The increasing significance of the OECD in the development of national education policies has received much attention in recent years. Although it is recognised that certain international agencies such as the OECD as key "globalizing agencies", have acquired the capacity to "persuade" nation states towards certain policy priorities, little attention has been paid to making clear how these processes of persuasion may work. This volume investigates such processes, drawing on a study of the relationship between the OECD and educational policy directions in Australia. It investigates the link between three elements of education policy, the nation state, the OECD and globalization. These links are explored through case studies in higher education and vocational education and training policy developments, drawing on the Australian experience. The book also generates questions about educational purposes and decision making in the contemporary contexts which have wider applicability.

The OECD, Globalisation and Education Policy (Issues in Higher Education, 13)

Science & Math

Lingard, Bob

M. Henry, Henry

M. Henry

History & Philosophy

Emerald Publishing Limited

Book by Lingard, Bob, Douglas, Peter

Men Engaging Feminisms: Pro-Feminism, Backlashes and Schooling (Feminist Education Thinking)

Politics & Social Sciences

DOUGLAS, Peter

Women's Studies

Open Univ Pr

Written by two men from a feminist perspective, this volume present a series of essays on different facets of contemporary feminist developments in education; developments in theory and popular culture; the different versions of the men's movement; the changing structural arrangements of education; achievement statistics and the "what about the boys?" debate; and case studies of programs for boys in schools. The authors draw on examples from many countries, although they are based in Australia. The conclusion argues for a politics of alliance between men and feminism. Distributed by Taylor &amp; Francis. Annotation c. Book News, Inc., Portland, OR (booknews.com)

Men Engaging Feminisms: Pro-Feminism, Backlashes and Schooling (Feminist Educational Thinking)

How can we understand and theorise school leadership? How can school leadership work towards enhancing student learning? What are the constraints and possibilities for school leadership at the beginning of a new century? This new title is relevant to anyone concerned with improving schooling and enhancing the professional practices of educators. The authors focus on leadership for enhancing student outcomes, both academic and social. While recognizing the significance of the principal or headteacher in school leadership, the authors argue a strong case for the dispersal of leadership: based on extensive research conducted within schools; focuses on leading learning across the school; theoretically sound - reflects the theories of Bourdieu and Foucault; and, politically aware - discusses the context of leadership within school communities, educational systems, global pressures, new policy directions. Current, topical and thoughtful, "Leading Learning" is key reading for principals or headteachers, teachers, and other school leaders, policy makers and for students studying educational administration.

Leading Learning: Making Hope Practical in Schools (Professional Learning)

Business & Money

Mills, Martin

Hayes, Debra

Christie, Pam

Education & Reference

Teachers and Schooling Making A Difference: Productive pedagogies, assessment and performance

Education & Teaching

Schools & Teaching

Routledge

Governments around the world are trying to come to terms with new technologies, new social movements and a changing global economy. As a result, educational policy finds itself at the centre of a major political struggle between those who see it only for its instrumental outcomes and those who see its potential for human emancipation. This book is a successor to the best-selling Understanding Schooling (1988). It provides a readable account of how educational policies are developed by the state in response to broader social, cultural, economic and political changes which are taking place. It examines the way in which schools live and work with these changes, and the policies which result from them. The book examines policy making at each level, from perspectives both inside and outside the state bureaucracy. It has a particular focus on social justice. Both undergraduate and postgraduate students will find that this book enables them to understand the reasoning behind the changes they are expected to implement. It will help to prepare them to confront an uncertain educational world, whilst still retaining their enthusiasm for education.

Educational Policy and the Politics of Change

Rizvi, Fazal

Taylor, Sandra

Henry, Miriam

This book examines policy making at each level, from perspectives, both inside and outside the state bureaucracy. It has a particular focus on social justice.

