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This book provides an historical analysis of the co-evolution of educational attainment and U.S. wage structure through the 20th century. During the first 80 years of the 20th century, the increase of educated workers was higher than demand for them. This boosted income for most and lowered inequality. The reverse has been true since about 1980.

This research deeply discusses about implementation of community participation in the education management in Primary Shool (SD) and Islamic Primary Shool (MI) in Sidoarjo District, in East Java especially related to the participation processes, forms or models, levels or strata and functions, the obstacles or problems and the supports factors, and how to overcome all problems, and to find alternative participation implementation models. Moreover, this research follows Moeover, this research infolved School Commite, Head Master, and Community leader in 18 Sub Distrcts in Sidoarjo District of East Java Indonesia. The conclusion and suggestions, of the research can be seen as follow : Community Participation in Edication Management has functions as : (1) Community fund rising; (2) the improvement of community attention and commitment; (3) the improvement of parent and community participation to make a better quality of education; and (4) the evaluation and supervision of education policy and the product of education. The opstacles of the community participation in education management are : (1) In Planning; (2) In Organizing and implementing; and (3) In monitoring and evaluation. The supporting factors are : (1) In planning and monitoring by using School Website; (2) BOS/BOSDA (School Operatinal Fund) very helpful for the poor parents to reduce the school payment; (3) Teacher Sertification Programe give positif impact to increase the spirit of teaching and learning process in the shool. Suggestions/Recommendations are : (1) School Commity needs reposition; (2) School need democracy improvement; (3) School needs improvement of tranparancy, acuntability, and responsiveness; (4) School needs improvement of cooperation with Higher Education; (5) District Government should give Recommendation Easily for the CSR (Corporate Social Responsibility) programe; (6) School Commity needs  support from everybody to the positif effort for better quality of education; (7) To know deeper about the positive impacts of Website or the development of Information, Communication, and Technology (ICT) in Education Management, needs further and deeper research mus be done. Key words : "Community Participationâ€.

Cover -- Half Title -- Title -- Copyright -- Contents -- Acknowledgments -- Author Biographies -- 1 Reimagining Critical Ethnography -- 2 Critical Ethnography as Methodological Guide: Some Key Tenets -- 3 Working the Theory (and Context) in Critical Ethnography -- 4 Considering Ethical Practices in Critical Ethnographic Research -- 5 Being and Doing Critical Ethnography: Ethnographic Writing and Fieldwork -- 6 Language, Race/ism, and In/Equity in Education: Critical Ethnographic Approaches -- 7 Gender, Sexuality, and (Critical) Education Ethnography -- 8 Getting Lost, Finding Your Way, Ending a Project -- Index.

Cover -- Title -- Copyright -- Contents -- Preface -- Acknowledgments -- Introduction -- 1 Christianity and American Education: Historical Connections -- 2 Religious Sediments in Educational Discourses and Practices -- 3 The Bible: A Blueprint for Contemporary Educational Practices -- 4 The Inherent Religiosity of the Standards Movement -- 5 To Teach as Jesus (Would) -- 6 PedaGod: God as Teacher -- 7 Teaching as Revelation -- Conclusion -- Index

The world has been challenged by the AIDS epidemic for 15 years. In 1985, the U.S. Department of Health and Human Services, Centers for Disease Control, allocated funds to all state departments of education to assist schools in the development of AIDS education policies and programs. Yet, these policies do not ensure that all students receive effective AIDS education. On September 21, 1991, the Arizona Legislature passed Senate Bill 1396, which requires public schools to annually provide AIDS education in grades K-12. The bill was rescinded in 1995. With prohibitive curriculum guidelines, limited teacher training opportunities and tremendous instructional demands, this educational policy was implemented in disparate forms. By examining the perspectives of the Arizona educators (representing three school districts), this qualitative study reveals how teachers ultimately controlled the delivery and nature of AIDS instruction based upon personal values, views of teacher roles, and their interpretation of the mandate itself.

