图书简介

Africa; Analytical Review of School Reforms Towards the Education 2030 Agenda in Zanzibar by Said Juma; Democracy and Education in Libya by Abdelbasit Gadour; Developing Inclusive Schools in South Africa by Petra Engelbrecht; Educational Reforms in Kenya by Martin Kavua; History of Special Education in South Africa and the Challenges of Inclusive Education by Sigamoney Manicka Naicker; Inclusive School Reform in Eswatini by Cebsile Nxumalo; Moving Towards Inclusive Education in Ethiopia Through Itinerant Teachers at Resource Centres by Sulochini Pather, Aemiro Tadesse, and Solomon Gizachew; Night Wives and the Education of Girls with Disabilities in Sierra Leone by Ibrahim Bangura, Janet Njelesani, and Donald Njelesani; Asia; Classroom Teaching Transitions in K-12 Schools in China by Yeqin Kang and Haiyan Qiang; Diversity, Decentralization, and Social Justice in School Reforms in Japan by Kaori Okano; The Effect of the Elite School Group on Quality of Schooling by Manli Li and Mengliao Sun; Elite School Education Group Policy and Low-Performing Schools in China by Yu Zhang and Xuan Qi; English Education Reform in Asian Countries by Wenyang Sun, Xue Lan Rong; Foreign Language Education in Japan by Ryuko Kubota; Patterns, Trends, Issues, Challenges, and Opportunities in the Internationalization of Chinese Higher Education by Xue Lan Rong and Shuguang Wang; Reforming South Korean Higher Education for Female Marriage Migrants by Ji-Yeon Jo and Min-Sung Jung; Reforms on the National Matriculation EFL Tests in China by Jia Lin; School Reform for Multicultural Society in Korea by Insil Chang and Lydia Harim Ahn; Students at the Center of Education Reform in Singapore by A. Lin Goodwin and Ee Ling Low; India; Community-based Reforms in the Monitoring Architecture of Elementary Education in India by Kiran Bhatty; The Contents and Discontents of Madrasa Reform in India by Arshad Alam; Examining Education Reforms of India in the Matrix of Rights and Biopolitics by Jyoti Dalal; Gender and School Reform in India by Nandini Manjrekar and Indumathi Sundararaman; Historical Developments and Influences of International Actors and Education Reforms in India by Shivali Tukdeo; Language Policy and Reform in the Indian School System by Rupanjali Karthik and George W. Noblit; Mathematics and School Reform in India by Farida Abdulla Khan and Charu Gupta; Policy and Regulatory Reforms in Teacher Education in India by Gunjan Sharma; Politics, Policy, and Practice of Teacher Education Reform in India by Poonam Batra; Private Initiatives in School Reform in India by Disha Nawani and Shinjini Sanyal; Europe and the United Kingdom; Extremism, Values, and Education in Policy and Practice by Lynn Revell and Sally Elton-Chalcraft; Gypsies, Mobilities, and Schools in the United Kingdom by Martin Myers; Lessons from Spain on the Need for a Critical Family-School Perspective in School Reforms by Jordi Collet-Sabe and Antonio Olmedo; The Impact on French Upper-Secondary Schools of Reforms Aiming to Improve Students’ Transition to Higher Education by Clement Pin, Agnes van Zanten; Practice, Policy, and Change in the School Education of Roma in Cyprus by Loizos Symeou; Preparing the Dutch Educational System for the 21st Century by Klaas van Veen, Jasmijn Bloemert, and Fenna Wolthuis; School-Led Programs of Teacher Training in England Versus Northern Europe by Alaster Scott Douglas; School Markets and Educational Inequality in the Republic of Ireland by Kevin Cahill; School Reform and Parental Engagement Learning in the UK by Janet Goodall; School Reform, Educational Governance, and Discourses on Social Justice and Democratic Education in Germany by Mechtild Gomolla; School Reform in England by Amanda Nuttall and Edward Podesta; Self-Regulation in Early Childhood Policy and Practice in England by Sue Robson; Test-Based Accountability in England by Diego Santori; Tracking Students by ’Ability’ or Study Orientation in England, Finland, and France by Anna Mazenod; Utilizing Participatory Action Research to Build an Inclusive Classroom Community in France by Nicole Eilers; Nordic Countries; 21st Century Skills and Nordic Educational Reforms by Gunn Elisabeth Soreide, Hanne Riese, and Line Torbjornsen Hilt; Citizen Ideals and Education in Nordic Welfare State School Reforms by Christian Ydesen and Mette Buchardt; Climate Change and