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  • 1
    Online Resource
    Online Resource
    Moving the Equity Agenda Forward : Equity Research, Practice, and Policy in Science Education (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400744677 , 1283612291 , 9781283612296
    Language: English
    Pages: Online-Ressource (XI, 378 p. 9 illus, digital)
    Series Statement: Cultural Studies of Science Education 5
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Moving the equity agenda forward
    RVK:
    DI 1000
    RVK:
    DU 6000
    Keywords: Science Study and teaching ; Education ; Education ; Science Study and teaching ; Aufsatzsammlung ; Bildungspolitik ; Chancengleichheit
    Abstract: This volume takes on the vital tasks of celebrating, challenging, and attempting to move forward our understanding of equity and diversity in science education. Organized thematically, the book explores five key areas of science education equity research: science education policy; globalization; context and culture; discourse, language and identity; and leadership and social networking. Chapter authors -- emerging to established US science education scholars -- present their latest research on how to make science interesting and accessible to all students. The volume includes international voices as well: Scholars from around the world crafted responses to each section. Together, authors and respondents attempt to refine our methods for examining equity issues across classrooms, schools, and policies, and deepen our understanding of ways to promote equity and acknowledge diversity in science classrooms. Moving the Equity Agenda Forward is endorsed by NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research. The volume gains authority from the fact that it was edited by one current and four former chairs of NARSTs Equity and Ethics Committee.
    Description / Table of Contents: Moving the Equity Agenda Forward; Introduction to Volume; Contents; Part I: Introduction: Science Education Policy; Reference; Chapter 1: Science for All: Historical Perspectives on Policy for Science Education Reform; Introduction; Science for All Before 1960; Practical Studies and Vocational Education; The Comprehensive High School and Aptitude Testing as Democratizing Influences; World War II and the Search for Science Talent; The Sputnik Challenge; From the 1960s to the Present: The Era of Civil Rights; A Call for Excellence and Common Culture; The Economic Argument
    Description / Table of Contents: No Child Left Behind (NCLB)Conclusion; References; Chapter 2: Is It Possible to Teach "Science for All" in a Climate of Accountability? Educational Policy and the Equitable Teaching of Science; Nonmainstream Students, NCLB, and Science Education Reform; Influence of NCLB on the Science Learning of Nonmainstream Students; Possible Reasons for Continued Gaps; Structure of NCLB Policy; Instructional Decisions Focused on Short-Term Assessment Gains; Negative Consequences for Science Teachers; Structure of NCLB Assessments; Understanding the Paradox: Negative Consequences of NCLB
    Description / Table of Contents: Comments on MethodologyImplications for Science Education Research, Practice, and Policy; References; Chapter 3: Conceptions of Inequality in the Era of Bush/Obama; Conceptions of Inequality in Standards-Based Reform; 1990s Conceptions of Standards-Based Reform; Influence of Standards-Based Reform in Contemporary Initiatives; Conceptions of Inequality in Market-Based Reform; Conceptions of Inequality as Epistemological; What These Lens Enable and Constrain in Our Scholarship; What Is the "So What" for New Scholars Interested in Equality and Diversity?; References
    Description / Table of Contents: Chapter 4: International Response for Part I: Bridging the Gaps Between Policy and Practice on Equity for Science Education ReformsQuestion 1: What Are the Major Trends of the Policies on Equity in Science Education?; Question 2: How Do These Chapters Address Similar Issues that Might Be Encountered by International Scholars and School Science Teachers?; Question 3: What Issues or Actions Need to Be Considered to Achieve Equity?; Importance of Teacher Preparation in Educational Reform; Necessity of Conducting Policy-Related Research to Provide Evidence of Effectiveness of Policies
    Description / Table of Contents: Essential Actions Taken for Communication Between Researchers and PolicymakersConcluding Remarks; References; Part II: Introduction: Globalization; References; Chapter 5: The Imperative of Context in the Age of Globalization in Creating Equity in Science Education; Overview; Contextual Factors of Globalization; Holons; Globalization; Positive Effects of Globalization; Mitigating Forces; The Economics of Education and Society; The Notions of Capital and Habitus; Role and Function of Education and Schooling; Revisiting the Imperative of Context; References
