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• Introduction: Racialization and Educational Inequality in Transnational Perspective.
• Section 1: Racialization: Theories, Discourse, and Globalization. 1. Erasures of Racism in Education and International Development. 2. Racialization, Whiteness, and Education. 3. Critical Race Theory Beyond Borders: Educational Marronage and Transnational Critical Race Theory. 4. Global Cadences of Islamophobia: Comparative Reflections on the Racialization and Education of Muslim Youth. 5. Rejecting Abyssal Thinking in the Language and Education of Racialized Bilinguals.
• Section 2. Coloniality, Development, and Racialization in Education. 6. Education for Subordination: Youth and the Afterlives of Coloniality and Racialization in Africa. 7. Tomorrow's Australia: Race and Racialization in Australian Education. 8. Latinx (Im)migrant Racialization, Anti-Blackness, and the Social and Educational Landscape of the U.S. South. 9. Race and Racialization in Canadian Education: Schools and Universities. 10. The Racialization of Caste: Internal Colonization and Education in South Asia.
• Section 3. Social Movements, Anti-Racist Pedagogies, and Reparative Futures. 11. Racialization and Resistance in South African Education. 12. Affirmative Action and Racialization in the United States and Brazil. 13. Racialization, Social Movements and Political Engagement in Brazil: The Brazilian Black Movement and Education. 14. Racial Justice in "South-South" Internationalization of Higher Education. 15. The Black Lives Matter at School Movement: Demanding Educational and Racial Justice. Conclusion.
• (source: Nielsen Book Data)

- This is the first book in the history of the World Yearbook of Education series that has specifically looked at race. - Taking a global perspective it critically examines how racial formation across all educational settings. - It offers an important contribution to discussions of racialization across contexts and provides the field a robust foundation for future critical inquiry and engagement with the themes of race, racialization, inequality, and education.
(source: Nielsen Book Data)

• Contents
• List of figures List of contributors Series editor's foreword Education, Nationalism, and the Ordering Construction of the World (Introduction to the WYBE 2022)
• Magical Enchantments and the Nation's Silencing: Educational Research Agendas Under the Spell of Globalization Daniel Troehler
• Part 1: Historical (Re)Production of the Nation
• Nation-States, Nation Building, and Schooling: The Case of Spanish America in the Long 19th Century Felicitas Acosta Towards National Socialism with Chinese Characteristics? Schooling and Nationalism in Contemporary China Edward Vickers Modern Education and National Identity in Greece and Egypt: (Re)producing the Ancient in the School Textbook Theodore G. Zervas and Ehaab D. Abdou
• Part 2: Hegemonic Aspirations and Interventions
• Bringing Pedagogy in Line: Globalizing Nationally Programmed Instruction, New Math, Film, and Media Education Rebekka Horlacher Schooling Humans as a Form of Capital: The National and Imperial Context Bruce Moghtader Extrapolated Imperial Nationalisms in Global Education Policy Formation. A Historical Inquiry into American and Scandinavian Agendas in OECD Policy Christian Ydesen Indexical Traces of the Real: Teaching in the Techno-Nation-State William F. Pinar
• Part 3: Imperial Policies and Resurgences of Nationalisms
• In the Name of the Nation: PISA and Federalism in Australia and Canada Sam Sellar, Bob Lingard and Edda Sant Infrastructuring the Nation. Examining the Role of National Large-Scale Assessments in Russia Nelli Piattoeva and Nadezhda Vasileva Nationalism, Populism, and Education in a Globalizing India Fazal Rizvi Cuban Education in the Cold War: National Independence Within International Socialism Tom G. Griffiths and Euridice Charon Cardona
• Part 4: Paradoxes, Inconsistencies, and a Self-Reflection
• Cosmopolitan Nationalism and Global Citizenship Rhetoric: Analysis of Policies and Curricula in South Korea, Israel, and the United States Miri Yemini, Laura Engel, Moosung Lee and Claire Maxwell The Imperial Nationalism of Human Rights and Genocide Education Laws: Cases from the United States Hannah Spector Educating Migrant Children and Women in the Political Projects of the Welfare Nation-State and Secularization. The Danish "Extreme Case" in Light of the French Mette Buchardt Nations in the World: Interpreting the World Yearbooks Robert Cowen.
• (source: Nielsen Book Data)

