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Education, Globalisation and New Times comprises a selection of the most influential papers published over the twenty-one years of the Journal of Education Policy. Written by many of the leading scholars in the field, these seminal papers cover a variety of subjects, sectors and levels of education, focused around the following major themes: education, globalisation and new times policy theory and method policy and equity. Compiled by the journal's editors, Stephen Ball, Ivor Goodson and Meg Maguire, the book illustrates the development of the field of education policy studies, and the specially written Introduction contextualises the selection, whilst introducing students to the main issues and current thinking in the field.

To embrace today's culturally and linguistically diverse secondary English Language Arts (ELA) classrooms, this text presents ways in which teachers can use digital tools in the service of antiracist teaching and developing equity-oriented mindsets in teaching and learning.Addressing how the use of digital tools and literacy practices can be woven into current ELA curricula, and with consistent sections, each chapter covers a different aspect of digital tool use, including multimodal texts, critical media literacies, connection-building, and digital composing. Understanding that no classroom is a monolith, Barnes and Marlatt's timely text presents practical applications and resources suitable for different environments, including urban and rural contexts.The volume is essential reading in courses on ELA/literacy methods and multicultural education.

Das Buch zeigt die pädagogische Bedeutung von Globalisierungsprozessen in der Insti­tution Schule. Diese lässt sich anhand von zwei Dimensionen markieren: der Internationalisie­rung von Schule und der Relevanz von ethnischer Diversität. Wie sich Schulkulturen auf diese Prozesse beziehen und wie sie damit einhergehende Anforderungen bearbeiten, wird theore­tisch mit dem Konzept der Transnationalisierung aufgeschlüsselt. Zudem wird herausgearbeitet welche Möglichkeitsräume für Bildungsteilhabe sich in diesem Zusammenhang für Jugendliche eröffnen.

Analysing Education Policy: Theory and Method provides a comprehensive overview of key approaches in critical education policy research. With chapters from internationally recognised and established scholars in the field, this book provides an authoritative account of how different questions may be approached and answered.Part 1 features chapters focused on text-based approaches to analysis, including critical discourse analysis, thinking with Foucault, Indigenist Policy Analysis, media analysis, the analysis of promotional texts in education, and the analysis of online networks. Part 2 features chapters focused on network ethnography, actor-network theory, materiality in policy, Institutional Ethnography, decolonising approaches to curriculum policy, working with children and young people, and working with education policy elites. These chapters are supported by an introduction to each section, as well as an overall introduction and conclusion chapter from the editors, drawing together key themes and ongoing considerations for the field.Critical education policy analysis takes many different forms, each of which works with distinctly different questions and fulfils different purposes. This book is the first to clearly map current common and influential approaches to answering these questions, providing important guidance for both new and established researchers.

Plug-and-Play Education: Knowledge and Learning in the Age of Platforms and Artificial Intelligence documents and critiques how the education sector is changing with the advancement of ubiquitous edtech platforms and automation. As programmability and computation reengineer institutions towards efficiency and prediction, the perpetual collection of and access to digital data is creating complex opportunities and concerns. Drawing from research into secondary and higher education settings, this book examines the influence of digital “infrastructuring”, the automation of teaching and learning, and the very purpose of education in a context of growing platformisation and artificial intelligence integration. These theoretical, practical, and policy-oriented insights will offer educational technologists, designers, researchers, and policymakers a more inclusive, diverse, and open-ended perspective on the design and implementation of learning technologies.

This book focuses on the question of how to understand quality use of research evidence in education, or what it means to use research evidence well. Internationally there are widespread efforts to increase the use of research evidence within educational policy and practice. Such efforts raise important questions about how we understand not just the quality of evidence, but also the quality of its use. To date, there has been wide-ranging debate about the former, but very little dialogue about the latter. Based on a five-year study with schools and school systems in Australia, this book sheds new light on: why clarity about quality of use is critical to educational improvement; how quality use of research evidence can be framed in education; what using research well involves and looks like in practice; what quality research use means for individuals, organisations and systems; and what aspects of using research well still need to be better understood. This book will be an invaluable resource for professionals within and beyond education who want to better understand what using research evidence well means and involves and how it can be supported.

This edited volume presents a model that embraces four components of reflective practice: planning, acting, reflecting and evaluating. The complexities of reflective practice are manifested through three aspects of reflection: problem-solving, action-orientedness and critical reflection. To provide practical guidance, the audience is presented with various sets of experiences within the field of education which represent different foci and criticality of reflection. The experiences are described through different lenses, from individual to groups of educators.The chapters provide a reconceptualisation of reflection which underpins an effective reflective practice. Therefore, readers are provided with information that demonstrates the different phases of reflection that make up an effective cycle of reflective practice. It is through the chapters that readers will be able to distinguish the different foci and levels of reflection, thus enabling them to engage in reflective practice more effectively.The Malaysian context that the book brings gives readers insights into a lesser-known context and its people, culture, and educational system as a whole for comparison. The book is written with the needs of student teachers and teacher educators in mind. However, the model reconceptualised is transferable to other disciplines too.

