Education Management and Leadership New Titles and Key Backlist 2008 including Lawrence Erlbaum Associates Books
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Education Management and Leadership New Titles and Key Backlist 2008 Catalogue
Contents School Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Education Management and Administration . . . . . . . . .6 School Leadership and Education Policy . . . . . . . . . . . . .9 Higher Education Management . . . . . . . . . . . . . . . . . .15 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Order Form . . . . . . . . . . . . . . . . . . . . . . . . . . .Back Page
Contacts Editorial Anna Clarkson Senior Publisher anna.clarkson@tandf.co.uk Amy Crowle Editorial Assistant amy.crowle@tandf.co.uk
Complete Catalogue This catalogue includes only a selection of our titles in Education Management and Leadership. Our online catalogue gives you the power to search for any book currently in print by title, author, ISBN or full text. All the entries have a description of the book’s content. www.routledge.com/education
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SCHOOL LEADERSHIP
NEW
NEW
NEW
Raising the Stakes
Distributed School Leadership
The Future of Educational Change
From Improvement to Transformation in the Reform of Schools
Developing Tomorrow’s Leaders
International Perspectives
Brian J. Caldwell, University of Melbourne, Australia and Jim Spinks, Education Consultant, Australia
Alma Harris, University of Warwick, UK
Edited by Ciaran Sugrue, University of Cambridge, UK
Series: Leading School Transformation
Series: Leading School Transformation
Tomorrow’s schools will need new forms of leadership. The old hierarchical models of leadership simply do not fit any longer. We need to develop new leaders at all levels of the system if we are serious about sustaining improvement and change.
The most grounded and incisive treatment of the future of schooling you will ever find. Caldwell and Spinks show in clear and compelling terms how to raise the stakes for each and every student by putting the system to work on a new set of solutions. Brilliantly and specifically insightful and action oriented. – Michael Fullan, Ontario Institute for Studies in Education Raising the Stakes provides an understanding of the breadth of resources that are needed to provide a quality education to all students so that every individual, organisation and institution can become a stakeholder in the enterprise. This comprehensive book draws on best practice in several countries to show how resources can be allocated to help achieve high expectations for all schools. The book demonstrates how schools can move from satisfaction with improvement to accepting the challenge to transforming, identifying and exploring the need to align four kinds of resources: • intellectual capital, that is, the knowledge and skill of talented professionals • social capital, being mutual support from networks of individuals, organisations, agencies and institutions in the broader community • financial capital, which must be carefully targeted to ensure that these resources are aligned and focused on priorities for learning • spiritual capital, which can be viewed in a religious sense or in terms of the culture and values that bring coherence and unity to these endeavours. Practitioners and researchers reading this book will be inspired to work more closely in networking knowledge about how ’high quality’ and ’high equity’ can be achieved. Raising the Stakes is essential reading for those with the responsibility of ensuring that resources are acquired and allocated to achieve the best possible outcomes for students. July 2007: 216x138 Hb: 978-0-415-44045-5: £65.00 Pb: 978-0-415-44046-2: £17.99 eBook: 978-0-203-93997-0
This book is about developing young leaders in schools. It argues that we need to generate broad-based distributed leadership within, between and across schools to be certain of lasting change and improvement. Its main aims are to: • provide a rationale for more widely distributed forms of leadership in schools • offer new ways of thinking about distributed leadership practice • provide practical illustrations and examples of distributed leadership • give concrete ways of developing lateral leadership capacity within, between and across schools. The book focuses on the why, how and what of distributed leadership by offering a practical insight into what it looks like in schools. It argues that our new system leaders are already in schools and that the main challenge is to develop them and maximise their collective capacity to make a difference. The book also considers the leadership of networks and the new forms of partnership schools are engaged in and looks at how lateral capacity is built and the part distributed leadership plays in generating leadership capacity between schools. July 2008: 216x138: 160pp Hb: 978-0-415-41957-4: £65.00 Pb: 978-0-415-41958-1: £17.99
NEW
International Handbook on the Preparation and Development of School Leaders Jacky Lumby, Institute for Educational Leadership, USA, Gary Crowe, Florida State University, USA and Petros Pashiardis, University of Cyprus Sponsored by the University Council on Educational Administration (UCEA), the British Educational, Leadership, Management, and Administration Society (BELMAS), and the Commonwealth Council for Educational Administration and Management (CCEAM), this is the first book to provide a comprehensive and comparative review of what is known about the preparation and development of schools leaders across the globe. It describes current issues and debates and an assessment of where the field of leadership development is headed.
Educational change has been high on the international agenda for the last twenty-five years. This timely book provides a systematic overview and critique of contemporary approaches to educational change from some of the best-known writers and scholars in the field. Divided into four sections, this book addresses the key themes: • What has been the impact of educational change? • How has the impact differed in different circumstances? • What are the new directions for research on policy and practice? • How can we link research, policy and practice? By highlighting critical lessons from the past, the book aims to set an agenda for policy-related research and the future trajectories of educational reforms, while also taking into account the dominant rhetorics of international ‘social movements’ and the ‘refracted’ nature of policy agenda at national and local levels. This book addresses issues with which many educators around the world are currently grappling. It will appeal to academics and researchers in the field, as well as providing an introduction to key issues and themes in educational change for graduates and practitioners. Selected Contents: Section 1: Educational Change: For Better or For Worse? 1. Researching Change: The Long and the Short of it All 2. These May be Good Times: An Argument that things are Getting Better 3. Towards a Single Hegemonic Model of Transfer of Educational Policy? Section 2: Educational Change: Lessons from Home and Away 4. U.S. School Reforms & Classroom Practice: 1980s-2005 5. Community Organizing for Educational Change: Past Illusions & Future Possibilities 6. New Influences on Policy & Practice in Mature Educational Systems Section 3: Educational Change: Finding New Directions? 7. The Exclusive Pursuit of Social Inclusion? 8. Research as a Tool for Democratizing Educational Policymaking 9. Repositioning and Revitalising City Schools: Who and What makes the Difference? Section 4: Educational Change: Linking Research, Policy & Practice 10. Implementation Research in Education: Lessons learned; New Opportunities for Research, Policy and Practice 11. Harnessing The Power of the Knowledge Society: Possibilities & Prospects for Education Policy & Teacher Practice 12. Learning to Lead: Teachers in the Forefront February 2008: 234x156: 600pp Hb: 978-0-415-43107-1: £75.00 Pb: 978-0-415-43108-8: £22.99 eBook: 978-0-203-93142-4
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SCHOOL LEADERSHIP
NEW
NEW
Educational Futures
Radical Reforms
4TH EDITION
Dominant and Contesting Visions
A Decade of Educational Change
The New Meaning of Educational Change
Ivana Milojevic, University of Queensland, Australia
Edited By Christopher Chapman, University of Manchester; UK and Helen Gunter, University of Manchester; UK
Michael Fullan, OISE, University of Toronto, Canada
This book provides an overview and analysis of current tensions, debates and key issues within OECD nations, particularly Australia, the USA, Canada and the UK, with regard to where education is and should be going. Using a broad historical analysis, it investigates ideas and visions about the future that are increasingly evoked to support arguments about the imminent demise of the dominant modern educational model.
Over the last thirty years there have been numerous attempts at planned educational change. It is widely accepted that the benefits have not equalled the cost, and all too often the situation has seemed to worsen. In this book, Michael Fullan distils from these experiences the most powerful lessons about how to cope with, and influence, educational change. In compiling the best theory and practice his goal is to explain why change processes work in the way that they do and to identify what has to be done to improve the success rate.
Focusing on education as a major area of public policy in England, this book explores a decade of rapid and intensive modernization and draws out the lessons for those concerned with developing education systems across the globe. The contributors not only examine the strategic aspects of reforming the public sector through major policy initiatives but move inside the policy process and ask: what does it mean to engage in centralized reform, what opportunities are there, what is in danger of being lost, who is involved, in what ways and why, and how might localised policy making make a difference? Selected Contents: Section 1: Standards and Accountability 1. Accountability for Improvement: Rhetoric or Reality? 2. Assessment and Standards: What’s the Evidence? 3. Primary Education: The Experience of raising Standards? Section 2: Workforce Reform 4. School Leaders: Meeting the Challenge of Change 5. Remodelling the School Workforce 6. Teacher Training Section 3: Choice and Diversity 7. Specialisation and Academies 8. Networking a More Equitable Future in the Context of Diversity 9. Personalisation Section 4: Every Child Matters and Beyond 10. Swing, Swing Together: Multi-Agency Work in the New Children’s Services 11. Poverty and Disadvantage 12. Beyond Inclusion: Equity in the English Education System. Conclusion: Debates in Public Policy and the Next Ten Years of Educational Reform? November 2008: 234x156: 224pp Hb: 978-0-415-46401-7: £75.00 Pb: 978-0-415-46402-4: £22.99
Adding to the reputation of the previous editions of this book, the author has revised and expanded it extensively, making it the definitive reference for the innovative educator in the new millennium. This is an essential new edition of the key book by Michael Fullan, one of the world’s leading education writers and is designed to surpass the success of earlier editions.
Focusing neither on prediction nor prescription, this text suggests the goal is an analysis of the ways in which the notion of the future circulates in contemporary discourse. Five specific discourses are explored: globalisation; new information and communications technologies; feminist; indigenous; and spiritual. The book demonstrates the connections between particular approaches to time, visions of the future, and educational visions and practices. The author asserts that every approach to educational change is inherently based on an underlying image of the future. 2005: 216x138: 312pp Hb: 978-0-415-33374-0: £85.00 eBook: 978-0-203-41398-2
School Inspection & Self-Evaluation
April 2007: 234x156: 400pp Hb: 978-0-415-43956-5: £80.00 Pb: 978-0-415-43957-2: £24.99
Working with the New Relationship John MacBeath, University of Cambridge, UK
Curriculum Leadership Development
Written for heads and teachers, this forward-thinking book examines exactly what the relationship between inspection and self-evaluation means for schools and explores some of the underpinning issues, featuring examples of best practice from successful schools.
A Guide for Aspiring School Leaders Carol A. Mullen, University of North Carolina, USA Curriculum Leadership Development is an up-to-date, user-friendly textbook offering unique approaches to help readers understand the complexity of curriculum leadership. It is grounded in current and relevant theory, research, legislation, and application in the closely related areas of curriculum leadership, development, and scholarship. The text solidifies the concepts of curriculum and leadership in experiential learning contexts, and promotes democratic action and critical thinking. Author Carol A. Mullen uses a descriptive, qualitative approach that integrates case study, data analysis, personal reflection, and lessons learned. Graduate and advanced undergraduate students in education will find this textbook of value in their coursework, as will curriculum professionals who teach practicing teachers.
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It is full of useful advice on topics such as how schools can juggle ongoing self-evaluation with OFSTED’s expectations, how to use web sources to best advantage and what can be learnt from experience to lessen the anxiety in the relationship and make it more of a friendly and formative experience for all parties. Drawing on case studies from primary, secondary and special schools, this all-round overview should be of immediate interest to practitioners while also offering students and aspiring heads and teachers a valuable source of detailed information about the processes of inspection and self-assessment. 2006: 234x156: 224pp Hb: 978-0-415-39970-8: £75.00 Pb: 978-0-415-39971-5: £21.99 eBook: 978-0-203-96710-2
July 2006: 234x156: 296pp Pb: 978-0-8058-5931-7: £18.50
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SCHOOL LEADERSHIP
2ND EDITION
NEW
NEW
Connecting Leadership and Learning
Leading and Developing School Networks
Principles for Practice
Mark Hadfield, University Of Wolverhampton, UK and Christopher Chapman, University of Manchester, UK
John MacBeath, David Frost, Sue Swaffield, Joanne Waterhouse, all at University of Cambridge, UK and Neil Dempster, Griffith University, Australia Connecting Leadership and Learning returns us to some fundamental questions about the purpose of schools, the nature of learning and the qualities of leadership that make schools authentic places of learning: • What kinds of contexts can be described as contexts for learning? • To what extent do schools, staffrooms and classrooms meet those criteria? • How important is leadership in creating environments in which children, teachers, support staff and parents see themselves as learners? Starting with a review of what we can claim to know – and not know – about learning, leadership and their inter-relationship, the book then draws on research in seven different country settings to illustrate key ideas and practices which have been tested by teachers, senior leaders and school students and found to be applicable across cultural and linguistic boundaries. The accounts of life in these schools and classrooms are vivid, with all schools located in world cities and many of them struggling in the most challenging of circumstances. The book offers five principles of practice derived from work in those international schools, to frame and guide leadership for learning:
School Leadership in the 21st Century Brent Davies, University of Hull, UK and Linda Ellison, University of Nottingham, UK
Schools have a well-established history of working together, but the persistence of challenges, such as under achievement and disengagement with learning, and the apparent failure of mass improvement programmes to overcome them, has renewed interest in generating context-specific solutions through localised networks and collaboratives. As networking and collaboration have become more mainstream activities they have raised new leadership challenges for existing school leaders and prompted discussion about whether new types of leaders and leadership are required. Based around the lifecycle of a network, Leading and Developing School Networks takes the reader from the initial inception of a network to considering how to make it sustainable and capable of meeting the future challenges faced by schools and their communities. The book explores a series of important issues facing school leaders as they grapple what has been termed ‘the collaborative reform agenda’, including:
• an environment for learning • a learning dialogue
Selected Contents: 1. What do we Know about Learning? 2. What do we Know about Leadership? 3. What is the Relationship Between Leadership and Learning? 4. Exploring Leadership and Learning: An International Inquiry 5. A Story of Seven Countries, 24 Schools and 5 Principles 6. Principle 1: A Focus of Learning 7. Principle 2: An Environment for Learning 8. Principle 3: A learning dialogue 9. Principle 4: Shared Leadership 10. Principle 5: Accountability; Internal and External 11. A Very Practical Theory April 2008: 234x156: 192pp Hb: 978-0-415-45292-2: £75.00 Pb: 978-0-415-45295-3: £22.99
• Leading and managing change • Leading and managing staff in high performance schools • Information for student learning and organisational learning • Transformation of schools in the 21st century The authors of this completely updated and revised edition have addressed the new standards and competency frameworks, making this an essential read for all headteachers and aspiring headteachers on NPQH or LPSH courses and anyone else with an interest in school leadership.