The latest volume in the World Yearbook of Education Series explores the relationship between education and the globally prevalent principle of nationalism. This book identifies the diverse ways in which educational policies, discourses, curricula and pedagogy embed and promote the concept of "the nation" both historically and in the age of globalization. By challenging accounts owed to the discourse of "globalization" which conceal the presence of national epistemologies and interests in education, this book offers important insights into the role of education in making nationalism one of the most enduring and yet easily obscured forces of our time. Organized into four sections, this book looks at the following main issues: Historical (re)production of the nation considers how countries consider and reproduce their national identity and how this is built on their history. Hegemonic aspirations and interventions examines how instruction technologies developed during the Cold War have been propagated and disseminated around the world, how the development of educational policy based on the human capital theory emerged, and analyzes the extent to which tech companies are intent on establishing an imperial order of learning. Imperial policies and resurgences of nationalisms explores how global or imperial policies have been indulged in different parts of the world and how new forms of nationalism have been emerging. Paradoxes, inconsistencies, and a self-reflection focuses on nations acting imperially as sites of domestic injustices, addresses unresolved paradoxes between the global and the national and includes a historically informed critical review of the World Yearbooks of Education. Bringing together the voices of researchers from around the globe, The World Yearbook of Education 2022 is ideal reading for anyone interested in learning how nationalism has affected the expansion of education systems and how its imperial aspirations are currently affecting education policy and practice.
(source: Nielsen Book Data)

• Introduction : Accountability and Datafication in Education : Historical, Transnational and Conceptual perspectives Sotiria Grek, Christian Maroy and Antoni Verger
• Part I The global/local construction of accountability and datafication
• Chapter 1 : The Construction of Worlds. On the Function and Fiction of quantified data in education policy
• Eric Mangez & Pieter Vanden Broeck
• Chapter 2 : The construction of SDG4: Reconciling democratic imperatives and technocratic expertise in the making of global education data?
• Clara Fontdevila & Sotiria Grek
• Chapter 3 : Re-engineering the infrastructure of performance-based accountability. For-profit philanthropy, learning sciences, and automated education at the Chan-Zuckerberg Initiative
• Ben Williamson
• Chapter 4 : Between Fairness Optimization and 'Inequalities of Dataveillance' - the Emergence and Transformation of Social Indices in German School Monitoring and Management
• Sigrid Hartong & Andreas Breiter
• Chapter 5 : Capacity Building as the 'Third Translation': The Story of PISA-D in Cambodia
• Radhika Gorur & Camilla Addey
• Part II : Global discourse and national translations of performance-based accountability policies
• Chapter 6 : National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden
• Guri Skedsmo, Linda Roennberg & Christian Ydesen
• Chapter 7 : Accountability and Datafication in Francophone Contexts: A Reinforcing Cognitive State Still Challenged by Local Actors
• Christian Maroy, Vincent Dupriez & Xavier Pons.
• Chapter 8 : National Standardized Assessments in South Africa: Policy and Power Play
• Thokozani Chilenga-Butao, Melanie Ehren & Nomacotsho Pakade
• Chapter 9 : Accountability Policies in Chinese Basic Education: the Long March towards Quality and Evidence.
• Xingguo Zhou & Romuald Normand
• Chapter 10 : Performance-based accountability in Brazil: Trends of Diversification and Integration
• Dalila Andrade Oliveira & Luis Miguel Carvalho
• Part III : Enactments and effects of accountability and datafication: controversies and critical issues
• Chapter 11 : A Sociological Analysis of the Effects of Standards-Based Accountability Policies on the Distribution of Educational Outcomes
• Aaron M. Pallas
• Chapter 12 : Siren song: performance-based accountability systems, effectiveness, and equity. Evidence from PISA in education systems in Europe and Canada.
• Annelise Voisin
• Chapter 13 : In and out of the 'pressure cooker': Schools' varying responses to accountability and datafication
• Antoni Verger, Gerard Ferrer-Esteban & Lluis Parcerisa
• Chapter 14 : The Performative to the Datafied Teacher Subject: Teacher Evaluation in Tennessee
• Jessica Holloway & Priya Goel La Londe
• Chapter 15 : Enactments and resistances to globalizing testing regimes and performance-based accountability in the USA
• Bob Lingard.
• (source: Nielsen Book Data)

