Secondary school graduates of the late 1980s and early 1990s have found themselves coping with economic insecurity, social change, and workplace restructuring. Drawing on studies that have recorded the lives of young people in two countries for over fifteen years, The Making of a Generation offers unique insight into the hopes, dreams, and trajectories of a generation. Although children born in the 1970s were more educated than ever before, as adults they entered new labour markets that were de-regulated and precarious. Lesley Andres and Johanna Wyn discuss the consequences of education and labour policies in Canada and Australia, emphasizing their long-term impacts on health, well-being, and family formation. They conclude that these young adults bore the brunt of policies designed to bring about rapid changes in the nature of work. Despite their modest hopes and aspirations for security, those born in the 1970s became a vanguard generation as they negotiated the significant social and economic transformations of the 1990s.

How self-directed democratic schooling builds fulfilling lives and can lead the way back to a civilized society Education is ripe for democratic disruption. Students in most schools are denied fundamental social ideals such as personal freedom, public government, rule of law, and free enterprise. In our increasingly authoritarian post-truth world, self-directed democratic schooling offers a timely alternative: educating children in civilized society and showing that self-motivation outperforms coercion in its power to educate and fulfill. When Kids Rule the School is the first comprehensive guide to democratic schooling, where kids practice life in a self-governed society-empowered as voters, bound by laws, challenged by choice, supported by community, and driven by nature. Through heartwarming stories and hard-headed details, this book covers: Democratic schooling philosophy, theory, and practice School governance by students and staff together Student self-direction and day-to-day life Deep play, cognitive development, and critical thinking Why democratic schooling is morally right and effective Model bylaws and guidance for starting a democratic school. Created for educators, parents, and scholars, When Kids Rule the School will immerse you, heart and mind, in a promising new approach to education, and stretch your thinking about what school can be.

Professor Terence CopleyAEs new biography of Thomas Arnold combines a study of his life with an examination of ArnoldAEs influence as an educator, a theologian and a churchman. Arnold was only a Victorian for five years (he died in 1842) but he has been remembered as a major figure of the age, not least because Lytton Strachey chose him as one of his objects of ridicule and pillory in Eminent Victorians (1918).He stands as a monument to the development of the 19th-century public school system whose influence spread far beyond BritainAEs upper-class. Arnold was the celebrated headmaster of Rugby School and HughesAEs Tom BrownAEs Schooldays (1857) fixed him in the public imagination.Copley assesses both the uncritical Victorian versions of ArnoldAEs life--including Hughes and Dean StanleyAEs original Life--and the sneering assessment of his influence, perpetuated by Strachey, to provide the first rounded portrait of Arnold. In conclusion Copley explores the possible legacy that this great but neglected figure has left to our age.

In this critique of the US public school system, the author uses examples from the real experiences of other teachers and parents who share his concern with shaping the values of caring, responsible citizens of the future. Kozol has also written Illiterate America and Savage Inequalities.

Why do private boarding schools produce such a disproportionate number of leaders in business, government, and the arts? In the most comprehensive study of its kind to date, two sociologists describe the complex ways in which elite schools prepare students for success and power, and they also provide a lively behind-the-scenes look at prep-school life and underlife.

Can America's faith in public education be restored? As they analyze the ways in which public school leaders successfully formed and transformed American education, historian Tyack and political scientist Hansot conclude that the main challenge facing today's leaders is to create a new community of commitment to public education as a common good.

King Alfred School in north London was founded in 1898 by a group of Hampstead radicals in an age of educational experiment and innovation. Whereas many educational ventures of that era set up by small groups of idealists soon floundered or quickly lost their crusading zeal, King Alfred School has developed over the last century with its original ideals largely unchanged and its enthusiasm for its distinctive form of education undiminished. This centenary history of a particularly interesting progressive school will appeal to a much wider circle than that of the school's old students. It is a major contribution to the history of progressive education in Britain which in turn is set in the context of a wider educational, social and political history. The study is based on a wide range of sources and is informed by the author's extensive knowledge of the history of education in the twentieth century, a field in which he has published widely.