This volume focuses on the key trends and major developments in engineering education in India and reflects on the effects and challenges of its expansion on economic growth and development.Analysing several dimensions relating to the status and growth of engineering education, this book: Highlights, in the overall policy environment, the rapid growth of engineering education, imbalances in the growth between different branches of engineering education, changing trends and patterns in their growth, quality of education, gender inequality, and inequality by caste, region and economic status and labour market conditions that influence the demand for engineering education Reflects on the rapid growth of private sector in engineering education and its effects on equitable access, quality and other dimensions of higher education, and on overall development of the economy Investigates the socio-economic characteristics of the students going to private colleges/universities, financing by the government vis-à-vis students/households, the unsteady growth in public financing of engineering education and educational loans as a method of financing Explores the reasons behind the increasing demand of engineering education and the factors that have contributed to the rise of electronics engineering, computer science engineering and information technology-related areas of engineering as against some conventionally popular disciplines of engineering This volume will be of interest to students, teachers and researchers of education, higher education, engineering education, economics of education, sociology of education, and education and public policy. It will also be useful for policymakers and administrators in higher education, engineering/technical education in BRIC countries, and those interested in the study and growth of engineering education in advanced as well as emerging economies.

Moving beyond Western philosophical and political frameworks, this text engages with and centers Arab-Islamic ontologies, pupil voice, and gender to explore citizen identity formation and belonging among domestic students and Syrian refugees in Jordan.Focusing on the role of double-shift schools, educational policy, and provision, the volume interrogates how citizenship and youth identity is rooted, upheld, and altered over time. With an eye to complex historical, local, and national contexts of migration and (in)security in the Middle East, the book strives for a reconceptualization of citizen identity and education to better reflect the development of socio-civic identities amidst poverty, forced migration, and unrest. Based on direct access to 10 public schools in Jordan and using qualitative data, it applies an innovative combination of different methods to ascertain student voice to theorize education for citizenship based on real and challenging experiences of Syrian refugees as well as domestic Jordanian students. Moving beyond the traditional Western philosophies that largely frame citizenship discourses, it applies process philosophy to a field dominated by political considerations while also paying attention to social contexts. As such, it goes beyond the context of Jordan to inform regional and international discourses, policies, and initiatives surrounding refugees and education in emergencies.The book will appeal to scholars, professionals, and students in the fields of comparative and international education, citizenship youth studies, social studies, and social foundations of education, as well as those working in the formal and non-formal educational development sectors.

The 4th IR is happening and this ground-breaking text comprehensively tackles the impact on teaching and learning. The book is fundamental reading for all teachers intending to be at the forefront of innovative technologies. A must read! -Dr Alpesh Maisuria Associate Professor of Education Policy in Critical Education, University of the West of England, UK. This book is revolutionary. It challenges all teachers to engage with highly stimulating pedagogical tools for the contemporary classroom, with reflective, innovative and critical thinking to the fore. Essential reading for all in Education. -Dr. Robyn Moloney Senior Lecturer School of Education, Macquarie University, Sydney, Australia An intercontinental partnership has developed a creative environment where innovative ideas have been shared and nurtured. This inspiring book offers universities and schools the opportunity to reshape educational policies and curricula: it favours innovative learning practices and provides a new dimension for global citizenship education. Mr Gisella Langé, Ministry of Education Italy

We tend to view education primarily as a way to teach students skills and knowledge that they will draw upon as they move into their adult lives. However, schools do more than educate students—they also place students into categories, such as kindergartner, English language learner, or honor roll student. In Schooled & Sorted, Thurston Domina, Andrew M. Penner, and Emily K. Penner, explore processes of educational categorization in order to explain the complex relationship between education and social inequality—and to identify strategies that can help build more just educational systems. Some educational categories have broadly egalitarian consequences. Indeed, Domina, Penner, and Penner argue that when societies enroll young people in school, making them students, they mark them as individuals who are worthy of rights. But other educational categories reinforce powerful social categories—including race, gender, and class—and ultimately reproduce social and economic inequality in society. Elite colleges, tracked high schools, and elementary school gifted programs provide not only different educational experiences, but also create merit and inequality by sorting students into categories that are defined by the students who are excluded. Schooled & Sorted highlights that many of the decisions that define educational categories occur in school-based committee meetings and other relatively local settings. The local nature of these decisions provides many opportunities to define educational categories differently, and for school communities to bring about change. Schooled & Sorted is an illuminating investigation into the ways sorting within schools translates into inequality in the larger world. While some educational categorization may be unavoidable, the authors suggest ways to build a more equitable system—and thus a more equitable society.

This book explores a new repertoire for critique in the sociology of contemporary education, focusing on emerging social theories that respond to contemporary challenges in education, education policy and governance.Presenting a variety of approaches in the sociology of education including pragmatist critical sociology, neo-Marxism, post-digital sociology, new materialisms, affirmative critique of education, and post-colonial studies, the chapters in this book engage in a novel, collective dialogue and reflection on the affordances, limitations and challenges of emerging social theories in contemporary education. The book further justifies this novel approach through inclusion of a series of interviews with leading scholars and thinkers from within and outside the field of education on the subject of critique in contemporary society and education. The book offers relevant global and decolonial perspectives to study current transformations, drawing on innovations in theorizing and empirical illustrations from different countries.Highlighting alternative visions of these transformations in an era of globalization, fragmentation, and growing nationalism, this cutting-edge book will be of great interest to researchers, academics and postgraduate students in the fields of the sociology of education, the philosophy of education, social theory, political science and comparative policy and politics more broadly.