Providing a comprehensive introduction to the topic of accountability and datafication in the governance of education, the World Yearbook of Education 2021 considers global policy dynamics and policy enactment processes. Chapters pay particular attention to the role of international organizations and the private sector in the promotion of performance-based accountability (PBA) in different educational settings and at multiple policy scales. Organized into three sections, chapters cover: the global/local construction of accountability and datafication; global discourse and national translations of performance-based accountability policies; and enactments and effects of accountability and datafication, including controversies and critical issues. With carefully chosen international contributions from around the globe, the World Yearbook of Education 2021 is ideal reading for anyone interested in the future of accountability and datafication in the governance of education.
(source: Nielsen Book Data)

• Contributors-- 1. Introduction-- PART I Changing contexts of school governance-- 2. Can equity survive governance? Politics, accountability and local control in US education-- 3. New modes of collaborative governance: Governing collaborations in a new school landscape, power, control and communication-- 4. Nordic School Governance: Networking in Broken Chains-- 5. The Emergence of Evidence-based Governance Models in the State-Based Education Systems of Austria and Germany.-- PART II Stakeholders and 'responsibilisation'-- 6. Technologies in rational self-management: Interventions in the 'responsibilisation' of school governors-- 7. Education governance and the responsibility to include: teachers as a site of discursive tension-- 8. Governing inclusion: A principal and a governor in conversation-- 9. The micro-politics of parental involvement in school governance-- PART III Radical governance-- 10. Stronger Smarter: Transformational change for Australian schools with rock-solid foundations in the Early Years-- 11. Lessons from the AIME approach to the teaching relationship: valuing biepistemic practice-- 12. Is participation a 'sick word'? New insights into student democratic participation in light of research in Spanish schools.-- 13. Democratic alternatives in a neoliberal age? Co-operation, governance and schooling-- Afterword
• .
• (source: Nielsen Book Data)

A timely contribution to the debate on educational governance and equality, the World Yearbook of Education 2020 documents the significant changes that have occurred in the last 20 years reflecting a widespread shift from government to governance. Considering school context as well as specific school responses around the emergence of particular forms of governance, this book presents and contextualises a clear historical account of governance and accountability within schooling. Organised into three sections covering: Changing contexts of school governance; stakeholders and 'responsibilisation'; and radical governance, carefully chosen contributors provide global insights from around the world. They consider educational outcomes and closing the inequality gap and they document radical forms of governance, at local level, which have sought to create more equitable governance, intelligent accountability and greater involvement of key stakeholders such as students. Providing a series of provocations and reminders of the possibilities that remain open to us, the World Yearbook of Education 2020 will be of interest to academics, professionals and policymakers in education and school governance, and any scholars who engage in historical studies of education and debates about educational governance and equality.
(source: Nielsen Book Data)

• 1. Big data and even bigger consequences / Radhika Gorur, Sam Sellar and Gita Steiner-Khamsi
• Part 1. Impacts : randomized controlled trials : league leader in the hierarchy of evidence? / Gita Steiner-Khamsi
• 2. The strengths and shortcomings of randomized controlled trials (RCTs) : reflections from REAP's experiences in China / Prashant Loyalka
• 3. Randomized controlled trials : limitations for explaining and improving learning outcomes / Moses Oketch
• Part 2. Patterns : in search of patterns : with enough data, do the numbers speak for themselves? / Radhika Gorur
• 4. Intimate data infrastructure : emerging comparative methods of predictive analytics and psycho-informatics / Ben Williamson
• 5. Politicized data and spatial methods : generating understanding of contemporary educational policy environments and interventions / Christopher A. Lubienski and Priya G. La Londe
• 6. Rethinking cause and effect : analyzing economic growth and PISA scores over a period of 15 years / Yariv Feniger and Michael Atia
• Part 3. Relations : global education policy in evolving network societies / Sam Sellar
• 7. The value of network analysis for the study of global education policy : key concepts and methods / Francine Menashy and Antoni Verger
• 8. Cartographies of the digital governance of education / Paolo Landri
• 9. Big data and new social relations in higher education : Academia.edu, Google Scholar and ResearchGate / Jania Komljenovic
• Part 4. Context : contextualizing "context" / Gita Steiner-Khamsi and Radhika Gorur
• 10. Comparing platforms and the new value economy in the academy / Susan L. Robertson
• 11. Rethinking the concept of "context" in comparative research / Lesley Bartlett and Frances Vavrus
• 12. Making and mobilizing contexts in policy and research / Nelli Piattoeva, Anni Klutas and Olli Suominen.