    Description / Table of Contents: Chapter 6: Frameworks for Examining the Intersections of Race, Ethnicity, Class, and Gender on English Language Learners in K-12 Science Education in the USA
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-4467-7
    URL: Volltext
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  • 2
    Online Resource
    Online Resource
    Understanding Education Policy : The ‘Four Education Orientations’ Framework (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400762657
    Language: English
    Pages: Online-Ressource (IX, 71 p. 2 illus, digital)
    Series Statement: SpringerBriefs in Education
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Jones, Tiffany Understanding education policy
    RVK:
    DI 1000
    Keywords: Education ; Education ; Education Philosophy ; Bildungspolitik
    Abstract: Analysis of education policy often follows a particular orientation, such as conservative or neo-liberal. Yet, readers are often left to wonder the true meaning and conceptual framing behind these orientations. Without this knowledge, the policy analysis lacks true rigor, its value is diminished as the results may prove difficult to reproduce. Understanding Education Policy provides an overarching framework of four key orientations that lie beneath much policy analysis, yet are rarely used with accuracy: conservative, liberal, critical and post-modern. It details each orientation's application to policy making, implementation and overall impact. The book also argues the value of analysing a policy’s orientation to improve the clarity of its analysis and allow broader trends across the education policy field to emerge.The book offers practical examples, key vocabulary and reflection activities which give equitable, yet critical consideration to all education orientations. This allows readers to see the benefits and disadvantages of each perspective and discover their own biases.This introduction to education policy analysis offers theoretically broad, highly practical coverage. It is adaptable to many kinds of policy analysis areas and will appeal to a wide range of readers with an interest in education policy, from students conducting specific research to policy makers looking for a deeper way to re-think their work
    Description / Table of Contents: 1. Introduction -- 2. Perceptions of Policy -- 3. Policy Paradigms Frameworks: Gaps Within Research -- 4. The Four Orientations to Education Framework​.
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-007-6265-7
    URL: Volltext
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  • 3
    Online Resource
    Online Resource
    Schooling for Sustainable Development in Canada and the United States (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400742734
    Language: English
    Pages: Online-Ressource (XXIII, 342 p. 6 illus, digital)
    Series Statement: Schooling for Sustainable Development 4
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    DG 9700
    Keywords: Sustainable development ; Education ; Education ; Sustainable development ; Erziehung ; Nachhaltigkeit
    Abstract: Education for sustainable development (ESD) presents an intriguing challenge in developed countries. The very notion of sustainable development may appear to be at cross-purposes with the social and political aims of large industrial economies. Yet, arguably, the residents of wealthy countries may be most in need of new ways of thinking and behaving on an increasingly more fragile and crowded planet. This book presents a collection of essays that capture the depth and diversity of education for sustainable development (ESD) work in formal education in Canada and the United States. Many of the authors are pioneers in the field of ESD, not only in their own countries but internationally. In this book, they share their expertise, lessons learned, and insights into the ongoing success of their work. The essays reflect leading edge practice, innovation, and depth of experience and provide clear models and strategies for expanding the application and influence of ESD in wealthy countries. The ESD programs described in the book are relevant and culturally appropriate for the specific locally contexts in which they are found but also in the larger context of ESD writ large as a planetary endeavour.
