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Section 1: Policies and politics 1 Education policy and politics 2 Children, families and the state 3 Social mobility and education 4 Poverty, deprivation and educational attainment 5 Gender and educational achievement 6 Education and Race 7 Cultural religious plurality in education 8 Social and educational inclusion 9 Education for democracy Section 2: Global and environmental education 10 Globalisation and the knowledge economy 11 Education for All and role of multilateralism 12 Convergence and difference in European education systems 13 Information technology and learning in the global knowledge economy 14 Sustainable schools 15 A futures perspective on education Section 3: Learning, knowledge and the curriculum 16 Knowledge is a dangerous thing: Curriculum and education 17 Young children learning 18 Learning and cognitive theory 19 The ecology of learning 20 Cultural connections in learning 21 Educational Research

African American families are key resources of human capital for the Charlotte Region and nation's ability to be globally competitive. An At-Opportunity Policy Agenda is combined economic, educational, and philanthropic strategy that focuses on goals in educational curriculum development, workforce, and entrepreneurial development, and financial and wealth literacy. The approach for the development of an overall continuum of opportunity includes the engagement of the public and private sectors, which include for-profit and non-profit entities. African Americans, especially those in poverty, experience more barriers to reading on grade-level than any other group. The combination of the African American population and employment needs make entrepreneurship a more attractive approach. The more strategic focuses on twenty-first-century skills development in K–12 schools, entrepreneurial development, mixed-income housing, and financial literacy and wealth management are also keys to a continuum of opportunity model that prepares future human capital for economic and social development.

Dimensions of Marketisation in Higher Education is a critical analysis of the various dimensions of marketisation in a global context, exploring governance, policy, financial, ethical and pedagogical aspects. Bringing together a selection of influential authors who draw on the work of Roger Brown, the book is a timely examination of the impact that policies regulating cost, entry and practices in higher education can have on universities, students and academics. This book explores the tensions and dilemmas marketisation brings into the educational environment for academic leaders, managers and students, arguing that they can be managed through re-balancing the relation between the market and the educational dimensions. Key topics include: • Economics of education • Students in a marketised environment • Regulating a marketised sector • Marketisation and higher education pedagogies • Universities' futures Unveiling nuanced and multifaceted perspectives and providing readers with collective and forward-thinking critical analyses, Dimensions of Marketisation in Higher Education will be an authoritative reference book on policy and practice, appealing to higher education leaders, managers and scholars worldwide.

Low educational attainment is frequently pointed out as a barrier to social and economic development and most governments aim at increasing participation in higher education. However, effective strategies to increase aggregate demand require information on its most relevant determinants, which is difficult to obtain because applications to higher education are usually not organised at the country level. In this study, we utilise a large sample of data on applications available in Portugal to estimate a model of aggregate demand for higher education. Our estimates suggest that the economic context is relatively less relevant than policy orientations, and thus that sustaining or increasing higher education participation may be more dependent on political choice than on economic circumstances. The only relevant economic determinant in the model is unemployment which contradicting some previous research appears to exert a negative impact upon aggregate demand.

Public higher education has a long history, with its growth associated with mass higher education and the extension of a social right to education from secondary schooling to university education. Following the rise in student numbers since the 1970s, the aspiration to higher education has been universalized, although opportunities remain structured by social background. This paper looks at changing policies for higher education in the UK and the emergence of a neoliberal knowledge regime. This subordinates higher education to the market and shifts the burden of paying for degree courses onto students. It seeks to stratify institutions and extend the role of for-profit providers. From a role in the amelioration of social inequality, universities are now asked to participate actively in the widening inequalities associated with a neoliberal global market order.

