"Now, in this firsthand look at school reform in Great Britain, John E. Chubb and Terry M. Moe show how the landmark Education Reform Act of 1988 imposed a radically new framework on British education-a framework built on the same types of reforms that American activists have been proposing for years: school-based management, choice, and accountability. The authors assess the sucess of the British experience with school choice and contends that it can well serve as a model for American school reform. "

Public education is critically important to the human capital, social well-being, and economic prosperity of nations. It is also an intensely political realm of public policy that is heavily shaped by power and special interests. Yet political scientists rarely study education, and education researchers rarely study politics. This volume attempts to change that by promoting the development of a coherent, thriving field on the comparative politics of education. As an opening wedge, the authors carry out an 11-nation comparative study of the political role of teachers unions, showing that as education systems everywhere became institutionalized, teachers unions pursued their interests by becoming well-organized, politically active, highly influential - and during the modern era, the main opponents of neoliberal reform. Across diverse nations, the commonalities are striking. The challenge going forward is to expand on this study's scope, theory, and evidence to bring education into the heart of comparative politics.

Zoopoetics assumes Aristotle was right. The general origin of poetry resides, in part, in the instinct to imitate. But it is an innovative imitation. An exploration of the oeuvres of Walt Whitman, E. E. Cummings, W. S. Merwin, and Brenda Hillman reveals the many places where an imitation of another species' poiesis (Greek, makings) contributes to breakthroughs in poetic form. However, humans are not the only imitators in the animal kingdom. Other species, too, achieve breakthroughs in their makings through an attentiveness to the ways-of-being of other animals. For this reason, mimic octopi, elephants, beluga whales, and many other species join the exploration of what zoopoetics encompasses. Zoopoetics provides further traction for people interested in the possibilities when and where species meet. Gestures are paramount to zoopoetics. Through the interplay of gestures, the human/animal/textual spheres merge making it possible to recognize how actual, biological animals impact the material makings of poetry. Moreover, as many species are makers, zoopoetics expands the poetic tradition to include nonhuman poiesis.

Zoopoetics assumes Aristotle was right. The general origin of poetry resides, in part, in the instinct to imitate. But it is an innovative imitation. An exploration of the oeuvres of Walt Whitman, E. E. Cummings, W. S. Merwin, and Brenda Hillman reveals the many places where an imitation of another species poiesis (Greek, makings) contributes to breakthroughs in poetic form. However, humans are not the only imitators in the animal kingdom. Other species, too, achieve breakthroughs in their makings through an attentiveness to the ways-of-being of other animals. For this reason, mimic octopi, elephants, beluga whales, and many other species join the exploration of what zoopoetics encompasses. Zoopoetics provides further traction for people interested in the possibilities when and where species meet. Gestures are paramount to zoopoetics. Through the interplay of gestures, the human/animal/textual spheres merge making it possible to recognize how actual, biological animals impact the material makings of poetry. Moreover, as many species are makers, zoopoetics expands the poetic tradition to include nonhuman poiesis."

Why are America's public schools falling so short of the mark in educating the nation's children? Why are they organized in ineffective ways that fly in the face of common sense, to the point that it is virtually impossible to get even the worst teachers out of the classroom? And why, after more than a quarter century of costly education reform, have the schools proven so resistant to change and so difficult to improve?

In this path-breaking book, Terry M. Moe demonstrates that the answers to these questions have a great deal to do with teachers unions --which are by far the most powerful forces in American education and use their power to promote their own special interests at the expense of what is best for kids.

Despite their importance, the teachers unions have barely been studied. "Special Interest" fills that gap with an extraordinary analysis that is at once brilliant and kaleidoscopic --shedding new light on their historical rise to power, the organizational foundations of that power, the ways it is exercised in collective bargaining and politics, and its vast consequences for American education. The bottom line is simple but devastating: as long as the teachers unions remain powerful, the nation's schools will never be organized to provide kids with the most effective education possible.

Moe sees light at the end of the tunnel, however, due to two major transformations. One is political, the other technological, and the combination is destined to weaken the unions considerably in the coming years --loosening their special-interest grip and opening up a new era in which America's schools can finally be organized in the best interests of children.

