This handbook unifies access and opportunity, two key concepts of sociology of education, throughout its 25 chapters. It explores today's populations rarely noticed, such as undocumented students, first generation college students, and LGBTQs; and emphasizing the intersectionality of gender, race, ethnicity and social class. Sociologists often center their work on the sources and consequences of inequality. This handbook, while reviewing many of these explanations, takes a different approach, concentrating instead on what needs to be accomplished to reduce inequality. A special section is devoted to new methodological work for studying social systems, including network analyses and school and teacher effects. Additionally, the book explores the changing landscape of higher education institutions, their respective populations, and how labor market opportunities are enhanced or impeded by differing postsecondary education pathways. Written by leading sociologists and rising stars in the field, each of the chapters is embedded in theory, but contemporary and futuristic in its implications. This Handbook serves as a blueprint for identifying new work for sociologists of education and other scholars and policymakers trying to understand many of the problems of inequality in education and what is needed to address them.

This volume draws together interdisciplinary approaches from political philosophy, social work, medicine and sociology to analyze the theoretical foundations and practical examples of evidence-based and evidence-informed education for the public good. It presents a range of conceptions of the evidence-based and evidence-informed education and a justification for why the particular examples or issues chosen fit within that conception for the sake of public good. It explores the current literature on evidence-based and evidence-informed educational policy, research and practice, and introduces a new term, 'evidence free', meaning actions of some policymakers who disregard or misuse evidence for their own agenda. The demands about the quality and relevance of educational research to inform the policy and practice have been growing over the past decade in response to the Evidence-Based Education movement. However the literature is yet to tackle the question of the interrelationships between evidence, research, policy and practice in education for the public good in an international context. This book fills that gap.

Co-published by Routledge for the American Educational Research Association (AERA)

Educational policy continues to be of major concern. Policy debates about economic growth and national competitiveness, for example, commonly focus on the importance of human capital and a highly educated workforce. Defining the theoretical boundaries and methodological approaches of education policy research are the two primary themes of this comprehensive, AERA-sponsored Handbook.

Organized into seven sections, the Handbook focuses on (1) disciplinary foundations of educational policy, (2) methodological perspectives, (3) the policy process, (4) resources, management, and organization, (5) teaching and learning policy, (6) actors and institutions, and (7) education access and differentiation.

Drawing from multiple disciplines, the Handbook s over one hundred authors address three central questions: What policy issues and questions have oriented current policy research? What research strategies and methods have proven most fruitful? And what issues, questions, and methods will drive future policy research? Topics such as early childhood education, school choice, access to higher education, teacher accountability, and testing and measurement cut across the 63 chapters in the volume. The politics surrounding these and other issues are objectively analyzed by authors and commentators.

Each of the seven sections concludes with two commentaries by leading scholars in the field. The first considers the current state of policy design, and the second addresses the current state of policy research.

This book is appropriate for scholars and graduate students working in the field of education policy and for the growing number of academic, government, and think-tank researchers engaged in policy research.

For more information on the American Educational Research Association, please visit: http: //www.aera.net/.

Scale-Up in Education, Volume 2: Issues in Practice explores the challenges of implementing and assessing educational interventions in varied classroom contexts. Included are reflections on the challenges of designing studies for improving the instructional core of schools, guidelines for establishing evidence of interventions' impacts across a wide range of settings, and an assessment of national efforts to bring reform to scale in high-poverty schools. This volume also includes findings and insights from several federally funded research projects charged with bringing conceptual and analytic rigor to studies of successful scale-up. All of the chapters address the challenges of conducting scientific research in schools and provide insights for obtaining the support of teachers and school administrators. The result is a highly readable volume ideally suited for educators interested in the issues that inform intervention research, researchers concerned with designing practical studies that are methodologically sound, and policymakers engaged in evidence-based school reform.

