This volume explores how educational policy is changing as a result of neoliberal restructuring and how these issues affect educators' practice. Evidence-based chapters present a sharp analysis of neoliberal education policy while also offering suggestions and recommendations for future action to bring about change consistent with more robust understandings of democracy. Covering issues relating to historical context, philosophical assumptions, policy implementation, accountability, teacher professionalism and standardization, Confronting Educational Policy in Neoliberal Times critically engages the ways micro- and macro- neoliberal politics shapes the purposes and implementation of schooling.

This volume explores how educational policy is changing as a result of neoliberal restructuring and how these issues affect educators' practice. Evidence-based chapters present a sharp analysis of neoliberal education policy while also offering suggestions and recommendations for future action to bring about change consistent with more robust understandings of democracy. Covering issues relating to historical context, philosophical assumptions, policy implementation, accountability, teacher professionalism and standardization, Confronting Educational Policy in Neoliberal Times critically engages the ways micro- and macro- neoliberal politics shapes the purposes and implementation of schooling.

Challenging the theory of induction in teacher education, this book proposes a knowledge-building framework based on the critical rationalism of philosopher of science, Karl Popper. The Objective Knowledge Growth Framework developed in this book is designed to be an effective critical analysis framework for empowering teachers and schools to build and share professional knowledge. This book is essential reading for educational scholars, researchers, professionals, policymakers, and all those interested in exploring the application of Popperian philosophy to the field of education and re-envisioning educational practice.

Challenging the theory of induction in teacher education, this book proposes a knowledge-building framework based on the critical rationalism of philosopher of science, Karl Popper. The Objective Knowledge Growth Framework developed in this book is designed to be an effective critical analysis framework for empowering teachers and schools to build and share professional knowledge. This book is essential reading for educational scholars, researchers, professionals, policymakers, and all those interested in exploring the application of Popperian philosophy to the field of education and re-envisioning educational practice.

The increased focus on raising standards in education requires leaders to engage in complex decision-making, related to the assessment of teachers, meeting mandated accountability measures, and collecting and using large amounts of data. Showcasing exemplary practices of school and district administrators, Decision-Making in Educational Leadership covers issues concerning the role of emotion, ethical and legal ramifications, the use of data, and complexity in decision-making. Chapter authors in this research-based volume explore what administrators and school leaders actually know about educational problems, how they draw upon and revise theories of action for responding to problems, and which theories are tenable in educational decision-making. This important resource provides a broad and international perspective on effective models and methods of educational decision-making and shares valuable knowledge about how theory can be translated into practice in a variety of school settings.

The increased focus on raising standards in education requires leaders to engage in complex decision-making, related to the assessment of teachers, meeting mandated accountability measures, and collecting and using large amounts of data. Showcasing exemplary practices of school and district administrators, Decision-Making in Educational Leadership covers issues concerning the role of emotion, ethical and legal ramifications, the use of data, and complexity in decision-making. Chapter authors in this research-based volume explore what administrators and school leaders actually know about educational problems, how they draw upon and revise theories of action for responding to problems, and which theories are tenable in educational decision-making. This important resource provides a broad and international perspective on effective models and methods of educational decision-making and shares valuable knowledge about how theory can be translated into practice in a variety of school settings.

The best leaders lead by example, not by mandate. However, so much leadership has become conscripted by neoliberal values. Educators and politicians, who are increasingly making policy for educators, have come to believe that standardized test scores are the same as knowledge acquired, as if test scores actually measure knowledge as opposed to information. Simply put, educational policy is no longer being developed for educational purposes but education is increasingly being manipulated as an experiment in social engineering. Educational leaders are caught on the horns of a dilemma - to follow and inscribe policies they do not agree with or to "go rogue" and do what they know is needed. Leading under Pressure is aptly titled, as there is significant pressure being placed on school leaders at any stage in their careers. However, in an otherwise increasingly hostile political, commercial and natural environment, there are some rays of hope. For example, teachers still know what it is that their students need and strive to provide that, despite mandates that try to create consumers of us all. This volume is divided into three sections, the first of which seeks to explore social contexts of educational leadership. The second section explores the experiences of a variety of educational leaders in various contexts, while the third section of this volume looks at some of the consequences, unintended and otherwise, of the neoliberal commodification of education.

Understanding Decision-Making in Educational Contexts presents 'problem cases' confronting school leaders in real settings, and illustrates the multiple approaches that school leaders draw upon to navigate complex and challenging decision-making contexts. Although school leaders draw upon knowledge and instruments that are available to them, the approach used for this volume is decidedly Popperian in nature. In this collection, each chapter presents a case study problem, a discussion of the salient concepts and principles of the case, an exploration of problem formulation, and concludes with a decision analysis using a Popperian approach to problem solving. Each chapter concludes with lessons learned and the expected decision-making skills acquired from the critical analysis of each educational challenge using the Objective Knowledge Growth Framework, a Popperian decision-making approach. This book is essential reading for anyone who aspires to take on a leadership role in a school setting, or is curious to develop their understanding of leadership problems.

Born in Hong Kong to unwed parents, Stephanie Chitpin was transported illegally to the Island of Mauritius by Ah Pak, the head nun of a Buddhist temple with the help of Mr. Chui, a benevolent Chinese businessman. Ah Pak raised her as an orphan ward of the temple, Fook Soo Am, known as the Pagoda. Encouraged by Mr. Chui and in spite of Ah Pak's opposition, she did very well at school. The scars incurred by classmates' name calling bastard, and more the shame of being an orphan raised in a temple, tragic deaths, and other obstacles did not prevent her from pursuing her education and finishing high school at the age of 16. Although Ah Pak had other plans for her, Mr. Chui stood by her with diplomacy and tact throughout her school years and onto university in Canada on a scholarship. Keep My Memory Safe poetically chronicles life in the temple and in Mauritius, and the move to Canada. This immigration story is totally unique as no other orphaned temple nuns are known to have gone on to acquire a topnotch education and become academics.