ACKNOWLEDGEMENTS PREFACE CONTRIBUTORS EDUCATION AND SOCIOLOGY: AN INTRODUCTION David I. Levinson and Alan R. Sadovnik ADOLESCENCE AND SCHOOLS Nancy Lesko, Roberta Jentes-Mason and Jolanda Westerhof-Shultz ADULT EDUCATION Peter Katopes AFFIRMATIVE ACTION IN EDUCATION Roslyn Arlin Mickelson AFRICAN-AMERICAN ACHIEVEMENT MOTIVATION Margaret Hunter and Walter R. Allen AT RISK STUDENTS Gary Natriello BILINGUAL EDUCATION Virginia Vagel Zanger BROWN V. BOARD OF EDUCATION Jennifer L. Hochschild CATHOLIC SCHOOLS Helen M. Marks CLASSROOM PROCESSES Elizabeth G. Cohen CODE THEORY, PEDAGOGIC DISCOURSE AND SYMBOLIC CONTROL Alan R. Sadovnik COMMUNITY COLLEGES Kevin J. Dougherty CONFLICT THEORY Christopher J. Hurn COOPERATIVE LEARNING IN ELEMENTARY AND SECONDARY SCHOOLS Robert E. Slavin CULTURAL CAPITAL Timothy J. Madigan CURRICULUM Adam Gamoran CURRICULUM HISTORY Ivor F. Goodson DESEGREGATION Stephen Samuel Smith DESEGREGATION OF HIGHER EDUCATION Faith G.Paul ECONOMICS OF EDUCATION Iver Berg EDUCATIONAL ACHIEVEMENT AND ATTAINMENT IN THE UNITED STATES Thomas M. Smith EDUCATIONAL ASSESSMENT Leslie C. Soodak EDUCATIONAL ATTITUDES: ABSTRACT AND CONCRETE Roslyn Arlin Mickelson EDUCATIONAL PRODUCTIVITY Mark Berends EDUCATIONAL REFORM AND SOCIOLOGY IN ENGLAND AND WALES Geoffery Walford EDUCATIONAL REFORM IN THE UNITED STATES: 1980S AND 1990S Alan R. Sadovnik, Peter W. Cokson, Jr., Susan F. Semel and David L. Levinson ELITES AND EDUCATIONAL REFORM Peter W. Cookson, Jr. and Brenda Donly EQUALITY AND EDUCATION Maureen T. Hallinan ETHNICITY Edith W. King ETHNOGRAPHY Peter McLaren and Amanda Datnow EXTRACURRICULAR ACTIVITIES Pamela Anne Quiroz FUNCTIONALIST THEORIES OF EDUCATION Peter W. Cookson, Jr. and ALan R. Sadovnik GENDER AND EDUCATION Sara Delamont GENDER AND MATH EDUCATION Karen Karp GENDER INEQUALITY Linda Grant and Xue Lan Rong GENDER INEQUALITY IN EDUCATION: INTERNATIONAL COMPARISONS Karen Bradley GENDER SOCIALIZATION AND EDUCATION: WHERE WE'VE BEEN AND WHERE WE MIGHT GO Joan Z. Spade GLOBALIZATION John Boli HIGH SCHOOL DROPOUTS Aaron M. Pallas HIGHER EDUCATION Floyd M. Hammack HIGHER EDUCATION: INTERNATIONAL James C. Hearn and Jan Sandor HIGHER EDUCATION AND SOCIAL EQUALITY Sophia Catsambis HIGHER EDUCATION IN THE UNITED STATES: ACCESS TO BY MINORITIES Thomas M. Smith HIGHER EDUCATION IN THE UNITED STATES: LATINOS Susan Moreno and Chandra Muller HISTORI