Digital methodologies, new forms of data visualization and computer-based learning and assessment are creating new challenges as well as opportunities for scholars in educational research. The World Yearbook of Education 2019 explores this highly relevant topic, opening a new discussion about the various conceptual and methodological challenges and opportunities in contemporary educational research. This volume explores contemporary methods of inquiry, with chapters organized around four topics of enduring interest in this field: impacts, patterns, relations and contexts. The World Yearbook of Education 2019 comprises contributions from internationally renowned scholars exploring novel concepts and methodologies in grappling with contemporary empirical phenomena in educational research. Vital questions such as how we understand the technological developments that are creating new possibilities for and demands on education, and how we make sense of complex cases that cut across multiple nations, are discussed. This newest addition to the prestigious World Yearbook of Education series provides a fascinating read for scholars in the fields of education policy and comparative education. It is not only a useful resource for educational researchers and policy makers examining new trends and emerging issues, but would be of interest to graduate students exploring innovative methodologies, particularly in the study of education and education policy.
(source: Nielsen Book Data)

• The evolution and ontogeny of deep social mind and the social brain / Andrew Whiten
• Neurobiology of infant sensitive period for attachment and its reinstatement through maternal social buffering / Regina M. Sullivan and Maya Opendak
• Marmoset monkey vocal communication: common developmental trajectories with humans and possible mechanisms / Asif A. Ghazanfar, Daniel Y. Takahashi, Yisi S. Zhang, and Jeremy I. Borjon
• The social brain in adolescence and adulthood: lessons in mindreading / t David Pollard, Stephanie Burnett Heyes, and Ian Apperly
• Developmental social neuroscience of morality / Jean Decety and Jason M. Cowell
• Development of the social brain: from mechanisms to principles / Ralph Adolphs and Jed T. Elison.

• Reclaiming comparative historical sociologies of education / Terri Seddon, Julie McLeod, Noah W. Sobe
• The warp and weft of comparative education : time and space / Robert Cowen
• Section I : Making spaces
• Training female ways of knowing or educating (in) a common sense : a historical analysis of space-times of (adult) education / Beatrix Niemeyer
• Europeanizing through expertise : from scientific laboratory to the governing of education / Martin Lawn
• A global-local mixture of educational reform policy in Taiwan : taking school choice policy as an example of unevenness of educational opportunity / Chin-Ju Mao
• Producing the institutional timescape : the case of technical and vocational education in Singapore / Arwen Raddon
• Space-times of innovation : collaborative, cross-disciplinary work and learning / Lorraine White-Hancock
• Section II : Troubling temporalities
• Digital classrooms and the reconfiguration of the space-times of education : on transient images, ephemeral memories, and the challenges of schooling / Inés Dussel
• The affective-discursive orthodoxies of the "I don't forget" education policy in Cyprus / Michalinos Zembylas
• Animating animus : viscosities of school reform movements and public feelings toward teachers / Nancy Lesko, Alyssa NIccolini
• Modernity, identity, and citizenship : rethinking colonial situations and their temporal legacies / Hannah M. Tavares
• Section III : Mobility and contexts
• Context, entanglement and assemblage as matters of concern in comparative education research / Noah W. Sobe, Jamie Kowalczyk
• Governing (im)mobile academics in global times : an analysis through spatial/mobilities historical sociology / Marianne A. Larsen
• History education, identity formation and international relations / Eleftherios Klerides
• Towards a mobile sociology of education / Paolo Landri.