Scale-Up in Education, Volume 2: Issues in Practice explores the challenges of implementing and assessing educational interventions in varied classroom contexts. Included are reflections on the challenges of designing studies for improving the instructional core of schools, guidelines for establishing evidence of interventions' impacts across a wide range of settings, and an assessment of national efforts to bring reform to scale in high-poverty schools. This volume also includes findings and insights from several federally funded research projects charged with bringing conceptual and analytic rigor to studies of successful scale-up. All of the chapters address the challenges of conducting scientific research in schools and provide insights for obtaining the support of teachers and school administrators. The result is a highly readable volume ideally suited for educators interested in the issues that inform intervention research, researchers concerned with designing practical studies that are methodologically sound, and policymakers engaged in evidence-based school reform.

Scale-Up in Education, Volume 1: Ideas in Principle examines the challenges of "scaling up" from a multidisciplinary perspective. It brings together contributions from disciplines that routinely take promising innovations to scale, including medicine, business, engineering, computing, and education. Together the contributors explore appropriate methods for estimating the effects of innovations in larger, more diverse settings and provide theories and models to guide the design of innovations most likely to remain viable at large scales. Specially-commissioned commentaries also discuss the analytical requirements and theoretical possibilities of a program of educational research on scale-up built upon these foundations. This volume is ideally suited for researchers, policymakers, and graduate students charged with determining the effectiveness of educational interventions. With its insights into the conceptual and methodological prerequisites for obtaining rigorous, actionable evidence of intervention effects, the volume provides reading for program evaluation courses in schools of education and public policy.

Scale-Up in Education, Volume 1: Ideas in Principle examines the challenges of 'scaling up' from a multidisciplinary perspective. It brings together contributions from disciplines that routinely take promising innovations to scale, including medicine, business, engineering, computing, and education. Together the contributors explore appropriate methods for estimating the effects of innovations in larger, more diverse settings and provide theories and models to guide the design of innovations most likely to remain viable at large scales. Specially-commissioned commentaries also discuss the analytical requirements and theoretical possibilities of a program of educational research on scale-up built upon these foundations. This volume is ideally suited for researchers, policymakers, and graduate students charged with determining the effectiveness of educational interventions. With its insights into the conceptual and methodological prerequisites for obtaining rigorous, actionable evidence of intervention effects, the volume provides reading for program evaluation courses in schools of education and public policy.

Government policies at the state, local, and federal levels have always shaped the daily lives of U.S. schools. Issues of equity and access dominate, and the newer issue of global competition is also important. This volume of essays by noted theorists and practitioners considers current educational policy issues. Topics and contributors include: Achievement and Mobility-Aaron Pallas; Tracking-Maureen Hallinan; Dropouts-Gary Natriello; Governing the Big-City School System-Kenneth Wong; International and Comparative Analysis-Rolland Paulston; Politics of a National Curriculum-Michael Apple; School Leadership-James Cibulka; Parental and Community Involvement-Mary Driscoll; Advocacy-Judith Cohen; Reform and Policy-Kathy Borman, et al. An index is provided.

Government policies at the state, local, and federal levels have always shaped the daily lives of U.S. schools. Issues of equity and access dominate, and the newer issue of global competition is also important. This volume of essays by noted theorists and practitioners considers current educational policy issues. Topics and contributors include: Achievement and Mobility-Aaron Pallas; Tracking-Maureen Hallinan; Dropouts-Gary Natriello; Governing the Big-City School System-Kenneth Wong; International and Comparative Analysis-Rolland Paulston; Politics of a National Curriculum-Michael Apple; School Leadership-James Cibulka; Parental and Community Involvement-Mary Driscoll; Advocacy-Judith Cohen; Reform and Policy-Kathy Borman, et al. An index is provided.

First published in 2001. Routledge is an imprint of Taylor & Francis, an informa company.

The SAGE Handbook of Sociology of Education offers a diverse and timely perspective on the intricate relationships between education and society, with expert contributions covering topics such as social stratification, educational policy, and the impact of COVID-19 on early childhood education.

