Australia's Curriculum Dilemmas tells the story of Australia's recent attempts to come to grips with the big challenges of curriculum and sets up the background to understanding the debates that continue to surface as we move for the first time towards a national approach. Detailing some of the inside stories and arguments of the last 30 years about what schools should do, as well as some of the politics and lessons that have been learnt along the way, it brings together accounts from a national research project and reflections from people who have been actively involved in developing curriculum policies for each state. Expert contributors examine the challenges of the public management of curriculum, drawing on the different experiences of curriculum reforms in different states. They take up the problems of framing vocational and academic education for the new century and of confronting equity and diversity issues. They show the fundamental differences that exist in Australia regarding the impact of examinations and assessment, and the very different policy approaches that have been taken to tackle these issues. Many people in this country are unaware of how much t

Discussions and research related to the salience of Black male student needs and development in relation to their general success and well?being is well?documented in many fields. Indeed, many studies have found that healthy masculine identity development is associated with a number of positive outcomes for males in general, including Black males. In school counseling literature, however, this discussion has been relatively absent-particularly regarding those students living in urban contexts. Indeed, research devoted to the study of Black males in the school counseling literature focuses almost exclusively on race and issues associated with its social construction with only cursory, if any, attention given to their masculine identity development as a function of living in urban communities and attending urban schools. Based on this lack of information, it is probably a safe assumption that intentional, systematic, culturally relevant efforts to assist Black males in developing healthy achievement and masculine identities based on their unique personal, social, academic experiences and future career goals are not being applied by school counselors concerned with meeting students' needs. School counselors are in a unique position, nonetheless, to lend their considerable expertise-insights, training and skills-to improving life outcomes among Black males-a population who are consistently in positions of risk according to a number of quality of life indicators. Without knowledge and awareness of Black males' masculine identity development in urban areas, coupled with the requisite skills to influence the myriad factors that enhance and impede healthy development in such environments, they are missing out on tremendous opportunities which other professions appear to understand and, quite frankly, seem to take more seriously. As such, this book proposes to accomplish two specific goals: 1. Highlight the plight of Black males with specific emphasis on the ecological components of their lives in relation to current school culture and trends. 2. Encourage school counselors to give more thought to Black male identity development that takes into consideration differential experiences in society as a whole, and schools in particular, as a function of the intersection of their race, as well as their gender. The first rationale for this book, then, is to highlight the plight of Black males with specific emphasis on the ecological components of their lives in relation to current school culture and trends (e.g., standards?based accountability practices) in urban environments. However, I recognize the role of school counselors has never been fully integrated into educational reform programs. As such, their positions are often unregulated and determined by people in positions of power who do not understand their training, job?specific standards and, thus, potential impact on the lives of Black male students. As a result, their vast potential to develop strong interventions designed to address the myriad racial and masculine factors that serve to enhance and impede Black males' academic achievement is often unrealized. Therefore, the second reason for this special issue is to include the scholarship of professional school counselors and counselor educators with policy change in mind. Scholars will be invited to contribute manuscripts that explore race, masculinity and academic achievement in relation to the role of school counselors. This is designed to encourage school counselors and counselor educators to give more thought to Black male identity development that takes into consideration differential experiences in society as a whole, and schools in particular, as a function of the intersection of their race, as well as their gender.

This is the first comparative study of the background, development, laws, structure, and impact of teacher unionism in nations around the world. This ground-breaking analysis offers an international perspective on the world's most populous profession--teaching--and its halting but powerful efforts to form unions, to engage in collective bargaining, and to win a decent living for its millions of members. Teachers, union leaders, policymakers, and all who are interested in the issues surrounding education as a profession, the operation of schools, the role of government in education, and the complexities of labor relations in education should make this book must reading. An introduction provides an overview of labor relations in education world-wide, and then separate chapters by experts on education and labor relations in fifteen different countries analyze current policies and problems in places as diverse as China, Greece, Hungary, Mexico, New Zealand, Sweden, Great Britain, and the United States. Specific country studies and the overall conclusion at the end of the book point to past trends and future possible reforms. This unique study emphasizes the importance of unions in national affairs and describes the relationships between governments and the labor movement. A bibliographic essay completes the work.

