former education reporter for the New York Times, explores how the nonprofit group Say Yes to Education has instituted a network of reforms in Syracuse, New York, that supports students at every level from kindergarten through college. He traces out how Say Yes and the Syracuse school district built a coalition of partners in business, education, and local and state government, implemented a series of programs to improve the school system, and reached out to support students. Telling the story and identifying the strengths of this remarkable and replicable program, Maeroff shows how this focused, directed, and broad-based coalition has created a model for reviving the economy and civic fabric of American cities by investing in children's education.

This book explores the rights held by young people in the citizenship education classroom in the divided societies of Northern Ireland and Israel. Against the backdrop of a long history of protracted conflict and division, the author analyses how international rights obligations are reflected in the contested citizenship education curriculum in secondary schools. Drawing upon extensive qualitative data as well as policy and curriculum documents, the author reveals that understandings of education rights can be oriented around three themes - minority group representation in the curriculum, dealing with difference through pedagogy, and preparing young people for life in a (divided) society. This can be mapped onto the 42-A rights framework where education should be 'acceptable' and 'adaptable'. However, the variety of interpretations held by participants raises questions regarding the 'universality' of international frameworks for education rights, and the workability of such frameworks in the national and divided contexts. While the contexts of Northern Ireland and Israel have much in common, they are rarely compared: this book will show that their comparison is as relevant as ever, as issues of identity continue to affect everyday school life. This book will be of interest to citizenship and history education scholars, as well as those who are concerned with the application of international human rights law.

* The authors have extensive and sustained experience as school and district leaders--one is a state Superintendent of the Year (Georgia) and a National Superintendent of the Year (American Association of School Administrators), another is a superintendent profiled on Good Morning America and 60 Minutes, and another is the Chief Innovation Officer with Cognia (formerly Advanced-Ed), the world's largest accreditation agency focusing on continuous improvement in PreK-12 schools in the US and globally. * Special Features Include: "Examining School Culture" which situate the content of the chapter to a dilemma of practice ; "Leading Culture" which recap major take-aways ; "Leading Practices" which engage readers with strategies that can be adapted to their own contexts * This book creates opportunities for teachers and leaders to collectively examine and mutually build positive school culture

* The authors have extensive and sustained experience as school and district leaders--one is a state Superintendent of the Year (Georgia) and a National Superintendent of the Year (American Association of School Administrators), another is a superintendent profiled on Good Morning America and 60 Minutes, and another is the Chief Innovation Officer with Cognia (formerly Advanced-Ed), the world's largest accreditation agency focusing on continuous improvement in PreK-12 schools in the US and globally. * Special Features Include: "Examining School Culture" which situate the content of the chapter to a dilemma of practice ; "Leading Culture" which recap major take-aways ; "Leading Practices" which engage readers with strategies that can be adapted to their own contexts * This book creates opportunities for teachers and leaders to collectively examine and mutually build positive school culture

Offering a vital, critical contribution to debates on gender, sexuality and schooling in South Africa, this book highlights how South African educational practices, discourses and structures normalize cisheteronormativity, along with how these are resisted within schools and through contemporary forms of activism. Not only does it add fresh insights to the existing research literature on gender, sexualities and schooling, it also underscores the valuable contributions of queer and transgender social movements, which have made influential legislative, teaching, learning and support contributions to education. Drawing on ethnographic research with queer and transgender activists, teachers, school managers, parents and school attending youth, the book provides everyday real-life quotes and observations offering a deeply critical contribution to the debates on gender and sexualities, education and activism. Using spatial and affect theories, it troubles the assumptions that frame this field of research to make a novel contribution to the national and international literature and research. The book provides research-based insights for thinking about and calls for informed action to challenging cisheteronormativity within and beyond schools.

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.

* Takes a 'middle way', looking at how progressive and traditional perspectives might complement one another to develop a long-term strategy for wellbeing in schools * Includes strategies, takeaways and case studies to help readers put the ideas in the book into practice * Includes resources for staff training/inset. * Offers a more personalised approach to leadership and wellbeing.

The job of school leader has become progressively more demanding. The role includes increasingly complex problems to be solved and increasingly deep piles of paperwork to complete. Unfortunately, the managing of employees, the preparing and justifying of resource - both personnel and financial - projections, and the complexities involved in operating facilities safely and legally are the most frequently mentioned reasons for why school leaders begin to question their career choice. And, while faculties and colleges of education as well as principals' professional associations offer courses and workshops, very few adequately address the gaps that exist between theory and practice in a way that would mitigate this reticence to lead in this climate. A Principled Guide to Managing and Leading School Operations fills a gap in the training of educational leaders by orienting them to the vitally important business operations required to run a school. This book therefore is for all school leaders who wish they had been given a school operations field manual, and it is for those who prepare them who might wish to rebalance anew the current propensity of principal preparation programs that blindly privilege leadership identity over developing the requisite management acumen teachers, parents and the public expect.

This book provides an unconventional account of post-1989 education reform in Romania. By drawing on policy documentation, interviews with key players, qualitative data from everyday school contexts, and extensive textbook analysis, this groundbreaking study explores change within the Romanian education system as a process that institutionalises world culture through symbolic mediation of the concept 'Europe'. The book argues that the education system's structural and organisational evolution through time is decoupled from its self-depiction by ultimately serving a nation-building agenda. It does so despite notable changes in the discourse reflecting increasingly transnational definitions of the mission of the school in the post-1989 era. The book also suggests that the notions of 'nation' and 'citizen' institutionalised by the school are gradually being redefined as cosmopolitan, matching post-war patterns of post-national affiliations on a worldwide level.