    Description / Table of Contents: Schooling for Sustainable Development in Canada and the United States; Series Editors' Introduction; Acknowledgements; Contents; Biographies of Contributors; List of Figures; List of Tables; Part I: Schooling for Sustainable Development in Canada and the United States-An Overview; Chapter 1: Education for Sustainable Development in Canada and the United States; Formal Education in the New Millennium; Purpose and Structure of This Book; Schooling and Sustainable Development; Schooling; Sustainable Development; What Is ESD?; United Nations Decade of ESD; Four Thrusts of ESD
    Description / Table of Contents: Improving Access and Retention in Quality Basic EducationReorienting Existing Educational Programs to Address Sustainability; Increasing Public Understanding and Awareness of Sustainability; Providing Training to All Sectors of the Workforce; Four Thrusts and Formal/Non-Formal Education; ESD and Student Engagement; Purpose of Education; Chapters and Interrelationships Between Chapters; The Author's Voice; Concluding Remarks; References; Chapter 2: Education for Sustainable Development in Formal Education in Canada; The Canadian Context; Responsibility for Education; Regional Differences
    Description / Table of Contents: Elementary and Secondary EducationLocal Governance; Contemporary Challenges; ESD in Canada: A Historical Perspective; Early Challenges in Implementing Agenda 21 in Canada; Box 2.1 Reflections on the Beginnings of ESD; ESD and Formal Education Before the UNDESD; ESD and Formal Education After the Beginning of the UNDESD; Canadian Commission for UNESCO; Ministries of Education; Revisiting the Scope and Mandate of ESD; Higher Education; K-12 Changes in ESD; Measuring Educational Success and Striving for Equity; An Uncertain Future; Courage to Question; References
    Description / Table of Contents: Chapter 3: Education for Sustainability in the K-12 Educational System of the United StatesIntroduction; The Changing System; The National Policy Landscape; The State Policy Landscape; The Role of Nongovernmental Organizations; Changing Practices; Curriculum; Pedagogy; School-Level Projects; Challenges and Questions for the Future; References; Part II: Teacher Education; Chapter 4: Teacher Education and ESD in the United States: The Vision, Challenges, and Implementation; The Context of Teacher Education in the United States; Teacher Education and Public School Reform
    Description / Table of Contents: Impacts of the Economic RecessionChallenge or Opportunity?; Reorienting Teacher Education to Address Sustainable Development; Focus on Improving Outcomes for All Students; Embed ESD in the Process of Learning to Be a Teacher; Use Existing Structures and Processes; Certificate Programs; Sustainability Concentration; State Endorsement and Certification Requirements; Certification; Specialty Area Endorsement; Accreditation of TEIs; Provide Professional Development for Faculty and Administrators; Concluding Remarks; References; Chapter 5: Preservice Teaching and Pedagogies of Transformation
    Description / Table of Contents: An Apprenticeship of Observation
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-007-4273-4
    URL: Volltext
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    URL: Cover
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  • 4
    Online Resource
    Online Resource
    Data-based Decision Making in Education : Challenges and Opportunities (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400748163 , 1283634147 , 9781283634144
    Language: English
    Pages: Online-Ressource (XIV, 216 p. 15 illus, digital)
    Series Statement: Studies in Educational Leadership 17
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Data-based decision making in education
    RVK:
    DF 2500
    Keywords: Educational tests and measurements ; Education ; Education ; Educational tests and measurements ; Education ; Decision making ; Data mining ; Erziehung ; Entscheidung ; Data Mining ; Erziehung ; Entscheidung ; Data Mining
    Abstract: In a context where schools are held more and more accountable for the education they provide, data-based decision making has become increasingly important. This book brings together scholars from several countries to examine data-based decision making. Data-based decision making in this book refers to making decisions based on a broad range of evidence, such as scores on students assessments, classroom observations etc.This book supports policy-makers, people working with schools, researchers and school leaders and teachers in the use of data, by bringing together the current research conducted on data use across multiple countries into a single volume. Some of these studies are best practice studies, where effective data use has led to improvements in student learning. Others provide insight into challenges in both policy and practice environments. Each of them draws on research and literature in the field.
