Suchergebnisse

Cover -- Series -- Understanding Neoliberal Rule in K-12 Schools -- Library of Congress Cataloging-in-Publication Data -- Contents -- Introduction -- SECTION I: DEMYSTIFYING NEOLIBERALISM'S EFFECTS ON K-12 EDUCATION -- CHAPTER 1: Saved by the Bell? -- CHAPTER 2: The Role of Big Data and "Personalized Learning" in the Privatization of Public Education -- CHAPTER 3: Neoliberalism and Contemporary Reform Efforts in Mississippi's Public Education System -- CHAPTER 4: An Ironic Alliance -- CHAPTER 5: Neoliberalism, Global Cities, and a Public-Private Partnership -- CHAPTER 6: From Standardized Testing to the War on Libya -- CHAPTER 7: Idiots! -- SECTION II: HARM TO COMMUNITIES AND SCHOOLS -- CHAPTER 8: Education, Crime Control, and Coherence in the Neoliberal State -- CHAPTER 9: The Testing Industrial Complex -- CHAPTER 10: STEM Education Is Not Only an Integrated Curriculum -- CHAPTER 11: The Neoliberal Agenda for Public Education -- SECTION III: COMMUNITIES AND SCHOOLS IN RESISTANCE -- CHAPTER 12: From Occupy to Equity -- CHAPTER 13: Allies Against the Common Corp -- CHAPTER 14: The Socially Just School Speaks Back to Neoliberalism -- CHAPTER 15: Teacher Unionism Reborn -- CHAPTER 16: Theorizing in the Belly of the Beast -- CHAPTER 17: Whiteness, Nationalism, and Neoliberalism -- CHAPTER 18: Disentangling Higher Order Thinking From Neoliberalism and Moving Toward a Democratic Vision of Schooling -- CHAPTER 19: Epistemology and Apostasy -- CHAPTER 20: Resistance at the Roots -- About the Editors -- About the Contributors

Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of illustrations -- Acknowledgements -- Series editors' preface -- 1. Challenges for public education: Perils and possibilities for educational leadership, policy and social justice -- Introduction -- Perils and possibilities of public education: mapping the field -- The contributions of the chapters -- References -- PART I: Theoretical possibilities -- 2. Re-imagining leadership as a resource of and for educational practice/praxis in neoliberal times -- Introduction -- Schools of the Future: an autobiographical account -- Educational leadership as praxis: an initial analysis -- Educational leadership as praxis: an analysis for education -- Discussion and conclusion -- Note -- References -- 3. School and principal autonomy: Resisting, not manufacturing, the neoliberal subject -- Introduction -- School autonomy as a form of neoliberal governmentality -- School principals as entrepreneurial subjects -- Conclusion: spaces for resistance and social justice -- Notes -- References -- 4. Educational leadership research and the dismantling of public education: A relational approach -- The orthodoxy of systems thinking -- Competing normative ends -- Trajectories -- Beyond analytical dualism -- Productive theorising -- Notes -- References -- PART II: Local/international cases: Competing practices of a school autonomy reform -- 5. Competitive entrepreneurship and community empowerment: Competing practices of a school autonomy reform -- Introduction -- Background to the IPS initiative -- Conceptualising the neoliberalisation of school governance -- Regimes of principal subjectivity -- The enterprising government of principals -- Community empowerment and collaboration -- Concluding remarks -- References

As the fastest-growing and least-educated population, Latino students need targeted support. States can pursue numerous strategies to boost college access and success, including increasing awareness of financial aid options, improving academic preparation, and providing more supports for students throughout college. Improving education outcomes for Latino students will result in a significant, positive return on the state investment. The report highlights actions states currently are taking to boost college access and success. While these strategies benefit all students, they will be most effective for Latino students when they are intentionally targeted to that population. ; National Conference for States Legislatures - NCSL

Patterns of partnership formation and dissolution are changing dramatically across the Western world. Some scholars have argued that women's trajectories of union formation and dissolution are diverging by education, with the higher educated postponing but eventually marrying and the lower educated more likely to cohabit or divorce if they do marry. At the same time, the variation in partnership behavior has also increased across countries, suggesting that country context plays an important role. Here, we use latent class growth models to compare the educational gradient of partnership trajectories in the United States and 14 countries in Europe and investigate the role of education and country context. Our results indicate a consistent positive educational gradient for partnership patterns showing the postponement of marriage, regardless of whether marriage was preceded by cohabitation, but a less consistent gradient for patterns reflecting long-term cohabitation and union dissolution. Although the US results show evidence of an educational divergence in marriage and union dissolution, the evidence from the other countries is weak. In addition, country context explains more of the variation in class membership than education, with context becoming more important over time. The divergence in behaviors across country contexts suggests that social, cultural, political, and economic developments are essential for understanding changes in partnership formation and dissolution.

Tracing historical and cultural factors which gave rise to the Nordic Education Model, this volume explores why Northern European education policy has become an international benchmark for schooling. The text explains the historical connection between a Nordic ideal of democracy and schooling, and indicates how values of equality, welfare, justice, and individualism might be successfully integrated in national school systems and curricula around the world. The volume also highlights recent debates around the longevity of the Nordic model and explores the risks and challenges posed by international policy and assessment agendas. Exploring how Nordic education polices successfully merge social equity with academic excellence, the book combines cultural, historical, sociological and philosophical analysis with a deep exploration of curriculum and teaching. This book will be of great interest to researchers, scholars, and postgraduates working across the fields of curriculum, comparative education, cultural studies and history and philosophy of education and education policy.

The publication of the National Commission for Higher Education (NCHE) in 1996 was hailed as the first systematic attempt to map out a policy terrain for higher education in South Africa since the elections of April 1994. Its recommendations, particularly on the governance of higher education, elicited much discussion and debate. The debate continued (and continues) with the publication of the Green and White Papers, the Bill on Higher Education, and the Higher Education Act (HEA) in late 1997. This paper explores and seeks to clarify the emerging model of educational governance that has been accepted by the Ministry of Education in South Africa as the basis for managing and transforming the inherited system of higher education. Specifically, the paper considers the philosophy of ?co-operative governance? and the governance recommendations of the NCHE Report and the HEA. These documents are examined in relation to state control and state supervision models of higher education governance. The paper concludes by considering the politics of policy development in the transformation of the South African higher education governance system.

A hallmark of recent higher education policy in developed economies is the move towards quasi-markets involving greater student choice and provider competition, underpinned by cost-sharing policies. This paper examines the idealizations and illusions of student choice and marketization in higher education policy in England, although the overall conclusions have relevance for other countries whose higher education systems are shaped by neoliberal thinking. First, it charts the evolution of the student-choice rationale through an analysis of government commissioned reports, white papers, and legislation, focusing on policy rhetoric and the purported benefits of increasing student choice and provider competition. Second, the paper tests the predictions advanced by the student-choice rationale—increased and wider access, improved institutional quality, and greater provider responsiveness to the labour market—and finds them largely not met. Finally, the paper explores how conceptual deficiencies in the student-choice model explain why the idealization of student choice has largely proved illusionary. Government officials have narrowly conceptualized students as rational calculators primarily weighing the economic costs and benefits of higher education and the relative quality of institutions and programs. There is little awareness that student choices are shaped by several other factors as well and that these vary considerably by social background. The paper concludes that students' choices are socially constrained and stratified, reproducing and legitimating social inequality.

Includes bibliography ; This Education Sector Analysis is the second since the new millennium. Its specific focus on the Oyo, Adamawa and Katsina states provides a strong basis for intervention in the respective states in addition to providing a framework for future analysis of the status of units, in other words, states and local government areas.