• Why should schools and their communities engage in the collaborative reform agenda? • How do you go about leading a network? Is it very different from leading a school or team? • What do we already know about what makes a network effective?
2005: 234x156: 240pp Hb: 978-0-415-27951-2: £85.00 Pb: 978-0-415-27952-9: £25.99 eBook: 978-0-203-46341-3
Thinking About Schools New Theories and Innovative Practice Aimee Howley and Craig Howley, both at Ohio University, USA
• accountability; internal and external. Based on rigorous research and grounded in practice, this book aims to challenge the reader with big ideas about learning and leadership, and to break new ground in thinking about where leadership and learning meet so that practitioners can see how it works in school and classroom practice. It should be of interest to all school leaders and those aspiring to the role.
• Strategical and ethical dimensions of leadership
• Which issues faced by schools and the education system are best tackled by network-based solutions?
August 2008: 276x219: 192pp Hb: 978-0-415-46464-2: £75.00 Hb: 978-0-415-46465-9: £23.99
• shared leadership
In School Leadership in the 21st Century all the major aspects of school leadership are discussed, including:
• Why spend time and energy in networks with other schools and communities?
The authors draw on research carried out in the UK and internationally into the development and leadership of networks to address these questions. They also draw on their experience of supporting and leading a range of school networks to outline a number of tried-and-tested leadership approaches and theories.
• a focus of learning
Education reform continues to be a dominating feature of education in the UK and many other countries throughout the world. As a result of this, it is now more important than ever that headteachers and school managers develop the skills which will enable them to manage their new responsibilities effectively.
2ND EDITION
Excellence in Education The Making of Great Schools Cyril Taylor and Conor Ryan A thorough examination of the characteristics` belonging to a high-performing school, this book is written by the Chairman of the Specialist Schools Trust and the education advisor to the Prime Minister. It draws on numerous case studies of successful schools, as well as showing how previously failing schools have been turned around. Looking at such areas as leadership, staffing, target-setting, discipline and order, curriculum innovation and individual learning, the book offers a blueprint to head teachers and others trying to develop excellent schools.
As its title implies, this book has a deceptively simple mission: to prepare would-be school leaders to draw upon a variety of theoretical perspectives when thinking about schools and schooling. It shows how theories can function as cognitive tools to be mastered, carefully stored in one’s intellectual toolbox and used to interpret and resolve real world problems. Beneath this goal lies the belief that the most effective leaders are those who are able to construct their own well-grounded interpretations of events and their own responses to those events. 2006: 234x156: 416pp Pb: 978-0-8058-5194-6: £27.95
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2006: 276x219: 320pp Pb: 978-1-84312-402-3: £16.00
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SCHOOL LEADERSHIP
FORTHCOMING
Improving Schools and Educational Systems
NEW
Handbook of Research on Leadership Education
International Perspectives
Michelle Young, University of Texas at Austin, USA Gary Crowe, Florida State University, USA, Rodney Ogawa, University of California-Santa Cruz, USA and Joseph Murphy, Vanderbilt University, USA
Edited by Janet Hageman Chrispeels, University of California, San Diago, USA and Alma Harris, University of Warwick, UK
Political Approaches to Educational Administration and Leadership
Sponsored by the University Council of Educational Administration (UCEA), Division A of AERA, National Council of Professors in Educational Administration, and Teaching in Educational Administration, this fifty chapter handbook will be the definitive work on leadership education in the USA. Although research oriented, the content is written in a style that makes it appropriate for any of the following audiences: university professors and researchers, professional development providers, practicing administrators, and policy makers who work in the accreditation and licensure arenas. December 2008: 234x156: 956pp Hb: 978-0-8058-6157-0: £100.00 Pb: 978-0-8058-6158-7: £42.50
NEW
Ethical Educational Leadership in Turbulent Times (Re) Solving Moral Dilemmas Joan Poliner Shapiro, Temple University, Philadelphia, USA and Steven Jay Gross, Temple University, Philadelphia, USA This text is designed to assist educational leaders in the ethical decision-making process. Theoretically, it is based on Gross’s Turbulence Theory and Shapiro and Stefkovich’s Multiple Ethical Paradigms of justice, critique, care, and the profession. The authors clearly explain these concepts and demonstrate how they can work together to assist leaders in dealing with challenging situations. Authentic ethical dilemmas are provided to be analyzed using Turbulence Theory and the Multiple Ethical Paradigms and to engage readers in applying these concepts to practice. The text is intended for use in a range of educational leadership, educational administration, and teacher education programs that prepare both educational leaders (administrators) and lead teachers. October 2007: 234x156: 264pp Pb: 978-0-8058-5600-2: £21.99 eBook: 978-1-4106-1849-8
School improvement has become a dominant feature of educational reform in many countries. The pressure upon schools to improve performance has resulted in a wide-range of improvement programmes and initiatives which can provide both inspiration and advice to everyone involved in school improvement. This book draws together the most effective school improvement projects from around the world in one comprehensive text, including detailed comparative analysis of a wide variety of initiatives. Drawing on examples from the UK, the USA, Canada, South Africa and Australia this book gives both an international snapshot and a coherent synthesis of initiatives that have given achievable results. 2006: 234x156: 336pp Hb: 978-0-415-36222-1: £75.00 eBook: 978-0-203-01249-9
The Aesthetic Dimensions of Educational Administration & Leadership Edited by Eugenie Samier, Simon Fraser University, Canada and Richard Bates, Deakin University, Australia The question of aesthetics as a theoretical framework for thinking about modern leadership issues in educational settings is an emergent area of inquiry that is receiving considerable attention. There is a growing sense that the mechanistic approach to leadership, which has been widely encouraged over the last ten years, is sterile and that a more philosophical approach is now required. This approach is covered here, taking into account the importance of aesthetics on all aspects of the administrative and leadership world: the ways ideas and ideals are created, how their expression is conveyed, the impact they have on interpersonal relationships and the organisational environment that carries and reinforces them and the moral boundaries or limits that can be established or exceeded.
Edited by Eugenie A. Samier, Simon Fraser University, Canada and Adam G. Stanley Series: Routledge Research in Education This collection explores the political philosophy and theory foundations for educational administration and leadership as they influence our understanding, analysis and practice in the field. The first section, ’Political Philosophy: The Foundations,’ discusses the work of such writers as Machiavelli, Kant and Hegel, Hayek, Habermas, and Bourdieu as their theories apply to the educational context. The second section, ’Political Analysis: The Critique,’ examines various types of political analyses, such as the politics of the policy process, minority politics, civil society, micropolitics, community politics, and cosmopolitan theory. The last section, ’Current Political Controversies: The Practice,’ addresses current topical issues of a political nature, including the serving of the state economic agenda, the democratisation of educational organisations, the neo-conservative agenda, and globalisation. The broad international perspective from which these topics are covered makes this volume an excellent addition to the fields of educational leadership, organizational studies, and educational administration theory. March 2008: 234x156: 256pp Hb: 978-0-415-96207-0: £60.00 eBook: 978-0-203-92867-7
2ND EDITION
Ethical Leadership and Decision Making in Education Applying Theoretical Perspectives to Complex Dilemmas Joan Poliner Shapiro Temple University, Philadelphia, USA and Jacqueline A. Stefkovich, Pennsylvania State University, USA
While presenting a significant departure from conventional studies in the field, the international contributors reflect a continuity of thought on administrative and leadership authority, from the writings of Plato through to current theory. 2006: 234x156: 240pp Hb: 978-0-415-36996-1: £75.00 eBook: 978-0-203-02961-9
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This book demonstrates the application of different ethical paradigms to educational leadership through discussion and analysis of real-life dilemmas faced in schools and communities. It addresses practical, pedagogical, and curricular issues. 2005: 234x156: 200pp Pb: 978-0-8058-5022-2: £13.95 eBook: 978-1-4106-1353-0
Series: Contexts of Learning
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SCHOOL LEADERSHIP
Learner-Centered Leadership
Leadership in Post-Compulsory Education
NEW
Research, Policy, and Practice
Inspiring Leaders of the Future
Developing School Leaders
Edited by Arnold B. Danzig, Arizona State University, USA, Kathryn M. Borman, University of South Florida, USA, Bruce A. Jones, University of South Florida, USA and William F. Wright, Northern Arizona University, USA
Jill Jameson
An International Perspective Leadership of different kinds exists at many levels in the post-compulsory sector-from principles to programme leaders, administrative staff and even caretakers. Based around case studies of current leaders in post-compulsory education, this unique book explores a number of leadership models and styles in order to provide inspiration and guidance for the next wave of potential leaders.
Series: Topics in Educational Leadership Series Many new approaches to school improvement are being proposed in the current climate of assessment and school accountability. This book explores one of these approaches, a new model of leadership training known as Learner-Centered Leadership (LCL). It is built around the fundamental idea that learning and learning communities are natural processes that, when properly harnessed, can lead to the highest levels of professional engagement and problem solving.
• captures authentic ’voices of the leaders’ • includes examples of further, adult, community and prison education • covers all type of leadership: charismatic leaders, academic leaders, spiritual leaders, women leaders, ethnic leaders, ethnic leaders, business leaders. Presenting a wide and holistic view of leadership at different levels, this book is relevant for all potential and current leaders in post-compulsory education. By encouraging readers to review and reflect on the models described, the book will inspire leaders of the future to develop their own leadership styles and visions.
2006: 246x174: 320pp Hb: 978-0-8058-5843-3: £61.50 Pb: 978-0-8058-5844-0: £24.50 eBook: 978-1-4106-1511-4
Educational Leadership as Critical Practice
Passionate Principalship
Ron Scapp, College of Mount Saint Vincent, USA
Learning from the Life Histories of School Leaders
Ron Scapp moves teaching back to the center of scholarship on educational administration, asking how school leaders might connect their work more integrally with the ideals and practices of critical pedagogy. 2006: 216x138: 168pp Hb: 978-0-415-94862-3: £70.00 Pb: 978-0-415-94863-0: £17.99
Many countries face a crisis in recruitment to the most senior positions in schools at a time when arguments rage about the best way to develop our school leaders. Focusing on leadership development in ten diverse cultural contexts, this book brings together some of the most senior commentators in the field of educational leadership development to provide a global perspective on leadership development programmes and practices. The rise of leadership development programmes has presented opportunities for some and challenges for others. These challenges are both practical and conceptual and relate to a series of questions that are unpacked in the book including: • What is the appropriate balance between the academic and the practical in leadership programmes? • Should provision be located in higher education institutions, in other government sponsored organizations or commissioned from the private sector? • Are models of leadership studies derived from the business and industry relevant to schools?
2005: 150pp Pb: 978-1-84312-339-2: £15.99
Managing to Be Different
Edited by Mark Brundrett, University of Manchester, UK and Megan Crawford, Institute of Education University of London , UK
• How can research into impact inform leadership development policy and strategy? • Should programmes be integrated into higher degree provision or should new and innovative forms of accreditation be developed?
Edited by Ciaran Sugrue, University of Cambridge, UK This book puts 'real life' back into the literature on school principalship. Through a life history approach, it portrays daily life in schools as a much more messy, contested and precarious existence, where principals struggle with passionate commitment to find continuity amongst frequently changing and often conflicting policy initiatives.
This book should be fascinating reading for all those engaged in educational research, as well as those teaching and working in educational leadership. March 2008: 234x156: 184pp Hb: 978-0-415-43572-7: £85.00 eBook: 978-0-203-92882-0
The book draws on comprehensively in-depth interview data with new, experienced and veteran principals. Their life stories illustrate the struggles involved in the ongoing negotiation of identities through unprecedented change. The authors lucidly argue that: • the realities of principals' lives are much more demanding that rational linear approaches to reform suggest • a revolving door approach to the appointment of principals is inadequate • passion is central to the lives and work of principals, but this passion needs to be rejuvenated and rekindled through opportunities for learning • there is a need for further research on the relationship between the lifecycles of principals, the leadership legacies of school communities and the cycles of mandated reforms as a means of lending coherence to leadership learning and sustained and renewed leaders. This is essential reading for principals and their professional bodies, academics and researchers, school leaders on leadership courses internationally.