    Description / Table of Contents: Contents; About the Authors; About the Editors; Chapter 1 Introduction; 1.1 Introduction; 1.2 How Will This Book Help You?; 1.3 Organization of Chapters; References; Chapter 2 Data-based Decision Making: An Overview; 2.1 Introduction; 2.2 Broadening Our Understanding of Data; 2.3 Why Data?; 2.3.1 The Nature of Effective Teaching and School Leadership; 2.3.2 Evidence of Improvements in Student Learning and Achievement; 2.4 The Process of Using Data; 2.5 How Data Can be Used; 2.6 Reflection Questions; References
    Description / Table of Contents: Chapter 3 Analysis and Discussion of Classroom andAchievement Data to Raise Student Achievement3.1 Introduction: Context Description; 3.2 Why Decision-Making Using Data Requires Linking Achievement Patterns to Classroom Practices; 3.3 The Overall Intervention Model in Three Clusters; 3.4 Gains in Achievement; 3.5 Analysis and Discussion of Data; 3.5.1 General Process of Analysing and Discussing Achievement Data; 3.5.2 General Process of Analysing and Discussing Observation Data; 3.5.3 Linking Student Achievement to Classroom Observations; 3.6 Enablers and Discussion
    Description / Table of Contents: 3.7 Conclusions and Next Steps3.8 Reflection Questions; References; Chapter 4 From ``Intuition''- to ``Data''-based Decision Making in Dutch Secondary Schools?; 4.1 Introduction: Context Description; 4.2 Two Stories of Data-based Decision Making; 4.2.1 Data-based Decision Making in the Real World:School Level; 4.2.2 Data-based Decision Making in the Real World:Classroom Level; 4.2.3 Data-based Decision Making in a Perfect World:School Level; 4.2.4 Data-based Decision Making in a Perfect World:Classroom Level; 4.3 Supporting and Hindering Factors; 4.4 Possible Effects and Side Effects
    Description / Table of Contents: 4.5 Conclusion and Discussion4.6 Reflection Questions; References; Chapter 5 Professional Attitudes to the Use of Data in England; 5.1 Introduction and Background; 5.2 Research Questions and Research Base; 5.3 Selecting and Recruiting the Participating Schools; 5.4 Collection of Data; 5.5 Discussion of Findings; 5.5.1 Use of Pupil Attainment and Progress Data; 5.5.2 Teachers' Understanding of Pupil Attainment and Progress Data and Confidence in Their Skills to Access, Utilise and Interpret Data; 5.5.3 The Impact of Training and Continuing Professional Development
    Description / Table of Contents: 5.5.4 Management, Analysis and Interpretation of Pupil Attainment and Progress Data: Who Does Whatand Who Should Do What in Schools?5.5.5 The Rationale for Collecting Pupil Attainment and Progress Data: What Teachers Perceive It To Be and What They Consider It Should Be; 5.6 Summary and Conclusion; 5.7 Reflection Questions; References; Chapter 6 Approaches to Effective Data Use: Does One Size Fit All?; 6.1 Introduction: Context; 6.2 Data Dissemination and Data Use: How the One Influences the Other; 6.3 Research Design and Methodology; 6.3.1 The Feedback System; 6.3.2 Sample
    Description / Table of Contents: 6.3.3 Instruments and Data Collection
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-007-4816-3
    URL: Volltext
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  • 5
    Online Resource
    Online Resource
    EMBODIMENT AND EDUCATION (2006)
    Dordrecht : Springer
    Details
    ISBN: 9781402045882
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Philosophy and Education 15
    DDC: 370.1
    RVK:
    CC 1100
    RVK:
    DF 3000
    Keywords: Education ; Education Philosophy ; Education, Higher ; Humanities ; Körper ; Erziehung
    Abstract: Discursive accounts of the body have been prominent recently. While acknowledging the usefulness of these, the author, drawing upon specific philosophers of the body and a wide range of other theorists, focuses attention on the experiencing body - which she refers to as 'creatural existence'. Thinking in terms of the creatural, she argues, can better situate human beings in their environment, thus emphasizing a kind of 'ecological notion of subjectivity', in which place-based existence is understood anew. The educational implications of focusing on what bodies 'do' and not so much in terms of how they are socially inscribed, presents them as practico-sensory totalities which should perhaps be seen as systems rather than an as a mere organism or entity. Such an articulation of creatural existence emphasizes animality, and in so doing reminds us of the centrality of the senses in all knowing and doing, including crucially, in relation to those practices which we have understood as 'work'. Multi-sensorial education is a major sub-theme of the book and the author argues persuasively for this by means of a critical analysis of the ocular centrism that is characteristic of contemporary culture. With its strong philosophical anchoring and its judicial use of interdisciplinary sources this book will appeal to both undergraduate and graduate students and their teachers not only in the field of philosophy of education but those from many others disciplines. It will also interest primary and secondary school teachers, curriculum designers and education policy makers. 