History, theory, and methodology : an introduction / Socorro Morales and Dolores Delgado Bernal -- The United Status of Latinx, 2010-2020 remix / Victoria-Maria MacDonald and Juan F. Carrillo -- Radical joteria y muxerista love in the classroom : brown queer feminist strategies for social transformation / Anita Tijerina Revilla, Joanna Nuñez, José Manuel Santillana Blanco, and Sergio A. Gonzalez -- A Chicana/Latina feminist methodology : examining pláticas in educational research / Alma Itzé Flores and Socorro Morales -- Listening to our antepasados : toward a futurity of Chicanx/a/o and Puerto Rican studies / Jason G. Irizarry and Nichole M. Garcia -- Policies and politics : an introduction / Luis Urrieta, Jr. and Eric Ruiz Bybee -- Latinx faculty in la academia : power, agency, and sobrevivencia / José del Real Viramontes, Luis Urrieta, Jr., Rudolfo Chávez Chávez -- Changing faces and persistent patterns for education in the new Latino/a/x diaspora / Edmund T. Hamann and Linda Harklau -- Monoglossic language education policies and Latinx students' language / Ofelia García, Rosario Torres-Guevara -- Investing in educational equity for Latinos : how accountability, access and systemic inequity shapes opportunity / Frances E. Contreras, Jessica Rodriguez -- Como una jaula de oro : how policy impacts undocumented Latina/o college students / Lindsay Perez Huber and Germán U. Aguilar-Tinajero -- Latina/o/x teachers : history, policies and politics / Patricia D. López -- Presencing while absent : indigenous Latinxs and education / David Barrilas-Chón, Pablo Montes and Judith Landeros -- Theorizing AfroLatinx subjectivities, Afrolatinidades, and the racial politics of identity in education / Christopher Busey -- Language and culture : an introduction / Juan Sánchez Muñoz, Victor Sáenz, and Daniel Villanueva -- Latinx as racial construct vis-à-vis bilingualism, language, and colonialism / Laura C. Chávez-Moreno -- Content-area instruction for ELs from kindergarten-higher education : interventions, investigations, and innovative directions / Margarita Huerta and Tiberio Garza -- Fear of a brown planet : racial politics and Latina/o education policy / Nolan L. Cabrera -- Mexican American studies and scholar activism in a decolonial enactment of citizenship : from testimony to testimonio / Angela Valenzuela, Eliza Epstein, María Del Carmen Unda -- Exploring educational and workforce data trends on Latino boys and men : implications for research and practice / Wonsun Ryu, Jorge Burmicky, Victor Sáenz -- The history and evolution of the term Latinx / Cristobal Salinas Jr. and Adele Lozano -- Latinx/a/o LGBTQ+ communities in education / Antonio Duran -- The critical relevance of bilingual education and bilingualism / Kellie Rolstad and Jeff MacSwan -- Teaching and learning : an introduction / Margarita Machado-Casas and Katherine Espinoza -- How teachers unknowingly organize failure for children of color by creating negative zones of proximal development / Esteban Diaz and Barbara Flores -- "Who are these kids, rejects from Hell?" : analyzing Hollywood distortions of Latina/o high school students / Tara J. Yosso and David G. García -- Cultural-historical perspectives on American Latinx students and educational equity / Pedro R. Portes, Spencer Salas, and Margaret A. Gallego -- Young Latinx learners in early childhood education : shifting trends and future directions / Verónica E. Valdez, María E. Fránquiz, and Laura D. Turner -- Hermandad and mentorship : an innovative approach ensuring the success of Latinx preservice teachers / Esther Garza, Hsiaoping Wu, Myriam Jimena Guerra, and KatherineEspinoza -- Cultivating pedagogical clarity : dual language bilingual education teachers' changing views of literacy practices as influenced by critical dialogue / Susana Ibarra Johnson -- Latino educational (in)opportunities : causes, consequences, and challenges to unequal opportunities to learn / Rebeca Burciaga, Lindsay Pérez Huber, Lorena Camargo Gonzalez, Brianna R. Ramirez, and Daniel G. Solorzano -- Best practices for teaching Latino English learners in U.S. schools / Josefina Villamil Tinajero, Judith Hope Munter, and Blanca Araujo.

In 2005, the Colombian government implemented the Law of Justice and Peace, which is now regarded as the first step towards the so-called post-conflict era. As a result of this law, many of the armed groups that had historically defied the state's monopoly on violence have laid down their weapons. This process has been accompanied by a politics of history aimed at creating a "new national narrative." In this article, we analyze if these politics have been capable of strengthening Colombia's transition to peace. Furthermore, we carry out a review of public policies in the educational sector and analyze history-related contents in some of the most widely used school textbooks.

The Bologna declaration stresses the importance of education and educational co-operation in the development and strengthening of stable, peaceful and democratic societies. Additionally the declaration highlights the need to promote European co-operation in quality assurance with a view to develop comparable criteria and methodologies. The cooperative activity of universities created preconditions for students' mobility under the Leonardo da Vinci and Socrates programmes. Hence, a comparison of efficiency of engineering education studies at partner institutions has become a topical issue. The paper presents the problems related to engineering education quality at different universities and suggests a system of indicators that are applicable for education quality estimation. The main idea is to compare the distinguished aspects of the education process and to evaluate quality of teaching. The efficiency of different subjects (social and engineering) is estimated by applying sets of criteria, to be implemented by incorporating a proposed system of criteria into questionnaires for students at Vilnius Gediminas Technical University (VGTU), who participate in student mobility programmes. Processing of the received responses let the author achieve the ultimate aim, i.e. to trace differences in the quality of teaching. Policy implications in the field of engineering education quality management are seen as main outcome of presented research.