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- Explicit relevance to UN SDG Goal 4 and international agendas for
equitable and inclusive education, including the UNESCO Global
Education Monitoring Reports. - Unique focus on whole child
education and holistic youth development in the context of global
education reform, offering a contrast to existing literature in
this area which has foregrounded international assessments and
measurement of academic achievement and teacher quality. - Features
contributors from Global North and Global South countries, offering
comparative perspectives on global educational reform from the US,
UK, Japan, China, India, New Zealand, Vietnam, Kazakhstan, Korea,
Singapore, France, and Finland.
- Explicit relevance to UN SDG Goal 4 and international agendas for
equitable and inclusive education, including the UNESCO Global
Education Monitoring Reports. - Unique focus on whole child
education and holistic youth development in the context of global
education reform, offering a contrast to existing literature in
this area which has foregrounded international assessments and
measurement of academic achievement and teacher quality. - Features
contributors from Global North and Global South countries, offering
comparative perspectives on global educational reform from the US,
UK, Japan, China, India, New Zealand, Vietnam, Kazakhstan, Korea,
Singapore, France, and Finland.
This special issue commemorates and reassesses the educational
effects of the "Brown" decision. The articles are grounded in
theories and methods of several disciplines, including law,
philosophy, economics, political science, sociology, and public
policy. The researchers examine the way the Court frames racial
inequality and whether the proposed remedy is consistent with the
institutional and legal context at the time of the ruling. In
addressing these questions, the authors pay particular attention to
the nature of the constitutional argument, use of social evidence
in shaping judicial decisions, the political economy of policy
development and implementation in addressing racial desegregation,
and the ongoing challenge of ensuring equality of schooling
opportunity for the increasingly diverse student population.
This special issue examines the underlying assumptions of the ""A
Nation At Risk"" report, the context within which the Commission's
work was situated, and the effects of the report in improving
teaching and learning, as well as the performance of the public
educational system. The purpose is to address three broad
questions: Was America's education system really putting the nation
at risk in the early 1980s? What is the legacy of ""A Nation At
Risk""? Given our current knowledge on education and human
development, the report's overall concern is restated: What risks
and opportunities lay before the nation today, and how will they
affect the notion of a "learning society" and our public education
system? Taken as a whole, the seven articles address the three
broad issues identified regarding the past, current, and future of
educational reform in the United States.
This special issue commemorates and reassesses the educational
effects of the Brown decision. The articles are grounded in
theories and methods of several disciplines, including law,
philosophy, economics, political science, sociology, and public
policy. The researchers examine the way the Court frames racial
inequality and whether the proposed remedy is consistent with the
institutional and legal context at the time of the ruling. In
addressing these questions, the authors pay particular attention to
the nature of the constitutional argument, use of social evidence
in shaping judicial decisions, the political economy of policy
development and implementation in addressing racial desegregation,
and the ongoing challenge of ensuring equality of schooling
opportunity for the increasingly diverse student population.
This yearbook offers research and insights to stimulate thought,
inform debates, and explore future research directions.
This second volume in the series is divided into four distinct
sections, entitled: institutional fragmentation and policy
conference; re-thinking the challenge in teaching; institutions as
allies and constraints; and, toward institutional redesign in
school governance.
In 2002, the No Child Left Behind Act rocked America's schools with
new initiatives for results-based accountability. But years before
NCLB was signed, a new movement was already under way by mayors to
take control of city schools from school boards and integrate the
management of public education with the overall governing of the
city. "The Education Mayor" is a critical look at mayoral control
of urban school districts, beginning with Boston's schools in 1992
and examining more than 100 school districts in 40 states. The
authors seek to answer four central questions: What does school
governance look like under mayoral leadership? How does mayoral
control affect school and student performance? What are the key
factors for success or failure of integrated governance? How does
mayoral control effect practical changes in schools and classrooms?
The results of their examination indicate that, although mayoral
control of schools may not be appropriate for every district, it
can successfully emphasize accountability across the education
system, providing more leverage for each school district to
strengthen its educational infrastructure and improve student
performance. Based on extensive quantitative data as well as case
studies, this analytical study provides a balanced look at
America's education reform. As the first multidistrict empirical
examination and most comprehensive overall evaluation of mayoral
school reform, "The Education Mayor" is a must-read for academics,
policymakers, educational administrators, and civic and political
leaders concerned about public education.
