As a consequence of globalization, news, ideas and knowledge are moving quickly across national borders and generating international spillovers. So too, however, are economic and financial crises. Combining a variety of methods, concepts and interdisciplinary approaches, this book provides an in-depth examination of these structural changes and their impact. Case studies from a range of countries including Japan, Turkey, Sweden, Germany and the USA offer insight into different national contexts and are used to explore a variety of theoretical and empirical issues relating to the geography of growth. Assessing the implications of globalization for businesses and sectors, the chapters focus on the interdependencies between different economic and political layers, and explore topics such as human capital, creativity, innovation, networks and collaboration. Researchers and policy makers who are interested in regional growth at different spatial scales will find that this work addresses a number of existing knowledge gaps. Students of economics, economic geography, regional science and international industrial management will also find it to be a valuable interdisciplinary resource to help deepen their knowledge of the myriad processes induced by globalization. Contributors include: G.M. Artz, T. Arvemo, G. Cook, A.P. Cornett, U. Grasjo, Z. Guo, M. Hirano, O. Hovardaoglu, N. Javakhishvili-Larsen, C. Karlsson, M. Klatt, M. Kurashige, H. Loof, A. Naveed, M. Olsson, O. Olsson, P.F. Orazem, O. Pesamaa, K. Sakakibara, Y. Shevtsova, T.-A. Stone, M. Svensson, T. Wallin

Look, Listen, Learn, LEAD: A District-Wide Systems Approach to Teaching and Learning in PreK-12 lays out the transformational journey of Hampton City Schools (HCS), an urban school division of 30 schools in southeastern Virginia. Our school district faces numerous challenges, such as 62% of students receiving free and reduced-price lunch and 14% of students holding an IEP, and in 2015-2016, Hampton City Schools' state accreditation rate was approximately half the statewide rate and on a downward trend. In only three years, that was turned around and HCS exceeded the statewide accreditation rate, a more than 100% improvement with 100% of our schools accredited without conditions. We attribute this in large part to our dedicated educators and their implementation of district-wide systems for curriculum, instruction, checking for student understanding, climate, and culture. The goal of this book is to break down the process of what it takes to bring about large-scale educational change that is sustainable. We describe a process for developing a strong mission and vision to undergird the work around a variety of district-wide systems. This book provides insights into how to improve climate and culture, create a guaranteed and viable written curriculum, establish a process for evaluating its implementation, and create a balanced assessment framework to measure student success. Complete with example templates, action plans, and lessons learned, this book is a true example of theory-into-practice to bring about sustained improvement for all learners.

A major premise of the book is that teachers, school leaders, and school support staff are not taught how to create school and classroom environments to support the academic and social success of Black male students. The purpose of this book is to help champion a paradigmatic shift in educating Black males. This books aims to provide an asset and solution-based framework that connects the educational system with community cultural wealth and educational outcomes. The text will be a sourcebook for in-service and pre-service teachers, administrators, district leaders, and school support staff to utilize in their quest to increase academic and social success for their Black male students. Adopting a strengths-based epistemological stance, this book will provide concerned constituencies with a framework from which to engage and produce success.