Co-Teaching in Higher Education, edited by Daniel Jarvis and Mumbi Kariuki, brings together an international group of educators and scholars to examine the theoretical frameworks and practical experiences relating to co-planning, co-teaching, and co-assessing at the post-secondary level. Co-teaching practices at the elementary and secondary school levels have been widely documented. This collection explores topics that will enable post-secondary instructors to maximize their courses' potential including undergraduate projects, graduate level co-teaching, pair and group co-teaching, co-taught single-subject courses, and innovative cross-curricular experiments. Contributors share their insights addressing key factors such as logistics, resources, administrative support, Ministry initiatives, and academic freedom. Jarvis and Kariuki have created an indispensable resource that provides the reader with an informed perspective on the realities of creating and sustaining rich co-teaching experiences at the university level.

International schooling has expanded rapidly in recent years, with the number of students educated in international schools projected to reach seven million by 2023. Drawing on the author's extensive experience conducting research in international schools across the globe, this book critically analyses the concept of international schooling and its rapid growth in the 21st century. It identifies the forces driving this trend, asking to what extent this is an enterprise that meets the needs of a global elite, and examining its relationship to national systems of education. The author demonstrates how wider social inequalities around socio-economic difference, ethnicity, 'race' and gender are reproduced through international schooling and examines the theory that 'international' curricula are in fact Western curricula. Presenting research from diverse countries including Russia, Malaysia, the UAE, the UK, and Bahrain, the author explores ways in which international schools adapt to local cultural contexts and examines the views of parents, students, teachers and school leaders towards the education that they provide.

The 33rd edition of Which London School? & the South-East provides up-to-date details of 1,500 independent schools. It includes everything a parent might need to know about independent schooling in the region: day, boarding and nursery schools in London; day and boarding schools in Greater London and the surrounding area, including Buckinghamshire, Cambridgeshire, Essex, Hampshire, Hertfordshire, Kent, Surrey, Sussex and Berkshire; international schools; colleges of further education; helpful editorials; contact details for educational associations.

This volume of essays examines the empirical evidence on school choice in different countries across Europe, North America, sub-Saharan Africa and South Asia. It demonstrates the advantages which choice offers in different institutional contexts, whether it be Free Schools in the UK, voucher systems in Sweden or private-proprietor schools for low-income families in Liberia. Everywhere experience suggests that parents are `active choosers': they make rational and considered decisions, drawing on available evidence and responding to incentives which vary from context to context. Government educators frequently downplay the importance of choice and try to constrain the options parents have. But they face increasing resistance: the evidence is that informed parents drive improvements in school quality. Where state education in some developing countries is particularly bad, private bottom-up provision is preferred even though it costs parents money which they can ill-afford. This book is both a collection of inspiring case studies and a call to action.

Not much has been written about the private education sector in Singapore despite the fact that the sector houses about 300 private education institutions (PEIs) and enrolls about 150,000 students. Private Education in Singapore: Contemporary Issues and Challenges is an exciting book that aims to fill a gap in the literature. In the book, the author offers an extensive discussion on (i) the key elements of the sector - types and features of the PEIs, (ii) the regulatory framework for private education, (iii) students' aspiration and the impact of the ASPIRE report on PEIs, and (iv) the provision of external degree programme through transnational partnership. The book also tackles the hotly debated discussion in relation to academic quality and standard of PEI courses. The author identifies the reasons - some of them have more characteristics of a myth - and suggests a number of ways to overcome the issues and challenges.

This book provides a foundational understanding of the charter school principalship through the lens of culture, mission and vision. By drawing on the experts in the field of charter school research, this volume expands our understanding of the unique challenges facing the charter school principal as they engage in the core responsibilities of developing and sustaining charter schools. With this expanded knowledge practitioners and policy makers are positioned to ponder and engage in improved practice, while researcher can further expand the knowledge base surrounding the charter principal.