How Trump has used the federal government to promote conservative
policies The presidency of Donald Trump has been unique in many
respects most obviously his flamboyant personal style and disregard
for conventional niceties and factual information. But one area
hasn't received as much attention as it deserves: Trump's use of
the "administrative presidency," including executive orders and
regulatory changes, to reverse the policies of his predecessor and
advance positions that lack widespread support in Congress. This
book analyzes the dynamics and unique qualities of Trump's
administrative presidency in the important policy areas of health
care, education, and climate change. In each of these spheres, the
arrival of the Trump administration represented a hostile takeover
in which White House policy goals departed sharply from the more
"liberal" ideologies and objectives of key agencies, which had been
embraced by the Obama administration. Three expert authors show how
Trump has continued, and even expanded, the rise of executive
branch power since the Reagan years. The authors intertwine this
focus with an in-depth examination of how the Trump
administration's hostile takeover has drastically changed key
federal policies and reshaped who gets what from government in the
areas of health care, education, and climate change. Readers
interested in the institutions of American democracy and the
nation's progress (or lack thereof) in dealing with pressing policy
problems will find deep insights in this book. Of particular
interest is the book's examination of how the Trump
administration's actions have long-term implications for American
democracy.
This is the fourth volume in a series of studies on advances in
educational policy. It is divided into sections which examine:
equal opportunities in developing countries; economic gap, racial
change and social challenge; and, programme intervention and
evaluation.
Federalism has played a central role in charting educational
progress in many countries. With an evolving balance between
centralization and decentralization, federalism is designed to
promote accountability standards without tempering regional and
local preferences. Federalism facilitates negotiations both
vertically between the central authority and local entities as well
as horizontally among diverse interests. Innovative educational
practices are often validated by a few local entities prior to
scaling up to the national level. Because of the division of
revenue sources between central authority and decentralized
entities, federalism encourages a certain degree of fiscal
competition at the local and regional level. The balance of
centralization and decentralization also varies across
institutional and policy domains, such as the legislative framework
for education, drafting of curricula, benchmarking for
accountability, accreditation, teacher training, and administrative
responsibilities at the primary, secondary, and tertiary levels.
Given these critical issues in federalism and education, this
volume examines ongoing challenges and policy strategies in ten
countries, namely Australia, Austria, Belgium, Canada, Germany,
Italy, Spain, Switzerland, United Kingdom, and the United States.
These chapters and the introductory overview aim to examine how
countries with federal systems of government design, govern,
finance, and assure quality in their educational systems spanning
from early childhood to secondary school graduation. Particular
attention is given to functional division between governmental
layers of the federal system as well as mechanisms of
intergovernmental cooperation both vertically and horizontally. The
chapters aim to draw out comparative lessons and experiences in an
area of great importance to not only federal countries but also
countries that are emerging toward a federal system.
Federalism has played a central role in charting educational
progress in many countries. With an evolving balance between
centralization and decentralization, federalism is designed to
promote accountability standards without tempering regional and
local preferences. Federalism facilitates negotiations both
vertically between the central authority and local entities as well
as horizontally among diverse interests. Innovative educational
practices are often validated by a few local entities prior to
scaling up to the national level. Because of the division of
revenue sources between central authority and decentralized
entities, federalism encourages a certain degree of fiscal
competition at the local and regional level. The balance of
centralization and decentralization also varies across
institutional and policy domains, such as the legislative framework
for education, drafting of curricula, benchmarking for
accountability, accreditation, teacher training, and administrative
responsibilities at the primary, secondary, and tertiary levels.
Given these critical issues in federalism and education, this
volume examines ongoing challenges and policy strategies in ten
countries, namely Australia, Austria, Belgium, Canada, Germany,
Italy, Spain, Switzerland, United Kingdom, and the United States.
These chapters and the introductory overview aim to examine how
countries with federal systems of government design, govern,
finance, and assure quality in their educational systems spanning
from early childhood to secondary school graduation. Particular
attention is given to functional division between governmental
layers of the federal system as well as mechanisms of
intergovernmental cooperation both vertically and horizontally. The
chapters aim to draw out comparative lessons and experiences in an
area of great importance to not only federal countries but also
countries that are emerging toward a federal system.
A volume in Research in Educational Policy: Local, National, and
Global Perspectives Series Editor Kenneth K. Wong, Brown University
For decades, education researchers have understood that
school/university partnerships can be beneficial for education
reform. K-12 institutions derive benefits from working with
professors and university students, and higher education
institutions use local schools as sites for teacher training and
school improvement research. Partnerships between universities and
entire school districts for the explicit purpose of school district
turnaround are extremely rare, however. This is one reason why the
longstanding partnership between Boston University and the Chelsea
Public School District is truly one of a kind. In 1989 Boston
University committed itself to the day to day management of
Chelsea's schools, which were beleaguered with financial,
managerial, and social problems. After twenty years and in large
part thanks to that Partnership, the Chelsea Public Schools, once
the lowest performing in Massachusetts, have become some of the
state's highest performing urban schools. In this collection,
scholars from Boston University, the Chelsea Public schools, and
abroad examine the history the Boston University/Chelsea Public
Schools Partnership and the important changes that are now a part
of its legacy. Contributors examine both some of the promises
fulfilled and some of the pitfalls encountered along the way, and
they do so with an eye to how the Boston University/Chelsea
experience can inform other school districts and universities
interested in forging partnerships. How does a university take
fiscal and managerial responsibility for a struggling school
district and what are the challenges inherent to such a unique
relationship? What specific resources can a university bring to a
struggling school district and how does a school district in turn
contribute to the betterment of the university? Also, how does a
longstanding partnership survive and thrive in the midst of a
dynamic federal and state education reform climate? The lessons
outlined in this volume should be informative for researchers,
policy makers, and school and university leaders interested in the
possibilities that school/university partnerships hold for true
education reform.