abacus Abeland, Peter ability grouping academic academic freedom academy access/admission accomplishments accountability accountancy accreditation of prior achievement/learning action research Addams, Jane adult education aegrotat Africa agriculture algebra alternative education alumni antiracist education apprenticeship approved school aptitude Argentina Aristotle arithmatic armed forces Arnold, Matthew Arnold, Thomas art art, college and school of Ascham, Roger Asia assessment (inc. continuous, criterion referenced, diagnostic, formative, norm referenced, summative) Association of University Teachers (AUT) astronomy athenaeum attainment attendance Australia Austria autodidact autonomy baccalaureate Baltic States baseline assessment basic skills Beecher, Catherine benchmarking Benelux countries Bernstein, Basil bicultural education bilingual education binary policy Binet, Alfred biology blind children, teaching of boarding school Bourdieu, Pierre boys, education of brain drain Brazil British Broadcasting Corporation (BBC) British Council Buddhist education bullying Burt, Cyril business business school Cambodia Canada careers guidance Caribbean Carnegie Foundation for the Advancement of Teaching case study catchment areas Catholic school Centre for Educational Research and Innovation (CERI) certification chancellor character training charities, educational charter school chemistry child centred education child development child guidance children's literature China church civics class size classical education classical studies/classics classroom classroom management coeducation cognition Colet, John college college of advanced technology Comenius, Johann Amos common school Commonwealth of Learning (COL) community college community education comparative education compensatory education comprehension comprehensive education comprehensive school compulsory education computer assisted learning computing Condorcet, Marie Jean constructivism continued professional development continuing education cookery core curriculum corporal punishment correspondence course correspondence theory Council for Education in World Citizenship (CEWC) Council of Europe counselling crafts cramming creche credentials critical pedagogy cultural capital curriculum curriculum development dame school dance day release day school dean degree delinquency dentistry department Department for International Development (DfID) deschooling detention development plan Dewey, John didacticism didactics diploma diploma disease discipline discovery method distance education/learning domestic science don drama driving Duke of Edinburgh's Award dunce Durkheim, Emile early childhood education Economic and Social Research Council (ESRC) (UK) economics economics of education Edgeworth, Maria education education policy educational broadcasting educational management educational media educational priority areas educational profiles educational publishing educational research Educational Resources Information Centre (ERIC) educational studies educational technology educational theory egalitarianism Egypt elementary school Eliot, Charles W. elitism Elyot, Thomas endowment engineering England English environmental studies equality of opportunity ethnography ethos Europe European Centre for the Development of Vocational Training (CEDEFOP) European Union (EU) evaluation examinations excellence experimental learning expulsion extra-mural classes faculty family Ferry, Jules Forster, William Foucault, Michel France Freire, Paulo freshman Froebel, Friedrich further education Galton, Francis games geography geology geometry Germany giftedness girls, education of globalisation governor grades graduate grammar grammar school Greece Guizot, Francois Harris, William Torrey head of department health education Herbart, J. F. hidden curriculum higher education Higher Education Funding Councils (HEFC) (UK) Hindu education history history of education home economics homeschooling homework human capital Hungary hygiene Illich, Ivan inclusive education incorporation independent school India indigenous education indoctrination Indonesia industrial training infant school initial teacher education in-sevice education inspection instruction intellectual development intelligence intelligence tests intermediate school International Association for the Evaluation of Educational Achievement (IEA) International Bureau of Education (IBE) International Council for Adult Education (ICAE) international education/schools International Institute for Education Planning (IIEP) Iran Iraq Ireland, Republic of Isaacs, Susan Islamic education Israel Italy Ivy League Japan Jewish education John of Salisbury Jowitt, Benjamin junior school Kay-Shuttleworth, James Keate, John kibbutz (Israel) kindergarten knowledge economy Knox, John Lancaster, Joseph Lane, Homer Latin America law learning learning career learning disabilities learning society lecture lesson liberal education liberal studies librarianship Library Association lifelong learning literacy Locke, John logbook Lowe, Robert lyceum magnet school Makarenko, Anton Malaysia management Mann, Horace Mannheim, Karl marketisation marking mass education mass media mathematics matriculation mature students McMillan, Margaret mechanics' institute media studies medicine Mediterranean mentor/mentoring merit meritocracy Mexico middle school Mill, John Stuart mission statement mixed ability teaching modern languages module/modular monitor monitorial system Montessori, Maria moral curriculum Morant, Robert motivation Mulcaster, Richard multicultural education museum education music National Academy of Education (US) National Centre for Educational Statistics (US) national curriculum National Economic Development Council (NEDC) (UK) National Foundation for Educational Research (NFER) (UK) nature study neighbourhood school Neill, A. S. New Zealand/Aotearoa Newman, John Henry Nigeria normal school Norwood, Cyril Nuffield Foundation nursery school Nynn, Percy objective tests Oceania Office of Educational Research and Improvement (OERI) (US) open plan education oral examinations Organisation for Economic Co-operation and Development (OECD) Outward Bound Trust Owen, Robert Pakistan parental choice parity of esteem Parkhurst, Helen partnerships pastoral care payment by results peace education pedagogy peer group peformance related pay performance indicators Pestalozzi, Heinrich philosophy of education phonics phrenology physical education/training physics Piaget, Jean Pilgrim Trust Plato playground playgroup Poland politics of education Polynesia polytechnic Portugal positive discrimination post-compulsory education postgraduate practical education practitioner research prefect preparatory school primary school principal prison private school privatisation proctor professor programmed learning progression progressive education project method provost psychology psychology of education public library public school (UK and other) Publisher's Association pupil Qintilian Quaker education qualifications qualitative research quantitative research reader reading reading schemes reception class recruitment rector recurrent education Reddie, Cecil reflective practitioner religious assmebly religious education remedial teaching retention Rhodes Trust Ribot, Alexander Rice, Joseph Mayer Robbins, Lionel Romania Rousseau, Jean-Jacques rural educaton Russell Group Russia sabbatical Sadler, Michael Save the Children Fund Scandinavia scholarships scholaticism school school buildings (architecture) school effectiveness school fees school improvement school journeys school laboratory school leadership school library School Library Association school magazine school reform school reports school security science Scotland Scout Association secondary school secretarial training segregation selection semester seminar seminary service learning setting sex education situated learning sixth form skills Skinner, Burrhus Fredric Sloyd social capital social exclusion/inclusion social reproduction social studies sociology sociology of education Socratic method sophomore South Africa South America Spain Speaeman, Charles special education specialisation speech therapy spelling Spencer Foundation Spencer, Herbert standardised tests standards Steiner, Rudolf Stenhouse, Lawrence streaming/tracking student student finance subject teaching associations subjects Sunday school supply teaching Sweden swimming Switzerland syllabus Tanzania Tawney, R. H. teacher teacher unions teachers college teaching teaching assistants teaching methods teaching profession technical college technical education technical school technology term tertiary education testing textbooks theology thesis Thorndike, Edward L. Thring, Edward trade school training transition education travellers, education of truancy Turkey tutor/tutorial Tyler, Ralph Uganda underachievement United Arab Emirates United Kingdom United Nations Children's Fund (UNICEF) United Nations Educational, Scientific and Cultural Organisation (UNESCO) universal education university university extension urban education USA value added Vgotsky, Lev vice-chancellor village college visual aids viva voce vocational education vouchers Washington, Booker T. William of Wykeham Wollstonecraft, Mary women's studies work-based learning workers' education Workers' Educational Association (WEA) working men's club/institute World Bank World Education Fellowship wrangler writing Young, Michael youth club zoning

