The Oxford Encyclopedia of School Reform: 2-Volume Set

Author:

William T. Pink

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Related Categories: Academic, Professional and General > Social Sciences > Education
General Interest > Social Sciences > Education

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An international perspective on school reform allows the reader to look outside their own cultural boundaries
Provides a detailed analysis of reform strategies set within different theories of education and cultural settings
Arrives at a unique time in the history of school reform, as COVID-19 has highlighted several critical limitations to traditional educational practices

The Oxford Encyclopedia of School Reform is a monumental publication that provides a wide-ranging collection of school reform strategies from several geographical regions around the world. It illustrates both the theory and practical outcomes of reform efforts situated in different cultural contexts. The major theme that runs through the Encyclopedia is both the successes and failures of reforms: the detailed analyses offered in the text have a unique potential to guide future reforms. The power of the text is its ability to shift readers out of their culturally myopic perspective, and to seriously engage with alternative ways of conceptualizing and solving educational problems. The Encyclopedia is organized geographically, and each section offers multiple perspectives on school reform initiatives as they have been carried out in different countries and regions around the world. It is the most extensive work of its kind and will be essential reading for researchers, practitioners, and policymakers interested in improving learning outcomes for students at all levels.

Index:

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 Søreide, Hanne Riese, and Line Torbjørnsen 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 Sølvi Mausethagen, Tine S. Prøitz, 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 Pitkänen
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 Pyhältö, 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 Bjørg Kjær

North America
Cultural and Linguistic Diversity in School Reform by Martin Scanlan, Francesca López, 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 Adrião and Camilla Croso

About the author:

William T. Pink is Professor Emeritus of educational policy and leadership studies in the College of Education at Marquette University in the US, where he has served as both department chair and as director of the doctoral program. He has published widely in the areas of delinquency, sociology of education, and educational reform. He was the co-editor of The Urban Review (Springer), from 1978 until 2017, co-editor of a book series entitled Understanding Education, Social Justice, and Policy (Hampton Press), and co-editor of the book series entitled Education, Equity, Economy (Springer). His most recent books are Cultural Matters: Lesson Learned from Field Studies of Several Leading School Reform Strategies (Hampton Press, 2005), The International Handbook of Urban Education (Springer, 2007), Schools for Marginalized Youth: An International Perspective (Hampton Press, 2015), Education, Equity, Economy: Crafting a New Intersection (Springer, 2016), and The Second International Handbook of Urban Education (Springer, 2017). He is a senior editor of the Oxford Research Encyclopedia of Education (Oxford University Press), and the editor-in-chief of The Oxford Encyclopedia of School Reform (Oxford University Press, 2022).