A volume in Research in Educational Policy: Local, National, and
Global Perspectives Series Editor Kenneth K. Wong, Brown University
This compendium of papers documents educational ICT policies and
practices in 37 countries, making it a valuable resource for
understanding and comparing ICT-related national policy
developments in education. We believe that this work offers a
unique in-depth examination of the trends within major education
systems and how they have adapted to and taken advantage of the
challenges and opportunities posed by the new information and
communication technologies. A special feature of this edition is
that it allows for interesting comparative analyses of sub-groups
of countries, as many Asian, European Union, and former
eastern-European countries, as well as the United States and Canada
(among others), are included in the book. But it allows also for
other than regional comparisons given that a number of newly
industrialized countries (such as Brazil, Chile, Malaysia, and
South Africa) are represented in this book, together with many OECD
countries. This book is the result of the effort and hard work of
the contributing authors, many of whom are the National Research
Coordinators for the Second IT in Education Study (SITES) conducted
under the auspices of the International Association for the
Evaluation of Educational Achievement (IEA) for which the data
collection took place in 2006. The structure of this book is
similar to the previous edition published in 2003 in that it
contains both country chapters and summary chapters. The country
(or education system) chapters demonstrate the rich variation in
policies and strategies on ICT in education around the world. To
allow for comparisons across countries, all authors followed an
outline consisting of the following main topics: the structure and
nature of their educational system; ICT-related policies
(illustrated with examples); special issues (such as equal
opportunities or problems with sustainability); current trends in
policies and practices; and expectations for the future. There are
clear differences between countries in economic condition,
information technology development, and historical background. In
essence, the approach followed resulted in a set of country papers
that show a number of commonalities but also reflect the cultural
richness and variation.
A volume in Research in Educational Policy: Local, National, and
Global Perspectives Series Editor Kenneth K. Wong, Brown University
This compendium of papers documents educational ICT policies and
practices in 37 countries, making it a valuable resource for
understanding and comparing ICT-related national policy
developments in education. We believe that this work offers a
unique in-depth examination of the trends within major education
systems and how they have adapted to and taken advantage of the
challenges and opportunities posed by the new information and
communication technologies. A special feature of this edition is
that it allows for interesting comparative analyses of sub-groups
of countries, as many Asian, European Union, and former
eastern-European countries, as well as the United States and Canada
(among others), are included in the book. But it allows also for
other than regional comparisons given that a number of newly
industrialized countries (such as Brazil, Chile, Malaysia, and
South Africa) are represented in this book, together with many OECD
countries. This book is the result of the effort and hard work of
the contributing authors, many of whom are the National Research
Coordinators for the Second IT in Education Study (SITES) conducted
under the auspices of the International Association for the
Evaluation of Educational Achievement (IEA) for which the data
collection took place in 2006. The structure of this book is
similar to the previous edition published in 2003 in that it
contains both country chapters and summary chapters. The country
(or education system) chapters demonstrate the rich variation in
policies and strategies on ICT in education around the world. To
allow for comparisons across countries, all authors followed an
outline consisting of the following main topics: the structure and
nature of their educational system; ICT-related policies
(illustrated with examples); special issues (such as equal
opportunities or problems with sustainability); current trends in
policies and practices; and expectations for the future. There are
clear differences between countries in economic condition,
information technology development, and historical background. In
essence, the approach followed resulted in a set of country papers
that show a number of commonalities but also reflect the cultural
richness and variation.