The body of literature has pointed to the benefits of educational interventions in facilitating improvement in school motivation and, by implication, learning and achievement. However, it is now recognized that most extant motivation and learning enhancing intervention programs are grounded in Western motivational and learning perspectives, such as attribution, expectancy-value, implicit theories of intelligence, self-determination, and self-regulated learning theories. Further, empirical evidence for the positive impacts of these interventions seems to have primarily emerged from North American settings. The cross-cultural transferability and translatability of such educational interventions, however, are often assumed rather than critically assessed and adapted before their implementation in other cultures. In this volume, the editors invited scholars to reassess their intervention work from a sociocultural lens. Regardless of the different theoretical perspectives and strategies they adopt in their interventions, these scholars are in unison on the importance of taking into account sociodemographic backgrounds of the students and sociocultural contexts of the interventions to optimize the benefits of such interventions. Indeed, placing culture at the heart of designing, implementing, and evaluating educationalinterventions could be a key not only to strengthen the effectiveness and efficacy of educational interventions, but also to ensure that students of a wider and more diverse range of educational and cultural backgrounds reap the benefits from such interventions. This volume constitutes the foundation towards a deeper and more systematic understanding of culturally relevant and responsive educational interventions.

This publication provides projections for key education statistics. It includes statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment and earned degrees conferred expenditures of degree-granting institutions. For the Nation, the tables, figures, and text contain data on enrollment, teachers, graduates, and expenditures for the past 14 years and projections to the year 2023. For the 50 States and the District of Columbia, the tables, figures, and text contain data on projections of public elementary and secondary enrollment and public high school graduates to the year 2023. In addition, the report includes a methodology section describing models and assumptions used to develop national and state-level projections.

Multicultural education is a construct that has been very useful for many years in harboring sensitivities teachers need in addressing diverse students. Now the discipline needs refreshing. In the global society, the idea of multicultural education, a decidedly Western formation, needs to expand its conceptual boundaries. Salient issues in multicultural education such as individual identities, social justice, and equity are bedrock concerns of multicultural educators. These concepts are considered necessary but not sufficient in shaping an evolving model of multicultural education. The complexity of humans and modern and emerging societies requires a broadened scope of the understanding of contemporary multicultural theory and practice. Evolving Multicultural Education for Global Classrooms addresses multicultural education from a comprehensive viewpoint that acknowledges the historical benefit of multicultural education and recognizes a need to inform the discipline with a broader viewpoint. As most knowledge on multicultural education comes from a Western perspective and the scholarship on the topic is weakening, the chapters in this book present new practices and classroom applications that are internationally transferable. Topics covered include teacher education, social justice, educational equity and inclusion, online education, and cultural sensitivities. This book is ideally intended for teachers, educational theorists, sociologists of education, inservice and preservice teachers, administrators, teacher educators, practitioners, researchers, academicians, and students interested in a fresh global perspective on multicultural education.

What Works at Historically Black Colleges and Universities (HBCUs): Nine Strategies for Increasing Retention and Graduation Rates will have broad appeal within the field of education and beyond. While the primary audience for this book is the faculty, staff, administrators, students, alumni, and campus community of the current 105 HBCUs in the United States, this book is written to appeal to all professionals in the field of higher education, guidance counselors and administrators in P-12 education, sociologists and social scientists, and scholars who study change management, outcomes assessment, and success in any organized structure or system.

Preparing multilingual students with diverse learning needs and abilities to meet the demands of the Next Generation Learning Standards and the 21st Century workforce requires a re-envisioning of teacher preparation and classroom instruction. Multilingual learners with disabilities must be acknowledged for the assets they bring and engaged in classroom learning that is rigorous and relevant. This book addresses the historical context of the field, while also delving into the programmatic and pedagogical practices that will prepare students for success. It explores aspects of general education, special education and bilingual education, and how these fields intersect and overlap in districts, schools and classrooms. From the culturally and linguistically sustaining multi-tiered systems of support necessary in the general education and bilingual classroom, to the referral and identification processes, to appropriate service delivery models, this book addresses the apparent as well as the nuanced considerations that will assist educators in providing educational services to some of our most vulnerable students. This book particularly addresses the complex intersection of bilingual education and special education. It provides practical solutions to current dilemmas and challenges today's educators of multilingual learners with, without, and at risk for disabilities, face in the classroom. Addressing the needs of these students through an intersectional lens is paramount to closing the achievement gap that exacerbates the negative academic outcomes of culturally and linguistically diverse students with and without disabilities. It provides a comprehensive introduction to bilingual special education in today's educational landscape.