This volume brings together eight case studies which describe a variety of initiatives to create more effective schools for children of poverty, especially in the third world. The initiatives were identified through a search that sought nominations from colleagues internationally. Countries include Brazil, Burundi, Colombia, Ghana, Nepal, Sri Lanka, Thailand, and the United States. Each initiative was developed independently to address unique challenges and situations. While one would not expect them to have identical features, it is interesting to note that they do share a set of common features with respect to provision of necessary inputs, existence of facilitating conditions and will. In fact, a major feature that the various initiatives have in common is that each is adapted to local circumstances: flexibility appears to be key to effectiveness. Taken as a group, the features of the approaches described in this volume might be viewed as a basis for considering the development of effective school strategies in other contexts.

In this groundbreaking critique of neoliberalism in schooling and education, an international cast of education policy analysts, educational activists and scholars deftly analyze the ideologies underlying the global, national and local neoliberalisation of schooling and education. The thrilling scholarship that makes up Global Neoliberalism and Education and its Consequences exposes the machinations, agenda and impacts of the privatising and 'merchandisation' of education by the World Bank, the General Agreement on Trade in Services (GATS), biased think tanks, global and national corporations and capital, and the full political spectrum of Neoliberal governments. Including such topics as the increasing polarization of racialized and gendered social classes as a consequence of neoliberal policies, the role and shape of markets and education in the era of globalised Capitalism, the effects of the profit motive in higher education, the impact of the Heritage Foundation in the USA, and even a critical evaluation of education in Cuba--readers are sure to find startling insight and provocative arguments throughout Global Neoliberalism and Education and its Consequences.

During the 1960s a paradigm shift occurred within Irish education thanks to the penetration of the Republic’s system by the OECD-sponsored economics of education. The 1965 publication of Investment in Education was the key event in this change. The document reproduced and contextualised here demonstrates how this penetration process had begun as early as the late 1950s. It was pressed forward not only by international organisations like OECD and its OEEC predecessor but also by powerful private US agencies like the Ford Foundation. As leader of the team that produced Investment in Education, Patrick Lynch is the figure primarily associated with the rise of the economics of education in Ireland. Here the key mobilising role played by Lynch’s English friend and collaborator, John Vaizey, through a combination of elite network contacts within the world of international policy analysis and personal knowledge of the Irish scene, is highlighted.

Introduction 1. The Disciplines of Education in the UK: Between the Ghost and the Shadow Martin Lawn and John Furlong 2. Philosophy of Education in the UK: The Historical and Contemporary Tradition Alis Oancea and David Bridges 3. Sociology of Education A Critical History and Prospects for the Future Hugh Lauder, Phillip Brown and A. H. Halsey 4. The Psychology of Education: Achievements, Challenges and Opportunities W. Ray Crozier 5. The History of Education - A Curious Case? Joyce Goodman and Ian Grosvenor 6. The Contribution of the Economics of Education to Education Lorraine Dearden, Stephen Machin and Anna Vignoles 7. Comparative and International Education: Policy Transfer, Context Sensitivity and Professional Development Michael Crossley and Keith Watson 8. Towards a Geography of Education Chris Taylor 9. Gaining a Commanding Voice Sheldon Rothblatt 10. Disciplines of Education The Value of Disciplinary Self Observation Edwin Keiner 11. Disciplines of Education and their Role in the Future of Educational Research Concluding Reflections John Furlong and Martin Lawn

This chapter describes the use of the term ‘dual sector university’ in Australia, the characteristics of the universities so described, and speculates why other Australian universities with otherwise similar histories developed as single sector universities. The chapter concludes by considering the potential for the development of new dual sector universities in Australia.

