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This paper investigates changes in the promissory visions articulated in education reforms around the world. We use structural topic modeling to inductively analyze the content of 9,268 reforms from 215 countries and territories during the period 1970–2018 using the World Education Reform Database. Our findings reveal a decline in traditional management-focused reforms and a rise in reforms related to data and information. We also find an expanding commitment to educational access and inclusion, but reforms framed explicitly in 'rights' language diminish. We argue that the rise of data-centric reforms and the retreat from rights-based approaches may both reflect and contribute to a broader erosion of the liberal world order. [ABSTRACT FROM AUTHOR]

Research has demonstrated the important role of co-teacher communication and planning, but relatively little is understood about co-teacher interactions during the act of teaching itself and how these interactions relate to educators' positionings and ongoing identity development. This paper presents a case study of interaction between two co-facilitators of a team of Japanese youth during a week-long, synchronous, online workshop on human-centred design. One co-facilitator had several years of experience, and the other was a first-timer. Using positioning theory and discourse analysis, we show that the co-facilitators developed a relatively stable pattern of instructional authority delegation, or the social order that guides who has rights and responsibilities over which forms of instructional decision-making. We describe the delegation between the co-teachers in this study as involving 'instructional content authority' and 'instructional language authority', established through interactions of positioning early in the workshop. Then, we examine an interview activity later in the workshop that seemed to disrupt the established pattern. This work extends research on co-teacher communication and teacher learning to understand co-teacher interactions during live teaching, with potential implications for co-teacher preparation and the learning of less experienced co-teachers. [ABSTRACT FROM AUTHOR]

What are the determinants and consequences of regime complexity? We argue that characteristics of international issue areas - network effects and entry barriers - affect the degree of feasible competition, with important consequences for authority relations, institutional differentiation, and substantive outcomes. Competition tends to erode the dominance of status quo institutions, diminishing hierarchy. Differentiation under competition varies according to power and material resources: Powerful states seek to shift the status quo by introducing undifferentiated institutions, while actors with limited resources tend to target differentiated niches. Variation in substantive outcomes depends on the initial configuration of institutions, particularly which actors are originally empowered and thus stand to lose from competition. We develop this theory and test four hypotheses by examining the regime complex for international education, a substantively important but often neglected issue area. [ABSTRACT FROM AUTHOR]

The liberal and neoliberal world order is increasingly under attack. Global levels of democracy have been declining for over a decade, accompanied by rollbacks in some kinds of rights. We examine the implications of increasing criticisms of the (neo)-liberal era over time for educational reform discourse around the world by drawing on a unique primary dataset of 473 reports produced by international organisations between 1998 and 2018. Extending insights from neo-institutional theories of organisations, we argue that globalised models of education reform is on a decline as a result of growing attacks on the (neo)-liberal cultural system that has affected education policies around the world. Empirically, we find no evidence that reform emphases continue to grow since the 1990s, and support for arguments that predict stagnant or falling levels of reform discourse. [ABSTRACT FROM AUTHOR]