* at the intersection of several timely topics (globalization, global middle class, mobility, international education) with potential for course use * authors have collected data from several international sites and the book will appeal to an international audience * written by highly respected authors

Increasingly, it is not just the state that determines the content, delivery, and governance of education. The influence of external actors has been growing, but the boundaries between internal and external have become blurred and their partnerships have become more complex. This book considers how schooling systems are being influenced by the rise of external actors, including private companies, non-governmental organisations, parent organisations, philanthropies, and international assessment frameworks. It explores how the public, private, and third sectors are becoming increasingly intertwined. Introducing new theoretical frameworks, it examines diverse sites - including Cambodia, Israel, Poland, Chile, Australia, Brazil, and the United States - to study the role of policies, institutions, and contextual factors shaping the changing relationships between those seeking to influence schooling.

This book examines the integration of the international, global, and intercultural dimensions in contemporary education systems. Yemini provides a comprehensive understanding of the process of internationalization from different angles including policy-making, curriculum implementation, media discourse, and individual agency. The book illuminates and analyzes a set of key tensions of internationalization across multiple levels of schooling and across the domains of popular discourse, policy, curriculum, pedagogy, and students' identity, by connecting or re-connecting the process of internationalization and its outcomes at individual level of global citizenship. The author uses solid empirical embedding of each of those aspects together with development of novel theoretical insights in each of the investigated domains.

This book examines the integration of the international, global, and intercultural dimensions in contemporary education systems. Yemini provides a comprehensive understanding of the process of internationalization from different angles including policy-making, curriculum implementation, media discourse, and individual agency. The book illuminates and analyzes a set of key tensions of internationalization across multiple levels of schooling and across the domains of popular discourse, policy, curriculum, pedagogy, and students' identity, by connecting or re-connecting the process of internationalization and its outcomes at individual level of global citizenship. The author uses solid empirical embedding of each of those aspects together with development of novel theoretical insights in each of the investigated domains.

Drawing on scholarship from the field of internationalisation in higher education and other theoretical influences in education policy, comparative education and sociology of education, this edited collection offers a much-needed extension of discussion and research into the compulsory schooling context. In this book, established and emerging scholars provide an authoritative set of conceptual tools for researchers in the field of internationalisation of compulsory schooling. It provides an overview of the current knowledge base and ways in which future research could engage with gaps in understandings. Through detailed case studies of the multiple forms of internationalisation present within schools and schooling systems, the volume considers why and how processes of internationalisation are shaping compulsory schooling today. This book will offer scholars and educators a clearer, more coherent set of conceptual frameworks within which to position their work in sociology of education, and international and comparative education, helping to develop a more comprehensive understanding of the many ways compulsory schooling is being internationalised, and with what consequences.

The first resource to combine the theory of globalizing education preparation programs (EPP) with practice collected from all regions of the world, At School in the World: Developing Globally Engaged Teachers makes the case for the importance of and necessity for incorporating global citizenship and intercultural competence development into education curricula at all levels and in every region of the world. Through insights from the field and practical examples, along with its broad scope, this comprehensive work aims to help teacher educators, teachers, and education policy developers to: develop their awareness of the importance of internationalization of teacher education; develop their intercultural competence; and learn strategies for incorporating global approaches in their courses and programs. This volume includes the voices of 47 emerging and distinguished intercultural education scholars from over ten countries, providing a breadth and depth of experiences and practices never before collected in one book. This is an ideal resource for division leaders of EPP at colleges and universities, education policy developers, teacher preparation faculty, and pre- and in-service teachers (undergraduate as well as graduate).

This book provides a comprehensive overview of various models and practices of implementing project management in schools, and conceptualizes the processes of adaptation and development of project management curricula within the unique context of the contemporary school environment. By presenting the general theories and research on project management and adapting these theories to educational organizations and to this specific audience, the authors open a new and promising niche for teaching, research, and practice.

The first resource to combine the theory of globalizing education preparation programs (EPP) with practice collected from all regions of the world, At School in the World: Developing Globally Engaged Teachers makes the case for the importance of and necessity for incorporating global citizenship and intercultural competence development into education curricula at all levels and in every region of the world. Through insights from the field and practical examples, along with its broad scope, this comprehensive work aims to help teacher educators, teachers, and education policy developers to: develop their awareness of the importance of internationalization of teacher education; develop their intercultural competence; and learn strategies for incorporating global approaches in their courses and programs. This volume includes the voices of 47 emerging and distinguished intercultural education scholars from over ten countries, providing a breadth and depth of experiences and practices never before collected in one book. This is an ideal resource for division leaders of EPP at colleges and universities, education policy developers, teacher preparation faculty, and pre- and in-service teachers (undergraduate as well as graduate).