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High-need schools : changing the dialogue
This book covers issues that pertain to high-need schools. From education laws, use of technology, leadership, diversity and multicultural issues, teaching in high-need schools, curriculum and teaching student with special needs, the book explores both problems and solutions.
Book
The politics of education reform in the Middle East
Education systems and textbooks in selected countries of the Middle East are increasingly the subject of debate. This volume presents and analyzes the major trends as well as the scope and the limits of education reform initiatives undertaken in recent years. In curricula and teaching materials, representations of the \"Self\" and the \"Other\" offer insights into the contemporary dynamics of identity politics. By building on a network of scholars working in various countries in the Middle East itself, this book aims to contribute to the evolution of a field of comparative education studies in this region.
eBook
From Class to Identity
Jana Bacevic provides an innovative analysis of education policy-making in the processes of social transformation and post-conflict development in the Western Balkans. Based on case studies of educational reform in the former Yugoslavia - from the decade before its violent breakup to contemporary efforts in post-conflict reconstruction - From Class to Identity tells the story of the political processes and motivations underlying each reform. The book moves away from technical-rational or prescriptive approaches that dominate the literature on education policy-making during social transformation, and offers an example on how to include the social, political and cultural context in the understanding of policy reforms. It connects education policy at a particular time in a particular place with broader questions such as: What is the role of education in society? What kind of education is needed for a ‘good’ society? Who are the ‘targets’ of education policies (individuals/citizens, ethnic/religious/linguistic groups, societies)? Bacevic shows how different answers to these questions influence the contents and outcomes of policies.
eBook
Building for a sustainable future in our schools : brick by brick
This book explores how educators can transform improvements from the dynamic process of teaching into far-reaching, sustainable reforms that can secure a more prosperous future for students and the world they inhabit. It establishes the role of leadership in educational sustainability and highlights methods of creating sustainable educational reforms. The authors emphasize the importance of implementing ethical and moral values in teaching sustainable practices, and discuss the critical relationship between the classroom and the local community and policies protecting planet earth. Furthermore, through the inclusion of research and case studies drawn from countries across the world, this valuable resource demonstrates how transformational leadership practices can contribute to a culture of sustainability in all classrooms, pre-K through university.
Book
How Schools Do Policy
Over the last 20 years, international attempts to raise educational standards and improve opportunities for all children have accelerated and proliferated. This has generated a state of constant change and an unrelenting flood of initiatives, changes and reforms that need to be ‘implemented’ by schools. In response to this, a great deal of attention has been given to evaluating ‘how well’ policies are realised in practice – implemented! Less attention has been paid to understanding how schools actually deal with these multiple, and sometimes contradictory, policy demands; creatively working to interpret policy texts and translate these into practices, in real material conditions and varying resources – how they are enacted! Based on a long-term qualitative study of four ‘ordinary’ secondary schools, and working on the interface of theory with data, this book explores how schools enact, rather than implement, policy. It focuses on:
contexts of ‘policy work’ in schools;
teachers as policy subjects;
teachers as policy actors;
policy texts, artefacts and events;
standards, behaviour and learning policies.
This book offers an original and very grounded analysis of how schools and teachers do policy. It will be of interest to undergraduate and postgraduate students of education, education policy and social policy, as well as school leaders, in the UK and beyond.
Stephen J. Ball is the Karl Mannheim Professor of Sociology of Education in the Department of Educational Foundations and Policy Studies at the Institute of Education, University of London, UK.
Meg Maguire is Professor of Sociology of Education in the Department of Education and Professional Studies at King’s College London, UK.
Annette Braun is a Lecturer in Sociology in the Sociology Department of City University, London, UK.
Foreword or Introduction 1. Beyond implementation –Towards a Theory of Policy Enactment 2. Taking Context Seriously 3. Doing Enactment: People, Culture and Policy Work 4. Policy into Practice 5. Whatever happened to... 6. Policy Enactments – In Theory and Practice
eBook
Figuration work
What role should students take in shaping their education, their university, and the wider society? These questions have assumed new importance in recent years as universities are reformed to become more competitive in the “global knowledge economy.” With Denmark as the prism, this book shows how negotiations over student participation — influenced by demands for efficiency, flexibility, and student-centered education — reflect broader concerns about democracy and citizen participation in increasingly neoliberalised states. Combining anthropological and historical research, Gritt B. Nielsen develops a novel approach to the study of policy processes and opens a timely discussion about the kinds of future citizens who will emerge from current reforms.
eBook