Contributors:
Theresa Adrião, University of Campinas
Lydia Harim Ahn, University of Maryland
Arshad Alam, Jawaharlal Nehru University
Gilda Cardoso de Araujo, Universidade Federal do Espírito Santo
Maria Baez-Cruz, Boston College
Tsuru Bailey-Jones, University of Arizona
Ibrahim Richard Bangura, Independent Scholar
Luciane Muniz Ribeiro Barbosa, State University of Campinas
Bruce G. Barnett, University of Texas at San Antonio
Aspa Baroutsis, Griffith University
Poonam Batra, University of Delhi
Kiran Bhatty, École des Hautes Etudes en Sciences Sociales (EHESS)
Jasmijn Bloemert, University of Groningen
Ulf Blossing, University of Gothenburg
Roseanna Bourke, Massey University
Mette Buchardt, Aalborg University
Karen L. B. Burgard, Texas A&M University San Antonio
Kevin Cahill, University College Cork National University of Ireland
Helen Cahill, The University of Melbourne
Amy Carter, Texas A&M University-San Antonio
Insil Chang, Gyeongin National University of Education
Jordi Collet-Sabé, University of Vic - Central University of Cataloni
Camilla Croso, Independent Scholar
Stephen Crump, Newcastle University
Babak Dadvand, The University of Melbourne
Jyoti Dalal, University of Delhi
Karen Ida Dannesboe, Aarhus University
Elisa Di Gregorio, Melbourne Graduate School of Education, The University of Melbourne
Alaster Scott Douglas, University of Roehampton
Adriana Dragone Silveira, Federal University of Paraná
Donna Druery, Texas A&M University
Nicole Eilers, University of North Carolina at Chapel Hill
Sally Elton-Chalcraft, University of Cumbria
Sherridan Emery, University of Tasmania
Petra Engelbrecht, North West University South Africa
Myriam Feldfeber, Universidad de Buenos Aires
Abdelbasit Gadour, Omer Al-Mukhtar University
Solomon Gizachew, Independent Scholar
Mechtild Gomolla, Helmut Schmidt University
Janet Goodall, Swansea University
A. Lin Goodwin, University of Hong Kong
Annie Gowing, The University of Melbourne
Ann Elisabeth Gunnulfsen, University of Oslo
Charu Gupta, University of Delhi
Debra Hayes, University of Sydney
Line Torbjørnsen Hilt, University of Bergen
Ji-Yeon O. Jo, The University of North Carolina at Chapel Hill
Melissa M. Jozwiak, Texas A&M University San Antonio
Said Juma, State University of Zanzibar
Minseung Jung, Korea National Open University
Yeqin Kang, Guangdong University of Foreign Studies
Rupanjali Karthik, Duke University
Jaakko Kauko, University of Tampere
Martin Mwongela Kavua, Kenya Institute of Special Education (KISE)
Farida Abdulla Khan, Jamia Millia Islamia (JMI)
Bjørg Kjær, Aarhus University
Theresa Koroivulaono, College of the Marshall Islands
Elisabeth Krimbill, Texas A&M University-San Antonio
Ryuko Kubota, University of British Columbia
Eivind Larsen, University of Oslo
Manli Li, Tsinghua University
Jia Lin, University of North Carolina at Chapel Hill
Francesca López, University of Arizona
Karen Seashore Louis, University of Minnesota Twin Cities
Ee Ling Low, National Institute of Education, Singapore (NIE)
Christian Lundahl, Örebro University
Fiona MacDonald, Victoria University
Nancy A. Madden, Johns Hopkins University
Gunnlaugur Magnússon, Uppsala University
Nandini Manjrekar, Tata Institute of Social Sciences
Jane Martin, University of Technology Sydney
Sølvi Mausethagen, Oslo and Akershus University College
Anna Mazenod, University of Lyon System
Glenda McGregor, Griffith University
Martin Mills, University of Queensland
Joseph Murphy, Vanderbilt University
Martin Myers, University of Nottingham
Sigamoney Manicka Naicker, University of the Western Cape
Disha Nawani, Tata Institute of Social Sciences
Janet Njelesani, New York University
Donald Njelesani, Independent Scholar
George W. Noblit, University of North Carolina at Chapel Hill
Amanda Nuttall, Leeds Trinity University
Cebsile P. Nxumalo, Eswatini Ministry of Education and Training
Kaori Okano, La Trobe University
Antonio Olmedo, University of Exeter
John O'Neill, Massey University
Sulochini Pather, Nazarbayev University
Craig Peck, University of North Carolina at Greensboro
Daniel Pettersson, University of Gävle
Janne Pietarinen, University of Eastern Finland
Clement Pin, Sciences Po
Ashland Pingue, East Central High School
Hannele Pitkänen, University of Helsinki
Edward Podesta, Leeds Trinity University
Kimberley Pressick-Kilborn, University of Technology Sydney
Tine S. Prøitz, University of South-Eastern Norway
Kirsi Pyhältö, University of Helsinki
Xuan Qi, Tsinghua University
Haiyan Qiang, South China Normal University
Jens Rasmussen, Aarhus University
Carol Reid, Western Sydney University
Lynn Revell, Canterbury Christ Church University
Hanne Riese, University of Bergen
Catherine Robinson, University of Tasmania
Sue Robson, University of Roehampton
Xue Lan Rong, University of North Carolina at Chapel Hill
Ila Rosmilawati, Universitas Sultan Ageng Tirtayasa
Emily S. Rudling, University of Tasmania
Diego Santori, King's College London
Shinjini Sanyal, Independent Scholar
Glenn C. Savage, University of Western Australia
Martin Scanlan, Boston College
Lawrence Scott, Texas A&M University-San Antonio
Olivia Scott Kamkwamba, Independent Scholar
Gunjan Sharma, Ambedkar University Delhi
Becky Shelley, University of Tasmania
Melissa Silk, University of Technology Sydney
Guri Skedsmo, University of Oslo
Robert E. Slavin, Johns Hopkins University
Mark Smylie, University of Illinois at Chicago
Tiina Soini, Tampere University
Gunn Elisabeth Søreide, University of Bergen
Mengliao Sun, Fudan University
Wenyang Sun, University of Utah
Indumathi Sundararaman, Tata Institute of Social Sciences
Loizos Symeou, European University Cyprus
Aemiro Tadesse, University of South Africa (UNISA)
Kitty te Riele, University of Tasmania
Jeff Thomas, University of Tasmania
Harald Thuen, Inland Norway University of Applied Sciences
Shivali Tukdeo, Independent Scholar
Kylie Twyford, University of Newcastle Australia
Klaas van Veen, University of Groningen
Agnès van Zanten, Sciences Po
Janne Varjo, University of Helsinki
Nina Volckmar, Norwegian University of Science and Technology
Ninni Wahlstrom, Linnaeus University
Shuguang Wang, University of North Carolina at Chapel Hill
Manya Whitaker, Colorado College
Lili-Ann Wolff, University of Helsinki Faculty of Behavioural Sciences
Fenna Wolthuis, University of Groningen
Christian Ydesen, Aalborg University
Yu Zhang, Tsinghua University
Harriet Zilliacus, University of Helsinki Faculty of Behavioural Sciences

Product details

ISBN : 9780190841133

Author:

William T. Pink

Pages: 1024 Pages

Format: Hardcover

Size: 178 x 254 mm

Pub date: Jun 2022

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