• Reclaiming comparative historical sociologies of education / Terri Seddon, Julie McLeod, Noah W. Sobe
• The warp and weft of comparative education : time and space / Robert Cowen
• Section I : Making spaces
• Training female ways of knowing or educating (in) a common sense : a historical analysis of space-times of (adult) education / Beatrix Niemeyer
• Europeanizing through expertise : from scientific laboratory to the governing of education / Martin Lawn
• A global-local mixture of educational reform policy in Taiwan : taking school choice policy as an example of unevenness of educational opportunity / Chin-Ju Mao
• Producing the institutional timescape : the case of technical and vocational education in Singapore / Arwen Raddon
• Space-times of innovation : collaborative, cross-disciplinary work and learning / Lorraine White-Hancock
• Section II : Troubling temporalities
• Digital classrooms and the reconfiguration of the space-times of education : on transient images, ephemeral memories, and the challenges of schooling / Ine⁺ѓs Dussel
• The affective-discursive orthodoxies of the "I don't forget" education policy in Cyprus / Michalinos Zembylas
• Animating animus : viscosities of school reform movements and public feelings toward teachers / Nancy Lesko, Alyssa NIccolini
• Modernity, identity, and citizenship : rethinking colonial situations and their temporal legacies / Hannah M. Tavares
• Section III : Mobility and contexts
• Context, entanglement and assemblage as matters of concern in comparative education research / Noah W. Sobe, Jamie Kowalczyk
• Governing (im)mobile academics in global times : an analysis through spatial/mobilities historical sociology / Marianne A. Larsen
• History education, identity formation and international relations / Eleftherios Klerides
• Towards a mobile sociology of education / Paolo Landri.

This latest volume in the World Yearbook of Education Series considers changing space-times of education by asking how they become unevenly textured as our worlds globalise, horizons shift and familiar points of reference melt and are remade. Acknowledging the reach of economic and cultural change, digital communication, geopolitics and persistent inequalities, the chapters trace processes that are re-making education and societies. Examining the depth of their impact on practices, methods and concepts reveals the significance of knowledge-building and socially embedded forms of reasoning in emerging patterns of educational governance, pedagogic and policy reforms as well as in lived understandings of self and social worlds.The organisation of the collection into three sections - Making Spaces, Troubling Temporalities, and Mobility and Contexts - begins to map out an ambitious project. It calls on education researchers and professionals to write the present as history by grasping the socio-spatial, historical and political dimensions and effects that frame, form and filter the educational present. This research calls for a revitalised historical sociology and novel forms of comparative education that can provide productive insights, inform creative problem solving and suggest practical directions for education. This agenda recognises: the unevenness of educational space-times; the making of education as a social institution; the persistence and effects of social embeddedness, eventful space, situated knowledge, and geosocial thinking; the present as history and multiple temporalities in education; different registers of transformation that become visible through lenses such as identity, work, citizenship and mobility.The World Yearbook of Education 2018 continues the project of compiling worldwide research on globalising education. These volumes offer a powerful commentary on how and why space-times of education are changing and emphasise the importance of forms of knowledge that materialise categories of professionals, policies and practices. This volume will be of interest to academics, professionals and policymakers in education and social policy, and also to scholars who engage in historical studies of education and debates about the socio-material formations that contribute to educational inequalities and dynamics of difference.

• Executive Summary 7 Foreword 12 Acknowledgements 15 Introduction 16 About This Monograph 21 History and Context 25 Historical Backdrop 26 Current Landscape 36 National Organizations 38 Conclusion 41 The Attitudes and Voting Behaviors of Tenure-Line Faculty 42 Early Considerations of Attitudes and Attributes 43 Economic and Noneconomic Factors in the 1980s 50 Small-Scale Studies in the 1990s 53 Lessened Attention in the 21st Century 56 Conclusion 60 Effects of Tenure-Line Faculty Unions 61 Compensation 62 Tenure, Grievance Procedures, and Retrenchment Policies 80 Governance and Faculty Influence 88 Collegiality and Campus Relationships 95 Satisfaction 98 Other Effects of Faculty Unionization 101 Conclusion 103 Non-Tenure-Line and Part-Time Faculty Unionization 106 Background and Setting 107 Research on Non-Tenure-Line and Part-Time Faculty Unions 109 Conclusion 117 Graduate Student Unionization 119 Background and Setting 119 Research on Graduate Student Unions 122 Conclusion 130 Current Understandings and Future Directions 132 Overview of Existing Research 133 Needed Additional Studies 138 Looking Forward 139 References 143 Name Index 165 Subject Index 171 About the Author 174.
• (source: Nielsen Book Data)