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2004: 234x156: 232pp Hb: 978-0-415-31886-0: £80.00 eBook: 978-0-203-00591-0
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EDUCATION MANAGEMENT AND ADMINISTRATION
NEW
NEW
NEW
Cyber-Bullying
Reforming Child Protection
Don’t Touch!
Issues and Solutions for the School, the Classroom and the Home
Nigel Parton, University of Huddersfield, UK, Bob Lonne, University of Queensland, Australia, Jane Thomson, Griffith University, Australia and Maria Harries, University of Western Australia, Australia
The Educational Story of a Panic
Shaheen Shariff, McGill University, Montreal, Canada This book, the first of its kind, looks at the emerging issue of cyber-bullying. In this increasingly digital world cyber-bullying has emerged as an electronic form of bullying that is difficult to monitor or supervise because it occurs outside the physical school setting and outside school hours on home computers and personal phones. These web-based and mobile technologies are providing young people with what has been described as: ‘an arsenal of weapons for social cruelty’. These emerging issues have created an urgent need for a practical book grounded in comprehensive scholarship that addresses the policy-vacuum and provides practical educational responses to cyber-bullying. Written by one of the few experts on the topic Cyber-Bullying develops guidelines for teachers, head teachers and administrators regarding the extent of their obligations to prevent and reduce cyber-bullying. The book also highlights ways in which schools can network with parents, police, technology providers and community organizations to provide support systems for victims (and perpetrators) of cyber-bullying. April 2008: 234x156: 280pp Hb: 978-0-415-42490-5: £75.00 Pb: 978-0-415-42491-2: £19.99 eBook: 978-0-203-92883-7
Heather Piper, Manchester Metropolitan University, UK and Ian Stronach, Manchester Metropolitan Unviersity, UK
Child protection is one of the most high profile and challenging areas of social work, as well as one where children’s lives and family life are seen to be at stake. Vital as child protection work is, this book argues that there is a pressing need for change in the understanding and consequent organization of child protection in many Western nations
This is the first book in the UK to explore the problems involved in ‘touching’ children in an educational environment. The book uses real-life examples taken from ground-breaking research into the mentality of today’s risk culture, and highlights a maddening state of affairs in which ordinary well-meaning professionals feel they cannot offer even very young children basic levels of comforting or affection.
The authors present compelling evidence from around the globe demonstrating that systems across the Western world are failing children, families and social workers. They then set out a radical plan for reform: • providing an overview of contemporary child protection policies and practices across the Western world
This fascinating and long-overdue book examines the ‘no-touch’ pandemic in early years settings, primary and secondary schools today by use of extensive interviews with practitioners, parents and pupils, which:
• presenting a clear and innovative theoretical framework for understanding the problems in the child protection system • developing an alternative, ethical framework which locates child protection in the broader context of effective and comprehensive support for children, young people and families at the neighbourhood and community levels. Grounded in the recent and contemporary literature, research and scholarly inquiry, this book capitalises on the experiences and voices of children, young people, families and workers who are the most significant stakeholders in child protection. It will be an essential read for those who work, research, teach or study in the area. June 2008: 234x156: 224pp Hb: 978-0-415-42905-4: £70.00 Pb: 978-0-415-42906-1: £21.99
• outline the confusion experienced by many in knowing if, when and how to touch and the more recent backlash by those who attempted to buck the trend • suggest why this issue is important now (for example, at a time when men are being encouraged to work in early years settings) • consider explanations such as panic, risk, society and fear. This book also examines and explains where the law stands on these issues, and keeps its key focus on practice throughout; representing an unsensationalized and sensible approach to an issue that causes so much professional anxiety, and will be welcomed by the entire teaching profession, child care professionals, along with academics and researchers within education and the social sciences. Selected Contents: 1. Problematics of Touching 2. Relationships: Ethics Committees and Research 3. The Criminal Record Bureau: Policing Access to Children 4. Guidelines and Dangerous Bodies: The Half-closed Door 5. Saving Touch: Private Parts and Public Wholes 6. Case Study: Early Years’ Settings 7. Case Study: Primary and Junior Schools 8. Case Study: Secondary Schools 9. Case Study: Considering Disability 10. Case Study: Summerhill School - an Exception to the Rule 11. Bonfire of the Insanities March 2008: 234x156: 176pp Hb: 978-0-415-42007-5: £80.00 Pb: 978-0-415-42008-2: £19.99 eBook: 978-0-203-93049-6
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EDUCATION MANAGEMENT AND ADMINISTRATION
Teenage Pregnancy and Parenthood Global Perspectives, Issues and Interventions Edited by Helen Holgate, Brunel University, UK, Roy Evans, Brunel University, UK and Francis Yuen, California State University, USA
Designing Performance Assessment Systems for Urban Teacher Preparation
Therapeutic Education
Edited by Francine Peterman, Cleveland State University, USA
John Cornwall and Craig Walter, both at Canterbury Christ Church University College, UK
Designing Performance Assessment Systems for Urban Teacher Preparation presents an argument for, and invites, critical examination of teacher preparation and assessment practices—in light of both the complexity and demands of urban settings and the theories of learning and learning to teach that guide teacher education practices.
The debate of teenage pregnancy and parenthood continues to be a topical media and political issue, and a contested policy area. Covering the controversial issues, this book contributes to the debate, filling the gap in the current market. The strong chapter selection looks at areas such as: • education • social policy and welfare reforms in the UK and US
Working alongside troubled and troublesome children
Tracing the application and outcome of a four-year international research project examining the use of the principles of therapeutic education in a school setting, this book offers practical guidance for teachers of troubled children. 2006: 234x156: 248pp Hb: 978-0-415-36661-8: £65.00 Pb: 978-0-415-36662-5: £22.99 eBook: 978-0-203-01929-0
• issues for young fathers • child sex abuse • girls with emotional and behavioural difficulties. This is invaluable reading for those working on government strategies to reduce teen pregnancies and those working in sex education and youth care. 2006: 234x156: 224pp Hb: 978-0-415-34625-2: £70.00 Pb: 978-0-415-34626-9: £20.99 eBook: 978-0-203-59704-0
2005: 234x156: 272pp Hb: 978-0-8058-4929-5: £36.95 Pb: 978-0-8058-5384-1: £15.50 eBook: 978-1-4106-1299-1
NEW
Applying Ethical Constructs to Legal Cases in Education
The Dangerous Rise of Therapeutic Education
Jacqueline A. Stefkovich, Pennsylvania State University, USA
How Teaching is Becoming Therapy
School Violence
Kathryn Ecclestone, Oxford Brooks University, UK and Dennis Hayes, Canterbury Christchurch University, UK
Dewey G. Cornell, University of Virginia, USA Illustrated with numerous case studies – many drawn from the author’s work as a forensic psychologist – this book identifies nineteen myths and misconceptions about youth violence, from ordinary bullying to rampage shootings. It covers controversial topics such as gun control and the effects of entertainment violence on children. The author demonstrates how fear of school violence has resulted in misguided, counterproductive educational policies and practices ranging from boot camps to zero tolerance. He reviews evidence from hundreds of controlled studies showing that school-based school violence prevention programs and mental health services, which are largely effective, are often overlooked in favour of politically popular yet ineffective programs such as school uniforms, Drug Abuse Resistance Education, and Scared Straight. He concludes by reviewing some of his own research on student threat assessment as a more flexible and less punitive alternative to zero tolerance, and presents a wide ranging series of recommendations for improving and expanding the use of school-based violence prevention programs and mental health services for troubled students.
2006: 234x156: 264pp Hb: 978-0-8058-5423-7: £42.95 Pb: 978-0-8058-5424-4: £18.50 eBook: 978-1-4106-1412-4
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This controversial and compelling book uses a wealth of examples from all sectors of education to show how the contemporary education system is turning young people and adults into anxious, cautious and passive individuals rather than aspiring, optimistic and resilient learners. As the authors show it’s not teaching anymore: it’s therapy. From the nursery to the university, what’s on offer in the educational system is no longer knowledge but exercises in building up the self-esteem of pupils and students. These developments gain further impetus and support from a number of political initiatives in areas such as emotional intelligence and personalised learning.
This text for educational leadership courses presents a theoretical model based on the ’best interests of the student’ for examining legal and ethical dimensions of court cases. It: • provides an examination of both law and ethics pertinent to all educators but aimed specifically at school leaders • introduces an ethical decision-making model that focuses on strategies for determining what actions are in the ’best interests of the student’ • demonstrates the application of this theoretical model to practical, authentic situations arising from court decisions. 2006: 234x156: 200pp Pb: 978-0-8058-5183-0: £16.95 eBook: 978-1-4106-1420-9
Every teacher and student teacher who retains any belief in the power of knowledge to transform people’s lives must read this book. Selected Contents: Preface: The Language of Therapy 1. The Therapeutic State 2. The Therapeutic Primary School 3. The Therapeutic Secondary School 4. The Therapeutic Transition: Connexions and Beyond 5. The Therapeutic Further Education College 6. The Therapeutic University 7. Therapy at Work 8. Lifetime Therapy 9. Beyond the Therapeutic State April 2008: 234x156: 240pp Hb: 978-0-415-39700-1: £75.00 Pb: 978-0-415-39701-8: £18.99
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7
8
EDUCATION MANAGEMENT AND ADMINISTRATION
Classrooms as Learning Communities
Improving Learning Series
What’s In It For Schools? Chris Watkins, Institute of Education University of London, UK
NEW
Improving Schools, Developing Inclusion
Improving Learning through Consulting Pupils
Mel Ainscow, University of Manchester, UK, Tony Booth, Canterbury Christ Church University College, UK and Alan Dyson, University of Manchester, UK
Jean Rudduck and Donald McIntyre, both formerly at the University of Cambridge, UK
While many books explore the possibilities for developing inclusive practices in schools, and ‘inclusion’ is widely regarded as a desirable goal, much of the literature on the subject has been narrowly concerned with the inclusion of pupils with special educational needs. This book however, takes the view that marginalisation, exclusion and underachievement take many forms and affect many different kinds of child. As such, a definition of inclusion should also touch upon issues of equity, participation, community, entitlement, compassion, respect for diversity and sustainability.
Pupil consultation can lead to a transformation of teacher-pupil relationships, to significant improvements in teachers’ practices, and to pupils having a new sense of themselves as members of a community of learners. In England, pupil involvement is at the heart of current government education policy and is a key dimension of both citizenship education and personalised learning. Drawing on research carried out as part of the Teaching and Learning Research Programme, Improving Learning through Consulting Pupils discusses the potential of consultation as a strategy for signalling a more partnership-oriented relationship in teaching and learning. It also examines the challenges of introducing and sustaining consultative practices. Topics covered include:
Here the highly regarded authors focus on: • barriers to participation and learning experienced by pupils • the practices that can overcome these barriers
• the centrality of consultation about teaching and learning in relation to broader school level concerns;
• the extent to which such practices facilitate improved learning outcomes
• teaching approaches that pupils believe help them to learn and those that obstruct their learning;
The book is part of the Improving Learning series, published in partnership with the Teaching and Learning Research Project.
• teachers’ responses to pupil consultation - what they learn from it, the changes they can make to their practice and the difficulties they can face;
2006: 216x138: 232pp Hb: 978-0-415-37236-7: £70.00 Pb: 978-0-415-37279-4: £21.99 eBook: 978-0-203-96715-7
• the things that can get in the way of pupils trusting in consultation as something that can make a positive difference.
• how such practices can be encouraged and sustained within schools and LEAs.