"During the 1980s, widespread dissatisfaction with America's schools gave rise to a powerful movement for educational change, and the nation's political institutions responded with aggressive reforms. Chubb and Moe argue that these reforms are destined to fail because they do not get to the root of the problem. The fundamental causes of poor academic performance, they claim, are not to be found in the schools, but rather in the institutions of direct democratic control by which the schools have traditionally been governed. Reformers fail to solve the problem-when the institutions ARE the problem. The authors recommend a new system of public education, built around parent-student choice and school competition, that would promote school autonomy-thus providing a firm foundation for genuine school improvement and superior student achievement. "

Has American democracy's long, ambitious run come to an end? Possibly yes. As William G. Howell and Terry M. Moe argue in this trenchant new analysis of modern politics, the United States faces a historic crisis that threatens our system of self-government--and if democracy is to be saved, the causes of the crisis must be understood and defused. The most visible cause is Donald Trump, who has used his presidency to attack the nation's institutions and violate its democratic norms. Yet Trump is but a symptom of causes that run much deeper: social forces like globalization, automation, and immigration that for decades have generated economic harms and cultural anxieties that our government has been wholly ineffective at addressing. Millions of Americans have grown angry and disaffected, and populist appeals have found a receptive audience. These are the drivers of Trump's dangerous presidency. And after he leaves office, they will still be there for other populists to weaponize. What can be done to safeguard American democracy? The disruptive forces of modernity cannot be stopped. The solution lies, instead, in having a government that can deal with them--which calls for aggressive new policies, but also for institutional reforms that enhance its capacity for effective action. The path to progress is filled with political obstacles, including an increasingly populist, anti-government Republican Party. It is hard to be optimistic. But if the challenge is to be met, we need reforms of the presidency itself--reforms that harness the promise of presidential power for effective government, but firmly protect against the fear that it may be put to anti-democratic ends.

Has American democracy's long, ambitious run come to an end? Possibly yes. As William G. Howell and Terry M. Moe argue in this trenchant new analysis of modern politics, the United States faces a historic crisis that threatens our system of self-government--and if democracy is to be saved, the causes of the crisis must be understood and defused. The most visible cause is Donald Trump, who has used his presidency to attack the nation's institutions and violate its democratic norms. Yet Trump is but a symptom of causes that run much deeper: social forces like globalization, automation, and immigration that for decades have generated economic harms and cultural anxieties that our government has been wholly ineffective at addressing. Millions of Americans have grown angry and disaffected, and populist appeals have found a receptive audience. These are the drivers of Trump's dangerous presidency. And after he leaves office, they will still be there for other populists to weaponize. What can be done to safeguard American democracy? The disruptive forces of modernity cannot be stopped. The solution lies, instead, in having a government that can deal with them--which calls for aggressive new policies, but also for institutional reforms that enhance its capacity for effective action. The path to progress is filled with political obstacles, including an increasingly populist, anti-government Republican Party. It is hard to be optimistic. But if the challenge is to be met, we need reforms of the presidency itself--reforms that harness the promise of presidential power for effective government, but firmly protect against the fear that it may be put to anti-democratic ends.

This edited collection provides interdisciplinary, global, and multi-religious perspectives on the relationship between women's identities, religion, and social change in the contemporary world. The book discusses the experiences and positions of women, and particular groups of women, to understand patterns of religiosity and religious change. It also addresses the current and future challenges posed by women's changes to religion in different parts of the world and among different religious traditions and practices. The contributors address a diverse range of themes and issues including the attitudes of different religions to gender equality; how women construct their identity through religious activity; whether women have opportunity to influence religious doctrine; and the impact of migration on the religious lives of both women and men.

This edited collection provides interdisciplinary, global, and multi-religious perspectives on the relationship between women's identities, religion, and social change in the contemporary world. The book discusses the experiences and positions of women, and particular groups of women, to understand patterns of religiosity and religious change. It also addresses the current and future challenges posed by women's changes to religion in different parts of the world and among different religious traditions and practices. The contributors address a diverse range of themes and issues including the attitudes of different religions to gender equality; how women construct their identity through religious activity; whether women have opportunity to influence religious doctrine; and the impact of migration on the religious lives of both women and men.

In this ground breaking analysis, Terry M. Moe treats Hurricane Katrina as a natural experiment that offers a rare opportunity to learn about the role of power in the politics of institutional reform. When Katrina hit, it physically destroyed New Orleans' school buildings, but it also destroyed the vested-interest power that had protected the city's abysmal education system from major reform. With the constraints of power lifted, decision makers who had been incremental problem-solvers turned into revolutionaries, creating the most innovative school system in the entire country. The story of New Orleans' path from failure to revolution is fascinating, but, more importantly, it reveals the true role of power, whose full effects normally cannot be observed, because power has a 'second face' that is hidden and unobservable. Making use of Katrina's analytic leverage, Moe pulls back the curtain to show that this "second face" has profound consequences that stifle and undermine society's efforts to fix failing institutions.