Each year, millions of high school students consider whether to continue their schooling and attend and complete college. Despite evidence showing that a college degree yields far-reaching benefits, critics of higher education increasingly argue that college “does not pay off” and some students - namely, disadvantaged prospective college goers - would be better served by forgoing higher education. But debates about the value of college often fail to carefully consider what is required to speak knowledgeably about the benefits –what a person's life might look like had they not completed college, or their college counterfactual. In Overcoming the Odds sociologist Jennie E. Brand reveals the benefits of completing college by comparing life outcomes of college graduates with their college counterfactuals. Drawing on two cohorts of nationally representative data from the Bureau of Labor Statistics National Longitudinal Surveys program, Brand uses matching and machine learning methods to estimate the effects of college completion across students with varying likelihoods of completing four-year degrees. To illustrate her findings, Brand describes outcomes using matched vignettes of college and non-college graduates. Brand shows that four-year college completion enables graduates to increase wages and household income, while also circumventing unemployment, low-wage work, job instability, poverty, and social assistance. Completing college also increases civic engagement. Most of these benefits are larger for disadvantaged than for more advantaged students, rendering arguments that college has limited benefits for unlikely graduates as flawed. Brand concludes that greater long-term earnings, and less job instability and unemployment, and thus more tax revenue, less reliance on public assistance, and high levels of volunteering indicate that public investment in higher education for students from disadvantaged backgrounds yields far-reaching collective benefits. She asserts that it is better for our society when more people complete college. Overcoming the Odds is an innovative and enlightening exploration of how college can transform lives.

Offering a vital, critical contribution to debates on gender, sexuality and schooling in South Africa, this book highlights how South African educational practices, discourses and structures normalize cisheteronormativity, along with how these are resisted within schools and through contemporary forms of activism. Not only does it add fresh insights to the existing research literature on gender, sexualities and schooling, it also underscores the valuable contributions of queer and transgender social movements, which have made influential legislative, teaching, learning and support contributions to education. Drawing on ethnographic research with queer and transgender activists, teachers, school managers, parents and school attending youth, the book provides everyday real-life quotes and observations offering a deeply critical contribution to the debates on gender and sexualities, education and activism. Using spatial and affect theories, it troubles the assumptions that frame this field of research to make a novel contribution to the national and international literature and research. The book provides research-based insights for thinking about and calls for informed action to challenging cisheteronormativity within and beyond schools.

Um eine tragfähige gesellschaftliche und individuelle Resilienz im Umgang mit Krisen wie der Corona-Pandemie zu entwickeln, ist es wesentlich, gemeinsam bewegliche Regelungen in Bezug auf gemeinsame Angelegenheiten zu bestimmen. Die in dieser Studie empirisch nachgezeichneten Reaktionen auf subjektive, ökonomische und regionale Veränderungen während der Pandemie werden in Bezug zu den lebensweltlich-kulturellen Orientierungen der BewohnerInnen gebracht. An Gemeinden in der Steiermark (A) wird exemplarisch gezeigt, wie Kommunen mit den bestehenden Versorgungs- und Infrastrukturbedingungen zurechtgekommen sind, und wie Menschen in diesen Gemeinden lernend einen Weg im Familienverbund, in der Nachbarschaft, in der Berufswelt oder den Vereinen gefunden haben bzw. welche Aspekte in den genannten Lebenswelten als hilfreiche Instrumente wahrgenommen wurden.

Mit Blick auf eine Evidenz- bzw. Forschungsorientierung vereint der Sammelband Überblicksbeiträge, empirische Studien sowie Beispiele guter Praxis auf den Ebenen Lehrer•innenbildung, Schulpraxis sowie Bildungspolitik und Bildungsadministration. Dabei werden nicht nur die jeweiligen Programmatiken hinter den Ansprüchen einer universitären Forschungsorientierung, eines datengestützten schulischen Handelns sowie einer evidenzbasierten Steuerung des Bildungssystems kritisch beleuchtet, sondern auch mögliche Ursachen einer geringen Evidenzorientierung auf den drei Ebenen identifiziert.Kapitel 10 ist unter einer Creative Commons Attribution 4.0 International License über link.springer.com frei verfügbar (Open Access).

This book takes a closer look at the relation between current issues and trends in higher education and scientific research in the Arab World and in the Gulf Cooperation Council (GCC) states of Qatar and United Arab Emirates (UAE). This thoroughly researched text traces the development of higher education in the GCC area as it continues to be positioned in an intersection of international and local factors. The text further articulates the pivotal political and cultural influences that act as real and perceived barriers towards the advancement of key fields. The chapters analyze the current policy trends, structures, and coping alternatives in addressing higher education challenges, whilst also providing comparative first-hand texts with the other Arab states in the region. By drawing focus on the GCC area, the text identifies the crucial factors that hamper learning and research performance. The book serves as an invaluable discussion on the implications for policy makers and HEIs in relation to the eponymous regions and other Arab states in the GCC area.Enhancing understanding of the scope, scale, and complexity of higher education and scientific research in the GCC area, the book will be of interest to academics, researchers, and post-graduate students in the fields of educational policy, comparative and international education and higher education.

This edited volume provides a comprehensive overview and discussion of the issues surrounding the Malaysian Indian community's educational development. Malaysian Indian citizens who make up seven per cent of the population have their own set of strengths and weaknesses, while facing deep-seated socio-economic challenges. Education is seen as an enabler which could significantly facilitate social and economic upward mobility, as shown in policies and practices implemented under the New Economic Policy, many of which have unfortunately bypassed the Indian Community.This book explores and assesses the various aspects of the education endeavour of Malaysian Indians, including primary, secondary, post-secondary and tertiary education. Related challenges include urban poverty, school dropouts, dysfunctional families and other socio-economic issues. It reconsiders educational equity policies and practices in place while proposing new initiatives which could support and chart a way forward for the development of Malaysian Indians. Importantly, the publication addresses the roles of the government, private sector and civil society to help elevate the educational achievements of the Indian Community. The book will appeal to students and academics in the faculties of social science and comparative education, development economics and sociology, with a focus on access and equity in education. Proposals for change would be of interest to policy-makers and managers of educational and non-governmental organisations in plural societies.