'Marjorie O'Loughlin shows in this book that embodiment ought to be central to human hopes to be whole persons, who are not merely productive but who are also expressive of our potentiality. Her 'creatural existence' grounds this in our fleshly selves, and she explores it through the emotions, through work, and through citizenship. Her achievement here is profound: in one book, we find an interdisciplinary account of the evidence for creatural existence, presented accessibly in first-person philosophical narrative, based mainly on Merleau-Ponty. If bodies matter more than ever in everyday life, educators should start with our fleshly selves and move creatively forward. O'Loughlin points out the direction...and pushes us persuasively: you can feel the nudge!' David Beckett, Associate Professor, Faculty of Education, University of Melbourne
    Description / Table of Contents: The Scopic Regime and the Ordering of the World; Creatural Embodiment; Working Bodies; Emotion, Sociality and Embodiment; Embodied Citizenship
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-4588-3
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  • 6
    Online Resource
    Online Resource
    Education and the Public Interest : School Reform, Public Finance, and Access to Higher Education (2006)
    Dordrecht : Springer
    Details
    ISBN: 9781402052484
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    DDC: 370
    RVK:
    DI 2002
    Keywords: Education ; Political science ; Education, Higher ; Political science Philosophy ; USA ; Bildungspolitik ; Bildungsreform ; Effizienzanalyse ; USA ; Bildungsfinanzierung ; Bildungsreform ; Hochschulzulassung ; Öffentliches Interesse
    Abstract: Economic globalization has been accompanied by implementation of education reforms linked to accountability and public finance schemes that emphasize student choice in schools and student loans in higher education. This book provides a systematic evaluation of the effects of state education reforms and finance policies over the past decades. It includes a discussion of the need for a fundamental rethinking of educational policy in the United States.
    Abstract: Economic globalization has been accompanied by implementation of education reforms linked to accountability and public finance schemes that emphasize student choice in schools and student loans in higher education. In the U.S. these reforms are rationalized based on intermediate variables, like the number of math credits completed in high school and net prices. However, the reforms rationalized based on this research are seldom evaluated in relation to outcomes (i.e., measures of student achievement and equal opportunity to attain an education). In Education and the Public Interest the editor re-examines the political rationales for these reforms. John Rawls's theory of justice is reconstructed to develop a framework for assessing the effects of public policy on these outcomes. This volume undertakes a comparative study of the states in the U.S. to examine how education reforms influence student achievement, high school graduation, and college access, and finance schemes influence college access. Policies implemented by states in the 1990s were associated with improved achievement, as measured by test scores for high school students. These policies also correlate with increased high school drop out rates and the widening gap in college enrolment rates across income groups. This volume considers how privatization and accountability policies can be reconstructed to reduce inequality while continuing to improve student achievement and college enrolment. 'I enjoyed reading the book and benefited from it, and I feel confident others will as well. I am particularly taken by its sweep and by the skill and persuasiveness with which the author ties together the broad trends and themes of privatization, globalization, school reform, preparation, equity, equality and college access.' Prof. James C. Hearn, Vanderbilt University, USA '(What I)...especially like about this book is the framing of the importance of the topic in terms of the global political and economic changes and the notion of access to quality education as a basic right.' Prof. Laura W. Perna, College of Education, University of Maryland, USA
    Description / Table of Contents: Pages:1 to 25; Pages:26 to 50; Pages:51 to 75; Pages:76 to 100; Pages:101 to 125; Pages:126 to 150; Pages:151 to 175; Pages:176 to 200; Pages:201 to 225; Pages:226 to 250; Pages:251 to 275; Pages:276 to 284