Series: What’s in it for schools? ’It is an incredibly easy read and yet is never simplistic; a provocative book yet never patronising; and well worth every penny.’ – School Leadership and Management In classrooms that operate as learning communities, the social and learning purposes advance together through all participants being involved and engaged in building knowledge. This book demonstrates a new way of seeing and managing classrooms through: • an integration of what's best in learning and what's best in the social life of classrooms • a vision of the role of the teacher that is more creative and more related to the commitments of teachers • a more connected view of schools in contrast to the mechanistic view that currently dominates • an answer to the short-term performance pressures of politicians - better performance. The practice and vision of classrooms that operate as learning communities is presented clearly and encourages teachers to take steps towards building a more effective classroom with the aspects of learning communities they choose. 2005: 198x129: 248pp Hb: 978-0-415-32779-4: £70.00 Pb: 978-0-415-32780-0: £17.99 eBook: 978-0-203-39071-9
While consultation is flourishing in many primary schools, the focus here is on secondary schools where the difficulties of introducing and sustaining consultation are often more daunting but where the benefits of doing so can be substantial. This innovative book will be of interest to all those concerned with improving classroom learning. Selected Contents: Part 1: What is Consultation and Why is it Important? 1.1. The Growth of the ‘Pupil Voice Movement’ and What it Endorses 1.2. The Project’s Aims and Design 1.3. Elements of the Project 1.4. The Project’s Difficulty in Resisting the Temptation to Move Outside the Classroom and Away from Teaching and Learning Part 2: What Does the Project Tell Us? 2.1. Strategies for Consultation 2.2. What Pupils Say About Teaching and Learning 2.3. Teachers’ Responses to What Pupils Say 2.4. The Impact on Pupils, Teachers and Schools 2.5. The Impact on Teacher-Pupil Relationships 2.6. Developing the Work in Schools and Classroom 2.7. Constraints Part 3: The Implications: Towards a Theory of Learning Appendix: How the Research was Carried Out November 2007: 216x138: 240pp Hb: 978-0-415-41615-3: £75.00 Pb: 978-0-415-41616-0: £21.99 eBook: 978-0-203-93532-3
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SCHOOL LEADERSHIP AND EDUCATION POLICY
NEW
NEW
NEW
Education plc
Making Minds
The Death of Progressive Education
Understanding Private Sector Participation in Public Sector Education
What’s Wrong With Education - And What Should We Do About It?
How Teachers Lost Control of the Classroom
Stephen J. Ball, Institute of Education, University of London, UK
Paul Kelley, Monseaton Community High School, Whitley Bay, UK
Roy Lowe, Institute of Education, University of London, UK
Is the privatisation of state education defendable? Did the public sector ever provide a fair education for all learners? In Education plc, Stephen Ball provides a comprehensive, analytic and empirical account of the privatisation of education. He questions the kind of future we want for education and what role privatisation and the private sector may have in that future. Using policy sociology to describe and critically analyse changes in policy, policy technologies and policy regimes, he looks at the ethical and democratic impacts of these changes and raises the following questions: • Is there a legitimacy for privatisation based on the convergence of interests between business and the ‘third way’ state? • Is the extent and value of private participation in public education misunderstood? • How is the selling of private company services linked to the remodelling of schools? • Why have the technical and political issues of privatisation been considered but ethical issues almost totally neglected? • What is happening here, beyond mere technical changes in the form of public service delivery?
’Making Minds is a controversial critique of our education systems. The author is a school leader ‘at the forefront of scientific and technological advancement in schools’ who, as an American, ‘felt comfortable taking on the British establishment’ – The Times Educational Supplement Making Minds is written for general readersespecially parents- as well as educational professionals. The book examines the underlying limitations that have been accepted in education over the past two thousand years. The author challenges common assumptions about education through evidence-based, political, ethical, and emotional arguments, as well as examining case studies such as university admissions and the autism ‘epidemic’. Making Minds describes a more productive scientific approach to learning, drawing on recent research findings, particularly in the USA and UK. The author illustrates how new research methods, new technologies, and very recent discoveries in neuroscience that will, in the end, allow us to make minds. July 2007: 234x156: 200pp Hb: 978-0-415-41410-4: £80.00 Pb: 978-0-415-41411-1: £18.99 eBook: 978-0-203-94680-0
The first authoritative survey of the changing politics of the classroom since the Second World War. It charts the process by which society moved away from being one in which teachers decided both the content of the school curriculum and how it would be taught towards the present situation in which a host of external influences dictate the nature of the educational experience. The book identifies the key social and political developments which made this transformation inevitable and, at the same time, raises the question of how far the loss of control by teachers has also meant a shift away from progressive, child-centred education. Key issues covered include: • the post-war debate on the school curriculum as well as the extent to which it was fiercely contested • the Black Paper Movement of the early 1970s • the ways in which radical right rhetoric has come to dominate the politics of education and the educational press • how the term ’progressive education’ has been subtly reworked, so that those claiming to reform education now focus on measurable outcomes and the answerability of schools to parental and government pressure • an historical analysis of the ways in which the ’Thatcher revolution’ in schools has been taken forward and developed under both John Major and Tony Blair.
• Is education policy being spoken by new voices? Drawing upon extensive documentary research and interviews with senior executives from the leading ‘education services industry’ companies, the author challenges preconceptions about privatisation. He concludes that blanket defence of the public sector as it was, over and against the inroads of privatisation, is untenable, and that there is no going back to a past in which the public sector as a whole worked well and worked fairly in the interests of all learners, because there was no such past.
This ground-breaking analysis of how we have arrived at the present situation in our schools will be of interest to all students of education and to all those who wish to learn more about the changes that have taken place in our education system over the past sixty years. It helps us understand why they happened and, in so doing, raises profound questions about the aspirations of modern society and the role of the schools in shaping it.
This book breaks new ground and builds on Stephen Ball’s previous work on education policy. It should appeal to those researching and studying in the fields of social policy, policy analysis, sociology of education, education research and social economics.
July 2007: 234x156: 192pp Hb: 978-0-415-35971-9: £75.00 Pb: 978-0-415-35972-6: £22.99 eBook: 978-0-203-94595-7
February 2007: 234x156: 232pp Hb: 978-0-415-39940-1: £75.00 Pb: 978-0-415-39941-8: £22.99 eBook: 978-0-203-96420-0
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SCHOOL LEADERSHIP AND EDUCATION POLICY
NEW
NEW
NEW
What Is Authentic Educational Reform?
Reclaiming Education for Democracy
Handbook of Education Politics and Policy
Pushing Against the Compassionate Conservative Agenda
Thinking Beyond No Child Left Behind
Edited by Helen L. Johnson, Queens College, CUNY, USA and Arthur Salz, Queens College, CUNY, USA
Paul Shaker, Simon Fraser University, Canada and Elizabeth E. Heilman, Michigan State University, USA
Bruce Cooper, Fordham University, New York, USA, Lance Fusarelli, North Carolina State University, USA and James Cibulka, University of Kentucky, USA
’In response to the nationwide attacks on education in the name of educational reform packaged in No Child Left Behind, general analyses and local accounts of these attacks, as well as arguments on behalf of ’authentic educational reform’ are badly needed. ... This volume offers a useful combination of specific case studies, theory, and policy.’ – Gerald Coles, Educational Psychologist, USA Challenging the compassionate conservative agenda for educational reform — an agenda which seeks to improve American education through a business model focused on scripted lessons, lock-step approaches to teaching, high stakes-testing, and rigid accountability measures — this book critiques the assumptions of this agenda, examines the problems that have riddled its implementation in schools, and suggests constructive alternatives. Educational theorists and researchers including Joel Spring, Sonia Nieto, Bill Ayers, and Susan Ohanian, classroom teachers, and parents, offer a mix of perspectives on: • the social and political contexts of current educational reform initiatives • the impact of the compassionate conservative agenda on educational policies and practices • the ways in which children and teachers are affected by this agenda and its policies • approaches that hold out hope for implementing authentic education reform.
Series: Sociocultural, Political, and Historical Studies in Education Series Reclaiming Education for Democracy subjects the prophets and doctrines of educational neoliberalism to analytic and historical scrutiny on the way to providing a rationale and vision for public education beyond the limits of No Child Left Behind. The authors combine a history of recent education policy with an in-depth analysis of the origins of such policy and its impact on professional educators. The public face of these policies is separated from motives rooted in politics, profit, and ideology. Topics treated in detail include high stakes testing, teacher testing, social studies curriculum, the teaching of reading, scientifically-based research in education, etc. The work of polemicists such as Diane Ravitch is placed in the context of the politics they serve. Reclaiming Education for Democracy also searches for new insights in understanding the neoliberal and managerialist assault on education by examining the psychology of advocates who demonstrate a special animus toward universal public education. The manipulation of public education by No Child Left Behind is a case study in the general approach to public institutions taken by the politicians and theorists in these camps. K-12 education has been subjected to deceptive descriptive analyses, marginalization of its professional leadership, manipulation of its goals, the imposition of illegitimate quality markers, a grab on its resources by corporate profiteers, and a demoralization of its rank and file. This book helps us think beyond this new commonsense of education. May 2008: 234x156: 256pp Hb: 978-0-8058-5841-9: £75.00 Pb: 978-0-8058-5842-6: £22.99
Intended for education professionals, students, and scholars, What Is Authentic Educational Reform? poses more questions than it answers, but taken together, these questions constitute a foundation for a more informed and thoughtful public conversation about how to refocus reform efforts in a direction that will truly strengthen American public education for all children and their families. July 2007: 234x156: 256pp Hb: 978-0-8058-6049-8: £35.00 eBook: 978-1-4106-1478-0
Written by a mix of established and rising stars in school politics, policy, law, finance, and reform this comprehensive handbook provides a 3-part framework intended to help organize this relatively new and loosely organized field of study. Part I examines the structural and institutional (macro-level) backdrop to our educational system (democracy, federalism, political parties and elections, etc). Part II examines micro-level political behavior and cultural influences operating within schools and among interest groups, and Part III looks at the major ideological and philosophical positions that frame discussions of educational issues and policies. Selected Contents: Introduction: Researching Toward a New Politics of Education Part 1: Federal, State, and Local Politics of Education 1. Federalism, Equity, and Accountability in Education 2. Understanding Education Policy Change in the American States: Lessons from Political Science 3. Political Cultures in Education at the State and Local Level: Views from Three States 4. Understanding School Board Politics: Balancing Public Voice and Professional Power 5. Urban Regime Theory and the Reform of Public Schools:Governance, Power and Leadership 6. Judicial Impact on Education Politics and Policies 7. Hitting a Moving Target: How Politics Determines the Changing Roles of Superintendents and School Boards 8. Beyond Pluralistic Patterns of Power: Research on the Micro-politics of Schools 9. The Evolving Political Role of Urban Mayors in Education Part 2: Interest Groups and Institutional Effects On Educational Politics 10. Politics of Interest: Interest Groups and Advocacy Coalitions in American Education 11. Institutional Agility: Using the New Institutionalism to Guide School Reform 12. Religious Faith and Policy in Public Education: A Political and Historical Analysis of the Christian Right in American Schooling 13. The Ideological and Political Landscape of School Choice Interest Groups in the Post-Zelman Era 14. The Collective Politics of Teacher Unionism Part 3: The Politics of Equity and Excellence 15. Feminism and Education Politics: No Longer for Women Only 16. Politics, Empirical Evidence and Policy Design: The Case of School Finance and the Costs of Educational Adequacy 17. The Shifting Notion of ’Publicness’ in Public Education 18. The Politics of Coordinated Services for Children: Inter-institutional Relations and Social Justice 19. Excellence versus Equity: Political Forces in the Education of Gifted Students 20. The Politics of (De)Segregation 21. Towards a New Political Leadership Praxis in the Rescaled Space of Urban Educational Governance June 2008: 246x174: 512pp Hb: 978-0-8058-6111-2: £105.00 Pb: 978-0-8058-6112-9: £50.00 eBook: 978-1-4106-1468-1
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SCHOOL LEADERSHIP AND EDUCATION POLICY
NEW
FORTHCOMING
Handbook of Research in Education Finance and Policy
Handbook of Education Policy Research
Edited by Helen F. Ladd, Duke University, North Carolina, USA and Edward Fiske
Education is no longer just about what happens in classrooms and schools, but increasingly is about the rules and regulations that drive our education system – from governance and finance to curriculum, pedagogy, and assessment. Virtually all aspects of the education enterprise (at all levels) are now the objects of policy research. Defining the boundaries of this fast growing and wide ranging field is the objective of this comprehensive, AERA sponsored handbook.
