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Half the world's population lives in rural places, but education
scholars and policy makers worldwide give little attention to rural
of education. Indeed, most national systems, including in the
developed world, treat their educational systems as institutions
to"modernize" the global economy. The authors in this volume have
different concerns. They are rural education scholars from
Australia, Canada, the United States, and Kyrgyzstan, and here
their focus is the dynamics of social class: in particular rural
schools but also in rural schooling as a local manifestation of a
national (and the global) system. For the most part, the volume
comprises relevant empirical reports, but none neglects theory, and
some privilege theory and interpretation. First and last chapters
introduce the texts and synthesize their joint and separate
meanings. What are the implications of place for social class? How
do class dynamics manifest differently in more and less racially
homogeneous rural communities? How does place affect class and how
might class affect place? How doesschooling in rural communities
reproduce or interrupt social-class mobility across generations?
The chapters engage such questions more completely than other
volumes in rural education, not as afinal word or interm summary,
but as an opening to an important lineof inquiry thus far largely
neglected in rural education scholarship.
This book answers two questions: What does the implementation of
inclusive education require of a system of education and all parts
of the system? How do various parts of the education system act on
their commitment to inclusive educational practice? Decades after
major legislation (i.e., the Civil Rights Act, the Elementary and
Secondary Education Act, and the Education for All Handicapped
Children Act) made high-quality education a fundamental right for
all children in the United States, the dream of diverse, inclusive,
democratic schooling has yet to be realized. Nevertheless, some
classrooms, schools, districts, states, and universities have made
progress. Inclusive Education: A Systematic Perspective explores
the theoretical implications of inclusive practice as well as
illustrative case studies and evaluation findings from states,
educator preparation programs, districts, and schools that have
reframed their work around the principles of inclusive practice.
Whether these organizations position the work as "social justice
education," "culturally responsive teaching," or "inclusion," their
efforts lead in the same direction- toward higher quality and more
equitable education for all. The chapters will be relevant to
graduate students, faculty members, and education leaders, at all
levels, who seek a comprehensive overview of the commitment and
practice of "inclusive education". Chapters vary in their
approaches to the topic, some presenting theoretical underpinnings,
others describing practices or programs at particular sites, others
reporting findings from empirical studies, and edited interviews
with state and district leaders of inclusive-education initiatives.
The book explores why inclusion is important and how it can be
accomplished.
As its title implies, this book has a deceptively simple mission:
to prepare would-be school leaders to draw upon a variety of
theoretical perspectives when thinking about schools and schooling.
It shows how theories can function as cognitive tools to be
mastered, carefully stored in one's intellectual toolbox and used
to interpret and resolve real world problems. Beneath this goal
lies the belief that the most effective leaders are those who are
able to construct their own well-grounded interpretations of events
and their own responses to those events. Key features of this
exciting new text include the following.
Focus on Alternative Theories - The functionalist theoretical views
that have dominated administrator preparation programs for the last
half-century are reviewed early in the book and are shown to be
inadequate to the task of understanding and coping with the complex
realities of modern day schooling. The remainder of the book
presents alternative views of schooling that, taken together, can
be thought of as a theoretical repertoire from which to construct
interpretations and solutions to everyday, real-world problems.
Focus on Diversity - Diversity is examined from a variety of
viewpoints. Chapter 6 looks at the cultural bases of leadership,
Chapter 7 at comparative and international contexts, and Chapter 8
at gender and sexual orientation.
Illustrative Cases - Each chapter contains a case with an embedded
dilemma similar to those that real-world administrators confront.
While illustrating the particular theoretical view presented in the
chapter, these cases are sufficiently complex that they lend
themselves to interpretation by any of the other theoriesconsidered
in the book.
This book is appropriate for graduate-level courses with titles
such as Organizational Theory, Theory of School Leadership, or
Introduction to Educational Administration. It might also be used
as one of several texts in advanced courses on leadership theory.
As its title implies, this book has a deceptively simple mission:
to prepare would-be school leaders to draw upon a variety of
theoretical perspectives when thinking about schools and schooling.
It shows how theories can function as cognitive tools to be
mastered, carefully stored in one's intellectual toolbox and used
to interpret and resolve real world problems. Beneath this goal
lies the belief that the most effective leaders are those who are
able to construct their own well-grounded interpretations of events
and their own responses to those events. Key features of this
exciting new text include the following. Focus on Alternative
Theories - The functionalist theoretical views that have dominated
administrator preparation programs for the last half-century are
reviewed early in the book and are shown to be inadequate to the
task of understanding and coping with the complex realities of
modern day schooling. The remainder of the book presents
alternative views of schooling that, taken together, can be thought
of as a theoretical repertoire from which to construct
interpretations and solutions to everyday, real-world problems.
Focus on Diversity - Diversity is examined from a variety of
viewpoints. Chapter 6 looks at the cultural bases of leadership,
Chapter 7 at comparative and international contexts, and Chapter 8
at gender and sexual orientation. Illustrative Cases - Each chapter
contains a case with an embedded dilemma similar to those that
real-world administrators confront. While illustrating the
particular theoretical view presented in the chapter, these cases
are sufficiently complex that they lend themselves to
interpretation by any of the other theories considered in the book.
This book is appropriate for graduate-level courses with titles
such as Organizational Theory, Theory of School Leadership, or
Introduction to Educational Administration. It might also be use
This book answers two questions: What does the implementation of
inclusive education require of a system of education and all parts
of the system? How do various parts of the education system act on
their commitment to inclusive educational practice? Decades after
major legislation (i.e., the Civil Rights Act, the Elementary and
Secondary Education Act, and the Education for All Handicapped
Children Act) made high-quality education a fundamental right for
all children in the United States, the dream of diverse, inclusive,
democratic schooling has yet to be realized. Nevertheless, some
classrooms, schools, districts, states, and universities have made
progress. Inclusive Education: A Systematic Perspective explores
the theoretical implications of inclusive practice as well as
illustrative case studies and evaluation findings from states,
educator preparation programs, districts, and schools that have
reframed their work around the principles of inclusive practice.
Whether these organizations position the work as "social justice
education," "culturally responsive teaching," or "inclusion," their
efforts lead in the same direction- toward higher quality and more
equitable education for all. The chapters will be relevant to
graduate students, faculty members, and education leaders, at all
levels, who seek a comprehensive overview of the commitment and
practice of "inclusive education". Chapters vary in their
approaches to the topic, some presenting theoretical underpinnings,
others describing practices or programs at particular sites, others
reporting findings from empirical studies, and edited interviews
with state and district leaders of inclusive-education initiatives.
The book explores why inclusion is important and how it can be
accomplished.
Half the world's population lives in rural places, but education
scholars and policy makers worldwide give little attention to rural
of education. Indeed, most national systems, including in the
developed world, treat their educational systems as institutions
to"modernize" the global economy. The authors in this volume have
different concerns. They are rural education scholars from
Australia, Canada, the United States, and Kyrgyzstan, and here
their focus is the dynamics of social class: in particular rural
schools but also in rural schooling as a local manifestation of a
national (and the global) system. For the most part, the volume
comprises relevant empirical reports, but none neglects theory, and
some privilege theory and interpretation. First and last chapters
introduce the texts and synthesize their joint and separate
meanings. What are the implications of place for social class? How
do class dynamics manifest differently in more and less racially
homogeneous rural communities? How does place affect class and how
might class affect place? How doesschooling in rural communities
reproduce or interrupt social-class mobility across generations?
The chapters engage such questions more completely than other
volumes in rural education, not as afinal word or interm summary,
but as an opening to an important lineof inquiry thus far largely
neglected in rural education scholarship.
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