Worldview Transformation in Finnish Education Policy by Harriet Zilliacus and Lili-Ann Wolff; Data Use in Recent School Reforms by Solvi Mausethagen, Tine S. Proitz, Guri Skedsmo; Imaginaries of Inclusion in Swedish Education by Gunnlaugur Magnusson and Daniel Petersson; The Norwegian Case of School Reform, External Quality Control, and the Call for Democratic Practice by Ann Elisabeth Gunnulfsen and Eivind Larsen; The Origin and Development of Comprehensive School Reforms in Sweden and Other Nordic Countries by Ulf Blossing; Postwar School Reforms in Norway by Harald Thuen and Nina Volckmar; Quality and Evaluation in Finnish Schools by Jaakko Kauko, Janne Varjo, Hannele Pitkanen; Reforms of Education in Nordic Countries by Jens Rasmussen; Shared Sense-Making, Agency, and Learning in School Development in Finnish School Reforms by Tiina Soini, Kirsi Pyhalto, and Janne Pietarinen; The Swedish Assessment Reform of 2011: A Reform in Constant Need of Ad Hoc Adjustment and Clarification by Christian Lundahl; Tradition and Transformation in Danish Early Childhood Education and Care by Karen Ida Dannesboe and Bjorg Kjaer; North America; Cultural and Linguistic Diversity in School Reform by Martin Scanlan, Francesca Lopez, Tsuru Bailey-Jones, and Maria Baez-Cruz; Current School Reforms in Transnational Policy Landscapes by Ninni Wahlstrom; Ecologically Sustaining Research Partnerships by Melissa M. Jozwiak and Karen L.B. Burgard; The Impact of International Experiential Learning and the Community and University Partnership Supporting Global Citizenship in US Schools by Elisabeth Krimbill, Lawrence Scott, and Amy Carter; A Political History of Educational Development through International Organizations by Olivia Scott Kamkwamba; Positive School Leadership Behaviors by Joseph Murphy, Karen Seashore Louis, and Mark Smylie; Promoting Student Success in Low-Performing Schools by Bruce G. Barnett; Reimagining Student Leadership Development in Urban Schools by Lawrence Scott, Donna Druery, and Ashland Pingue; Reimagining University Partnerships with Local Schools in the United States by Karen L. B. Burgard and Melissa M. Jozwiak; Schools as Reform Incubators by William T. Pink; Success for All by Robert E. Slavin and Nancy A. Madden; Urban Charter Schools by Manya Whitaker; Urban School Reform in the United States by Craig Peck; Using Proven Programs to Improve Educational Outcomes by Robert E. Slavin; Oceania; Aligning School Autonomy and Social Justice Approaches to Reform in School Breakfast Clubs in Australia by Fiona MacDonald; Asia Literacy in Australian Schools and the Move Towards Broader Intercultural Understanding by Emily S. Rudling; Children’s Rights, Student Voice, Informal Learning, and School Reform by Roseanna Bourke and John O’Neill; Cultural Wellbeing in Classroom Communities in Australia by Sherridan Emery; Global School Funding Debates and Reforms by Elisa Di Gregorio and Glenn C. Savage; The Indonesian Equivalency Program for Out-of-School Youth by Ila Rosmilawati and Carol Reid; Learning from Alternative Schools to Enhance School Completion by Kitty te Riele, Glenda McGregor, Martin Mills, Aspa Baroutsis, and Debra Hayes; Managing Behavior or Promoting Engagement? by Jeff Thomas; Reforming the Engagement of Schools with Unaccompanied Homeless Children by Catherine Robinson; Remote and Rural Education in Australia and the Pacific by Stephen Crump, Kylie Twyford, and Theresa Koroivulaono; STEM and STEAM Education in Australian K-12 Schooling by Kimberley Pressick-Kilborn, Melissa Silk, Jane Martin; System Reform in the Early Childhood Education and Care Sector in Australia by Becky Shelley; Taking a Wellbeing-Centric Approach to School Reform by Helen Cahill, Babak Dadvand, and Annie Gowing; Trust in Schooling System Governance and Reform by John O’Neill; Latin and South America; Education Policies in Argentina by Myriam Feldfeber; Educational Reforms Conducted by Brazilian Courts by Adriana Dragone Silveira; Federalism, Decentralization, Intergovernmental Relations, and Educational Provision in Five Latin American Countries by Gilda Cardoso de Araujo; Homeschooling in the Educational Landscape of Latin America by Luciane Muniz Ribeiro Barbosa; Privatization of Education in Latin American Countries by Theresa Adriao and Camilla Croso

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