In this book, scholars and national experts untangle this complex story to show how law and policy have aligned to dramatically alter the likely future of American schooling. They offer recommendations for modifying current policies with the goal of capturing more of the originally stated vision of voucher programs--equitable access to quality schooling, protection of all students' civil rights, and advancement of the wider societal goals of a democratic educational system.

In the 1950s and 1960s, students practiced ducking under their desks in case of an atomic bomb attack. We know that this was silly and provided no protection and many school practices that are popular today are equally silly. This book explores a wide range of what the authors label "duck and cover" policies--ideas that may have started for good reasons but whose usefulness has declined over time, ideas that may lack sound theoretical foundations or long-term evidence, ideas that violate basic logic and reasoning or cause serious and proven damage.

This book examines the current and future state of rural education in North America through the lens of Franco Berardi's Futurability. Through critical examination of examples and current trends toward corporatization and privatization of rural education, the volume highlights how future possibilities and social imagination in rural spaces have been limited by neoliberal forces, capitalist interests, and workforce education. Cervone demonstrates how Berardi's concept of creating future can be embraced to foster critical thought, challenge injustices, and open opportunity.

This book serves as a reference for scholars and researchers who are interested and work in research on China's sustainable education policy development, administrators, and stakeholders in China's education system and graduate students who major or minor in the field of comparative and international education.

"Policy formation" should be an objective process. However, US education policy is formed by opportunistic "strategic scholars" promoting only their own work. Wealthy foundations, political parties, and celebrity-obsessed journalists sustain this information degradation. The Malfunction of US Education Policy examines how education suffers for it.

Develops the concepts of educational accountability and American federalism. Moves beyond the traditional, text-based model of accountability Describes accountability practices at the local, state, and federal levels.

The National Education Policy Center's Schools of Opportunity project was designed to highlight public high schools that are using research-based practices for closing opportunity gaps in student learning. The project recognizes schools working to address the needs of all students, whether or not those schools have high average test scores. This approach thus embraces a shift away from the nation's myopic focus on outcomes.

This book takes a look at American educational history and focuses on the collaboration between teachers, policymakers, philosophers, and activists.

This book examines the purpose, intentions, and consequences of the perspectives battling for control of learning and teaching. This book makes it clear that the time has come for traditional public educators to bypass the marketplace of privatization education and prioritize student-centric learning in traditional US public education.

Our Children Can't Wait urges readers to reconsider what education policy is, what it could be, who it is for, and who should be directly shaping it at all levels of government. Experts present a new equity roadmap by bridging scholarship, ideas, and original thinking on education policy as a vehicle for setting a redemptive path forward for reckoning with race in America.

In The Education Debate: What Everyone Needs to Know, nationally recognized education authority David Kirp and Kevin Macpherson provide a balanced, accessible overview of the key policy and practice issues in pre k-12 education today. They expose the fault lines of the major debates--what values should guide education and how can those values best be incorporated in policy and practice. They focus on equity and equality of opportunity as well as the tension between market and bureaucratic mechanisms as drivers of school improvement.

Education Restated takes a pragmatic approach to policy change, recognizing that the forces that created today's policies have not gone away--and that on complex issues there are legitimate competing interests. This book harmonizes the best ideas of opposing policy camps and identifies opportunities to strengthen connections between K-12 and early childhood.

This book highlights contemporary questions around Early Childhood Education in Finland. It explores a range of issues relating to policies and practices in Early Childhood Education and Care (ECEC). The book features many aspects of the so-called Nordic model that is evident in different practices and policies of the Finnish ECEC system. Among others topics, it discusses playful learning, storycrafting, scientific literacy, pedagogical leadership, family-related variables, and Sami language learning.

In an era defined by political polarization, both major U.S. parties have come to share a remarkably similar understanding of the education system as well as a set of punitive strategies for fixing it. Combining an intellectual history of social policy with a sweeping history of the educational system, Daniel S. Moak looks beyond the rise of neoliberalism to find the origin of today's education woes in Great Society reforms.

Henry A. Giroux argues that education holds a crucial role in shaping politics at a time when ignorance, lies and fake news have empowered right-wing groups and created deep divisions in society. Education, with its increasingly corporate and conservative-based technologies, is partly responsible for creating these division. It contributes to the pitting of people against each other through the lens of class, race, and any other differences that don't embrace White nationalism.

Author Tyler S. Branson  argues that education reform initiatives in the twentieth century can be understood in terms of historical shifts in the ideas, interests, and governing arrangements that inform the teaching of writing. This book reopens the conversation between policy makers and writing teachers, empirically describing the field's institutional/historical relationship to policy and the ways teachers work on a daily basis to carry out policy.