Strong school leadership is critical for shaping engaging learning environments, supporting high-quality teachers and teaching, and influencing student outcomes. Developing Expert Principals offers a comprehensive research synthesis to understand the elements of high-quality programs and learning experiences that have been associated with positive outcomes ranging from principals'preparedness and practices to staff retention and student achievement. This book also offers vivid examples of high-quality programs and examines the extent to which principals have opportunities to participate in effective learning experiences. It examines the policies that drive both the development of high-quality programs and access to them, highlighting successful examples across the country. With practical recommendations throughout, this book is a key resource for educational leaders, faculty and scholars of educational leadership, developers of leadership preparation and training, and policymakers who seek to create a learning system that will better serve principals, the staff they support, and, ultimately, all children.

This book sheds light on the risk of losing the authoritative knowledge discovered and taught by public universities. It argues that public universities are as indispensable now, as never before, for providing governments and citizens with reliable knowledge crucial for confronting the looming environmental, cultural, economic, and political challenges now threatening humanity's very existence. Acknowledging the history of universities around the world, the book highlights the role they have played in creating and curating knowledge. It examines John Henry Newman's liberal idea of the university and Wilhelm von Humboldt's conception of the institution and argues this is all under threat at the hands of fake prophets and biased media preaching'alternative facts'and populist falsehoods. Shedding light on neoliberalism and the tensions between research, education, and training, the author demonstrates that the best pedagogical and economic outcomes are achieved when these interests are dynamically informing each other. This book will be of interest to academics, university managers, and higher education policymakers questioning the role, value, and purpose of the contemporary public university.

Rethinking the Politics of Education provides an entirely original rethinking of the modern and contemporary mythology of education. Problematizing the ideas concerning education as fulfilment and redemption, the book critically reviews the association of education with projects of social justice, democracy and improvement. This book argues for a fundamental rethinking of what education is, exploring how things stand with education and educational apparatuses in the contemporary world. It examines relations between educational discourses and their implied ontological stances and offers new ways of thinking that draw on ontological positions from psychoanalytical, philosophical and social discourses. The book contends that education is an essential form of politics and must be understood through a careful examination of its history modes of operation and its basic structures, rather than an idealized version of what it might be. Presenting an original and alternative account of a theoretically informed political ontology of education, the book will be of great interest to academics, researchers and postgraduate students interested in the philosophy of education, the politics of education, educational theory and the sociology of education.

This timely volume addresses current debates surrounding the transition from the teaching of religious education (RE) to the more holistic subject of Religion and Worldviews (R&W) in England, and posits criteria for best practice among educators in varied settings and in a broader international context.By examining empirical sources, governmental reports, and in particular the 2018 final report from the Commission on Religious Education (CORE), the volume suggests key principles needed to guide the transition and ensure that R&W is effectively integrated into curricula, pedagogy, and teaching resources to meet the needs of all student groups. By effectively conceptualising R&W, the volume gives particular attention to the intersections of the subject with democratic citizenship education, intercultural competence, and religious literacy. This text will benefit researchers, academics, and educators with an interest in religious education and teacher education as well as the philosophy and sociology of education more broadly. Those interested in education policy and politics, as well as citizenship and schooling in the UK, will also benefit from this volume.

Centering on issues of disparity and equality in basic public education services in China, this book proposes a performance measurement system that assesses and guides equality of basic public education in urban and rural areas.The author moves beyond traditional research approaches by drawing on methods of public management and mathematics. Pivoted on an improved balanced scorecard model, a complete set of indicators and measuring tools are constructed, whereby the process of education equality can be more effectively measured, managed, and steered. Grounded in empirical studies on public education in the country's Sichuan Province, the book advances suggestions on better policies and optimizing implementation for the purpose of attaining equitable public education services in urban and rural areas. Finally, the study envisages further research directions and possible applications of the performance appraisal model.The title will be of value to scholars and students of education studies, especially those interested in public education, educational equity, and Chinese public education services.

Le monde de l'École, parce qu'il rythme et structure une grande partie de la vie sociale, est le sujet principal ou la toile de fond d'une production culturelle et artistique foisonnante : Titeuf, Harry Potter, Calvin, Génial Olivier, Bart Simpson… évoquent à chacun un souvenir scolaire! Après un premier tome publié en 2020 et consacré à la question de l'école au cinéma, Antoine Derobertmasure, Marc Demeuse, Marie Bocquillon et leurs co-auteurs ont donc souhaité élargir les perspectives à l'ensemble des arts. L'École à travers l'art et la (pop)culture entend donc étudier les représentations de l'École et de ses publics dans la culture, en puisant aussi bien dans les (beaux) arts que dans la pop culture. Vingt-trois contributions analysent ces représentations à travers la photographie scolaire, la peinture, la bande dessinée, les mangas, les romans, les séries télévisées, les dessins animés ou encore la musique. Si ces médias nous disent quelque chose de l'École, les auteurs montrent comment l'art et la pop culture peuvent l'influencer en retour… À PROPOS DES AUTEURSLe Professeur Marc Demeuse, docteur en sciences psychologiques et statisticien, est professeur et vice-recteur à l'enseignement, à la qualité et à la formation continue au sein de l'Université de Mons.Le Professeur Antoine Derobertmasure, docteur en sciences psychologiques et sciences de l'éducation, préside l'École de Formation des enseignants de l'Université de Mons en Belgique. Marie Bocquillon, docteure en sciences psychologiques et sciences de l'éducation, est spécialisée dans la formation pratique des enseignants.