As Higher Education becomes increasingly important in the world, so does the task of Higher Education Management. This book serves as a practical guide to administrators and leaders who are actively involved in setting the direction of their Higher Education Institutions (HEIs). It covers relevant theories and specific research topics to provide a comprehensive view of private HEIs in Singapore and Malaysia, as well as an insight into the research methodologies applicable to analyse HEIs.This is the first book about Asian Private Education Management written by an author who is also an administrator and professor of a university. As such, it is a real insight into the workings and thinking of private university leaders. This book also serves as a guide for administrators and researchers who wish to understand problems related to the education industry from a business process reengineering perspective.

Understanding the Power and Politics of Public Education researches the history and trends of educating the populace in the United States. Demographic changes and socio-economic diversity have altered the needs for traditional approaches. Policy makers are implored to become familiar with proven educational research to implement policies that service the needs of all youth. Public schools now enroll more minority students than ever before. Diverse languages, cultures and experiences call for pedagogy to meet the needs and educational success for new citizens. Teacher training programs in colleges and universities - along with new curricula - are in need of revision to promote educational success of new generations. Understanding the role of experiential background and its influence on educational success, and social mobility is necessary for a healthy society and democracy. This book examines statistical studies showing the impact of environmental issues on cognitive development and illustrates the educational outcome and effects of poverty through documented research in areas of health care, nutrition, pollution, community and family experiences. It also explores the role of family socio-economic status and compares the educational readiness of the more and less affluent.

The Milton Hershey School is the richest and wealthiest K-12 residential school in the world. Its $12 billion trust fund, financed by sales of the iconic Hershey candy, eclipse that of Cornell, Dartmouth, and Johns Hopkins combined. Even more stunning is that the school for orphans owns The Hershey Company and not the other way around. As the twentieth-century drew to a close, the School's Board of Managers creatively interpreted the Founder's mission and tried to turn the refuge for extremely needy children into more of a middle-class boarding school. The alumni "Homeguys" challenged the Board and, after a decade of legal struggle and national publicity, won the battle to reclaim the soul of the school. Johnny O'Brien, an orphan who lived at the school growing up, helped to lead the successful alumni protest. In a shocking turn of events, he was then selected to become Milton Hershey School's eighth president and tasked with restoring the mission, morale, and character-building culture of "the Home." He would need all his orphan resilience, Princeton and Johns Hopkins wisdom, and his good friends, to transform this unusual and remarkable school. In a riveting and haunting account, O'Brien tells a universal story about the vulnerability of needy children, describes the madness that consumed his beloved brother, explores the cruelty of bullies-both young and old, exposes the corrupting influence of money, and shows how the Milton Hershey School continues its sacred mission of saving thousands of America's neediest children. See the website for the book at semisweetbook.com.

Where would a classroom be without a really great TA? Ask any teacher and they will tell you that the classroom just wouldn't be the same without them. However, a great teaching assistant requires training. This book, published in partnership with the Council of British International Schools, helps demonstrate how TAs can be effective in the classroom and make a real difference to learning.

Reports an evaluation of Edison Schools, the nation's largest for-profit manager of public schools. RAND analyzed Edison's school improvement strategies, the implementation of those strategies, and effects on student achievement. In 2000, Edison Schools, the nation's largest education management organization, asked RAND to analyze its achievement outcomes and design implementation. RAND evaluated Edison's strategies for promoting student achievement in its schools, how it implemented those strategies, how its management affected student achievement, and what factors explained differences in achievement trends among its schools.

Reports on an evaluation of the legislatively mandated process of evaluation of California's nonclassroom-based (NCB) charter schools. Charter schools are publicly funded schools that have the flexibility to operate outside normal district control. This document reports on an evaluation of the legislatively mandated process of evaluating California's nonclassroom-based charter schools, in which instruction generally takes the form of independent study, home study, or some combination of these two with classroom-based instruction.