    Note: Includes bibliographical references (p. 255-268) and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-5248-0
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  • 7
    Online Resource
    Online Resource
    International Handbook on Globalisation, Education and Policy Research : Global Pedagogies and Policies (2005)
    Dordrecht : Springer
    Details
    ISBN: 9781402029608
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    DDC: 379.9
    RVK:
    DI 1000
    Keywords: Comparative Education ; Education ; Education and state ; Vergleichende Erziehungswissenschaft ; Bildungspolitik ; Globalisierung ; Bildungspolitik ; Bildungsreform ; Globalisierung ; Kulturvergleich
    Abstract: The aim of this Handbook is to present a global overview of developments in education and policy change during the last decade. It has the objective of providing both a strategic education policy statement on recent shifts in education and policy research globally and offers new approaches to further exploration, development and improvement of education and policy making. The Handbook attempts to address some of the above issues and problems confronting educators and policy makers globally. Different articles seek to conceptualize the on-going problems of education policy formulation and implementation, and provide a useful synthesis of the education policy research conducted in different countries, and practical implications. The Handbook, by focusing on such issues as - the OECD (2001) model of the knowledge society, and associated strategic challenge and 'deliverable goals' (OECD 2001:139)- UNESCO-driven lifelong learning paradigm, and its relevance to education policy makers, globally - different models of policy planning, and equity questions that are raised by centralization/decentralization, diversity/uniformity and curriculum standardization issues - the 'crises' of educational quality, the debate of standards and excellence, and good and effective teaching. - will contribute to a better and more holistic understanding of the education policy and research nexus, offering possible strategies for the effective and pragmatic policy planning and implementation at the local, regional and national levels.
    Description / Table of Contents: Preliminaries; TABLE OF CONTENTS; FOREWORD; PREFACE; ACKNOWLEDGEMENTS; OVERVIEW AND INTRODUCTION; Globalisation, Education and Policy Research; Globalisation and Higher Education; Globalisation, Education Policy and Change; Policy Issues: Gender, Equity, Minorities, and Human Rights; Education, Policy, and Curricula Issues; Curriculum and Policy Change; Globalisation, Education Policy and Reform: Changing Schools; Curriculum in the Global Culture; Index of Names; Index of Subjects
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-2960-8
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  • 8
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    International Handbook of Educational Policy (2005)
    Dordrecht : Springer
    Details
    ISBN: 9781402032011
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law
    Series Statement: Springer International Handbooks of Education 13
    DDC: 379
    RVK:
    DI 1000
    RVK:
    DV 1000
    Keywords: Education ; Comparative education ; Education and state ; Aufsatzsammlung ; Bildungspolitik
    Abstract: This Handbook is for policy researchers, analysts, academics and graduate students interested in educational policy, educational reform, educational governance and leadership, teacher quality, literacy, and workplace learning. This Handbook is the only one of its kind. It has over fifty chapters written by nearly ninety leading researchers from a number of countries and presents contemporary and emergent trends in educational policy research. It captures many of the current dominant educational policy foci, situating current understandings historically, in terms of both how they are conceptualized and in terms of past policy practice. The chapters are empirically grounded, providing illustrations of the conceptual implications contained within them as well as allowing for comparisons across them. The self-reflexivity within chapters with respect to jurisdictional particularities and contrasts allows readers to consider not only a range of approaches to policy analysis but also the ways in which policies and policy ideas play out in different times and places. Sections cover the contemporary strategic emphasis on large-scale reform, substantive emphases at several levels – on leadership and governance, improving teacher quality and conceptualizing learning in various domains around the notion of literacies and concluding, finally, with a contrasting topic, workplace learning, which has had less policy attention and thus allows readers to consider both the advantages and disadvantages of learning and teaching under the bright gaze of policy.