This book critically explores the role of state schooling in the reproduction of social class inequalities in the UK. By uniquely combining critical ethnographic methods with participatory and visual research, it foregrounds the experiences and recollections of working class adults in relation to their past schooling.Drawing upon her own lived experiences, Jones theorises the experiences of her participants using an analysis of Marxist, Bourdieusian and Freirean frameworks to uncover relations of power and illustrate how schooling has reduced individual agency and sustained lived inequalities. By creating space for a Visual Intervention within Critical Ethnography (VICE) alongside her analysis of class and society, Jones successfully illuminates that working class struggles are not permanent, and that agency can be activated. The book also addresses an important need by centring research from the lived educational experiences of the working class, and, in particular, working class adults. Making a unique theoretical and methodological contribution using an innovative combined methodology approach, the text ultimately highlights the potential of empowering disadvantaged individuals by raising critical consciousness.Though it is focused on the experiences of adults, this book has important understandings for all sectors of education and will be of interest to academics, researchers and students interested in the sociology of education, research methods in education, social inequality, social class and education politics.

Labouring to Learn examines academic mobility pathways among ethnic minority Tamil youths in public secondary schools and vocational institutions in Singapore. This book qualitatively examines the interactive effects of race and class on the educational performance of these youths through the lens of social capital. Despite their numerical majoritarian position within the Indian population in Singapore, the foreclosed access for Tamils to diverse class networks within the ethnic community as well as limited inter-ethnic interactions has historically truncated the means to resources and opportunities for social mobility. In schools, the narratives shared by Tamil boys and girls from the lower academic streams and economically disadvantaged backgrounds reveal that they typically experience exclusion on account of racial, economic and academic marginalisation in their everyday lives. Turning to bonding ties among peers and family members provides social support resources that offer some respite from marginalisation. On the flipside, articulations of resistance ensue among Tamil youths that tangibly take time away from learning, and run the danger of strengthening the cultural deficit rhetoric for mainstream society to explain the poor academic performance among ethnic minorities. This account of educational marginalisation amongst Singaporean Tamil youths contributes towards understanding social inequality in a non-liberal multicultural context where marginalisation is differentially experienced across ethnic minority groups and traced to broader socio-historical contexts of migration, assimilation and minority–majority relations. Furthermore, it also articulates the utility of a social capital framework in historically revealing how educational inequality emerged and continues to be sustained in a postcolonial context.

As digital technologies play a key role across all aspects of our societies and in everyday life, teaching students about data is becoming increasingly important in schools and universities around the world. Bringing together international case studies of innovative responses to datafication, this book sets an agenda for how teachers, students and policy makers can best understand what kind of educational intervention works and why.Learning to Live with Datafication is unique in its focus on educational responses to datafication as well as critical analysis. Through case studies grounded in empirical research and practice, the book explores the dimensions of datafication from diverse perspectives that bring in a range of cultural aspects. It examines how educators conceptualise the social implications of datafication and what is at stake for learners and citizens as educational institutions try to define what datafication will mean for the next generation.Written by international leaders in this emerging field, this book will be of interest to teacher educators, researchers and post graduate students in education who have an interest in datafication and data literacies.

This Open Access book presents an international group of scholars seeking to understand how youth from different cultures relate to modern multidimensional concepts of citizenship, and the roles that education and society have in shaping the views of the world's future citizens. The book also explores how different aspects of citizenship, such as attitudes towards diverse population groups and concerns for social issues, relate to classical definitions of norm-based citizenship from the political sciences. Authors from Asia, Europe, and Latin America provide a series of in-depth investigations into how concepts of “good citizenship” are shaped in different regions of the globe, using the rich comparative data from the IEA's International Civic and Citizenship Study (ICCS) 2016. In twelve chapters, the authors review the concept of “good citizenship”; how citizenship norms adherence is configured into profiles across countries; and what country, school, and background factors are related to how students adhere to citizenship norms. Recognizing contingent social and political situations in specific regions of the world, the present books offer six chapters where authors apply their expertise to offer locally relevant and pertinent observations on how young people from diverse cultures understand and relate to different dimensions of citizenship in countries of Asia, Europe, and Latin America. The present book is of relevance for different audiences interested in civic education and political socialization, including social sciences and education, integrating topics from political science, sociology, political psychology, and law.

This edited volume includes contributions on education within a world of challenges by authors with diverse experiences and perspectives. Together, the authors reflect on educational initiatives and life in democratic societies, arguing for an increased awareness of the educational processes at work within our contexts, places, and personal lives. Chapters argue that authority and knowledge belong to everyone and that these are found on every level of perceived educational hierarchies. This book calls for attention to be paid to the voices of teachers in school, students in the classroom, participants in a project, and researchers embedded in a community—highlighting that they all have something to teach about understanding the world all are working to create in an uncertain educational future.

Wellbeing and Resilience Education engages with the immediate impact of the Covid-19 pandemic and the theoretical and applied elements of wellbeing and resilience education. It explores the implications for students, teachers, and teaching from a transdisciplinary and international perspective. Featuring thirteen chapters written by 27 academics from across the globe, it includes new transdisciplinary research by organisational psychologists, psychologists, neuroscientists, policy experts and education researchers. The book comprises a wide range of topics including: appreciative inquiry, educational leadership, refugee education, resilience education, designing online courses, teacher wellbeing and community responses during the Covid-19 pandemic.This timely volume will be of interest to academics, initial teacher educators, postgraduate students, school leaders and policymakers researching the field of wellbeing, resilience, education, schools, and schooling.

