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International Handbook of Educational Policy

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Cover of 'International Handbook of Educational Policy'

Table of Contents

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    Book Overview
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    Chapter 1 Globalization and Educational Change: New Policy Worlds
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    Chapter 2 Marketization in Education: Looking Back to Move Forward with a Stronger Critique
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    Chapter 3 Multicultural Education in the United States and Canada: The Importance of National Policies
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    Chapter 4 International Comparative Studies of Education and Large-Scale Change
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    Chapter 5 A Changed Policy Environment for US Universities
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    Chapter 6 The Implications of Policy Decisions on Practices in Early Childhood Education
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    Chapter 7 Policy-Practice Connections in State Standards-Based Reform
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    Chapter 8 Informed Consent? Issues in Implementing and Sustaining Government-Driven Educational Change
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    Chapter 9 School District-Wide Reform Policies in Education
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    Chapter 10 Five Key Factors in Supporting Comprehensive School Reform
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    Chapter 11 Knowledge Producers and Policymakers: Kissing Kin or Squabbling Siblings?
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    Chapter 12 Linkages Between Federal, State and Local Levels in Educational Reform
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    Chapter 13 Educational Governance Reforms: The Uncertain Role of Local School Boards in the United States
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    Chapter 14 Accountability Policies and Their Effects
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    Chapter 15 Parent and Community Involvement in Schools: Policy Panacea or Pandemic?
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    Chapter 16 Democratic Values in Bureaucratic Structures: Interrogating the Essential Tensions
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    Chapter 17 Approaches to the Funding of Schools and Their Effects on Capacity
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    Chapter 18 Formulaic Approaches to the Funding of Colleges and Universities
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    Chapter 19 The UK Policy for School Leadership: Uneasy Transitions
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    Chapter 20 Educational Leadership in Policy Contexts That Strive for Equity
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    Chapter 21 Accountable Schools and the Leadership They Need
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    Chapter 22 The Recruitment and Retention of School Leaders: Understanding Administrator Supply and Demand
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    Chapter 23 Teacher Certification Policy: Multiple Treatment Interactions on the Body Politic
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    Chapter 24 Retaining Teachers in High-Poverty Schools: A Policy Framework
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    Chapter 25 The Cultural Context of Teachers’ Work: Policy, Practice and Performance
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    Chapter 26 School Improvement Within a Knowledge Economy: Fostering Professional Learning from a Multidimensional Perspective
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    Chapter 27 Teacher Informal Learning and Teacher Knowledge: Theory, Practice and Policy
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    Chapter 28 No Teacher Left Untested: Historical Perspectives on Teacher Regulation
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    Chapter 29 Teacher Professional Standards: A Policy Strategy to Control, Regulate or Enhance the Teaching Profession?
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    Chapter 30 Triage or Tapestry? Teacher Unions’ Work in an Era of Systemic Reform
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    Chapter 31 Improving Research-Policy Relationships: The Case of Literacy
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    Chapter 32 Literacies in Early Childhood: The Interface of Policy, Research, and Practice
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    Chapter 33 Balanced Elementary Literacy Instruction in the United States: A Personal Perspective
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    Chapter 34 Evidence-Based State Literacy Policy: A Critical Alternative
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    Chapter 35 Literacies in Adolescence: An Analysis of Policies from the United States and Queensland, Australia
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    Chapter 36 Assessing Literacies
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    Chapter 37 Literacies in Families and Communities
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    Chapter 38 Literacies and Media Culture
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    Chapter 39 Technology and Literacies: From Print Literacy to Dialogic Literacy
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    Chapter 40 Adult Literacy Policy: Mind the GAP
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    Chapter 41 Shaping Literacy Policy: From Abstract Ideals to Accountable Practices
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    Chapter 42 Literacy in Developed and Developing Countries
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    Chapter 43 The Changing Nature of Employment and Adult Learning Policies: Unlocking Creative Forces
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    Chapter 44 Current Theories of Workplace Learning: A Critical Assessment
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    Chapter 45 Learning and Work Transition Policies in a Comparative Perspective: Canada and Germany
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    Chapter 46 Disjunctions in the Supply of and Demand for Education in the Labor Force 1930–2003: ‘Trafficking in Gaps’
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    Chapter 47 Running Faster to Stay in the Same Place? The Intended and Unintended Consequences of Government Policy for Workplace Learning in Britain
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    Chapter 48 Improving Gender Equality in Work Organisations by Action Research
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    Chapter 49 Information and Communication Technologies and Workplace Learning: The Contested Terrain of Legislation, Policies, Programs and Practices
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    Chapter 50 Recognition of Learning Through Work
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    Chapter 51 Trade Unions and Changing Practices of Workers’ Education
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    Chapter 52 Expanding Conception of Work and Learning: Recent Research and Policy Implications
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    Chapter 53 Volunteer Work and Learning: Hidden Dimensions of Labour Force Training
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    Chapter 54 The other Half (or More) of the Story: Unpaid Household and Care Work and Lifelong Learning
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    Chapter 55 New Forms of Learning and Work Organization in the it Industry: A German Perspective on Informal Learning
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Title
International Handbook of Educational Policy
Published by
Springer, January 2005
DOI 10.1007/1-4020-3201-3
ISBNs
978-1-4020-3201-1, 978-1-4020-3189-2
Editors

Bascia, Nina, Cumming, Alister, Datnow, Amanda, Leithwood, Kenneth, Livingstone, David

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X Demographics

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 106 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United States 3 3%
Russia 1 <1%
Belgium 1 <1%
Unknown 101 95%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 21 20%
Student > Master 19 18%
Student > Doctoral Student 10 9%
Researcher 9 8%
Lecturer > Senior Lecturer 7 7%
Other 25 24%
Unknown 15 14%
Readers by discipline Count As %
Social Sciences 55 52%
Arts and Humanities 13 12%
Linguistics 3 3%
Computer Science 2 2%
Psychology 2 2%
Other 12 11%
Unknown 19 18%