This handbook unifies access and opportunity, two key concepts of sociology of education, throughout its 25 chapters. It explores today's populations rarely noticed, such as undocumented students, first generation college students, and LGBTQs; and emphasizing the intersectionality of gender, race, ethnicity and social class. Sociologists often center their work on the sources and consequences of inequality. This handbook, while reviewing many of these explanations, takes a different approach, concentrating instead on what needs to be accomplished to reduce inequality. A special section is devoted to new methodological work for studying social systems, including network analyses and school and teacher effects. Additionally, the book explores the changing landscape of higher education institutions, their respective populations, and how labor market opportunities are enhanced or impeded by differing postsecondary education pathways. Written by leading sociologists and rising stars in the field, each of the chapters is embedded in theory, but contemporary and futuristic in its implications. This Handbook serves as a blueprint for identifying new work for sociologists of education and other scholars and policymakers trying to understand many of the problems of inequality in education and what is needed to address them.

This volume draws together interdisciplinary approaches from political philosophy, social work, medicine and sociology to analyze the theoretical foundations and practical examples of evidence-based and evidence-informed education for the public good. It presents a range of conceptions of the evidence-based and evidence-informed education and a justification for why the particular examples or issues chosen fit within that conception for the sake of public good. It explores the current literature on evidence-based and evidence-informed educational policy, research and practice, and introduces a new term, 'evidence free', meaning actions of some policymakers who disregard or misuse evidence for their own agenda. The demands about the quality and relevance of educational research to inform the policy and practice have been growing over the past decade in response to the Evidence-Based Education movement. However the literature is yet to tackle the question of the interrelationships between evidence, research, policy and practice in education for the public good in an international context. This book fills that gap.

The Festschrift for the 65th birthday of the president of the Stiftung Preussischer Kulturbesitz (Foundation for Prussian Cultural Heritage) contains more than 60 contributions by individuals from culture and politics, libraries and publishers. Among the contributors are Heinz Berggruen, W. Michael Blumenthal, Karl Dedecius, Wolfgang Fruhwald, Vittorio E. Klostermann, Norbert Lammert, Hermann Leskien, Jutta Limbach, Wolf D. Lucius, Michael Naumann, June Newton, Elisabeth Niggemann, Paul Raabe, Petra Roth, Henning Schulte-Noelle, Ruth Wagner, Christina Weiss, Karin von Welck, Christoph Wolff and Klaus Wowereit, et al. The subjects cover a spectrum ranging from the visual arts to museum designs and many aspects of books, publishering, librarianship and the promotion of culture."

Co-published by Routledge for the American Educational Research Association (AERA)

Educational policy continues to be of major concern. Policy debates about economic growth and national competitiveness, for example, commonly focus on the importance of human capital and a highly educated workforce. Defining the theoretical boundaries and methodological approaches of education policy research are the two primary themes of this comprehensive, AERA-sponsored Handbook.

Organized into seven sections, the Handbook focuses on (1) disciplinary foundations of educational policy, (2) methodological perspectives, (3) the policy process, (4) resources, management, and organization, (5) teaching and learning policy, (6) actors and institutions, and (7) education access and differentiation.

Drawing from multiple disciplines, the Handbook s over one hundred authors address three central questions: What policy issues and questions have oriented current policy research? What research strategies and methods have proven most fruitful? And what issues, questions, and methods will drive future policy research? Topics such as early childhood education, school choice, access to higher education, teacher accountability, and testing and measurement cut across the 63 chapters in the volume. The politics surrounding these and other issues are objectively analyzed by authors and commentators.

Each of the seven sections concludes with two commentaries by leading scholars in the field. The first considers the current state of policy design, and the second addresses the current state of policy research.

This book is appropriate for scholars and graduate students working in the field of education policy and for the growing number of academic, government, and think-tank researchers engaged in policy research.

For more information on the American Educational Research Association, please visit: http: //www.aera.net/.

Science Education Through Multiple Literacies explores how the use of project-based learning in elementary science education fosters a lifelong scientific mindset in students. The book provides educators with the teaching practices to help students develop an overall science literacy that aligns with Next Generation Science Standards. Editors Joseph Krajcik and Barbara Schneider and the book’s contributors offer a comprehensive overview of the Multiple Literacies in Project-Based Learning (ML-PBL) approach to science learning, which interweaves scientific ideas and practices, language literacy, and mathematical thinking. ML-PBL supports the teaching of science by paralleling what scientists do: it engages students and their teachers in investigating real-world questions, constructing models, and using evidence to evaluate claims. The book presents compelling case studies of ML-PBL, how teachers use them, and how the teachers’ enactment transforms the classroom into an environment that builds and supports academic and student SEL. Representing both urban and suburban schools, the case studies include classroom observations, student and teacher interviews, and student artifacts to illustrate how to make science relevant in students’ lives. Krajcik and Schneider note that classroom enactment of ML-PBL requires intentional instructional practices and new ways of thinking about what it means to learn. Easing this challenge, they equip elementary science teachers with curricular resources including high-quality instructional materials, professional-learning exercises, and formative assessments. Science Education Through Multiple Literacies provides the necessary elements to transform science teaching and learning so that students learn the skills to navigate with confidence through our complex world.

