内容

目次

Acknowledgment. Introduction. Section 1: Large-Scale Reform. 1Globalization and educational change: New policy worlds. 2 Marketization ineducation: Looking back to move forward with a stronger critique. 3Multicultural education in the United States and Canada: The importance ofnational policies. 4 International comparative studies of education andlarge-scale change. 5 A changed policy environment for US universities. 6 Theimplications of policy decisions on practices in early childhood education. 7Policy-practice connections in state standards-based reform. 8 Informedconsent? Issues in implementing and sustaining government-driven educationalchange. 9 School district-wide reform policies in education. 10 Five keyfactors in supporting comprehensive school reform.Section 2: Leadership AndGovernance. 11 Knowledge producers and policymakers: Kissing kin orsquabbling siblings? 12 Linkages between Federal. State and local levels ineducational reform. 13 Educational governance reforms: The uncertain role oflocal school boards in the United States. 14 Accountability policies andtheir effects. 15 Parent and community involvement in schools: Policy panaceaor pandemic? 16 Democratic values in bureaucratic structures: Interrogatingthe essential tensions. 17 Approaches to the funding of schools and theireVects on capacity. 18 Formulaic approaches to the funding of colleges anduniversities. 19 The UK policy environment for school leadership: Uneasytransitions. 20 Educational leadership in policy contexts that strive forequity. 21 Accountable schools and the leadership they need. 22 Therecruitment and retention of school leaders: Understanding administratorsupply and demand. Section 3: Teaching Quality. 23 Multiple treatmentinteractions on the body politic. 24 Retaining teachers in high-povertyschools: A policy framework. 25 The cultural context of teachers' work:Policy, practice and Performance. 26 School improvement within a knowledgeeconomy: Fostering professional learning from a multidimensional perspective.27 Teacher informal learning and teacher knowledge: Theory, practice andpolicy. 28 No teacher left untested: historical perspectives on teacherregulation. 29 Teacher professional standards: A policy strategy to control,regulate or enhance the teaching profession? 30 Triage or tapestry? Teacherunions' work in an era of systemic reform. Section 4: Literacies. 31Improving research-policy relationships: The case of literacy. 32 Literaciesin early childhood: The interface of policy. Research, and practice. 33Balanced elementary literacy instruction in the United States: A personalperspective. 34 Evidence-based state literacy policy: A critical alternative.35 Literacies in adolescence: An analysis of policies from the United Statesand Queensland. Australia. 36 Assessing literacies. 37 Literacies in familiesand communities. 38 Literacies and media culture. 39 Technology andliteracies: From print literacy to dialogic literacy. 40 Adult literacypolicy: Mind the gap. 41 Shaping literacy policy: From abstract ideals toaccountable practices. 42 Literacy in developed and developing countries.Section 5: Workplace Learning. 43 The changing nature of employment and adultlearning policies: Unlocking creative forces. 44 Current theories ofworkplace learning: A critical assessment. 45 Learning and work transitionpolicies in a comparative perspective: Canada and Germany. 46 Disjunctions inthe supply of and demand for education in the labor force. 1930--2003:"Tracking in the gaps". 47 Running faster to stay in the same place? Theintended and unintended consequences of Government policy for workplacelearning in Britain. 48 Improving gender equality in work organisations byaction research. 49 Information and communications technologies and workplacelearning: The contested terrain of legislation, policies, programs andpractices. 50 Recognition of learning through work. 51 Trade unions andchanging practices of workers' education. 52 Expanding conceptions of workand learning: Recent research and policy implications. 53 Volunteer work andlearning: Hidden dimensions of labour force training. 54 The other half (ormore) of the story: Unpaid household and care work and lifelong learning. 55New forms of learning and work organization in the IT industry: A Germanperspective on informal learning. Index.