A volume in Research in Educational Policy: Local, National, and
Global Perspectives Series Editor Kenneth K. Wong, Brown University
For decades, education researchers have understood that
school/university partnerships can be beneficial for education
reform. K-12 institutions derive benefits from working with
professors and university students, and higher education
institutions use local schools as sites for teacher training and
school improvement research. Partnerships between universities and
entire school districts for the explicit purpose of school district
turnaround are extremely rare, however. This is one reason why the
longstanding partnership between Boston University and the Chelsea
Public School District is truly one of a kind. In 1989 Boston
University committed itself to the day to day management of
Chelsea's schools, which were beleaguered with financial,
managerial, and social problems. After twenty years and in large
part thanks to that Partnership, the Chelsea Public Schools, once
the lowest performing in Massachusetts, have become some of the
state's highest performing urban schools. In this collection,
scholars from Boston University, the Chelsea Public schools, and
abroad examine the history the Boston University/Chelsea Public
Schools Partnership and the important changes that are now a part
of its legacy. Contributors examine both some of the promises
fulfilled and some of the pitfalls encountered along the way, and
they do so with an eye to how the Boston University/Chelsea
experience can inform other school districts and universities
interested in forging partnerships. How does a university take
fiscal and managerial responsibility for a struggling school
district and what are the challenges inherent to such a unique
relationship? What specific resources can a university bring to a
struggling school district and how does a school district in turn
contribute to the betterment of the university? Also, how does a
longstanding partnership survive and thrive in the midst of a
dynamic federal and state education reform climate? The lessons
outlined in this volume should be informative for researchers,
policy makers, and school and university leaders interested in the
possibilities that school/university partnerships hold for true
education reform.
Strong system-wide support is increasingly being identified as
playing an important role in policy efforts aimed at increasing
student achievement (Hightower, Knapp, March, and McLaughlin:
2002). Yet current research often views district and other
system-wide support as largely governance changes without
substantive linkage to school improvement outcomes (Cuban and
Usdan: 2003). In this volume we seek to deepen our understanding of
the role of school districts and system-wide initiatives through a
series of case studies that focus on how school districts and
system-wide actors facilitate policy innovation and reform
initiatives that are designed to improve student achievement.
Through both quantitative and qualitative studies from diverse
settings across the country, chapters in this volume examine the
role of instructional technology, alternative accountability
practices, management and partnership reforms, and school
improvement efforts through new incentive and support practices.
While challenges remain, these case studies demonstrate how
districts support and facilitate school change aimed at improving
student achievement.
Strong system-wide support is increasingly being identified as
playing an important role in policy efforts aimed at increasing
student achievement (Hightower, Knapp, March, and McLaughlin:
2002). Yet current research often views district and other
system-wide support as largely governance changes without
substantive linkage to school improvement outcomes (Cuban and
Usdan: 2003). In this volume we seek to deepen our understanding of
the role of school districts and system-wide initiatives through a
series of case studies that focus on how school districts and
system-wide actors facilitate policy innovation and reform
initiatives that are designed to improve student achievement.
Through both quantitative and qualitative studies from diverse
settings across the country, chapters in this volume examine the
role of instructional technology, alternative accountability
practices, management and partnership reforms, and school
improvement efforts through new incentive and support practices.
While challenges remain, these case studies demonstrate how
districts support and facilitate school change aimed at improving
student achievement.
Part of the Research in Educational Policy series, this book covers
such topics as: the role of the state in strengthening Title 1
programmes; the effects of racial and economic segregation in urban
schools; and school-family partnerships.
Part of the Research in Educational Policy series, this book covers
such topics as: the role of the state in strengthening Title 1
programmes; the effects of racial and economic segregation in urban
schools; and school-family partnerships.
Twenty years ago cooperative federalism, in the form of federal
grant-in-aid programs administered by state and local governments,
was applauded almost without reservation as the best means of
helping the handicapped, the educationally disadvantaged, the poor,
and other groups with special needs. More recently these same
programs have been criticized for excessive regulations and red
tape, bureaucratic ineptitude, and high cost. The criticisms have
been used to justify efforts to curb federal domestic spending and
terminate many grants-in-aid.In When Federalism Works, Paul E.
Peterson, Barry G. Rabe, and Kenneth K. Wong examine the new
conventional wisdom about federal grants. Through documentary
research and hundreds of interviews with local, state, and federal
administrators and elected officials, they consider the
implementation and operation of federal programs for education,
health care, and housing in four urban areas to learn which
programs worked, when, and why. Why did rent subsidy programs
encounter seemingly endless difficulties, while special education
was a notable success? Why did compensatory education fare better
in Milwaukee than in Baltimore? Among the factors the authors find
significant are the extent to which a program is directed toward
groups in need, the political and economic circumstances of the
area in which it is implemented, and the degree of professionalism
among those who administer it at all levels of government. When
Federalism Works provides a solid introduction to the most
important grant-in-aid programs of the past twenty years and a
thoughtful assessment of where they might be going.
This special issue examines the underlying assumptions of the ""A
Nation At Risk"" report, the context within which the Commission's
work was situated, and the effects of the report in improving
teaching and learning, as well as the performance of the public
educational system. The purpose is to address three broad
questions: Was America's education system really putting the nation
at risk in the early 1980s? What is the legacy of ""A Nation At
Risk""? Given our current knowledge on education and human
development, the report's overall concern is restated: What risks
and opportunities lay before the nation today, and how will they
affect the notion of a "learning society" and our public education
system? Taken as a whole, the seven articles address the three
broad issues identified regarding the past, current, and future of
educational reform in the United States.
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