Quality and Equity in Education draws attention to the importance of developing and testing theories of educational effectiveness and using these theories for improvement purposes. It makes a major contribution to knowledge and theory building in research on promoting quality and equity in education. The book presents an improved version of the dynamic model of educational effectiveness based on the empirical data emerged from studies testing its validity, claiming that the proposed theory can be used for establishing links between educational effectiveness research and school improvement. Towards that end, the book presents the Dynamic Approach to teacher and school improvement, demonstrating its impact on quality and equity in education. The book not only proposes an agenda for further research on developing and testing the dynamic theory of educational effectiveness but also refers to research methods that can be used to test the assumptions of this theory and search for relevant cause and effect relations. The agenda also refers to the need of identifying the conditions under which the dynamic approach to teacher and school improvement can have an effect on student learning outcomes.This book will be of great interest for academics, researchers and postgraduate students working in education research and the area of quality and equity in education. It will also be of interest to policymakers, school advisors and other stakeholders in education.

Das Jahrbuch versammelt 18 Beiträge, in denen die grundlegende Bedeutung von Grenzbildungen und Grenzziehungen für Organisationen und für die Theorie und Praxis der Organisationspädagogik herausgearbeitet wird. Die Beiträge beobachten, analysieren und untersuchen Grenzen, die von und durch Organisationen, aber auch durch organisationspädagogische Praxen gezogen, überschritten und aufgelöst werden. Das Bedingungsverhältnis von Grenzziehung und Grenzüberschreitung sowie die sich dabei konstituierenden Grenzobjekte und -praxen werden in begrifflich-theoretisch ausgerichteten Arbeiten wie auch in empirischen Untersuchungen systematisch reflektiert. Damit trägt der Band zur Klärung des Verhältnisses von Organisation und Grenze und zur weiteren Konturierung der spezifischen Perspektive der Organisationspädagogik bei. Über das Schwerpunktthema hinaus enthält das Jahrbuch zwei weitere Beiträge aus der aktuellen organisationspädagogischen Forschung.

This handbook is a unique and major resource on modern educators of Asia and their contribution to Asian educational development through the 19th and 20th centuries when modernization started in Asia. In one comprehensive volume, this handbook covers a selection of modern educators from East Asia, South Asia, and Southeast Asia – and their contributions to the development of modern education, practically and theoretically. The diversity of cultures and religion as well as the multilinguistic and ethnic context have made Asian modernization unique and complex. Educational modernization in Asia reflected this historical context in many ways and resulted in the diverse forms of learning, teaching, institutions, and administration. Modern Asian educators compiled in this handbook represent various fields of Asian society: not only educational but cultural and social fields like academia, politics, economics, religion, literature, theatre, fine arts, and civic genres including the media. Through this Handbook, readers may discover the individual modern educators, male and female, and their contributions to Asian educational modernization. All of them were committed to the cause of education for children, youth, adults and in particular women. In addition, this volume has an extraordinarily rich subject index which can be an excellent guide and introduction to information touching divergent dynamics of educational developments in modern Asia. This insightful volume is perfect for students and researchers working on history of education, comparative education and educational development, particularly for those interested in Asian contexts.

Debates about what constitutes quality in initial teacher education have resulted in a series of quality conundrums that have to be unravelled by teacher educators. Using the lens of scale and adopting a new approach to understanding quality, this book draws upon empirical research into five large-scale, high-quality university-based teacher education providers in Australia, Canada, England, New Zealand and the US. The resulting model of initial teacher education practice shows how ideological concepts and accountability structures around teacher education are in constant tension with operational realities. The book explores how successful large-scale providers have reconciled those tensions and conundrums to ensure their provision is consistently high quality. The accounts also present a robust defence for university-based teacher education.The practice-based accounts of how tensions around quality and scale are being reconciled reveal the competing discourses around teacher professionalism, research and the role of the university in teacher education. The analysis presented promises to change the way we view high-quality teacher education across all providers and international contexts, not just those of large scale.This book will be of great interest to teacher educators, policymakers and educational leaders.

This book discusses how East Asia has introduced school and curricular reform to reflect democratic citizenship and globalized skills, knowledge, dispositions, and competencies in the 21st century. It also focuses on the tendencies and reasons students from Japan, China, South Korea, Taiwan, and Singapore receive the highest scores in international students'assessment such as PISA and TIMSS; yet their curiosity and motivation for learning are the lowest internationally. Moreover, Indonesian and Vietnamese students are likely to receive the lowest testing scores, yet their motivation for learning is quite high. It is worth investigating high academic achievement in East Asia in light of the trend towards democratization. The authors consider controversial issues such as whether the goals of democratic education should be the attainment of high academic scores, consideration of whether to implement competency-based curriculums or meritocratic systems of academic competition, and the provision of equal opportunities in the community of learning. The book illuminates each country's struggle to realise school reform on the basis of its social and cultural settings, and looks at what connects East Asia's past, present, and future.