Edited by David N. Plank, Gary Sykes and Barbara Schneider
Selcected Contents: Introduction Section 1: Perspectives on Education Finance and Policy Section Editors: James W. Guthrie and Michael Kirst 1. History and Scholarship Regarding United States Education Finance and Policy. 2. The Role of Economics in Education Policy Research 3. The Past, Present and Possible Futures of Educational Finance Reform Litigation 4. Politics, Political Cultures and Government. 5. Educational Goals: A Public Perspective 6. Quantitative Research Methods in Education Finance and Policy 7. The Evolution of Comparative and International Education Statistics Section 2: Making Money Matter Section Editors: Jennifer King Rice and Amy Ellen Schwartz 8. Toward an Understanding of Productivity in Education 9. Teachers Matter, But Effective Teacher Quality Policies are Elusive: Hints from Research for Creating a More Productive Teacher Workforce 10. School Accountability and Student Achievement 11. School Competition and Student Outcomes Section 3: Promoting Equity and Adequacy Section Editor: Leanna Stiefel 12. Conceptions of Equity and Adequacy in School Finance 13. Measuring Equity and Adequacy in School Finance 14. Measurement of cost differentials 15. Intergovernmental Aid Formulas and Case Studies 16. Education Equity in an International Context Section 4: Changing Patterns of Governance and Finance Section Editor: Andrew Reschovsky 17. The Changing Federal Role in Education Finance and Governance 18. The Role of Nongovernmental Organizations in Financing Public Schools 19. Equity, Adequacy, and the Evolving State Role in Education Finance 20. The Local Funding of Schools: The Property Tax and Its Alternatives 21. Tax and Expenditure Limits, School Finance, and School Quality. Section 5: Educational Markets and Decentralization Section Editor: Henry M. Levin 22. Issues in Educational Privatization 23. Autonomous Schools: Theory, Evidence and Policy 24. Charter Schools 25. Beyond the Rhetoric: Surveying the Evidence of Vouchers and Tax Credits 26. Home Schooling 27. Educational Management Organizations Section 6: Race, SES and Achievement Gaps Section Editor: Susanna Loeb 28. Patterns and Trends in Racial/Ethnic and Socioeconomic Academic Achievement Gaps 29. Early Childhood & the Achievement Gap 30. Closing the Student Achievement Gap by Increasing the Effectiveness of Teachers in Low-Performing Schools: What are Promising Policies? 31. Educational Outcomes of Disadvantaged Students: From Desegregation to Accountability Section 7: Special Circumstances Section Editor: David Monk 32. Special Education 33. Resource Needs for Educating Linguistic Minority Students 34. Challenges and Opportunities Associated with Rural School Settings 35. The Organizational and Fiscal Implications of Transient Student Populations Section 8: Higher Education Section Editors: David Breneman and Mike McPherson 36. The Financing of Public Colleges and Universities in the United States 37. Cost and Pricing in Higher Education 38. The Effects of Education on Labor Market Outcomes 39. The Student Aid System: An Overview 40. Bridging the High School-College Divide November 2007: 246x174: 774pp Hb: 978-0-8058-6144-0: £105.00 Pb: 978-0-8058-6145-7: £50.00 eBook: 978-0-203-96106-3
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December 2008: 246x174: 1080pp Hb: 978-0-415-98991-6: £140.00 Pb: 978-0-415-98992-3: £55.00
School Leadership for Quality and Accountability Mark Brundrett, University of Manchester, UK and Christopher Rhodes, University of Birmingham, UK This book addresses the interconnected issues of quality and accountability within the education system and provides a coherent framework within which these can be analysed. The key focus is on the role of leadership in developing strategies in relation to quality and accountability that will enhance learning outcomes. Drawing on research evidence and addressing the most recent quality frameworks that operate in educational contexts, the authors consider: • the underlying nature of the terms quality and accountability and the ways in which these terms have been employed both nationally and globally • the central themes within this global shift towards a culture of quality and accountability • the impact of these developments on educational organisations in all phases.
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Sponsored by the American Education Finance Association (AEFA), this groundbreaking new Handbook assembles in one place the existing research-based knowledge in education finance and policy, thereby helping to define this evolving field of research and practice. It provides a readily available resource for anyone seriously involved in education finance and policy in the United States and around the world.
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Leadership for Learning Series
Selected Contents: Section 1: Quality and Accountability Considered: The ‘Quality Culture’ 1. Quality and Accountability: The Rise of a Global Phenomenon 2. The Concept of Quality 3. Local Management and Central Accountability: A Very Modern Problem 4. The Culture and Educational Organizations and the Goal of Quality Section 2: Themes in Quality and Accountability 5. Quality, Accountability and Permeability in Education 6. Managing Staff and Resources for Quality Education 7. Leadership, Quality and Accountability Section 3: The Impact of the Quality Culture: Quality, Accountability and Professionalism in Education 8. Leadership and External Inspection 9. Internal Evaluation and Review 10. Beyond Quality and Accountability January 2008: 234x156: 224pp Hb: 978-0-415-37873-4: £75.00 Pb: 978-0-415-37874-1: £22.99
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SCHOOL LEADERSHIP AND EDUCATION POLICY
Education Policy Process, Themes and Impact Les Bell, University of Leicester, UK and Howard Stevenson, University of Leicester, UK As global pressures focus increasing attention on the outcomes of education policy and on their implications for economic prosperity and social citizenship, the experience of each individual learner is decisively shaped by the wider policy environment. However, there is often an underdeveloped understanding of how education policy is formed, what drives it and how it impacts on schools and colleges. This book explicitly makes these connections and links them to the wider challenges of educational leadership in a modern context. Education Policy is divided into three sections, which examine: • the development of policy at the levels of the nation state and individual institutions • the forces that shape policies with emphasis on human capital theory, citizenship and social justice and accountability • research-based case studies highlighting the application of policy in a range of situations. The book provides a valuable resource for students, practitioners, middle managers and educational leaders in all sectors, both in the UK and internationally, who are engaged on masters and doctoral degrees, or undertaking leadership training and preparation programmes.
New Foundations for Knowledge in Educational Administration, Policy, and Politics
The Edison Schools
Science and Sensationalism
Kenneth J. Saltman, DePaul University, Chicago, USA
Edited by Douglas E. Mitchell, University of California at Riverside, USA
Series: Positions: Education, Politics, and Culture
This book probes the intellectual foundations of scholarly inquiry into educational administration, policy, and politics. The question of whether, and if so how, social science theories and methods contribute to an understanding of these issues is hotly debated today. Is there really a scientific basis for evaluating and/or improving educational administration, politics and policy? The contributors – all recognised scholars in the fields of educational organization, administration, policy and politics – tackle the question of epistemology directly, addressing anew what rules of scholarly conduct should guide research and practice in the field, and how those rules of inquiry should guide the training of scholars and education professionals. 2006: 234x156: 280pp Hb: 978-0-8058-5432-9: £61.50 Pb: 978-0-8058-5433-6: £21.50
Shift to the Future Rethinking Learning with New Technologies in Education Nicola Yelland, Queensland University of Technology, Australia Series: Changing Images of Early Childhood
Selected Contents: Part 1: Educational Policy Considered What is Educational Policy? Models of Policy Development Part 2: Themes in Educational Policy Autonomy and Choice. Equity and Economy. Citizenship and Identity Part 3: The Impact of Educational Policy Policy, Strategy and Leadership. Autonomy and Choice: The Development of Site-Based Management. Reconciling Equity and Economy: A Case-Study of Education Action Zones in England. Citizenship and Identity: Cultural Pluralism and School Leadership. Conclusion; Educational Policy Re-Considered 2006: 234x156: 208pp Hb: 978-0-415-37771-3: £75.00 Pb: 978-0-415-37772-0: £22.99 eBook: 978-0-203-08857-9
New technologies are dramatically changing the face of education and the nature of childhood itself. In Shift to the Future, Nicola Yelland examines the ways in which these technologies are reshaping the social, personal, and educational experiences of childhood, and explores the curricular revisions such changes demand. With a focus on the various information and communications technologies (ICTs) available to young students and the possibilities these ICTs offer for teaching and learning, Shift to the Future provides inspiring examples of teachers who have innovatively incorporated new technologies into their classrooms to engage their students in contemporary times.
Corporate Schooling and the Assault on Public Education
’Informative, engaging and elegantly written, this book brilliantly reveals how corporations and their drive to maximize profit are infiltrating our public school system, imposing their priorities on our children, and undermining values of community and democracy.’ – Joel Bakan, author of The Corporation ’The privatization of America’s public schools is one of the most important political projects of this century, and this agenda cannot be understood without also understanding the history and trajectory of the Edison Schools, the largest for-profit school management company in the United States.’ – Alex Molnar, Professor and Director, Education Policy Studies Laboratory, Arizona State University, USA The story of the Edison Schools is a gripping tale of money, kids, and greed. What began in the 1980s as an enterprise to transform public schools quickly became a troubled business battling falling test scores and dismal stock prices. How did the most ambitious for-profit education company in US history lose respect, money, and credibility in such a short time? Revealing how American McEducation went from glory to crisis, The Edison Schools tracks entrepreneur Christopher Whittle’s plan to introduce a standardized nationwide curriculum and cut administrative waste. Education specialist Kenneth J. Saltman finds that the critics’ predictions came true in Edison schools across the country: Experienced teachers left in droves, students were virtually given answers to standardized tests to drive up scores, and difficult students were ’counselored’ out. 2005: 216x138: 248pp Hb: 978-0-415-94841-8: £70.00 Pb: 978-0-415-95046-6: £13.99
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2006: 234x156: 216pp Hb: 978-0-415-95318-4: £70.00 Pb: 978-0-415-95319-1: £16.99 eBook: 978-0-203-96156-8
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www.routledge.com/education
SCHOOL LEADERSHIP AND EDUCATION POLICY
NEW
Charter School Outcomes Edited by Mark Berends, Vanderbilt University, USA, Matthew Springer, Vanderbilt University, USA and Herbert J. Walberg, Stanford University, Chicago, USA
2ND EDITION
Faith Schools
Educating the ’Right’ Way
Consensus or Conflict?
Markets, Standards, God, and Inequality
Edited by Jo Cairns, Roy Gardner and Denis Lawton, all at Institute of Education, University of London, UK
Michael W. Apple, University of Wisconsin, Madison, USA
This volume is appropriate for researchers, instructors and graduate students in education policy programs and in political science and economics, as well as in-service administrators, policy makers, and providers. August 2007: 234x156: 320pp Hb: 978-0-8058-6221-8: £70.00 Pb: 978-0-8058-6222-5: £21.99 eBook: 978-1-4106-1608-1
• faith-based schools in the UK, Northern Ireland, France and the USA • the impact of faith schools on pupil performance • faith schools, religious education and citizenship • political and research issues. 2005: 234x156: 288pp Hb: 978-0-415-33525-6: £80.00 Pb: 978-0-415-33526-3: £26.99
Religious Schools and Education for Democratic Citizenry Walter Feinberg, University of Illinois, Urbana-Champaign, USA
Coping With Collateral Damage R. Murray Thomas, University of California at Santa Barbara, USA The federal government’s No Child Left Behind Act has thrust high-stakes testing - its goals, methods, and consequences - into the educational limelight. The four-fold purpose of this book is to: describe the nature of high-stakes testing; identify types of collateral damage that have attended the testing programs; analyze methods different groups of people have chosen for coping with the damage and suggest lessons to be learned from the high-stakestesting experience.
While the fierce debate over religion in public schools receives ample media attention, we rarely consider the implications of religious schools on moral education and liberal democracy. In this groundbreaking work, Walter Feinberg opens up a critical new dialogue to offer a complete discussion of the important role religious schools play in the formation of a democratic citizenry. Feinberg, a leading philosopher of education, approaches the subject of religious education with a rare evenhandedness, drawing on examples from Christian, Jewish, and Muslim schools and exploring topics as disparate as sex education and creationism. For Goodness Sake provides a much-needed take on a controversial topic, demonstrating that the relationship between religion and schooling is not simply the exclusive concern of members of a given religious community, but a relevant and vital issue for everyone who cares about education. 2006: 234x156: 272pp Hb: 978-0-415-95378-8: £70.00 Pb: 978-0-415-95379-5: £16.99
2005: 234x156: 416pp eBook: 978-1-4106-1280-9 Hb: 978-0-8058-5521-0: £48.95 Pb: 978-0-8058-5522-7: £18.50
This book addresses the current concerns, questions and interest surrounding the legitimacy, support and intended expansion of faith schools. Divided into five sections, it includes chapters on: • the legal frameworks for faith schools and the rights of the child
2006: 234x156: 376pp Hb: 978-0-415-95271-2: £70.00 Pb: 978-0-415-95272-9: £16.99
For Goodness Sake
High-Stakes Testing
Until fairly recently the separation of pupils according to religion was felt to be compatible with a comprehensive education. That consensus no longer holds and there is a strong positive lobby either to absorb faith schools altogether within the state system or at least to dilute their membership ensuring they include children from other faiths, or no faith at all.
In this book Apple explores the ’conservative restoration’ - the rightward turn of a broad-based coalition that is making successful inroads in determining American and international educational policy. It takes a pragmatic look at what critical educators can do to build alternative coalitions and policies that are more democratic. Apple urges this group to extricate itself from its reliance on the language of possibility in order to employ pragmatic analyses that address the material realities of social power.
Sponsored by the National Center on School Choice, a research consortium headed by Vanderbilt University, this volume examines the growth and outcomes of the charter school movement. Starting in 1992-93 when the nation’s first charter school was opened in Minneapolis, the movement has now spread to 40 states and the District of Columbia and by 2005-06 enrolled 1,040,536 students in 3,613 charter schools. The purpose of this volume is to help monitor this fast-growing movement by compiling, organizing and making available some of the most rigorous and policy-relevant research on K-12 charter schools.
NEW
A Little Learning Broodings from the Back of the Class Libby Purves, Broadcaster and Journalist, UK Illustrated by Bill Stott This lively selection brings together journalist and broadcaster Libby Purves’ experiences as journalist, parent, governor and former pupil of half a dozen assorted schools from Bangkok to Tunbridge Wells, displaying her eclectic and provocative opinions and ideas on teaching and learning. This collection of the best of her writing in the Times Educational Supplement covers - sometimes thoughtfully, sometimes mockingly everything from national policy to the eccentricities of headteachers and the limitations of IT. Education professionals over the years have received her outsider view with enthusiasm, laughter, inspiration and occasional fury. From ministerial madness to the pitfalls of uniform and the vagaries of teenagers, this book is dedicated to the amusement of a cadre of professionals Libby once planned to join, until she lost her nerve. It is dedicated, with thanks and admiration, to all teachers.