The book looks at a history of student and teacher activism that aligns with the democratic purposes of public education. This history is now colliding with current policies that privilege the economic aims of education and restrict civic agency. By situating contemporary activism within these conflicting traditions, Thomas demonstrates how these activities constitute a rejection of the currently dominant policy paradigm in U.S. education. Thomas concludes with a discussion of how activism provides a foundation from which concerned teachers, school leaders, and policymakers can develop a new model for American education, one that reclaims an education for citizenship.

The move from educational provision for children to educational provision for adults marks a troubling transformation in this public conversation: from one about how it can improve the lives of all individuals, to one preoccupied with fairness, competition, merit, personal responsibility, and the sharing of benefits and burdens. Problems of status, stratification, and selectivity capture as much, if not more, of our attention than the question of what higher education institutions should aim to achieve.

In an era of educational globalization, teacher quality is heralded as a key factor to improve education quality worldwide. Since the 1980s, global, national, and local education policies and reforms have consistently focused on improving teacher quality in order to improve student learning outcomes. In India, which has one of the largest student populations and fastest growing economies in the world, the quality of teaching is blamed for the poor performance by Indian students on internationally-comparative assessments. As a result, Indian national policy documents and curriculum frameworks have repeatedly called for drastic improvements in teacher preparation and performance, but with few widespread results.

Young people who have received special education services in the United States are vastly overrepresented in juvenile and adult criminal justice systems relative to their numbers in the general population. Although much existing research blames individual kids for getting arrested, school-level policies and practices affect a variety of student outcomes, including involvement with the justice system.

This book concentrates exploring the landscape of private education in contemporary China, including pre-schools, compulsory education, high schools, and higher education. Both the developmental opportunities, problems, and strategies in regard to shaping the promotion of China's private education are examined in this book.

What explains the explosive growth of school vouchers in the last two decades? In America's Voucher Politics, Ursula Hackett shows that the voucher movement is rooted in America's foundational struggles over religion, race, and the role of government versus the private sector.

Cases on Strategic Partnerships for Resilient Communities and Schools is uncovers the problems and pitfalls of creating strategic partnerships between schools and other members of the community in which the schools are situated that include for-profit businesses, not-for-profit entities, and private organizations. The book reveals that schools that are thriving effectively do not do so in isolation but as vibrant members and centers of the communities in which they serve students and families.

Catastrophe and Higher Education argues that the future of the humanities is tied to the fate of theory as a form of resistance to neoliberalism in higher education. It also offers that the fate of the academy may very well be in the hands of humanities scholars who are tasked with either rejecting theory and philosophy in times of catastrophe--or embracing it.

The Co-opting of Education by Extremist Factions: Professing Hate is a study of the ways in which various extremist groups have appropriated education for social manipulation in order to gain political power, and, in some cases, to incite violence.

This volume provides an original and wide-ranging discussion of theoretical, pedagogical, and policy-related issues and obstacles in classroom settings--the pedagogical consequences of codeswitching for teaching and learning of language and content in one-way and two-way bilingual classrooms.

Employing a social justice framework, this book provides educational leaders and practitioners with tools and strategies for grappling with the political fray of education politics. The framework offers ways to critique, challenge, and alter social, cultural, and political patterns in organizations and systems that perpetuate inequities. The authors focus on the processes through which educational politics is enacted, illustrating how inequitable power relations are embedded in our democratic systems.

Enduring Legacy describes a multifaceted paradox--a constant struggle between those who espouse a message of hope and inclusion and others who systematically plan for exclusion. Structured inequality in the nation's schools is deeply connected to social stratification within American society.

This volume builds upon emergent understandings about educational leadership and policy in hopes of continuing to refine our understanding of what effective leadership means in linguistically and culturally diverse school contexts. The volume seeks to entrench a deeper understanding of the broader leadership policies and practices that promote the success of linguistically and culturally diverse students, while also recognizing that effective leadership can be highly dependent on context.

The full-scale assault on public education threatens not just public education but American democracy itself. Public education as we know it is in trouble. Derek W. Black, a legal scholar and tenacious advocate, shows how major democratic and constitutional developments are intimately linked to the expansion of public education throughout American history.

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.

Diane Ravitch writes of those who have privatized the schools, the Disrupters, who believe America's schools should be run like businesses, with teachers incentivized with threats and bonuses, and schools that need to enter into the age of the gig economy in which children are treated like customers or products.

In this dynamic book, Kevin Kumashiro offers a necessary intervention to help progressive educators and advocates take back public education. This book highlights how the broader Left (progressives, liberals, Democrats, teacher unions, civil rights organizations) are often talking about the "problem" in ways that were framed by forces contrary to the goals of democracy and justice, and in so doing, are advancing "solutions" that cannot help but be counterproductive.

A trenchant analysis of how public education is being destroyed in overt and deceptive ways--and how to fight back. Betsy DeVos may be the most prominent face of the push to dismantle public education, but she is in fact part of a large movement that's been steadily gaining power and notching progress for decades--amassing funds, honing their messaging, and crafting policies. While support for public education today is stronger than ever, the movement to save our schools remains fragmented, variable, and voluntary.