Neoliberalism has had a major impact on schooling and education in the Developing World, with social repercussions that have affected the salaries of teachers, the number and type of potential students, the availability of education, the cost of education, and more. This edited collection argues that the privatization of public services and the capitalization and commodification of education have resulted in the establishment of competitive markets that are marked by selection, exclusion and inequality. The contributors - academics and organization/social movement activists - examine aspects of neoliberal arguments focusing on low- and middle-income countries (including Chile, Mexico, Argentina, Venezuela, China, Pakistan, India, Turkey, Burkina Faso, Mozambique and South Africa), and suggest where they fall short. Their arguments center around the assumption that education is not a commodity to be bought and sold, as education and the capitalist market hold opposing goals, motivations, methods, and standards of excellence.

The last fifteen years have seen greater changes in both educational policies and society’s attitudes to the mentally handicapped than had occurred in the previous century.

In recent years most western democracies have experienced a shift from elite to mass higher education, with the United States leading the way. This text compares the experience of this very important social change within different nation states. Whilst recognising the critical global economic forces that appear to explain the international nature of the change, it sees the issues as rooted within different national traditions. There is a particular focus upon the discourse of access, especially the political discourse. The book addresses questions such as: * How has expansion been explained? * Has expansion been generated by state intervention or by a combination of economic and social forces? * What are the forms of political intervention? * What points of agreement and conflict are generated within the wider society by expanding access? Chapters: 1) The rise of mass higher education 2) Values, discourse and politics: an Australian comparative perspective 3) The politics of access to higher education in France 4) Bildung or Ausbildung? Reorienting German higher education 5) The value of higher education in a mass system: the Italian debate 6) Access to Dutch higher education: policies and trends 7) Access to higher education in the Nordic countries 8) Mass Higher Education in Poland: coping with the 'Spanish Collar' 9) British higher education and the prism of devolution 10) Access to higher eduction in England: who is in control? 11) A transatlantic persuasion: a comparative look at America's path towards access and equity in higher education 12) Conclusion: the reshaping of mass higher education

This article focuses on the financing of school-based education and the ways in which this has changed since the Labour Government was elected into office in May 1997. It also analyses fundamental problems associated with the current system and how these might be rectified. The main conclusions are that although the Labour Government has made clear efforts to target money on areas with high levels of poverty, the system by which most funds for education are allocated, via local authorities, is fundamentally flawed. In order to make informed, evidence-based judgements about how much money is needed for education, high quality research needs to be carried out. This should establish the resources needed to enable children with different levels of prior attainment to meet specified educational goals in the context of different levels of disadvantage in schools. Only then can the Government be sure that adequate funds are being targeted where they are most needed.

The European Union's activities constitute a relatively new influence on educational policy-making. It has generally been argued that this influence is both weak and politically progressive. It is purported to be 'weak' because Member States are supposed to jealously guard the autonomy of their national education systems. In addition, it is argued that the key concern of Brussels remains vocational training, despite the specific reference to general education in the Treaty of Maastricht. It is considered to be a 'progressive' influence because the so-called European dimension in education sets out to foster 'European' values such as democracy, respect for human rights, pluralism, multiculturalism and respect for ethnic minorities. This paper will explore these generally held assumptions and will argue that the EU's influence in the field of education is much greater than normally acknowledged, that this influence is exerted through a variety of mechanisms, and that the current construction of 'European education' signals contradictory messages through its agenda for 'unity in diversity'. More specifically, this paper will analyse the way in which the EU has set out to facilitate and promote a strong 'European identity' through the medium of education. Initiatives and policies in Member States setting out to Europeanise their curricula are interrogated in terms of their manifest and latent meanings and value systems, and the extent to which 'learning for and about Europe' - i.e. identity through difference - entails processes of exclusion and distancing of the non-European. It is argued that educators, as cultural intellectuals, must refuse to accept the politics of identity as given, but must rather critically examine how representations of Europe and Europeans are constructed, for what purpose, by whom, and with what components., peer-reviewed