With roughly 25% of those teaching college classes belonging to a union, higher education is one of the most heavily organized industries in the United States. Substantial research-based literature exists as scholars have been studying the topic for a half of a century. Following an overview of its history and context, this monograph synthesizes and analyzes the existing research on faculty and graduate student unionization. It points to evolving understandings of faculty attitudes regarding collective bargaining and the findings on the relationships between unionization and compensation, satisfaction, procedural protections, organizational effectiveness, and related issues for tenure-line faculty. Additional chapters consider the more limited research on non-tenure-line faculty and graduate student instructors. As such, this monograph illuminates the accepted understandings, contested arguments, and the substantial gaps in understandings that remain. This is the third issue of the 43rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
(source: Nielsen Book Data)

"Dramatic shifts in the demographic and labor diversity of American faculty have pressed institutions and the profession to clarify who the 'real' faculty are. Emblematic of this struggle, full-time, non-tenure tract faculty are often caught in between the world of tenured faculty, where they fulfill many of the same roles, and that of adjunct faculty, with whom they experience similar employment insecurity and minimal institutional support. Efforts to equalize respect, resources, and treatment, although laudable, may be missing a vital aspect of the conversation: the role of collegiality and the collegium. Collegiality, the cultural, structural, and behavioral components, and the collegium, or the shared identity collegiality serves, are ancient concepts that in contemporary contexts often receive more regard than clarity. The intersection of these conceptual and practical challenges raises timely questions for the faculty profession. What is it about the history of the professoriate in America that has rendered the collegium inadequate and yet so important in an age of differentiated labor? How might a renewed vision for collegiality bring clarity to the question of which faculty should be regarded as experts? How can we adapt and leverage these important concepts for a professoriate that is increasingly diverse by demographics and employment category in ways that result in a more inclusive and robust profession? Engaging in these questions through the extant literature will call faculty, administrators, and graduate students into a compelling new conversation about the needs of and possibilities for the professoriate"--Back cover.

• Preface
• Contributors
• Cultural neuroscience of the developing brain in childhood / Joan Y. Chiao
• The role of culture and language in the development of color categorization / Anna Franklin
• How much mathematics is "hard-wired," if any at all : biological evolution, development, and the essential role of culture / Rafael Núñez
• Culture, language, and emotion: explorations in development / Twila Tardif
• Cultural expressions and neurobiological underpinnings in mother infant interactions / Marc H. Bornstein
• The cultural organization of young children's everyday learning / Suzanne Gaskins
• Socioemotional development across cultures / Xinyin Chen
• Two senses of cultural relativity / Michael Maratsos
• Epilogue
• Bibliography
• About the author
• Index.

• Introduction
• Conceptualizing Scholarly Learning and Boyer's Forms of Scholarship
• Research Universities
• Comprehensive Colleges and Universities
• Liberal Arts Colleges
• Community Colleges
• A Call to Action: Advancing the Study of Faculty Scholarly Learning.

• Intersection of education and housing insecurity
• Policies framing housing insecurity in higher education
• Trauma-informed and sensitive colleges
• Higher education housing continuum
• Implications for policy, practice, and research.

• Executive Summary 7 Foreword 11 Introduction 14 Importance and Value of Mentoring 16 Mentoring Definitions and Characteristics 18 Who Can Be a Mentor? 23 Mentoring Literature Reviews 26 Monograph Purpose and Guiding Questions 29 Monograph Overview 30 Synthesis of Recent Empirical Findings 31 Description of Reviewed Mentoring Scholarship 31 Mentoring Descriptions, Sensemaking, and Expectations 33 Perceptions, Functions, and Roles of Mentoring 35 Mentoring Benefits 38 College Adjustment and Development 40 Academic Progress and Success 41 Contributions of the Present Review 42 Summary and Conclusions 44 Contextualizing Mentoring Relationships 45 Orientation and Retention Programs 45 Mentoring for Social Justice and Equity 48 Peer Mentoring 50 Undergraduate Research and Honors Programs 52 Summary and Conclusions 57 Established and Emerging Mentoring Frameworks 58 Overview of Mentoring Theories and Frameworks 59 Typology-Related Frameworks 59 Process-Based Frameworks 62 Outcomes-Based Frameworks 67 Summary and Conclusions 71 Conclusions and Recommendations 73 Synthesis of Key Findings 73 Enduring Limitations and Recommendations for Future Research 75 Proposed Conceptual Framework: Mentoring Undergraduate Students 81 Evidence-Based Mentoring Practices 86 Concluding Remarks 90 References 92 Name Index 105 Subject Index 111 About the Authors 113.
• (source: Nielsen Book Data)