The last decades have demonstrated growing calls for innovations associated with science teaching methods. In the light of science education reforms, teaching methods have focused on scientific inquiry, discovery, and other constructivist approaches. Research on innovations in science education raises discussion about the application of new technology, a need to infuse arts and social emotional learning content into science education, and use of innovative models to improve critical thinking skills and enhance teachers' self-efficacy. However, there is a lack of research on innovative work behavior of science teachers' personal, cognitive, and environmental factors. The researchers in this book address to the phenomenon of innovative work behavior and aim to reveal the associations between the science teachers' innovative work behavior and personal, cognitive, and environmental factors.

The professional development school (PDS) is a unique educational reform initiative that attempts the simultaneous reform of education at the school and the university. By conducting reform at both levels of education, the PDS is a solution to the piecemeal reforms of the past, from Dewey's Progressivism to the Sputnik reforms to New Math to Whole Language, which have targeted educational change in the public schools but most have overlooked the preparation of new teachers.

The PDS addresses the professional development of experienced teachers in the field, the preparation of new teachers, and improvement of the programs of K-12 schools at the same time and at the same place--the school site. In this way, reform goals are agreed upon and implemented by both new and experienced teachers so that reform efforts are seamlessly supported by all parties involved. Nevertheless, most educators engaged in PDS reform agree that PDSs are a high stakes reform effort and are fraught with difficulties. This case study provides an annotated road map of one PDS partnership so that others interested in partnership work are provided general principles to guide their work.

This topical book explores the ally perspective in advocating for Lesbian, Gay, Bi-sexual, Transgender, Queer and Inter-sex (LGBTQI+) human rights across American, Canadian, and Australian educational contexts. This book aims to clarify the terms and dynamics of mobilizing heterosexual and cisgender privilege in the interests of promoting safe, welcoming and inclusive educational communities for all stake holders, particularly those students who self- identify as LGBTQI+. By highlighting concrete examples of allies engaged in participatory collaborative research, and by investigating the historical and theoretical dimensions of ally work more generally, this volume presents a comprehensive research account of allies' role in education, advocacy and activism. This book will benefit researchers, academics, and educators in higher education with an interest in gender and sexuality, the sociology of education and schools and schooling more broadly. Those specifically interested in gender studies, as well as the politics of higher education, will also benefit from this book.

Drawing on rich case studies of Baltimore City and Boston, this volume identifies policy factors and processes critical to the successful district-wide adoption of community schools. By applying the Multiple Streams Model (Kingdon) to comparative analysis of policy determination and the narratives of local stakeholders across a 16-year period, chapters illustrate the role of federal legislation, funding, and buy-in from coalitions, community leaders, and local advocates in ensuring policy adoption in Baltimore City. In contrast, Boston's more limited reforms are explained in light of local challenges and hindering dynamics. Ultimately, the volume offers key recommendations for stakeholders to drive successful policy uptake in urban school districts. Offering a new analysis of policy for community schools, this volume will be of interest to students, scholars, and researchers with an interest in school reform, as well as urban education.

Principals want all students to bridge the achievement gap. Sometimes they just don't know how to make it happen. This book looks at what successful principals do to close the achievement gap and move their schools from one that needs improvement to one that is succeeding for all students. With current federal legislation, a principal who does not reach the proficiency mandates on the prescribed timetable ends up with a great deal of second guessing and community outcry. How can a principal avoid that result and instead be recognized as someone who went above and beyond to be sure that all of the students crossed the gap successfully in the right place and at the right time? In this book, the authors provide principals with the "how" to exit Program Improvement, the "protocol for success" that professionals in other fields have access to on a daily basis. Principals reading this handbook will have at their fingertips detailed descriptions of the behaviors needed to build success.

The Challenge for School Leaders identifies essential systems and their elements that enhance the school leader s knowledge and skill to continually improve the academic program through a faculty collaborative process. The critical systems addressed are system elements, communication, curriculum, instruction, assessment, and collaborative decision making to determine causes of non-productive systems and solutions to remove and solve these issues. The text includes a pre-and-post school assessment survey process that involves the faculty and administrators in evaluating their school, and identifying critical areas that need improvement. This survey has been statistically affirmed for high reliability and validity with respect to academic system behaviors correlated with high academic student performance. The continual improvement philosophy is the foundation of this text and collaboration is the method by which this concept is achieved. The value of each person is critical, and everyone is needed to improve the academic systems to serve the needs of the students and the faculty. The communication linkage system as well as curriculum-instruction-assessment integration is addressed and is essential to the improvement process. The analysis and improvement of the instructional process is the key to enhancing student academic performance. The concepts and practical suggestions along with the knowledge and skills to build an effective academic system for students is the aim of this study."

Since their earliest days, institutions providing a Protestant education have always been respected and sought-after for their rigor and relative freedom from dogma-and despite today's secularism and plurality, they remain so. This international handbook is the ultimate companion to protestant schooling worldwide. Its 39 chapters form the most comprehensive and wide-ranging treatment of the subject yet available, addressing Protestant education on all six inhabited continents and featuring the perspectives of leading authorities and public figures.

The contributions cover in detail not only the facts and features of Protestant schooling in sundry nations, but also integrate a range of themes common to them all, themes so vital that they are of central concern to Christians around the world and of whatever denomination. Some of these topics are school choice, globalization, Bible pedagogy and character education, the fine arts, parental involvement, and the rise of Christianity in previously inaccessible locations such as China.

The handbook's stellar list of authors is a Who's Who of authorities on the subject and includes a renowned American evangelical, a former historian of the US House of Representatives, and White House consultants responsible for framing legislation. The many contributors from outside the USA are leading academics conducting seminal research on numerous topics in the field. Both exhaustive and authoritative, "The International Handbook of Protestant Education"will be an invaluable asset to educators, ministers, parents, policy makers political leaders of any denomination-or none.