TY  - BOOK
AU  - Papa,Rosemary
AU  - Armfield,Shadow W.J.
TI  - The Wiley Handbook Of Educational Policy
SN  - 9781119218425
AV  - LB2801.A1 .W554 2018 
U1  - 379 
PY  - 2018///
CY  - Newark
PB  - John Wiley & Sons, Incorporated
KW  - School supervision-Handbooks, manuals, etc
KW  - Electronic books
N1  - Intro -- Title Page -- Copyright Page -- Contents -- Notes on Contributors -- Foreword -- References -- Part I The Policy of Education Governance -- Chapter 1 A Discursive Analysis of Neoliberal Policies and Practices in Education -- Key Questions -- Background -- The Ideology and Tenets of Political Neoliberalism -- Paid Handmaidens of Neoliberal Views: The Rise of Neoliberal Foundations And Think Tanks -- Follow the Money: Who is Funding Whom about What? -- The Rise of Neoliberal Corporate Managerialism in Educational Administration -- Neoliberal Largesse and Self-aggrandizement-The Issue of Executive Pay -- The International Context of Neoliberalism and An Alternative Movement -- Conclusions -- Key Ideas -- References -- Chapter 2 The History of Educational Policy and Governance: Fundamental Questions About Citizens' Rights, Roles, and Futures -- Key Questions -- Introduction -- Conclusions -- Key Ideas -- References -- Chapter 3 Dominant Trends in the Evolution of K-12 Education Policy in the United States -- Key Questions -- Looking Back to Move Forward -- Examining U.S. Educational Policy Developments -- Trends Identified -- LGBTQ -- Discussion and Conclusion: A Look to The Future -- References -- Chapter 4 Bridging the Research and Politics Gap to Set the Policy Agenda -- Key Questions -- Politicians vs. Policymakers -- What is The Research-politics Gap? -- Knowledge and The Policymaking Process -- Are Academics Generating Enough Education Research? -- Are Academics Producing The Right Kind of Research? -- Education Research is Not Applicable to Policymaking -- How Should Academics Change Research to Facilitate Its Use in The Policymaking Process? -- The Dissemination of Research in Policymaking Environments -- Setting the Policy Agenda Based on Education Research -- Conclusions -- Key Ideas -- References; Chapter 5 The Continuing Evolution of School Choice in America -- Key Questions -- Introduction -- Charter Public Schools -- Choice Scholarships and Voucher Programs -- Education Tax Credits -- School Choice Effectiveness: A Brief Summary of The Findings -- Theoretical Perspectives on School Choice -- Future Research Possibilities -- Final Thoughts on Future School Choice Policy -- Key Ideas -- References -- Chapter 6 The Training of School Leaders: The Standards Era -- Key Questions -- Introduction -- "Good Enough" Was the Standard for Leadership and Education -- Professionalization of School Leadership -- Standards and Accreditation For Educational Leadership Improvement -- The Professional Context for Adopting Standards: External Forces -- The Wave of Standards Implementation -- Contested Political Space For Education in America -- Educational Leadership Standards Are a Floor and Not a Ceiling -- The Educational Leadership Marketplace For Training School Administrators: Regression to The Mean -- What Alternative Educational Leadership Preparation Looks Like -- Adapting The Profession to The Marketplace -- Adapting Leadership to a Global Context -- The Educational Leadership Preparation Student: Opportunity to Learn -- Twenty-first Century Transition to High-Quality Learning -- Conclusions -- Key Ideas -- References -- Chapter 7  Potential Impacts on the Future of Public and Private Education in a Global Economy -- Key Questions -- Introduction -- Globalization in The Context of Education -- Conclusions -- Key Ideas -- References -- Chapter 8 Leading the Way Out of Neoliberal Devastation: Luchar y vivir con dignidad (To Fight and to Live with Dignity): Mexican Teachers in Resistance -- Acknowledgments -- Key Questions -- México City 2015-2016 -- The Global Education Reform Movement -- The Manufactured Crisis; Dehumanizing Education Under a New Taylorism -- The New Taylorism and Manufactured Crisis Go Global -- GERM and Global Teacher Activism -- GERM in México: A sangre y fuego se impone la mal llamada Reforma Educativa [With Blood and Fire They Impose the Poorly Named Education Reform] -- A Social Justice Imaginary: El Normalismo Mexicano [Mexican Normalist Education] -- Conclusions -- Key Ideas -- Notes -- Chapter 9 Should Education be Considered a Commodity?: Global Privatization of Education -- Key Questions -- Introduction -- Historical Aspects of Privatization -- Privatization v. the U.S. Constitution (Establishment Clause) -- The Myth Behind Educational Reform -- The Fallacy of Choice -- Methods of Educatonal Reform -- Conclusions -- Key Ideas -- References -- Part II American Politics and Citizenship -- Chapter 10 The Impact of