This book focuses on approaches to teaching and learning that integrate emerging technologies to enhance the quality of education. It brings together conceptual and empirical insights to elaborate on the design of effective programs, educational policies and educational administration requirements.

This book brings together seven chapters that encompass a range of research projects and ideas in relation to evidence-informed policy and practice (EIPP) in education. These projects and ideas all share a single overarching purpose: providing insight into how EIPP in education can be achieved.

The Common Core State Standards Initiative is one of the most controversial pieces of education policy to emerge in decades. Detailing what and when K-12 students should be taught, it has led to expensive reforms and displaced other valuable ways to educate children. In this nuanced and provocative book, Nicholas Tampio argues that, though national standards can raise the education bar for some students, the democratic costs outweigh the benefits.

In Democracy Inside, Albert W. Dzur looks at recent instances of effective citizen action across the United States to develop a grounded political theory of democratic change, one in which citizens effectively engage with institutions. Drawing on qualitative interviews with practitioners involved in democratic schools, restorative and community justice, and collaborative citygovernance, Dzur stresses that we need to turn to ordinary, daily life and focus on how "democratic professionals" are breaking down barriers and bring people into decision-making processes at the granular level.

"Japan’s education system is one of the top performers compared to other OECD countries. International assessments have not only demonstrated students' and adults' high level of achievement, but also the fact that socio-economic status has little bearing on academic results. In a nutshell, Japan combines excellence with equity. This high performance is based on the priority Japan places on education and on its holistic model of education, which is delivered by highly qualified teachers and supported by the external collaboration of communities and parents."

Identity, Equity and Social Justice in Asia Pacific Education recognizes and responds to the wide range of contextual and cultural perspectives informing notions of social justice across Asia Pacific educational environments. Case studies of equality and justice, fairness and equity, within educational institutions of the Asia Pacific, inform innovative contributions here to wider contemporary scholarly and public debates.

Information, Incentives, and Education Policy introduces readers to what economists know--and do not know--about the logjams created by misinformation and disincentives in education. Examining a range of policy agendas, from assessment-based accountability and centralized school assignments to charter schools and voucher systems, Neal demonstrates where these programs have been successful, where they have failed, and why.

Applied Anthropology provides a new perspective on today's higher education environment. Volatile and unpredictable forces affect research and instruction across many sectors and levels, and global dynamics are among the strongest drivers of change.

By encouraging a focus on international perspectives in learning, teaching, and recruitment, educational institutions are able to adapt to a globalized society. Policies and Initiatives for the Internationalization of Higher Education in Developing Nations provides emerging research exploring the theoretical and practical aspects of implementing the processes of internationalization, as well as its political, economic, historic, and organizational barriers.

This volume examines how Governmental agencies, non-profit organizations and educational institutions are mobilizing their resources to promote inclusion of refugees and internally displaced people. It explores the grass root campaigns that are working towards participation and full involvement for disadvantaged groups, and towards equitable distribution of opportunities in both home and host countries.

This book presents both the challenges and opportunities that exist for addressing the critical needs of black children, who have been historically underserved in the U.S. education system.

This volume investigates the nexus between national policy mandates, regional aspirations and international benchmarks and commitments. In doing so, it uses a critical educational policy studies approach to examine the various scales of the politics of education to explain how changes in the global and political economy influences national educational policies and practices.

This book provides a refined definition of standardized educational test fairness that can be utilized in multiple contexts to better understand the experiences and perspectives of diverse groups of test takers. Globally, there has been a significant influx in the use of and dependence on standardized tests to foster educational improvements.

In this concise and informative book, higher education policy expert Rebecca S. Natow explores the how and why of the federal regulatory policymaking process as it pertains to higher education, financial aid, and student loan debt. Drawing on in-depth interviews with policy and higher education actors, as well as an extensive review of specific regulations and documents, Natow explains who influences higher education rulemaking and how their beliefs and surrounding contexts guide the policies they enact.

In particular, this book puts together studies from authors from Latin American countries, especially from the Southern Cone, as a way of giving voice to particular educational problems and perspectives in a globalized world. Getting into educational systems in Argentina, Brazil and Chile and analysing some of its current particularities through the lenses of regional and international comparison, contributes to a better understanding of the processes of circulation, reception, appropriation and translation that historically characterizes educational systems development.

The analysis of private higher education has tended to be focused at the national level, often highlighting national peculiarities and variations. In this volume the authors move forward by proposing a unifying and coherent, but flexible, theoretical framework that may be applied in different countries and diverse systems.

The first of its kind, Teacher Education across Minority-Serving Institutions brings together innovative work from the family of institutions known as minority-serving institutions: Historically Black Colleges and Universities, Tribal Colleges and Universities, Hispanic Serving Institutions, and Asian American and Native American Pacific Islander Serving Institutions.