    Description / Table of Contents: Globalization and Educational Change: New Policy Worlds; Marketization in Education: Looking Back to Move Forward with a Stronger Critique; Multicultural Education in the United States and Canada: The Importance of National Policies; International Comparative Studies of Education and Large-Scale Change; A Changed Policy Environment for US Universities; The Implications of Policy Decisions on Practices in Early Childhood Education; Policy-Practice Connections in State Standards-Based Reform; Informed Consent? Issues in Implementing and Sustaining Government-Driven Educational Change
    Description / Table of Contents: School District-Wide Reform Policies in EducationFive Key Factors in Supporting Comprehensive School Reform; Knowledge Producers and Policymakers: Kissing Kin or Squabbling Siblings?; Linkages Between Federal, State and Local Levels in Educational Reform; Educational Governance Reforms: The Uncertain Role of Local School Boards in the United States; Accountability Policies and Their Effects; Parent and Community Involvement in Schools: Policy Panacea or Pandemic?; Democratic Values in Bureaucratic Structures: Interrogating the Essential Tensions
    Description / Table of Contents: Approaches to the Funding of Schools and Their Effects on CapacityFormulaic Approaches to the Funding of Colleges and Universities; The UK Policy for School Leadership: Uneasy Transitions; Educational Leadership in Policy Contexts That Strive for Equity; Accountable Schools and the Leadership They Need; The Recruitment and Retention of School Leaders: Understanding Administrator Supply and Demand; Teacher Certification Policy: Multiple Treatment Interactions on the Body Politic; Retaining Teachers in High-Poverty Schools: A Policy Framework
    Description / Table of Contents: The Cultural Context of Teachers' Work: Policy, Practice and PerformanceSchool Improvement Within a Knowledge Economy: Fostering Professional Learning from a Multidimensional Perspective; Teacher Informal Learning and Teacher Knowledge: Theory, Practice and Policy; No Teacher Left Untested: Historical Perspectives on Teacher Regulation; Teacher Professional Standards: A Policy Strategy to Control, Regulate or Enhance the Teaching Profession?; Triage or Tapestry? Teacher Unions' Work in an Era of Systemic Reform; Improving Research-Policy Relationships: The Case of Literacy
    Description / Table of Contents: Literacies in Early Childhood: The Interface of Policy, Research, and PracticeBalanced Elementary Literacy Instruction in the United States: A Personal Perspective; Evidence-Based State Literacy Policy: A Critical Alternative; Literacies in Adolescence: An Analysis of Policies from the United States and Queensland, Australia; Assessing Literacies; Literacies in Families and Communities; Literacies and Media Culture; Technology and Literacies: From Print Literacy to Dialogic Literacy; Adult Literacy Policy: Mind the GAP; Shaping Literacy Policy: From Abstract Ideals to Accountable Practices
    Description / Table of Contents: Literacy in Developed and Developing Countries
    Note: Description based upon print version of record
    DOI: 10.1007/1-4020-3201-3
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  • 9
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    Extending Educational Change : International Handbook of Educational Change (2005)
    Dordrecht : Springer
    Details
    ISBN: 9781402044533
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: International handbook of educational change
    DDC: 371.2/07
    RVK:
    DK 1000
    Keywords: Education ; Aufsatzsammlung ; Bildungspolitik ; Bildungsreform
    Abstract: Deals with the idea and necessity of extending educational change - conceptually and in action. This volume (part of 4 volumes) is the second section in the "International Handbook of Educational Change". It is a collection of the important ideas and evidence of educational change
    Note: Includes bibliographical references , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-4453-4
    URL: Volltext  (lizenzpflichtig)
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    MPI Ethno. Forsch.
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