Bøger i Secondary Education in a Changing World serien

This book explores the efforts of educational reformers who sought to link secondary and higher education in the decades after 1870.

Across much of the world there is now a standard secondary school curriculum based on a traditional array of subjects. This is the first work to tell the story of its invention, from the sixteenth century until the present day. The book concludes with a sketch of an alternative: a curriculum based on a well-argued set of fundamental aims.

This groundbreaking volume considers whether the question of the high school's seeming demise is exaggerated and why it is experiencing the many problems that it does. Essays focus on the United States, the United Kingdom, Europe, Australia, and New Zealand.

Federal and state funding agencies have invested billions of dollars into secondary STEM (Science, Technology, Education, Mathematics) educational reform over the past decade. This volume addresses the interplay of external and internal variables associated with school reform and how this dynamic has impacted many efforts.

The progressive raising of the school-leaving age has had momentous repercussions for our understanding of childhood and youth, for secondary education, and for social and educational inequality. This book assesses secondary education and the raising of the school-leaving age in the UK and places issues and debates in an international context.

Conflicting conservative and radical impulses in English society after WWII were played out in microcosm in education. They particularly shaped English teaching, examined in three post-war London schools in a detailed study that uses oral history-interviews with former teachers and students-and documents including mark books and students' work.

This groundbreaking volume considers whether the question of the high school's seeming demise is exaggerated and why it is experiencing the many problems that it does. Essays focus on the United States, the United Kingdom, Europe, Australia, and New Zealand.

This book asserts that efforts to reform schools, particularly urban schools, are events that engender a host of issues and conflicts that have been interpreted through the conceptual lens of community.

Federal and state funding agencies have invested billions of dollars into secondary STEM (Science, Technology, Education, Mathematics) educational reform over the past decade. This volume addresses the interplay of external and internal variables associated with school reform and how this dynamic has impacted many efforts.

Eick explores the history of a comprehensive high school from the world views of its assorted student body, confronting issues of race, ethnicity, class, gender, nationality, and religion. Her case study examines the continuities and differences in student relationships over five decades.

This groundbreaking volume considers whether the question of the high school's seeming demise is exaggerated and why it is experiencing the many problems that it does. Essays focus on the United States, the United Kingdom, Europe, Australia, and New Zealand.

This timely book argues that the New Zealand educational reforms were the product of longstanding unresolved educational issues that came to a head during the profound economic and cultural crisis of the 1970s and early 1980s.

Interest by American educators in the Holocaust has increased exponentially during the second half of the twentieth century.

The collection's focus is on girls' secondary education, and hence the gendered cultural expectations of the middle classes and upper classes, will provide the dominant narrative, given the relatively recent democratization of European educational systems.

New Labour and Secondary Education, 1994-2010 assesses New Labour's policy towards secondary education in Britain. It shows that, in many respects, New Labour education policy was a continuation of the policies pursued by the education ministers of Margaret Thatcher and John Major.

This study analyzes the comprehensive public high school as both a policy ideal and a social institution by contrasting the development of the public high school in Australia with both the UK and the US. It focuses on such issues as: changing policy approaches to public high schooling, the "e;middle class flight"e; to private schools, how school systems in Australia respond to changes in international education policy, and the tensions between regional, state and national decision-making groups interested in reforming secondary schools policy.

Given the current educational climate of high stakes testing, standardized curriculum, and 'approved' reading lists, incorporating unauthorized, popular literature into the classroom becomes a political choice. The authors examine why teachers choose to read Harry Potter , how they use the books, and the resulting teacher-student interactions.

The collection's focus is on girls' secondary education, and hence the gendered cultural expectations of the middle classes and upper classes, will provide the dominant narrative, given the relatively recent democratization of European educational systems.

This book traces national policies behind the efforts of integrating education systems in Europe. Based on a wide-ranging historical analysis, this book offers the first fully comparative explanation of the divergent development of comprehensive education in Europe.

Tracing the life of Sir Cyril Norwood, one of England's most prominent and influential educators, this book investigates the historical development of secondary education in England and Wales during the early Twentieth century.

This book traces the decline of the public comprehensive high school. New educational markets emphasized school diversity and parental choice rather than social equity through common schooling, and they were criticized for declining standards. The book also considers government education policies and their regional manifestations.

This book follows a group of teachers who worked to create a program that supported their students' native languages and funds of knowledge, finding that structures within the school and discourses from other teachers, administrators, and the nation/community both constrained/enabled the teachers to create an equitable learning environment.

Tracing the life of Sir Cyril Norwood, one of England's most prominent and influential educators, this book investigates the historical development of secondary education in England and Wales during the early Twentieth century.