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March 2007: 216x138: 256pp Hb: 978-0-415-41708-2: £70.00 Pb: 978-0-415-41709-9: £12.99 eBook: 978-0-203-96780-5
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SCHOOL LEADERSHIP AND EDUCATION POLICY
Education Policy and Social Reproduction
Researching Schools
NEW
Class Inscription & Symbolic Control
Stories from a Schools-University Partnership for Educational Research
Workforce Restructuring
John Fitz and Brian Davies, both at Cardiff University, UK and John Evans, Loughborough University, UK
Colleen McLaughlin, Kristine Black Hawkins, Sue Brindley, Donald McIntyre and Keith Taber, all at University of Cambridge, UK
Bargaining for Change in the Education Industry
This book develops the current debate on the extent to which education is a force for change in a classdivided society, placing notions of class, power and control at the centre of the issue at a time when emphasis has been on learner identities. 2005: 234x156: 168pp Hb: 978-0-415-24004-8: £80.00 Pb: 978-0-415-24005-5: £22.99 eBook: 978-0-203-08762-6
Learning Cities, Learning Regions, Learning Communities Lifelong Learning and Local Government Norman Longworth, University of Stirling, UK This book explores the mental and social landscape of the city of today and tomorrow; the way in which people think, interact, work together, learn and live with and among each other. Written to address the urgent need for a guide to the principles and practices of lifelong learning, the topics covered include: • an introduction to the idea of learning cities • policies and strategies for the learning city, including examples form around the world
Presenting the work of a highly innovative partnership between the University of Cambridge Faculty of Education and eight secondary schools, this book explores this networked learning community which has helped to define the use and production of educational knowledge and research within and between various partners. This book examines the central questions and gives examples of the outcomes of the development that will assist any researchers, especially teachers undertaking research, to develop school-university partnerships. Stories and examples from practitioners and others who worked directly in and with schools are presented throughout the book. It will appeal to a wide audience of practitioners and academics, and to all who are interested in how research and enquiry can be used to support the development of practice in schools. Selected Contents: Introduction 1. The Schools-University Partnership In Educational Research – Roots And Branches 2. Arthur Mellows Village College: A SUPER School 3. Chesterton Community College: A SUPER Case Study 4. Comberton Village College: A SUPER Case Study 5. Netherhall School: A SUPER Case Study 6. From Teachers as Researchers to Students as Researchers: Queen Elizabeth’s Girls’ School 7. Stories of Research from St Ivo School 8. Stories of Research from Sharnbrook Upper School 9. From Research Question to Policy Development - Research at Soham Village College 10. Bridging And Bonding: Perspectives on the Role of the University in SUPER 11. The SUPER Partnership: A Case Study 12. Learning from Stories of Researching Schools 13. Reflections on Schools-University Partnerships 2006: 234x156: 224pp Hb: 978-0-415-38841-2: £80.00 Pb: 978-0-415-38842-9: £24.99 eBook: 978-0-203-08610-0
Bob Carter, University of Leicester, UK and Howard Stevenson, University of Leicester, UK Series: Routledge Studies in Employment and Work Relations in Context All phases of education from pre-school to post-compulsory, in virtually all parts of the world, have experienced unprecedented reform and restructuring in recent years. Restructuring has largely been driven by a global agenda that has promoted the development of human capital as the key to economic competitiveness in the global market. This book adopts an inter-disciplinary approach drawing not only on education research but also from the fields of industrial sociology, management studies and labour process theory to locate the reform agenda within a wider picture relating to teachers, their professional identities and their experience of work. In doing so the book draws on critical perspectives that seek to challenge orthodox policy discourses relating to remodelling. Illustrating of how education policy is shaped by discourses within the wider socio-political environment and how unionization and inter-organizational bargaining between unions exerts a decisive, but often ignored, influence on policy development at both a State and institutional level, this book is a must read for anyone researching or studying employment relations. June 2008: 234x156: 288pp Hb: 978-0-415-41454-8: £80.00
• how to activate learning, involve stakeholders and encourage citizen participation in a learning city or region. Written by one of the world’s foremost thinkers in the field, this book is highly readable and easily accessible to anyone interested in the issues addressed. Workers in local, regional and national government, academics and students of lifelong learning, in addition to anyone with an interest in the future of cities and communities will find this a truly invaluable resource and guide to a way of thinking that many see as the way to a better tomorrow.
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Selected Contents: Where are We Coming From? The Learning City and Learning Region Defined: Policies and Strategies for the Learning City and Region. Local Government and the City as a Learning Organisation. Tools for Measuring and Monitoring the Learning City and Region 2006: 234x156: 248pp Hb: 978-0-415-37174-2: £80.00 Pb: 978-0-415-37175-9: £24.99 eBook: 978-0-203-96745-4
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HIGHER EDUCATION MANAGEMENT
NEW
FORTHCOMING
NEW
World Yearbook of Education 2008
International Handbook of Higher Education
Towards the Virtuous University
Geographies of Knowledge, Geometries of Power: Framing the Future of Higher Education
Edited by Malcolm Tight, Lancaster University, UK
Jon Nixon, University of Sheffield, UK
The International Handbook of Higher Education volume is a detailed and upto-date reference work providing an authoritative overview of the main issues in higher education around the world today. Consisting entirely of newly commissioned chapters and articles, it surveys the state of the discipline as we find it in Autumn 2006 and includes examination and discussion of emerging, controversial and cutting edge areas.
A good university is invariably assumed to be one which is managerially effective in terms of its economic efficiency, and is judged in terms of entrepreneurialism, self-promotion and competitive innovation. This book argues that in the majority of institutions, these goals are being pursued to the exclusion of academic excellence and public service. It proposes that there is a marked lack of intellectual leadership at senior management level within HE institutions and that academic workers must assume responsibility for the moral purposefulness of their institutions. This will not be a retreat into the old values of an elitist 'ivory tower', but a rejection of the current deeply stratified university system which prematurely selects students for differentiated institutional streams.
Edited by Debbie Epstein, Cardiff University, UK, Rebecca Boden, University of Wales, Cardiff, Rosemary Deem, Fazal Rizvi, University of Illinois, US and Susan Wright, Denmark University, Denmark Series: World Yearbook of Education series This volume examines higher education in globalised conditions through a focus on the spatial, historic and economic relations of power in which it is embedded. Distinct geometries of power are emerging as the knowledge production capability of universities is increasingly globalized. Changes in the organisation and practices of higher education tend to travel from the ‘West to the rest’. Thus distinctive geographies of knowledge are being produced, intersected by geometries of power and raising questions about the recognition, production, control and usage of university-produced knowledge in different regions of the world. The 2008 volume of the World yearbook addresses these questions, highlighting four key areas: • Producing and Reproducing the University— How is the university adapting to the pressures of globalization? • Supplying Knowledge—What structural and cultural changes are demanded from the university in its new role as a free market supplier of knowledge? • Demanding Knowledge—Marketing and Consumption—How can consumers best assess the quality of education on a global scale? • Transnational Academic Flows—What trends are evident in the flow of students, knowledge and capital, with what consequences ? The 2008 volume is interdisciplinary in its approach, drawing on scholarship from accounting, finance and human geography as well as from the field of education. Transnational influences examined include UNESCO and OECD, GATS and the effects of digital technologies. Contrasting contexts include Central and Eastern Europe, Finland, China and India and England.
International contributions include chapters from leading authors, rising stars and more junior academics, incorporating an appropriate mix of sex, ethnicity, age, experience and national location, showing the best of cutting edge research. Each section includes an introduction by the volume editors to set the scene and provide an overview of key themes and differences between territories. Selected Contents: Section 1: Introduction 1. Editorial Introduction: The State of Higher Education and our Understanding of it Today Section 2: Teaching and Learning 2. Students’ Approaches to Learning 3. Lecturers’ Conceptions of Teaching 4. Understanding Teaching and Learning 5. International Students 6. ‘Non-Traditional’ Students Section 3: Course Design 7. The Higher Education Curriculum 8. Technologies for Learning 9. Problem-Based Learning 10. Assessment 11. Postgraduate Course Design Section 4: The Student Experience 12. Accessing Higher Education 13. The On-Course Experience 14. Success and Non-Completion 15. The Transition from Higher Education to Work 16. The Postgraduate Experience Section 5: Quality 17. Course Evaluation 18. Grading and Outcomes 19. National Monitoring Practices 20. System Standards 21. League Tables Section 6: System Policy 22. The Policy Context 23. National Policies 24. Funding Relationships 25. Comparative Policy 26. Historical Development of Policy Section 7: Institutional Management 27. Higher Education Management Practices 28. Institutional Leadership and Governance 29. Institutional Structures 30. Economies of Scale and Mergers 31. Relations Between Higher Education, Industry and Community Section 8: Academic Work 32. Academic Roles: The Research-Teaching Nexus 33. Academic Development 34. Academic Careers 35. The Changing Nature of Academic Work 36. Academic Work in Different Countries Section 9: Knowledge 37. The Nature of Research 38. Disciplinarity 39. Forms of Knowledge 40. The Nature of the University 41. Lifelong Learning Section 10: Conclusion 42. Looking Forward December 2008: 608pp Hb: 978-0-415-43264-1: £110.00
June 2008: 234x156:192pp Hb: 978-0-415-33533-1: £70.00 eBook: 978-0-203-41597-9
NEW
Changing Identities in Higher Education Voicing Perspectives Ronald Barnett, Institute of Education, University of London, UK and Roberto Di Napoli, Imperial College, London, UK In this timely and innovative book scholars from Europe, the UK, North America and Australia, explore their own sense of identity, reflecting both on their research and scholarly interests, and their work experiences. Taking the form of a debate, Changing Identities in Higher Education helps to widen the contemporary space for debates on the future of higher education itself. The book is split into three parts: • part one presents a set of essays each on a set of identities within higher education (academic, student, administrative/managerial and educational developers). • part two includes responses to Part one from authors speaking from their own professional and scholarly identity perspective • part three illustrates perspectives on the identities of students, provided by students themselves.
December 2007: 234x156: 352pp Hb: 978-0-415-96378-7: £80.00 eBook: 978-0-203-93234-6
Selected Contents: Introduction. Higher Education: Why Identities and Voices? Preamble: Knowledge Identities Part 1: Identities and Voices in Higher Education 1. Being an Academic Today 2. Have Students got a Voice? 3. Identities of Academic Developers: Critical Friends in the Academy? 4. The Changing Voices and Identities of Professional Administrators and Managers 5. Managers: Academics and/or Business People? Part 2: Perspectives 6. The Managers’ Perspectives 7. The Academics’ Perspectives 8. The Staff Developers’ Perspectives 9. The Students’ Perspectives. Conclusions. Changing voices and Identities in Higher Education? September 2007: 234x156: 226pp Hb: 978-0-415-42605-3: £75.00 eBook: 978-0-203-94490-5
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With its original, dialogic form and varied content, this book is of interest to all those concerned in current debates about the state and nature of higher education today and those interested in questions of identity. It makes especially useful reading for students of higher education, lecturers in training, academics and managers alike.
With its emphasis on the interrelationship of knowledge and power, and its attention to emergent spatial inequalities, Geographies of Knowledge, Geometries of Power: Framing the Future of Higher Education provides a rich and compelling resource for understanding emergent practices and relations of knowledge production and exchange in global higher education.
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HIGHER EDUCATION MANAGEMENT
NEW
The Realities of Change in Higher Education
NEW
Strategic Leadership of Change in Higher Education
Interventions to Promote Learning and Teaching
Higher Education Management
What’s New?
Edited by Lynne Hunt, Edith Cowan University, Australia, Adrian Bromage, Coventry University, UK and Bland Tomkinson, University of Manchester, UK
A Professional’s Guide to Strategic Theory and Practice
Series: SEDA Series
Effective marketing, recruitment and retention of students is imperative for university funding. This is the first book to provide practical strategic guidance for those implementing and managing Higher Education marketing.