Criticisms of Mancur Olson's theory of group membership and organizational behavior and discussions of the limits of his formulations are not new, but Terry Moe has set them forth in thoroughgoing fashion, has elaborated and extended them, and has made positive new contributions. The result is a book that is valuable and constructive, one that may well revive interest in the systematic study of political groups.--David B. Truman, American Political Science Review The Organization of Interests is a valuable addition to the literature. It reminds us that the interior life of groups has political significance and gives us a conceptual framework for exploring that life. It balances nicely between the pluralists--who tend to interpret interest group behaviour entirely in political terms--and Olson--who has no satisfactory explanation for behaviour that is not attributable to economic self-interest. In the concept of the entrepreneur Moe gives us a useful analytical device which deserves operationalization. The book is well worth study.--A. Paul Pross, Canadian Journal of Political Science

This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book. ++++ The below data was compiled from various identification fields in the bibliographic record of this title. This data is provided as an additional tool in helping to ensure edition identification: ++++ The Private Life Of Marie Antoinette, Queen Of France And Navarre, Volume 1; The Private Life Of Marie Antoinette, Queen Of France And Navarre; Mme Maigne revised Campan (Jeanne-Louise-Henriette, Mme), Francois Barriere, Mme Maigne Scribner and Welford, 1883 History; Europe; France; Anecdotes; France; History / Europe / France

HOW TO GROW A BRAIN dramatically improves student learning by increasing the amount of information students receive and the way they receive it -in a comprehensible and thought provoking manner that covers all the standards and builds analytical skills. As part of the easy-to-use three step planning process, you will organize an entire unit of study with required competencies, assessments and learning activities ready to transfer to daily lesson plans in less than one hour. After a detailed explanation (with examples) of how the system works, are the templates for the lesson planning system and strategies for Pre-Instruction Activities, Checking For Understanding, Supporting Questions Bank and ready-to-use Analytical Skill Builders. There is also a built-in lesson planning evaluation feature for quality control. The system is compatible with the standards for any school district or state (including Common Core State Standards) and complements any lesson plan system currently in use, e. g., Understanding by Design (UbD). Simply put, you are only three steps away from accomplishing a number of major teaching objectives: - Improve teacher effectiveness through superior lesson planning - Cover all the content and analytical skills standards in allotted time frames - Dramatically improve student performance by building analytical skills/abilities - Develop strategies that work in diverse and inclusive classrooms - Develop strategies that teach transferable skills - Surpass, community, administration, and NCLB expectations - Achieve and document performance targets and goals - Implement standards-based assessments in the classroom - Improve classroom management - Improve teacher evaluations and increase job security

This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book. ++++ The below data was compiled from various identification fields in the bibliographic record of this title. This data is provided as an additional tool in helping to ensure edition identification: ++++ The Private Life Of Marie Antoinette ...: With Sketches ... Of The Courts Of Louis XIV, Louis XV, And Louis XVI ...; Volume 1 Of The Private Life Of Marie Antoinette ...: With Sketches ... Of The Courts Of Louis XIV, Louis XV, And Louis XVI; Marie Antoinette (Queen, Consort Of Louis XVI, King Of France) 2 Campan (Jeanne-Louise-Henriette, Mme), Marie Antoinette (Queen, consort of Louis XVI, King of France) Bentley, 1884 Humor; Form; Anecdotes; Anecdotes; Bookbinders; Crafts & Hobbies / Book Printing & Binding; Humor / Form / Anecdotes; Humor / General

"Moe's new book is not an argument for or against vouchers; it is an analysis of public opinion on vouchers that is likely to be very influential in shaping the movement's future. Moe has written a nuanced and thoughtful treatise that goes beneath the notoriously unreliable single-shot question favored by the media: Do you favor or oppose school vouchers?" Richard D. Kahlenberg in The Nation "In a brilliant, definitive analysis of the subject, Terry Moe tells us who does --and does not --like vouchers as well as who says they will use them, if the opportunity arises. He illuminates not only the school choice debate but the nature of public opinion more generally." Paul E. Peterson, Harvard University "No book tells us more about how Americans evaluate schools.... This book will be the starting point for anyone interested in any school reform, not just vouchers. A model analysis of public opinion on a public policy." --Samuel Popkin, University of California-San Diego "Finally, a book on school vouchers that explores what ordinary Americans want and believe when thoughtfully engaged on the issue." --Stephen D. Sugarman, University of California

In this ground breaking analysis, Terry M. Moe treats Hurricane Katrina as a natural experiment that offers a rare opportunity to learn about the role of power in the politics of institutional reform. When Katrina hit, it physically destroyed New Orleans' school buildings, but it also destroyed the vested-interest power that had protected the city's abysmal education system from major reform. With the constraints of power lifted, decision makers who had been incremental problem-solvers turned into revolutionaries, creating the most innovative school system in the entire country. The story of New Orleans' path from failure to revolution is fascinating, but, more importantly, it reveals the true role of power, whose full effects normally cannot be observed, because power has a 'second face' that is hidden and unobservable. Making use of Katrina's analytic leverage, Moe pulls back the curtain to show that this "second face" has profound consequences that stifle and undermine society's efforts to fix failing institutions.