Take a critical look at the theory and recent empirical research specific to mentoring undergraduate students. This monograph: * Explains how mentoring has been defined and conceptualized by scholars to date, * Considers how recent mentoring scholarship has begun to distinguish mentoring from other developmental relationships, * Synthesizes recent empirical findings, * Describes prevalent types of formalized programs under which mentoring relationships are situated, and * Reviews existing and emerging theoretical frameworks. This monograph also identifies empirical and theoretical questions and presents research to better understand the role of mentoring in promoting social justice and equity. Presenting recommendations for developing, implementing and evaluating formal mentoring programs, it concludes with an integrated conceptual framework to explain best-practice conditions and characteristics for these programs. This is the first issue of the 43rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
(source: Nielsen Book Data)

• Whiteness in higher education: core concepts and overview
• Whiteness as a racial discourse
• Overview of monograph.

• Interpersonal whiteness and higher education
• White on white: invisibility and structured ignorance
• Microaggressions and the missing perspective of whiteness
• Whiteness and college students: the empirical scholarship
• Conclusion.

• Institutional whiteness and higher education
• Space, race, and college campuses: three perspectives
• Whiteness informing culture, climate, and ecology
• How whiteness affects students of color
• Conclusion.

• Developing racial justice allies
• Ally development: context, challenges, and concepts
• Conclusion.

• Implications and futuring whiteness studies in higher education
• The future of whiteness studies in higher education
• A concluding, cautionary, and challenging note.

• Introduction / Julie Allan ; Alfredo J. Artiles
• Part I. The assessment industry
• The power of numbers : the adoption and consequences of national low-stakes standardised tests in Israel / Yariv Feniger ; Mirit Israeli ; Smadar Yehuda
• Special educational needs, disability and school accountability : an international perspective / Emma Smith ; Graeme Douglas
• The promise and perils of response to intervention to address disproportionality in special education / Wendy Cavendish ; Benikia Kressler ; Ana Maria Menda ; Anabel Espinosa
• Quality and equity in the era of national testing : the case of Sweden / Anette Bagger
• Part II. Assessing deviance
• Risking diagnosis? Race, class and gender in the psychopathologization of behaviour disorder / Julie Allan ; Valerie Harwood
• Dis/ability as white property : race, class and 'special education' as a racist technology / David Gilborn
• The right to exclude : locating section 504 in the disproportionality debate / Nirmala Erevelles
• The hunt for disability : the new eugenics and the normalization of school children
• Part III. The consequences of assessment and the possibility of fairer and more equitable alternatives
• Untangling the racialization of disabilities : an intersectionality critique across disability models / Alfred J. Artiles
• Examining assessment for students with special education needs in Aotearoa New Zealand : creating possibilities for learning and teaching for all / MIssy Morton ; Annie Guerin
• The refinement of the idea of consequential validity within an alternative framework for responsible test design / Albert Weidman
• Culturally responsive experimental intervention studies : the development of a rubric for paradigm expansion / Aydin Bal ; Audrey A. Trainor.

This latest volume in the World Yearbook of Education Series focuses on assessment systems and efforts to advance equity in education at a time of growing inequalities. It considers new economic trends and investigates how constraints appear to be influencing assessment and identification practices. The volume is organized around the following main issues: political motives behind the expansion of an assessment industry; the associated expansion of an SEN industry, and; growth in consequential accountability systems. It ultimately seeks to provide reframings and reconceptualizations of assessment and identification by offering new insights into economic and cultural trends influencing them.
(source: Nielsen Book Data)
This latest volume in the World Yearbook of Education series examines the relationship between assessment systems and efforts to advance equity in education at a time of growing inequalities. It focuses on the political motives behind the expansion of an assessment industry, the associated expansion of an SEN industry and a growth in consequential accountability systems. Split into three key sections, the first part is concerned with the assessment industry, and considers the purpose and function of assessment in policy and politics and the political context in which particular assessment practices have emerged. Part II of the book, on assessing deviance, explores those assessment and identification practices that seek to classify different categories of learners, including children with Limited English Proficiency, with special needs and disabilities and with behavioural problems. The final part of the book considers the consequences of assessment and the possibility of fairer and more equitable alternatives, examining the production of inequalities within assessment in relation to race, class, gender and disability. Discussing in detail the complex historical intersections of assessment and educational equity with particular attention to the implications for marginalised populations of students and their families, this volume seeks to provide reframings and reconceptualisations of assessment and identification by offering new insights into economic and cultural trends influencing them. Co-edited by two internationally renowned scholars, Julie Allan and Alfredo J. Artiles, World Yearbook of Education 2017 will be a valuable resource for researchers, graduates and policy makers who are interested in the economic trends of global education assessment.
(source: Nielsen Book Data)

