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International Handbook of Educational Policy

  • Book
  • © 2005

Overview

Editors:
  1. Nina Bascia

    1. Ontario Institute for Studies in Education of the University of Toronto, Canada

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  2. Alister Cumming

    1. Ontario Institute for Studies in Education of the University of Toronto, Canada

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  3. Amanda Datnow

    1. University of Southern California, Los Angeles, USA

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  4. Kenneth Leithwood

    1. Ontario Institute for Studies in Education of the University of Toronto, Canada

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  5. David Livingstone

    1. Ontario Institute for Studies in Education of the University of Toronto, Canada

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  • Written by nearly ninety leading researchers from across the world and presenting contemporary and emergent trends in educational policy research
  • Many readers will be drawn to particular sections or topics within sections and encounter this Handbook as a reference tool whose value lies in its treatment of specific issues
  • Major themes will be identified that crosscut the five sections in the Handbook in order to enhance readers' ability to recognize and assimilate broader understandings about both policy and policy research

Part of the book series: Springer International Handbooks of Education (SIHE, volume 13)

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Table of contents (55 chapters)

  1. Front Matter

    Pages i-xxxvii
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  2. Part One

    1. Front Matter

      Pages 1-1
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    2. Large-Scale Reform

      1. Globalization and Educational Change: New Policy Worlds
        • Karen Mundy
        Pages 3-17
      2. Marketization in Education: Looking Back to Move Forward with a Stronger Critique
        • Amy Stuart Wells, Jennifer Jellison Holme
        Pages 19-51
      3. Multicultural Education in the United States and Canada: The Importance of National Policies
        • Reva Joshee, Lauri Johnson
        Pages 53-74
      4. International Comparative Studies of Education and Large-Scale Change
        • Sarah Howie, Tjeerd Plomp
        Pages 75-99
      5. A Changed Policy Environment for US Universities
        • Elaine El-Khawas
        Pages 101-114
      6. The Implications of Policy Decisions on Practices in Early Childhood Education
        • Barbara A. Wasik, Annemarie H. Hindman
        Pages 115-132
      7. Policy-Practice Connections in State Standards-Based Reform
        • Michael S. Knapp, James L. Meadows
        Pages 133-151
      8. Informed Consent? Issues in Implementing and Sustaining Government-Driven Educational Change
        • Louise Stoll, Gordon Stobart
        Pages 153-172
      9. School District-Wide Reform Policies in Education
        • Stephen E. Anderson, Wendy Togneri
        Pages 173-194
      10. Five Key Factors in Supporting Comprehensive School Reform
        • Amanda Datnow
        Pages 195-215

    3. Leadership and Governance

      1. Knowledge Producers and Policymakers: Kissing Kin or Squabbling Siblings?
        • Karen Seashore Louis
        Pages 219-238
      2. Linkages Between Federal, State and Local Levels in Educational Reform
        • Sue Lasky, Amanda Datnow, Sam Stringfield
        Pages 239-259
      3. Educational Governance Reforms: The Uncertain Role of Local School Boards in the United States
        • Deborah Land, Sam Stringfield
        Pages 261-279
      4. Accountability Policies and Their Effects
        • Bill Mulford
        Pages 281-294
      5. Parent and Community Involvement in Schools: Policy Panacea or Pandemic?
        • Carl Corter, Janette Pelletier
        Pages 295-327
      6. Democratic Values in Bureaucratic Structures: Interrogating the Essential Tensions
        • Leeno Luke Karumanchery, John J. Portelli
        Pages 329-349
      7. Approaches to the Funding of Schools and Their Effects on Capacity
        • Daniel W. Lang
        Pages 351-370
      8. Formulaic Approaches to the Funding of Colleges and Universities
        • Daniel W. Lang
        Pages 371-391
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Keywords

About this book

Nina Bascia, Alister Cumming, Amanda Datnow, Kenneth Leithwood and David Livingstone This Handbook presents contemporary and emergent trends in educational policy research, in over ?fty chapters written by nearly ninety leading researchers from a number of countries. It is organized into ?ve broad sections which capture many of the current dominant educational policy foci and at the same time situate current understandings historically, in terms of both how they are conceptualized and in terms of past policy practice. The chapters themselves are empirically grounded, providing illustrations of the conceptual implications c- tained within them as well as allowing for comparisons across them. The se- re?exivity within chapters with respect to jurisdictional particularities and c- trasts allows readers to consider not only a range of approaches to policy analysis but also the ways in which policies and policy ideas play out in di?erent times and places. The sections move from a focus on prevailing policy tendencies through increasingly critical and ‘‘outsider’’ perspectives on policy. They address, in turn, the contemporary strategic emphasis on large-scale reform; substantive emphases at several levels – on leadership and governance, improving teacher quality and conceptualizing learning in various domains around the notion of literacies and concluding, ?nally, with a contrasting topic, workplace learning, which has had less policy attention and thus allows readers to consider both the advantages and disadvantages of learning and teaching under the bright gaze of policy.

Editors and Affiliations

  • Ontario Institute for Studies in Education of the University of Toronto, Canada

    Nina Bascia, Alister Cumming, Kenneth Leithwood, David Livingstone

  • University of Southern California, Los Angeles, USA

    Amanda Datnow

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