Die Tradition des Gymnasiums als vorbereitende Schule der Begabtesten fur ein universitares Studium ist von der Realitat langst uberholt, denn einerseits nehmen nicht alle AbiturientInnen ein Studium auf und andererseits wurden weitere Zugange zur Universitat geschaffen. Die AutorInnen diskutieren einige wichtige Fragen, die sich im Zusammenhang mit diesem Wandel stellen: Muss das Gymnasium kunftig auch auf berufsbildende Ausbildungsgange auf der Tertiarstufe vorbereiten? Wie vielen Jugendlichen sollte der Zugang zum Gymnasium offen stehen? Ist das Konzept der allgemeinen Studierfahigkeit noch haltbar oder braucht es mehr Spezialisierungsmoglichkeiten? Wo und wie soll kunftig die Selektion fur den tertiaren Bildungsweg erfolgen: auf der abgebenden Stufe Gymnasium oder mittels Prufungen der aufnehmenden Bildungsgange?"

Die Autoren nehmen in ihrem Buch einen Vergleich von 200 deutschen Krankenhausern im Hinblick auf die Kundenorientierung vor. Kriterien sind hierbei zum einen die Erreichbarkeit der Kliniken und zum anderen deren Aktivitat im Bereich Social Media. Anhand dieser Parameter wird ein Vergleich erstellt, welcher ein Benchmarking auf der Basis einer zuverlassigen Datengrundlage ermoglicht. Auf diesem Weg werden eventuelle Schwachstellen sowie Moglichkeiten fur deren Beseitigung und fur die Steigerung der Dienstleistungsfahigkeit aufgezeigt. Das Buch bietet hochaktuelle Informationen fur Fuhrungskrafte aus den Bereichen Geschaftsleitung, Marketing und Qualitatsmanagement im Gesundheitsbereich sowie fur Verbande, Krankenkassen und im Pflegebereich tatige Personen."

Hearing (Our) Voices describes two innovative participatory action research projects - one on communication with medical professionals, the other on housing - carried out by a group of people diagnosed with schizophrenia under the guidance of Professor Barbara Schneider. Participants designed the research, conducted interviews and focus groups, participated in data analysis, and disseminated research results through a number of innovative strategies including theatre performances, a documentary film, a graphic novel, and a travelling exhibit.

Emerging from these projects is the central and significant finding that people diagnosed with schizophrenia are caught between their dependence on care and their longing for independent lives. The research presented in Hearing (Our) Voices points to a way to resolve this paradox and transform lives through the inclusion of people diagnosed with schizophrenia in research, in decision-making about their own treatment and housing, and in public discourse about schizophrenia.

Although today's family has changed, the workplace has not and the resulting one-size-fits-all workplace has become profoundly mismatched to the needs of an increasingly diverse and varied workforce. As changes in the composition of the workforce exert new demands on employers, considerable attention is being paid to how workplaces can be structured more flexibly to achieve the goals of employers and employees.

Workplace Flexibility brings together sixteen essays authored by leading experts in economics, demography, political science, law, sociology, anthropology, and management. Collectively, they make the case for workplace flexibility, as well as examine existing business practices and public policy regarding flexibility in the United States, Europe, Australia, and Japan. Workplace Flexibility underscores the need to realign the structure of work in time and place with the needs of the changing workforce.

Considering the positive and negative consequences for employer and employee alike, the authors argue that, although there is not an easy solution to creating and implementing flexibility practices in the United States or abroad redesigning the workplace is essential if today's workers are effectively to meet the demands of life and work and if employers are successfully able to attract and retain top talent and improve performance."