Globalizing Education Policy

Rizvi and Lingard's account of the global politics of education is thoughtful, complex and compelling. It is the first really comprehensive discussion and analysis of global trends in education policy, their effects - structural and individual - and resistance to them. In the enormous body of writing on globalisation this book stands out and will become a basic text in education policy courses around the world. - Stephen J Ball, Karl Mannheim Professor of Sociology of Education, Institute of Education, University of London, UK In what ways have the processes of globalization reshaped the educational policy terrain? How might we analyse education policies located within this new terrain, which is at once local, national, regional and global? In Globalizing Education Policy, the authors explore the key global drivers of policy change in education, and suggest that these do not operate in the same way in all nation-states. They examine the transformative effects of globalization on the discursive terrain within which educational policies are developed and enacted, arguing that this terrain is increasingly informed by a range of neo-liberal precepts which have fundamentally changed the ways in which we think about educational governance. They also suggest that whilst in some countries these precepts are resisted, to some extent, they have nonetheless become hegemonic, and provide an overview of some critical issues in educational policy to which this hegemonic view of globalization has given rise, including: <ul>
<li>devolution and decentralization </li> <li>new forms of governance </li> <li>the balance between public and private funding of education </li> <li>access and equity and the education of girls </li> <li>curriculum particularly with respect to the teaching of English language and technology </li> <li>pedagogies and high stakes testing </li> <li>and the global trade in education. </li>
</ul>
These issues are explored within the context of major shifts in global processes and ideological discourses currently being experienced, and negotiated by all countries. The book also provides an approach to education policy analysis in an age of globalization and will be of interest to those studying globalization and education policy across the social sciences.

Creating the Curriculum (Understanding Primary Education Series)

Is there an ‘ideal’ primary school curriculum? Who should decide what the curriculum is? Should teachers have autonomy over how they teach?  The curriculum is the heart of what teachers teach and learners learn: effective teaching is only possible with an effective curriculum. Yet in spite of its importance, there has been a crisis in curriculum that has been caused in large part by governments assuming direct control over the curriculum, assessment, and increasingly, pedagogy.   Creating the Curriculum tackles this thorny issue head on, challenging student and practising primary school teachers to think critically about past and present issues and to engage with a new wave of curriculum thinking and development. Considering curriculum construction and its impact on teaching and learning in the four countries of the UK, key issues considered include:    who should decide the curriculum, its aims and its values   the extent to which issues in primary education swing back and forth   Subjects versus thematic organisation, stages and phases, progression, breadth and balance   prescription versus teacher autonomy   the key features of effective classroom practice   strategies for assessing the whole curriculum   how language in the classroom influences curriculum design   understanding curricula in the context of children’s social and personal circumstances   creativity, curriculum and the classroom.   Illustrated throughout with strategies and case studies from the classroom, Creating the Curriculum accessibly links the latest research and evidence with concrete examples of good practice. It is a timely exploration of what makes an effective and meanginful curriculum and how teachers can bring new relevance, motivation and powerful values to what they teach.

Baumfield, Vivienne

Hulme, Moira

Egan, David

Wyse, Dominic

Hayward, Louise

Menter, Ian

Gallagher, Carmel

Leitch, Ruth

Livingston, Kay

Is there an ‘ideal’ primary school curriculum? Who should decide what the curriculum is? Should teachers have autonomy over how they teach? The curriculum is the heart of what teachers teach and learners learn: effective teaching is only possible with an effective curriculum. Yet in spite of its importance, there has been a crisis in curriculum that has been caused in large part by governments assuming direct control over the curriculum, assessment, and increasingly, pedagogy. Creating the Curriculum tackles this thorny issue head on, challenging student and practising primary school teachers to think critically about past and present issues and to engage with a new wave of curriculum thinking and development. Considering curriculum construction and its impact on teaching and learning in the four countries of the UK, key issues considered include: <ul>
<li>who should decide the curriculum, its aims and its values</li> <li>the extent to which issues in primary education swing back and forth</li> <li>Subjects versus thematic organisation, stages and phases, progression, breadth and balance</li> <li>prescription versus teacher autonomy</li> <li>the key features of effective classroom practice</li> <li>strategies for assessing the whole curriculum</li> <li>how language in the classroom influences curriculum design</li> <li>understanding curricula in the context of children’s social and personal circumstances</li> <li>creativity, curriculum and the classroom.</li> </ul> Illustrated throughout with strategies and case studies from the classroom, Creating the Curriculum accessibly links the latest research and evidence with concrete examples of good practice. It is a timely exploration of what makes an effective and meanginful curriculum and how teachers can bring new relevance, motivation and powerful values to what they teach.

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Books by Lingard, Bob