• The emergence and structuring of the global education industry: towards an analytical framework / Antoni Verger, Christopher Lubienski, Gita Steiner-Khamsi
• The role of the Gates Foundation and the philanthropic sector in shaping the emerging education market: lessons from the US on privatization of schools and education governance / Wayne Au and Christopher Lubienski
• Philanthropic governance: charitable companies, the commercialization of education and that thing called "democracy" / Antonio Olmedo
• Private authority or ambiguity? The evolving role of corporations and foundations in the Global Partnership for Education / Francine Menashy
• Entrepreneurial influence in Brazilian education policies: the case of Todos Pela Educação / Erika Moreira Martins and Nora Rut Krawczyk
• Brand aid funding for educating public humanitarians / Lisa Ann Richey and Stefano Ponte
• Corporate social responsibility and neo-social accountability in education: the case of Pearson plc. / Anna Hogan, Sam Sellar and Bob Lingard
• Knowledge production and the rise of consultocracy in education policymaking in England / Helen Gunter and Colin Mills
• Donors, private actors and contracts: recasting the making and ownership of education policy in Pakistan / Shailaja Fennell and Rabea Malik
• Teach for all, public-private partnerships, and the erosion of the public in education / Daniel Friedrich
• Professional consultancy and global higher education: the case of branding of academia / Gili S. Drori
• Financial markets and investment in education / Diego Santori, Stephen J. Ball and Carolina Junemann
• Unbundling the university and making higher education markets / Susan Robertson and Janja Komljenovic
• Education outside the public limelight: the "parallel universe" of ICT certifiers / Eva Hartmann
• Questioning the global scaling-up of low-fee private schooling: the nexus between business, philanthropy and PPPs / Prachi Srivastava
• Economy, business, and first class: the implications of for-profit education provision in the UAE / Natasha Ridge, Susan Kippels, and Soha Shami.

• Executive Summary vi
• Foreword xi
• Acknowledgments xiii
• The Contextual Significance of General Education in Higher Education 1
• General Education s Interconnection With Higher Education s Purpose 1
• General Education and the Current Context 4
• General Education: Many Meanings, Multiple Functions 6
• Purpose and Organization of Monograph 9
• History Matters: Tracing the Development of General Education 12
• Foundations (1636 1783) 13
• Additions and Tensions (1784 1869) 16
• Industrialization and Mediation (1870 1939) 21
• Rapid Growth and New Expectations (1940 1976) 24
• Overgrowth and Struggle (1977 2005) 27
• Historical Reflections and Insights 30
• Contemporary Perspectives and Models 33
• Inherited Functions 33
• Models of General Education 39
• Contemporary Insights 50
• Effective General Education in the Current Context 51
• Characteristics of Good Practice on the Whole 51
• Innovations in General Education 55
• Effective General Education Course Design 58
• Effective Practices to Support and Sustain General Education 60
• Institutional Assessment and General Education 63
• Sustaining and Renewing General Education 67
• Closing Reflections and Recommendations 68
• General Education: A Term of Endurance 69
• Recommendations 70
• Notes 73
• References 75
• Name Index 86
• Subject Index 89
• About the Author 92.
• (source: Nielsen Book Data)

General education is widely touted as an enduring distinctive of higher education, but what do we actually mean by general education? Differing perspectives not only make it challenging to consider its significance, but also open it up to a wide range of determinations regarding its effectiveness. This volume aims to sharpen understanding of the complex picture of general education by: describing how various conceptions of general education evolved historically, identifying various functions expected of general education in the contemporary context, and pointing out the educational practices that fulfill general education s aims in the current context. The conceptions of, and aspirations for, general education are consequential. This volume disentangles the divergent conceptions that hinder its renewal and considers the range of avenues for realizing its effectiveness. This is the second issue of the 42nd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
(source: Nielsen Book Data)