Although today's family has changed, the workplace has not and the resulting one-size-fits-all workplace has become profoundly mismatched to the needs of an increasingly diverse and varied workforce. As changes in the composition of the workforce exert new demands on employers, considerable attention is being paid to how workplaces can be structured more flexibly to achieve the goals of employers and employees.

Workplace Flexibility brings together sixteen essays authored by leading experts in economics, demography, political science, law, sociology, anthropology, and management. Collectively, they make the case for workplace flexibility, as well as examine existing business practices and public policy regarding flexibility in the United States, Europe, Australia, and Japan. Workplace Flexibility underscores the need to realign the structure of work in time and place with the needs of the changing workforce.

Considering the positive and negative consequences for employer and employee alike, the authors argue that, although there is not an easy solution to creating and implementing flexibility practices in the United States or abroad redesigning the workplace is essential if today's workers are effectively to meet the demands of life and work and if employers are successfully able to attract and retain top talent and improve performance."

This volume is an examination of how the credit card industry has changed the way Americans buy, loan, and live. It is part history and part expose of the damaging social and political consequences of America's increasing reliance on credit cards. Using original research and consumer interviews, Manning analyzes the growth of the credit card industry and its related businesses by looking at the story of its consumers - the people who use credit for convenience and those who rely on it for financial stability. In addition to providing a consumer history of credit card usage, Robert Manning analyzes the larger societal attitudes toward debt. The history of the credit card industry's expansion is one of the creation of a new class of consumers who utilize credit and its steep interest and penalty rates for economic survival. Manning discusses the societal toll that the credit card nation is placing on the young, the elderly, and all those in search of the good life marketed by the credit card and banking industries.

An innovative, internationally developed system to help advance science learning and instruction for high school students This book tells the story of a $3.6 million research project funded by the National Science Foundation aimed at increasing scientific literacy and addressing global concerns of declining science engagement. Studying dozens of classrooms across the United States and Finland, this international team combines large-scale studies with intensive interviews from teachers and students to examine how to transform science education. Written for teachers, parents, policymakers, and researchers, this book offers solutions for matching science learning and instruction with newly recommended twenty-first-century standards. Included are science activities that engage and inspire students; sample lesson plans; and approaches for measuring science engagement and encouragement of three-dimensional learning.

Das Alter bietet Chancen und Entwicklungspotenziale, wie zum Beispiel die "spate Freiheit", die Perspektiven eroeffnet und ein erfulltes Leben ermoeglicht. Die Schattenseiten des Alters aber sind Einschrankungen und Verluste im koerperlichen und psychosozialen Bereich. Altwerden ist oft belastend und schwer zu ertragen. Die heute 70-Jahrigen sind im Durchschnitt geistig und koerperlich zwar so fit wie die 60- bis 65- Jahrigen vor 30 Jahren. Tatsache ist aber auch, dass Krankheitsanfalligkeit und -haufigkeit nach dem UEberschreiten des 80. Lebensjahres zunehmen. Behinderungen in der Alltagsbewaltigung erschweren das bisher gewohnte Leben. Hilfe- und Pflegebedurftigkeit werden wahrscheinlicher. Wenn geistige Fahigkeiten nachlassen, soziale Beziehungsnetze bruchiger werden und deutliche Verluste zu verkraften sind, kann fur manche altere Menschen das Dasein so zur Last werden, dass sie nicht mehr leben wollen. In diesem Buch werden die aktuellen Forschungsergebnisse und klinischen Erfahrungen rund um das Thema der Suizidgefahrdung und -pravention im Alter ausfuhrlich dargestellt und analysiert. Das Buch richtet sich an Pflegende, Therapeuten, Sozialpadagogen, Psychiater, Psychotherapeuten, andere Professionelle und an Ehrenamtliche, die mit alteren Menschen arbeiten. Alle wichtigen Aspekte, von "Zahlen und Fakten", bis zum "Erkennen, Vorbeugen und Behandeln" werden angesprochen und von einem renommierten Herausgeber- und Autorenteam in ihrem Gesamtkontext diskutiert.