What do we actually do when we research education policy and governance? Why do we tame the messy hinterland of research into smooth accounts and what do we lose in the process?In this volume, distinguished scholars in education policy and governance research discuss how the practice of methods is messy, subjective, and provisional. They approach methodology as riddled with tensions, doubts, troubles, and mundane decisions. Scholarship in this book shifts from recording the methodological hinterland to putting it to productive use as resources for thinking about the researched world and about research itself. This methodological openness helps to examine how research reproduces scholars'metaphysics, how research is a deeply embodied process encompassing all senses, how scholars'concerns interfere in the worlds they study, but also how these equally interfere with researchers. By challenging smooth methodological accounts which conceal the complex and provisional nature of research, this book offers new approaches in education policy and governance research that are more generative, insightful, and sincere.Offering new ways of thinking about research methodologies, the book will be of great interest to researchers, academics, and post-graduate students in the fields of education research and education theory, as well as social scientists interested in research methodologies more broadly.

This book examines the compensation system for teachers in compulsory education in China and how it can be brought to bear in attracting, retaining, and motivating teachers while improving the quality of basic education.The study first draws on theories of modern pay systems and revisits major teacher pay reforms at the national level and their implementation at the school level, thereby evaluating the characteristics and problems of pay systems. A comparative analysis of different pay scales and its competitiveness in contrast to other professions then further demonstrates the limitations of existing salary structures in compulsory education schools, along with a failure to offer enough incentives for high-quality teachers and teaching. Approaching the topic from both theoretical and empirical perspectives, the author proposes a restructured pay system and advances constructive suggestions on policymaking as well as research directions in teacher pay reform.The book will appeal to scholars, students, school officials, and policymakers interested in education economics, education management and administration, and especially teacher pay scales and pay reforms.

This book focuses on the professional development of teacher educators, forming a definitive and expert resource for all those interested in this area of professional learning. It offers an in-depth overview of existing international research and professional development initiatives in the area of teacher educators'learning.The book highlights relevant research on the topic, identifies the lessons learnt from recent initiatives, and indicates ways forward for teacher educators'professional learning internationally. It provides a unique combination of six years of pan-European collaborative work, resulting in a book with clear relevance and appeal to both academics and practitioners internationally. The book conceptualizes teacher educators'professional development, in order to deepen understanding of how and why learning occurs and conducts empirical research into the professional development needs of teacher educators internationally using quantitative and qualitative methods in order to redress gaps in existing research. This book will be of great interest to academics, researchers and post-graduate students in the fields of teacher education and professional development and learning.

The book explores the state of social studies education within selected East Asian societies and provides some insights into distinctive classroom practices. In an increasingly volatile and unpredictable world, the education of young people who both understand the contexts in which they are growing up and see the need for engaging with them is a top priority. This task falls to social studies education which carries the responsibility for inducting young people into their social world and helping them to see the role they can play within it. This is particularly important in East Asia where strong economic growth, long held cultural values and diverse political systems create an environment that challenges young people on multiple fronts. This book, with its team of regional authors, shows how different societies in the region are dealing with these challenges and what can be expected from future citizens. The book will appeal to policy makers, researchers and teachers interested in the current state of social studies education in East Asian societies.

This book examines social inclusion in the education sector in India for scheduled tribes (ST), denotified tribes and nomadic tribes. It investigates the gaps between what was promised to the marginalized sections in the constitution, and what has since been delivered.The volume:• Examines data from across the Indian states on ST and non-ST students in higher, primary and secondary education;• Analyses the success and failures of education policy at the central and state level;• Brings to the fore colonial roots of social exclusion in education.A major study, the volume will be of great interest to scholars and researchers of education, sociology and social anthropology, development studies and South Asian studies.

Updated to reflect the latest developments and increasing scope of school-based options, the second edition of the Handbook of Research on School Choice makes readily available the most rigorous and policy-relevant research on K–12 school choice.This comprehensive research handbook begins with scholarly overviews that explore historical, political, economic, legal, methodological, and international perspectives on school choice. In the following sections, experts examine the research and current state of common forms of school choice: charter schools, school vouchers, and magnet schools. The concluding section brings together perspectives on other key topics such as accountability, tax credit scholarships, parent decision-making, and marginalized students.With empirical perspectives on all aspects of this evolving sphere of education, this is a critical resource for researchers, faculty, and students interested in education policy, the politics of education, and educational leadership.

Seven decades since Indian Independence, education takes the centre stage in every major discussion on development, especially when we talk about social exclusion, Dalits and reservations today. This book examines social inclusion in the education sector in India for Scheduled Castes (SCs).The volume:· Foregrounds the historical struggles of the SCs to understand why the quest for education is so central to shaping SC consciousness and aspirations;· Works with exhaustive state-level studies with a view to assessing commonalities and differences in the educational status of SCs today;· Takes stock of the policymaking and extent of implementations across Indian states to understand the challenges faced in different scenarios;· Seeks to analyse the differential in existing economic conditions, and other structural constraints, in relation to access to quality educational facilities;· Examines the social perceptions and experiences of SC students as they live now. A major study, the volume will be of great interest to scholars and researchers of education, sociology and social anthropology, development studies and South Asian studies.

Der Band erörtert umfassend Theorien, Traditionen und Innovationen im Feld Forschenden Lernens (FL). Die Beispiele reichen von der Physik über die Psychiatrie bis hin zur Geschichtswissenschaft, Soziologie oder Psychologie – und vielen anderen Disziplinen sowie interdisziplinären Projekten – und geben Einblicke in originelle, exzellente Lehr-Lernformate sowie konkrete Veranstaltungen, die über wettbewerbliche Ausschreibungen gefördert und implementiert werden. Sie dokumentieren die faszinierende Vielfalt eines höchst dynamischen Feldes.

