Despite comprising the largest minority in rural settings, the literature to date largely subsumes African American rural students into a broader set of Black and African American students, with a primarily urban focus. This volume focuses on the higher education pathways of rural African American
students and highlights their experiences in US colleges and universities.
Addressing the fact that rural students have higher high school graduation rates than their urban peers but are less likely to take paths towards higher education, the authors identify research needs, areas of concerns, and strategies to encourage and sustain greater postsecondary participation
among African Americans from rural settings. Contributors to the volume address the meaning of race and place, cultural capital, gender dynamics, gifted education, college choice, teacher and education leader preparation, campus programming and the role of Historically Black Colleges and
Universities, with specific reference to African American rural students, to pin down a clear picture of the barriers and drivers of their higher education journeys.
Since 2013, the Annual Review of Comparative and International Education has covered the significant developments in the field of comparative and international education. This year’s edition begins with a collection of reflective essays about comparative education trends and directions written
by both professional and scholarly leaders in the field. Topics covered in the 2018 volume include major theoretical and methodological developments, reports on research-to-practice, area studies and regional developments, and the diversification of comparative and international education. A special
introductory chapter addresses the “osmosis” of comparative and international education research across field and disciplinary boundaries.
This book sheds light on the most recent advances and patterns within the field of comparative education and will prove an essential text for researchers in the field of global education.
The chapters in this book will focus on pre-service and in-service science teacher education, because both are equally important. With case studies for China, Japan, Korea and Taiwan topics include: Professional Development of Chemistry Teachers in the New Curriculum, Using Classroom Observation to
Assist Teacher Professional Development and Science Teacher Education and Science as Inquiry: Promises and Dilemmas.
The achievement and success of Roma people in education is at a breaking point across Europe, severely limiting social mobility. Recent research has shown that Roma are the most underrepresented group in schools and other educational institutions. There are an array of policy measures and
initiatives across Western and Southern Europe seeking to reverse this and to raise educational access and attainment of the Roma population.
This book offers an in-depth exploration into the current educational climate and the impact of these policy measures for Roma people in seven Western and Southern European countries: Germany, Greece, Italy, Norway, Portugal, Spain and Sweden. This book seeks to raise awareness of this forgotten
minority and to assess the policies implemented to integrate the Roma people into the education system. Written by experts across Western and Southern Europe and drawing on varied cultural perspectives, this work will help to address the severe lack of information and knowledge about the Roma people
available in the public domain.
This book will prove invaluable to those in the field of comparative education, educational leaders and practitioners in Western and Southern Europe and beyond.
This unique volume has been written collaboratively by children, families, teachers, school leaders, scholars, and community organization representatives. With each author having a platform to express his or her individual voice, chapters centre on the authors' lived experiences (ranging in skills,
knowledge, and activism) in promoting social justice and equity in schools. With a focus on long-standing trends in schools regarding ability (both mental and physical), race, ethnicity, class, religion/beliefs/faith, native language, immigration status, gender, sexuality, family structure, and
geographical location, the authors demonstrate how they live their work by facilitating courageous dialogue, promoting inclusive practices, and building authentic relationships with those in power as well as those from marginalised populations. Authors reflect on their personal and professional
lives and help the reader understand the call that lies within each of them: to live what is just and right for all children.
Mauricio Pino Yancovic, Alvaro Gonzlez Torres, Luis Ahumada Figueroa, Christopher Chapman
Existing research on Professional Learning Networks looks at experiences in Europe and North America, with very little attention focused on education systems in the Global South, such as Chile. In 2015 more than 500 School Improvement Networks were created to support state-funded schools across the
country with the idea of promoting a culture of collaboration. Although schools are expected to work in networks, they are held to account individually through high-stakes standardized testing and external inspections.This book employs the theoretical framework of collaborative inquiry to guide a
mixed method study of fifteen in-depth multi-site case studies and descriptive statistical analysis of a questionnaire answered by 400 networks. The analysis provides evidence of the depth and spread of the knowledge and collaborative practices of these networks. Linking with the literature on
Professional Learning Networks, this study highlights how school improvement networks can support the professional capital of principals and curriculum coordinators. The findings of this study are discussed around the issue of network sustainability, stressing the importance of network leadership
and conditions of system infrastructure to mobilize network knowledge to schools, increasing the potential impact of school networks to transform schools' practices.
By providing a unique inquiry, into an under researched part of the globe in regards to school networks, this book will prove invaluable for academics and practitioners in the areas of mixed method research, educational leadership and comparative education.