Around 10,000 tax dollars will put a child through many public schools for a year. About 10,000 private dollars will put him through prep school. Why, then, is one system troubled and the other thriving, one vilified and the other celebrated? In this book, a renowned historian of education searches out the lessons that private schooling might offer public education as cries for school reform grow louder. Lessons from Privilege explores a tradition shaped by experience and common sense, and guided by principles that encourage community, personal relationships, and high academic standards. These "basic" values make a profound difference in a time when popular culture, which mocks intellectual curiosity and celebrates mental passivity, competes so successfully for students' attention. Arthur Powell uses the experience of private education to put the whole schooling enterprise in fresh perspective. He shows how the sense of schools as special communities can help instill passion and commitment in teachers, administrators, and students alike--and how passion and commitment are absolutely necessary for educational success. The power of economic resources, invested fully in schools, also becomes pointedly clear here, as does the value of incentives for teachers and students. Though the concerns this book brings into focus--for decent character and academic literacy--may never be trendy or easily applied, Lessons from Privilege presents sensible, powerful, and profitable ideas for enhancing the humanity and dignity of education in America.

Research conducted in schools over the past two decades has found that youth shape who they are in ways that do not simply mirror class, race, and gender discourses organizing life in schools. Instead, educators have learned that youth play active roles in shaping who they are on a daily basis, challenging dominant meanings and practices as they move through school. New insights in these directions now compel those in educational circles to talk differently about youth identity formation than they did nearly two decades ago. While sound research on male identity formation in educational contexts has illustrated boys' socialization processes in school, there still is much to learn about girls' social lives and meaning-making processes, particularly in the relatively unexplored arenas of private education and single-sex schooling.

Probing beneath the surface, this book explores one year in the lives of thirty-four adolescent girls in Best Academy, a historically elite, private, single-sex high school, as female students construct their identities in an educational context. Through the eyes of these students, we find that the private school is less of a homogenous and stable culture along class and race lines than educators have understood it to be.

The second edition of What Schools Teach Us About Religious Life continues to explore the ways in which private education in the United States mirrors the growing complexity and fluidity of religious life in the United States. Through the study of ten different private schools-representing a wide variety of religious traditions as well as some secular institutions-a picture of contemporary culture, and the place of religious belief within the culture, emerges. Each chapter of this second edition of What Schools Teach Us About Religious Life contains a different picture of how individual schools then address that culture.

The last of the humorous fictional memoirs of a hapless assistant schoolmaster. It is to be A.J. Wentworth's final appearance on the scholastic scene. Once more he dons his cap and gown - or, to be more precise, Rawlinson's cap and gown - and returns to Burgrove for just one more time. His final term includes a brief but broadening visit to the United States, in addition to the usual intellectual cut and thrust of the classroom. Whether he's causing a stir on Fifth Avenue, or merely 'trying to knock a bit of sense into a bunch of thick-headed boys,' A.J. Wentworth fumbles, blusters and generally carries on. A comic study in blinkered English manners, the Wentworth Papers will delight fans of P.G. Wodehouse or Grossmiths' Mr Pooter. First introduced to readers in the pages of Punch magazine, it was later dramatized for both BBC Radio and ITV drama. Editorial reviews: 'A splendid comic hero ... cannot fail to engage the sympathy of everyone who has ever sat in a classroom either as master or pupil ... Few books have made me laugh out loud quite so often.' Evening Standard 'I was often helpless with laughter. Not a book to be read in public.' The Oldie 'A truly comic invention.' The Guardian 'Masterly caricature.' Times Literary Supplement 'Wentworth turns out to be the hero of a work certain to be pigeon-holed as a minor classic by which people usually mean a classic more readable than the major kind ... a man Mr Pooter would regard with awe but nevertheless recognise as a brother.' Spectator 'A book of such hilarious nature that I had to give up reading it in public.' New Statesman 'One of the funniest books ever.' Sunday Express