The Realities of Change in Higher Education explores the theory and practice of the everyday reality of change to promote learning and teaching in universities. Drawing on international case studies, it analyses a range of practical strategies to promote change that enhance students’ learning. Structured to flow from analysis of policy level change through to small-scale change at curriculum level, experienced practitioners consider key topics including:
• the introduction of Kaplan and Norton’s ‘Balanced Scorecard’ approach, resulting in strategic mapping at all levels • a major cultural shift programme to bring about globalisation of all aspects of the university, taking account the perspectives as to how this should be achieved • the introduction of a mentoring scheme to promote diversity and equality and greater understanding and support of black and ethnic minority staff. Filled with practical lessons for leadership and change in higher education, this book raises awareness as to how to tackle topical issues and effectively lead universities through major change. With expert commentary and feedback from the stakeholders involved at each institution, Strategic Leadership of Change in Higher Education is essential reading for all those taking on leadership and management positions in higher education. Selected Contents: 1. Leading and Managing Strategic Change Section 1: Structured Frameworks for Leading and Managing Change 2. Management by Process and Facts 3. Conversational not Confrontational: A New Approach to Quality 4. Leadership and Strategy 5. Change at the Top: An Evaluation of Major Changes to Leadership, Management and Organisational Structures at Anglia Ruskin University 6. Developing Leaders: A Structured Approach to the Enhancement of Organisational and Individual Performance Section 2: Incentivised Approaches to Leading and Managing Change 7. Leading Change in Developing Research and Scholarship: The Case of a Teaching Intensive Institution 8. The Cultural Understanding in Leadership and Management (CULM) Project: Phase 1 9. Collaborative Research across HEIs: Developing Effective Forms of Governance, Leadership and Management 10. The Leadership Succession Challenge for Higher Education: A Pilot of Leadership Development Centres at Newcastle University Section 3: Capacity Building to Lead and Manage Change 11. Towards a Learning Organisation: Innovation in Professional Discourse 12. Embedding Equality and Diversity in the University 13. Developing and Embedding Global Perspectives Across the University 14. The Challenge of Strategic Leadership: Leading Cultural Change March 2007: 234x156: 224pp Hb: 978-0-415-41172-1: £75.00 Pb: 978-0-415-41173-8: £22.99 eBook: 978-0-203-96285-5
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• national policies and strategies • different leadership styles • the advancement of teaching and learning through research and scholarship • how communities of practice may be effective agents for change in higher education
Edited by David Roberts, The Knowledge Partnership, UK
Built upon original research this informative book provides practical guidance to marketers and senior managers who have responsibility for developing and then executing marketing strategies. Higher Education Marketing challenges the uncritical adoption of mainstream marketing theories and tools, questioning their ready application in the education context, and introduces a range of new tools, models and concepts that have been specifically developed for education; some are adaptations of mainstream approaches (based on lessons from consulting and contributors in senior management roles), others based on original research of both an academic and professional nature. Illustrated by useful case studies this book covers all aspects of design, implementation and management of HE marketing. Key topics include: • creating the marketing strategy • internal analysis & competitor (and collaborator) analysis
• the relationship between technology and change
• internal marketing and communications
• student assessment as a strategic tool for enhancing teaching and learning.
• reputation, branding and positioning
With practical advice to enhance the learning experience of increasing numbers of university students, this book will appeal to all practitioners involved in improving learning and teaching outcomes in higher education.
• how to position a university, department or course
Selected Contents: 1. Theories of Change in Higher Education 2. Policy and Change in Higher Education 3. Organisation and Change in Higher Education 4. Organisational Culture and Change in Higher Education 5. Leadership and Change in Higher Education 6. Communities of Practice and Change in Higher Education 7. The Scholarship of Teaching and Learning 8. The Academy and Change in Higher Education 9. Quality Assurance and Change in Higher Education 10. Technology and Change in Higher Education 11. Indigenous Perspectives and Change in Higher Education 12. Work-Based Learning and Change in Higher Education 13. Graduate Attributes and Change in Higher Education 14. Internationalisation and Change in Higher Education 15. Conclusion 2006: 234x156: 192pp Hb: 978-0-415-38581-7: £80.00 Pb: 978-0-415-38580-0: £25.99 eBook: 978-0-203-96965-6
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• retention and relationship marketing • new course development • marketing academic research. Selected Contents: Section 1: Evolution of Education Markets and Marketing Section 2: Creating the Marketing Strategy Section 3: Internal Marketing and Communications Section 4: Reputation, branding and positioning Part 4 Managing the Product and Service Portfolio Section 5: Pushing the Boundaries September 2008: 234x156: 272pp Hb: 978-0-415-42051-8: £75.00 Pb: 978-0-415-42052-5: £26.99
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Drawing on the current research base on the management of change, this book analyzes the key features in planning, delivery and monitoring the impact of planned change initiatives in higher education. Comparing and contrasting the findings of twenty-five action research high level corporate change management projects, the initiatives discussed include:
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Edited by Stephanie Marshall, Foundation for Higher Education, UK
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HIGHER EDUCATION MANAGEMENT
NEW
NEW
Choosing Students
Student Engagement in Higher Education
Wisdom in the University
Higher Education Admissions Tools for the 21st Century
Theoretical Perspectives and Practical Approaches for Diverse Populations
Edited by Ronald Barnett, Institute of Education, University of London, UK and Nicholas Maxwell, Institute of Education, University of London, UK
Edited by Wayne J. Camara and Ernest W. Kimmel, both at the College Board, USA
Shaun Harper, University of Pennsylvania and Stephen Quaye, University of Maryland, College Park
’Ought universities seek to, promote and teach wisdom? What would this involve? Does it mean we need a revolution in the aims and methods of academic inquiry? What is wisdom? What implications would the pursuit of wisdom have for science, for social inquiry and the humanities, for education? Is it reasonable to ask of universities that they take up the task of helping humanity learn how to create a wiser world? Is there a religious dimension to wisdom? What can non-academics do to encourage universities to take wisdom seriously? Would the pursuit of wisdom be possible given that universities are increasingly subjected to commercial pressures? These are some of the questions explored by the eight contributors to this book – authors who have thought long and hard about these issues. The book bristles with provocative and challenging ideas, and calls for all of us to think again about what universities should seek to do, how they should respond to the grave problems of our age.’
Written with theoretical and practical expertise, Student Engagement in Higher Education is an innovative, edited volume that fills a longstanding void in today’s higher education and student affairs literature. This book was inspired by irrefutable evidence — students who are actively engaged in educationally purposeful activities, inside and outside of the classroom, gain more from college and are considerably more likely than their disengaged peers to persist through baccalaureate degree completion. Harper and Quaye offer imaginative, forward-thinking ideas for engaging students on college and university campuses. The editors and authors make clear that diverse populations of students experience college differently, encounter group-specific barriers to achievement, and confront unique challenges as they develop and negotiate their identities on campus. Thus, emphasis is placed on developing customized approaches tailored to specific students’ needs. The authors argue that institutional attention must be placed on crafting intentional responses to issues faced by underserved populations. Thirteen different populations are considered. Each chapter is symmetrically structured and offers a single theory or combination of relevant theories to explain the unique needs of and issues faced by undergraduates from that particular group. The authors conclude with fresh, practical strategies for engaging and meeting the needs of students from each population.
This volume brings a variety of perspectives to bear on the issue of how higher education institutions can - or should - choose students during the early part of the 21st century. Many of the contributors report on research to develop and validate potential tools to assist those responsible for admission decisions. Other contributors, however, pose broader questions about the nature of selective admissions, about institutional responses to the changing demography of those seeking to enter higher education, or about the appropriate criteria of ’success’ in higher education.
April 2008: 234x156: 240pp Hb: 978-0-415-44934-2: £65.00
2005: 234x156: 360pp Hb: 978-0-8058-4752-9: £48.95 eBook: 978-1-4106-1253-3
NEW
One Size Does Not Fit All
Total Quality Management of Distance Education
Traditional and Innovative Models of Student Affairs Practice
Nayantara Padhi, Indira Gandhi National Open University, India
Kathleen Manning, University of Vermont, USA, Jillian Kinzie, NSSE Institute, Indiana, USA and John H Schuh, Iowa State University, USA
Series: The Open and Flexible Learning Series In an increasingly competitive Higher Education environment, the issue of quality has influenced educational institutions throughout the world, and has been a central issue for practitioners, academics, and researchers in the field of education for several years. Over time, the standards in which quality have been measured have shifted to an approach known as Total Quality Management (TQM). While there has been a growth in the general awareness of Total Quality Management, the application of TQM in Distance Education Institutions (DEIs) has been negligible.
College educators and student affairs administrators will undoubtedly find this book a comprehensive resource complete with strategies to reverse problematic trends among the most disengaged student populations on college campuses. May 2008: 246x174: 320pp Hb: 978-0-415-98850-6: £75.00 Pb: 978-0-415-98851-3: £24.99
Total Quality Management of Distance Education reviews the studies that have been conducted to measure the benefits of implementing Total Quality Management (TQM) in Higher Education Institutions and vocational institutions. The book will be divided into two sections: Section A contains eleven original chapters, all written by the lead author, Dr. Nayantara Padhi. Each of these eleven chapters present examples, figures, tables and illustrations to engage the reader, and offer direction to other sources such as books, articles, and web sites. In addition, the author explains the concept of TQM, reviews the adoption and use of TQM in HEIs, describes the elements and techniques, and provides a strategic framework for implementing TQM in DEIs. Section B contains five additional chapters, each one represents a case study of TQM practice in different DEIs worldwide, and contributed by eminent researchers in the field of quality in DEIs.
In the day-to-day grind of higher education administration, student affairs professionals know that different institutional types - whether a small liberal arts college, a doctoral intensive institution, or a community college - require different practical approaches. Despite this, most student affairs literature emphasizes a ’one size fits all’ approach to practice. In this book, leading scholars Kathleen Manning, Jillian Kinzie and John Schuh advocate a new approach by presenting thirteen possible models of student affairs practice. These models are based on a qualitative, multi-institutional case study research project involving twenty institutions of higher education varying by type, size and mission. By accessibly presenting different types of intuitions that have all experienced high levels of student engagement and graduation rates the authors set out to discover the policies, practices and programs that can contribute to student success. 2006: 234x156: 200pp Hb: 978-0-415-95257-6: £70.00 Pb: 978-0-415-95258-3: £19.99
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September 2008: 234x156: 224pp Hb: 978-0-415-96159-2: £75.00 Pb: 978-0-415-96160-8: £24.99
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17
HIGHER EDUCATION MANAGEMENT
Privilege and Diversity in the Academy
The Higher Education Manager's Handbook
Frances A. Maher Wheaton College, Illinois, USA and Mary Kay Thompson Tetreault, Portland State University, Oregon, USA
Effective Leadership and Management in Universities and Colleges
2006: 234x156: 240pp Hb: 978-0-415-94664-3: £70.00 Pb: 978-0-415-94665-0: £19.99
Financing Higher Education Nicholas Barr and Iain Crawford This book tells the story of the UK higher education debate, illustrating a head-on collision between the economic imperatives of student loans and regulated market forces, and the political imperative of ’free’ higher education. 2004: 234x156: 336pp eBook: 978-0-203-32151-5 Hb: 978-0-415-34620-7: £80.00 Pb: 978-0-415-34857-7: £29.99
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Peter McCaffery 'This is a book well worth having on the bookshelf. It is well written in plain English, and it deals in a very clear way with some quite complex material.' – Journal of Higher Education Policy and Management The job of the manager in higher education today is not an easy one. Faced with challenges such as increased student numbers and diminishing resources, while at the same time having to ensure greater accountability, efficiency and continued excellence in teaching and research, the job can often appear complex and overwhelming. The Higher Education Manager's Handbook offers practical advice and guidance on all aspects of the manager's role. Drawing on professional best practice and the examples of international university innovators, it tackles all the key areas central to the job of managing in higher education, from understanding the culture of your university and the role it plays, to providing effective leadership and managing change. This Handbook will be invaluable to anyone involved in a management or leadership role in higher or further education, from heads of department to Vice Chancellors and Principals. August 2004: 246x174: 336pp Hb: 978-0-415-34120-2: £125.00 Pb: 978-0-415-33507-2: £29.99
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Over the past several decades, higher education has been transformed by the entry of faculty of colour and women into the university system. Through detailed institutional ethnographies of three very different universities, Privilege and Diversity in the Academy explores how this diversification has dismantled and reconfigured relationships of privilege and diversity in higher education. Authors Maher and Tetreault use examples from a top-ranked private university, a comprehensive urban university, and a major public university to illustrate how privilege is enacted, resisted, and transformed as changes occur in the student bodies and faculties of these schools. In their analyses, they identify the institutional structures that facilitate the success of a diverse faculty and make valuable observations about patterns of institutional change and resistance.