Education as a concept has long been taken for granted. Most people immediately think of schools and colleges, of classes and exams. This volume aims to highlight non-formal education (NFE) in its various forms across different historical and cultural contexts. Contributors draw upon their experience as educators and researchers in comparative education and sociology to elucidate, compare, and critique NFE in Asia, Europe, Latin America, and the USA.By mapping out NFE's forms, functions, and dynamics, this volume gives us the opportunity to reflect on the myriad iterations of education to challenge preconceived limitations in the field of education research. Only by expanding the focus beyond that of traditional schooling arrangements can we work towards a more sustainable future and improved lifelong learning.This book will appeal to researchers interested in non-formal education and comparative education.

In the wake of national interest in teacher evaluation, this book examines what we have learned about how and whether teacher evaluation holds teachers accountable and improves their practice.Drawing on literature in psychology, economics, and sociology, this multi-disciplinary and multi-perspectival book explores teacher evaluation's intended goals of development and accountability, as well as its unintended consequences, especially as they relate to equity. Blending theory from diverse disciplines with decades of research, this book provides new insights into how teacher evaluation has played out in schools across the United States and offers recommendations for research, policy, and practice in the years to come. Insights include how to embed teacher evaluation in a larger culture of continuous learning; rethinking assumptions on accountability and development aims; and highlighting the importance of equity in the design, implementation, and outcomes of teacher evaluation. Every chapter concludes with practical recommendations informed by theory and research to guide policymakers, researchers, and district and school leaders as they seek to understand, design, and implement better teacher evaluation systems.

With this volume, the author demonstrates how a collective goods approach to higher education research can alleviate problems of rising costs, declining resources, and growing concerns about undergraduate learning. In taking this approach, the author presents new tools of analysis—borrowed from cognitive science, economics, data analytics, education technology and measurement science—to investigate higher education's place in society as a public or private good. By showing how these tools can be utilized to re-orient current research, this volume offers scholars and policy makers an argument for the large-scale use of scientific and economic approaches to higher education's most pressing issues.

This book addresses the relationship between the production of social problems in educational policy, the research practices required to inform policy, and the daily production of normalcies and differences in school contexts. It reports on the opportunities and consequences for policy, research, and practice when normalcy is stigmatized at the same level as difference. The book employs a critical analysis combining queer, feminist, and post-representational theories to understand the implications of dominant ways of understanding the division between normal and different subjectivities and how they reiterate structures of inequality in schools.

Teaching Human Rights in Primary Schools delves into the important issue of Human Rights Education (HRE) implementation, exploring the nature and extent of HRE in education policy and practice in English primary schooling, and seeking to understand the reasons for deficiencies in practice in this area. HRE enables people not only to identify rights violations in their own lives, but also equips them with the knowledge, values and skills required to accept, defend and promote human rights more broadly. An awareness of human rights is therefore crucial, no matter what a person's age, and as such it is vital that information about human rights is included within formal education.Beginning with an overview of the relevant international obligations and agreements related to HRE, Struthers then demonstrates that these are ostensibly not currently being met in either policy or practice in England. The book then draws upon current literature and empirical research with teachers to explore and analyse the barriers to HRE implementation. While the book uses the specific context of English primary education, it makes broad interdisciplinary recommendations concerning how the provision of HRE could be improved, which will be relevant to other countries instituting programmes of HRE or values and citizenship education.Interdisciplinary in nature and addressing HRE at both the international and domestic levels, this book will be of great interest to scholars, researchers and postgraduate students in both education and law. It will be of particular interest to those engaged in the study of human rights, children's rights and education law, as well as those interested in curriculum policy and development, teaching methodologies and the sociology of education. It should also be essential reading for teacher educators, teachers and policymakers.

Julia Gasterstädt zeigt die Komplexität von Steuerungsprozessen bei der Entwicklung inklusiver Strukturen in Schulsystemen empirisch fundiert auf. Ausgangspunkt ist die Perspektive der Educational Governance-Forschung, die anhand des Forschungsgegenstandes kritisch reflektiert wird. Dabei werden Leerstellen deutlich, die mit Bezug auf die Theorie sozialer Welten und Arenen sowie die Analyse von Macht und Diskursen bearbeitet werden. Dazu folgt die Autorin methodisch der Situational Analysis nach Adele Clarke als Erweiterung der Grounded Theory Methodologie, deren deren Erkenntnispotentiale für die Analyse von Prozessen der Steuerung in Bildungssystemen aufgezeigt werden. Die Ergebnisse dieser Rekonstruktionen machen eindrücklich deutlich, wie die UN-BRK durch Akteure der Bildungsadministration reinterpretiert wird und daran anschließend innerhalb spezifischer Steuerungslogiken umgesetzt wird.

Early School Leaving in the European Union provides an analysis of early school leaving (ESL) in nine European Union countries, with a particular focus on young people who were previously enrolled in educational institutions inside and outside mainstream secondary education. The comparative approach employed by this volume adds to the existing body of knowledge on ESL and develops an understanding of how young people navigate through different educational systems.Contributors acknowledge the importance of reconstructing educational trajectories from the perspective of the individuals involved and, as a result, the book includes data collected during in-depth interviews, surveys, and insights from educational professionals, policymakers and representatives from civil society organisations. Adopting a classic tripartite approach, which acknowledges the complex nature of ESL, the book addresses individual, institutional and systemic factors. It identifies and analyses the prevention, intervention and compensation measures that can succeed in supporting young people's attainment, and demonstrates how these can be used to reduce ESL.This unique book will be highly relevant for academics, researchers and postgraduate students, as well as educational practitioners. Drawing on the insights provided by the authors, the book formulates policy recommendations that should also be of interest for policymakers in European countries and beyond.