Education Policies on Black Students' School Functioning -- Key Questions -- The Racial Achievement Gap: Statistical Trends and Explanations -- Education Policies and Their Impact on Black Students' School Functioning -- Equitable Education Policies -- Zero-tolerance Policies and Their Impact on Black Students' School Functioning -- Equitable Discipline Practices -- Conclusions -- Key Ideas -- References -- Chapter 11 Parents' Social Justice Activism Shapes School Policy: An Ethnographic Perspective -- Key Questions -- Crisis in Grove -- Community Voices -- Parents, Students, and Schools -- From Empowerment to Policy Changes in Two Communities -- Concluding Thoughts -- Key Ideas -- Note -- References -- Chapter 12 Contemporary Decolonolization: Dismantling Policy Barriers to Systemic Equity and Self-determination -- Key Questions -- Narrative: Self-Determination Starts in Chaos -- Colonialism: Reframing the Discourse Into Contemporary Constructs -- Narrative: Self-determination Starts With Boundaries; Federal American Indian Education Policy -- Accountability and Reform Policies -- Narrative: Self-determination Starts with Positioning -- Colonizing Problematics: The Arrogance of the Straight Line -- Narrative: Self-determination Starts with Resistance -- Conclusions -- Key Ideas -- Note -- References -- Chapter 13 Toward a New Democracy: Mexican Teachers of La CNTE in Resistance Constructing a Post-neoliberal México -- Acknowledgments -- Key Questions -- La CNTE and Its Democratizing Presence -- Los Foros [Forums] -- Blockades -- The Parents' Blockade -- Labor Stoppage -- Conclusions -- The Government's Intransigency -- Key Ideas -- Note -- Further Reading -- Chapter 14 Potential Legal Challenges in Educating Undocumented Immigrant Populations -- Key Questions -- Background -- Conclusions -- Key Ideas -- Note -- Multi-media References -- References -- Part III Democracy in Action: Values in School Policy -- Chapter 15 Opening Doors: : Do Our Policies and Leadership Actions Reflect Our Stated Core Values? -- Key Questions -- Colorblind Myth of Educational Policy -- Policymaking for Systemic Change -- Cultural Proficiency as a Frame For Change -- Conclusion: Looking Back to Look Forward -- Key Ideas -- References -- Chapter 16 Democracy in Action: Educational Organizing in the Neoliberal South -- Key Questions -- Democracy in Action: Educational Organizing in the Neoliberal South -- Research Illustrating Participatory Democracy as A Form of Social Resistance -- Context of Research on North Carolina -- Case Study 1: The Moral Mondays Movement -- Case Study 2: Organize 2020 -- Conclusions -- Key Ideas -- Notes -- References -- Chapter 17 Gun Violence and School Safety in American Schools -- Key Questions -- What Does Safe in School Mean? -- History of Gun Violence in Schools -- School Attacks Analysis -- Mississippi Principals and Armed Teachers; Gun Violence -- Violent Assaults and Active Shooters -- Reactions to School Shootings and Violent Crimes in Schools -- Duly Authorized Gun Carriers -- Staff Safety -- School Climate, School Safety, and Violence -- Can Policy Solutions Work? -- Conclusions -- Key Ideas -- References -- Chapter 18 Grade Retention: Precarious Public Policy? -- Key Questions -- What is Grade Retention? -- Legislation -- Efficacy of the Practice -- Retention Research -- Alternatives -- Conclusions -- Key Ideas -- References -- Chapter 19 Who Is Caring for Our Youngest Citizens?: Discouraging Realities and Implications For the Future Economy -- Key Questions -- Introduction -- Contexts of Early Childhood -- The Achievement Gap Starts Early -- The Value of Early-Childhood Investments -- The Early-Childhood Workforce -- Conclusions -- Key Ideas -- Further Reading -- Part IV Trending Education Policy Through Technology and Data -- Chapter 20 Technology as a Focus of Education Policy -- Key Questions -- Introduction -- Different Forms of Government Education Technology Policymaking -- Critiques of Government Education Technology Policymaking -- The Rise of Education and Technology as a Concern for Corporate Policy Actors -- Critiques of Corporate Influences on Education Technology Policymaking -- Toward Revitalized Public Policymaking -- Conclusions -- Key Ideas -- References -- Chapter 21 Understanding Ethical Concerns Surrounding Big Data and Learning Analytics in Higher Education -- Key Questions -- Introduction -- What is Big Data? -- Analytics in Academia -- Identifying Ethical Concerns of Learning Analytics -- Conclusions -- Key Ideas -- Notes -- Further Reading -- References -- Chapter 22 Modeling the Virtuous: Toward More Ethical Educational Technology Policies -- Key Questions -- Introduction -- Ethics -- Ethics in Technology/Computer Science -- Ethics in Education; Governance
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