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INDEX
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E
I
N
Aesthetic Dimensions of Educational Administration & Leadership, The . . . . . . . . .4 Ainscow, Mel . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Apple, Michael W. . . . . . . . . . . . . . . . . . . . . . .13
Ecclestone, Kathryn . . . . . . . . . . . . . . . . . . . . . .7 Edison Schools, The . . . . . . . . . . . . . . . . . . . . .12 Educating the ’Right’ Way . . . . . . . . . . . . . . . .13 Education plc . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Education Policy . . . . . . . . . . . . . . . . . . . . . . . .12 Education Policy and Social Reproduction . . . . . . . . . . . . . . . . . . . . . . . . . .14 Educational Futures . . . . . . . . . . . . . . . . . . . . . .2 Epstein, Debbie . . . . . . . . . . . . . . . . . . . . . . . . .15 Ethical Educational Leadership in Turbulent Times . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Ethical Leadership and Decision Making in Education . . . . . . . . . . . . . . . . . . . . . . . . . .4 Evans, John . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Evans, Roy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Excellence in Education . . . . . . . . . . . . . . . . . . .3
Improving Learning through Consulting Pupils . .8 Improving Learning, Series: . . . . . . . . . . . . . . . .8 Improving Schools and Educational Systems . .4 Improving Schools, Developing Inclusion . . . . .8 International Handbook of Higher Education . .15 International Handbook on the Preparation and Development of School Leaders . . . . . . .1
New Foundations for Knowledge in Educational Administration, Policy, and Politics . . . . . . . . .12 New Meaning of Educational Change, The . . .2 Nixon, Jon . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
F
Kelley, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Kimmel, Ernest W. . . . . . . . . . . . . . . . . . . . . . .17 Kinzie, Jillian . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Ball, Stephen J. . . . . . . . . . . . . . . . . . . . . . . . . . .9 Barnett, Ronald . . . . . . . . . . . . . . . . . . . . .15, 17 Barr, Nicholas . . . . . . . . . . . . . . . . . . . . . . . . . .18 Bates, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Bell, Les . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Berends, Mark . . . . . . . . . . . . . . . . . . . . . . . . . .13 Best Interests of the Student . . . . . . . . . . . . . . .7 Black Hawkins, Kristine . . . . . . . . . . . . . . . . . .14 Boden, Rebecca . . . . . . . . . . . . . . . . . . . . . . . . .15 Borman, Kathryn M. . . . . . . . . . . . . . . . . . . . . . .5 Brindley, Sue . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Bromage, Adrian . . . . . . . . . . . . . . . . . . . . . . .16 Brundrett, Mark . . . . . . . . . . . . . . . . . . . . . .5, 11
C Cairns, Jo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Caldwell, Brian J. . . . . . . . . . . . . . . . . . . . . . . . .1 Camara, Wayne J. . . . . . . . . . . . . . . . . . . . . . . .17 Carter, Bob . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Changing Identities in Higher Education . . . .15 Changing Images of Early Childhood, Series: . .12 Chapman, Christopher . . . . . . . . . . . . . . . . . .2, 3 Charter School Outcomes . . . . . . . . . . . . . . . .13 Choosing Students . . . . . . . . . . . . . . . . . . . . . .17 Cibulka, James . . . . . . . . . . . . . . . . . . . . . . . . .10 Classrooms as Learning Communities . . . . . . . .8 Connecting Leadership and Learning . . . . . . . .3 Contexts of Learning, Series: . . . . . . . . . . . . . . .4 Cooper, Bruce . . . . . . . . . . . . . . . . . . . . . . . . . .10 Cornell, Dewey G. . . . . . . . . . . . . . . . . . . . . . . . .7 Cornwall, John . . . . . . . . . . . . . . . . . . . . . . . . . .7 Crawford, Iain . . . . . . . . . . . . . . . . . . . . . . . . . .18 Crawford, Megan . . . . . . . . . . . . . . . . . . . . . . . .5 Crow, Gary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Crowe, Gary . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Curriculum Leadership Development . . . . . . . .2 Cyber-Bullying . . . . . . . . . . . . . . . . . . . . . . . . . . .6
D
Dangerous Rise of Therapeutic Education, The . .7 Danzig, Arnold B. . . . . . . . . . . . . . . . . . . . . . . . .5 Davies, Brent . . . . . . . . . . . . . . . . . . . . . . . . .3, 14 Death of Progressive Education, The . . . . . . . .9 Deem, Rosemary . . . . . . . . . . . . . . . . . . . . . . . .15 Dempster, Neil . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Designing Performance Assessment Systems for Urban Teacher Preparation . . . . . . . . . . .7 Developing School Leaders . . . . . . . . . . . . . . . .5 Distributed School Leadership . . . . . . . . . . . . . .1 Don’t Touch! . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
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Faith Schools . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Feinberg, Walter . . . . . . . . . . . . . . . . . . . . . . . .13 Financing Higher Education . . . . . . . . . . . . . .18 Fiske, Edward . . . . . . . . . . . . . . . . . . . . . . . . . .11 Fitz, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 For Goodness Sake . . . . . . . . . . . . . . . . . . . . . .13 Frost, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Fullan, Michael . . . . . . . . . . . . . . . . . . . . . . . . . .2 Fusarelli, Lance . . . . . . . . . . . . . . . . . . . . . . . . .10 Future of Educational Change, The . . . . . . . . .1
G Gardner, Roy . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Gross, Steven Jay . . . . . . . . . . . . . . . . . . . . . . . .4 Gunter, Helen . . . . . . . . . . . . . . . . . . . . . . . . . . .2
H Hadfield, Mark . . . . . . . . . . . . . . . . . . . . . . . . . .3 Hageman Chrispeels, Janet . . . . . . . . . . . . . . . .4 Handbook of Education Policy Research . . . .11 Handbook of Education Politics and Policy . .10 Handbook of Research in Education Finance and Policy . . . . . . . . . . . . . . . . . . . . .11 Handbook of Research on Leadership Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Harper, Shaun . . . . . . . . . . . . . . . . . . . . . . . . . .17 Harries, Maria . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Harris, Alma . . . . . . . . . . . . . . . . . . . . . . . . . .1, 4 Heilman, Elizabeth E. . . . . . . . . . . . . . . . . . . . .10 Higher Education Management . . . . . . . . . . .16 Higher Education Manager’s Handbook, The . .18 High-Stakes Testing . . . . . . . . . . . . . . . . . . . . .13 Holgate, Helen . . . . . . . . . . . . . . . . . . . . . . . . . .7 Howley, Aimee . . . . . . . . . . . . . . . . . . . . . . . . . .3 Howley, Craig . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Hunt, Lynne . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
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O
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Ogawa, Rodney . . . . . . . . . . . . . . . . . . . . . . . . .4 One Size Does Not Fit All . . . . . . . . . . . . . . . . .17 Open and Flexible Learning, The, Series: . . . .17
Jameson, Jill . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Johnson, Helen L. . . . . . . . . . . . . . . . . . . . . . . .10 Jones, Bruce A. . . . . . . . . . . . . . . . . . . . . . . . . . .5
P
K
L Ladd, Helen F. . . . . . . . . . . . . . . . . . . . . . . . . . .11 Lawton, Denis . . . . . . . . . . . . . . . . . . . . . . . . . .13 Leadership for Learning, Series: . . . . . . . .11, 12 Leadership in Post-Compulsory Education . . . .5 Leading and Developing School Networks . . . .3 Leading School Transformation, Series: . . . . . .1 Learner-Centered Leadership . . . . . . . . . . . . . .5 Learning Cities, Learning Regions, Learning Communities . . . . . . . . . . . . . . . . . . . . . . . . .14 Little Learning, A . . . . . . . . . . . . . . . . . . . . . . .13 Longworth, Norman . . . . . . . . . . . . . . . . . . . . .14 Lonne, Bob . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Lowe, Roy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Lumby, Jacky . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
M MacBeath, John . . . . . . . . . . . . . . . . . . . . . . .2, 3 Maher, Frances A. . . . . . . . . . . . . . . . . . . . . . . .18 Making Minds . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Managing to Be Different . . . . . . . . . . . . . . . . .5 Manning, Kathleen . . . . . . . . . . . . . . . . . . . . . .17 Marshall, Stephanie . . . . . . . . . . . . . . . . . . . . .16 Maxwell, Nicholas . . . . . . . . . . . . . . . . . . . . . . .17 McCaffery, Peter . . . . . . . . . . . . . . . . . . . . . . . .18 McIntyre, Donald . . . . . . . . . . . . . . . . . . . . .8, 14 McLaughlin, Colleen . . . . . . . . . . . . . . . . . . . . .14 Milojevic, Ivana . . . . . . . . . . . . . . . . . . . . . . . . . .2 Mitchell, Douglas E. . . . . . . . . . . . . . . . . . . . . .12 Mullen, Carol A. . . . . . . . . . . . . . . . . . . . . . . . . .2 Murphy, Joseph . . . . . . . . . . . . . . . . . . . . . . . . . .4
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Padhi, Nayantara . . . . . . . . . . . . . . . . . . . . . . .17 Parton, Nigel . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Pashiardis, Petros . . . . . . . . . . . . . . . . . . . . . . . .1 Passionate Principalship . . . . . . . . . . . . . . . . . . .5 Peterman, Francine . . . . . . . . . . . . . . . . . . . . . . .7 Piper, Heather . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Plank, David N. . . . . . . . . . . . . . . . . . . . . . . . . .11 Poliner Shapiro Joan . . . . . . . . . . . . . . . . . . . . .4 Political Approaches to Educational Administration and Leadership . . . . . . . . . . .4 Positions: Education, Politics, and Culture, Series: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Privilege and Diversity in the Academy . . . . .18 Purves, Libby . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Q Quaye, Stephen . . . . . . . . . . . . . . . . . . . . . . . .17
R Radical Reforms . . . . . . . . . . . . . . . . . . . . . . . . .2 Raising the Stakes . . . . . . . . . . . . . . . . . . . . . . . .1 Realities of Change in Higher Education, The . .16 Reclaiming Education for Democracy . . . . . . .10 Reforming Child Protection . . . . . . . . . . . . . . . .6 Researching Schools . . . . . . . . . . . . . . . . . . . . .14 Rhodes, Christopher . . . . . . . . . . . . . . . . . . . . .11 Rizvi, Fazal . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Roberts, David . . . . . . . . . . . . . . . . . . . . . . . . . .16 Routledge Research in Education, Series: . . . . .4 Routledge Studies in Employment and Work Relations in Context, Series: . . . . . . . .14 Rudduck, Jean . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Ryan, Conor . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
S Saltman, Kenneth J. . . . . . . . . . . . . . . . . . . . . .12 Salz, Arthur . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Samier, Eugenie A. . . . . . . . . . . . . . . . . . . . . . . .4 Scapp, Ron . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Schneider, Barbara . . . . . . . . . . . . . . . . . . . . . .11 School Inspection & Self-Evaluation . . . . . . . . .2
B
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School Leadership for Quality and Accountability . . . . . . . . . . . . . . . . . . . . . . . .11 School Leadership in the 21st Century . . . . . . .3 School Violence . . . . . . . . . . . . . . . . . . . . . . . . . .7 Schuh, John H . . . . . . . . . . . . . . . . . . . . . . . . . .17 SEDA, Series: . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Shaker, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Shariff, Shaheen . . . . . . . . . . . . . . . . . . . . . . . . .6 Shift to the Future . . . . . . . . . . . . . . . . . . . . . .12 Sociocultural, Political, and Historical Studies in Education, Series: . . . . . . . . . . . . .10 Spinks, Jim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Springer, Matthew . . . . . . . . . . . . . . . . . . . . . .13 Stanley, Adam G. . . . . . . . . . . . . . . . . . . . . . . . .4 Stefkovich, Jacqueline A. . . . . . . . . . . . . . . . .4, 7 Stevenson, Howard . . . . . . . . . . . . . . . . . .12, 14 Strategic Leadership of Change in Higher Education . . . . . . . . . . . . . . . . . . . . .16 Stronach, Ian . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Student Engagement in Higher Education . . .17 Sugrue, Ciaran . . . . . . . . . . . . . . . . . . . . . . . .1, 5 Swaffield, Sue . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Sykes, Gary . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
T Taber, Keith . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Taylor, Cyril . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Teenage Pregnancy and Parenthood . . . . . . . .7 Therapeutic Education . . . . . . . . . . . . . . . . . . . .7 Thinking About Schools . . . . . . . . . . . . . . . . . . .3 Thomas, R. Murray . . . . . . . . . . . . . . . . . . . . . .13 Thompson Tetreault, Mary Kay . . . . . . . . . . . .18 Thomson, Jane . . . . . . . . . . . . . . . . . . . . . . . . . .6 Tight, Malcolm . . . . . . . . . . . . . . . . . . . . . . . . .15 Tomkinson, Bland . . . . . . . . . . . . . . . . . . . . . . .16 Topics in Educational Leadership, Series . . . . . .5 Total Quality Management of Distance Education . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Towards the Virtuous University . . . . . . . . . . .15
W Walberg, Herbert J. . . . . . . . . . . . . . . . . . . . . .13 Walter, Craig . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Waterhouse, Joanne . . . . . . . . . . . . . . . . . . . . . .3 Watkins, Chris . . . . . . . . . . . . . . . . . . . . . . . . . . .8 What Is Authentic Educational Reform? . . . .10 What’s in it for schools?, Series: . . . . . . . . . . . .8 Wisdom in the University . . . . . . . . . . . . . . . . .17 Workforce Restructuring . . . . . . . . . . . . . . . . .14 World Yearbook of Education 2008 . . . . . . . .15 World Yearbook of Education, Series: . . . . . .15 Wright, Susan . . . . . . . . . . . . . . . . . . . . . . . . . .15 Wright, William F. . . . . . . . . . . . . . . . . . . . . . . . .5
Y Yelland, Nicola . . . . . . . . . . . . . . . . . . . . . . . . .12 Young, Michelle . . . . . . . . . . . . . . . . . . . . . . . . .4 Yuen, Francis . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
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