The Wiley Handbook of Educational Policy E-Book
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- Herausgeber: John Wiley & Sons
- Kategorie: Bildung
- Sprache: Englisch
Illuminates the multiple barriers that plague the education system and shows the way toward enlightened and inclusive educational policy and policymaking This book showcases new scholarship in the broad field of education policy and governance. Authored by some of the field's foremost scholars, as well as new and up-and-coming academics, this definitive handbook offers a range of cultural, economic, and political perspectives on the state of education policy today. It addresses historic, current, and future education policy--incorporating changing social landscapes of education, economy, and policy. The Wiley Handbook of Educational Policy covers the role of politics in education governance; the politics of philanthropy and for-profits; the culture and economy of professional organizations; the governance of technology integration; and future political realities to global citizenry. Themes and topics range not only across early childhood, K-12, and tertiary forms of schooling, but also across the policy questions and concerns that transcend these distinctions. Each chapter features key words, key questions, conclusions, and thought-provoking ideas that provoke readers to think about ways to improve the current conditions under which educational policy-makers work. * Provides a traditional understanding of educational policy * Shows how educational policy has changed due to the boom of private funding * Explores the changing demographics in education populations over the last 40 years * Discusses policies and the ethics of using and overseeing technology in teaching and learning environments * Looks at future trends from contemporary political origins The Wiley Handbook of Educational Policy is an important book that should be read by every administrator, policy maker, and educator working in the education system.
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Veröffentlichungsjahr: 2018
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Table of Contents
Cover
Notes on Contributors
Foreword
References
Part I: The Policy of Education Governance
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
2 The History of Educational Policy and Governance
Key Questions
Introduction
Conclusions
Key Ideas
References
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
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?
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
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
6 The Training of School Leaders
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
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
8 Leading the Way Out of Neoliberal Devastation: Luchar y vivir con dignidad (To Fight and to Live with Dignity)
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
Further Reading
References
9 Should Education be Considered a Commodity?
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
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
11 Parents’ Social Justice Activism Shapes School Policy
Key Questions
Crisis in Grove
Community Voices
Parents, Students, and Schools
From Empowerment to Policy Changes in Two Communities
Concluding Thoughts
Key Ideas
References
12 Contemporary Decolonolization
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
References
13 Toward a New Democracy
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
Further Reading
References
14 Potential Legal Challenges in Educating Undocumented Immigrant Populations
Key Questions
Background
Conclusions
Key Ideas
Multi‐media References
References
Part III: Democracy in Action
15 Opening Doors
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
16 Democracy in Action
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
References
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
18 Grade Retention
Key Questions
What is Grade Retention?
Legislation
Efficacy of the Practice
Retention Research
Alternatives
Conclusions
Key Ideas
References
19 Who Is Caring for Our Youngest Citizens?
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
References
Part IV: Trending Education Policy Through Technology and Data
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
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
Further Reading
References
22 Modeling the Virtuous
Key Questions
Introduction
Ethics
Ethics in Technology/Computer Science
Ethics in Education
Governance
Acceptable Use Policies (AUPs)
Current Status of AUPs
Ethical Technology Use
Iterative Process
Accessibility
Social Responsibility
Conclusion
Key Ideas
References
23 Digital Lifelong‐Learning Literacy
Key Questions
Introduction
Digital Lifelong Learning
Educational Institution’s Role
Network‐Learning Literacy
Conclusions
Key Ideas
References
24 A Matrix to Address Ethical Concerns in the Design, Application, and Documentation of Learning Analytics in Postsecondary Education
Key Questions
Introduction
Summarizing Definitions of Ethics
Reviewing Pedagogical Frameworks
Building the Matrix
Discussion and Conclusion
Key Ideas
Further Reading
References
Index
End User License Agreement
List of Tables
Chapter 03
Table 3.1 Chronological Order of Important Education Acts in the United States.
Chapter 09
Table 9.1 State Wide Referendum for Public Funds to Church Schools‐ 28‐No, 1 Yes (South Dakota—textbooks)
Chapter 14
Table 14.1 Nation of Origin, Gender, and Age Percentages of Unaccompanied Children—FY 2012
Table 14.2 Examples of Documentation Required for Employment Eligibility Verification
Chapter 17
Table 17.1 Federal Firearms in School Legislation
Chapter 21
Table 21.1 Potential Facebook Data Available via NodeXL
Table 21.2 Learning Analytics and Persuasive Species
Table 21.3 Learning Analytics and Rhetorical Persuasion
Table 21.4 Learning Analytics and Ethical Frames
Table 21.5 Learning Analytics and Power Moves
Table 21.6 Learning Analytics and Social Semiotics
Table 21.7 Learning Analytics and Visual Design
Table 21.8 Learning Analytics and Features of the Internet
Chapter 24
Table 24.1 Combined Pedagogy Framework
Table 24.2 Guide for Developing Responses to Ethical Concerns
Table 24.3 Design Information for the Final Matrix
Table 24.4 Application Information for Final Matrix
Table 24.5 Documentation Information for Final Matrix
List of Illustrations
Chapter 01
Figure 1.1 The Need for Change from Neoliberalism
Chapter 08
Figure 8.1 From “Coordinadora Primero de Diciembre, 2015.”
Chapter 14
Figure 14.1 A visual overview of tuition benefits for immigrants. Retrieved July 25, 2016, from http://www.ncsl.org/research/immigration/tuition‐benefits‐for‐immigrants.aspx.
Chapter 15
Figure 15.1 Nested Levels of Organizational Change.
Figure 15.2 The Conceptual Framework for Culturally Proficient Practices.
Figure 15.3 Cycles of Interrelatedness: Culturally Proficient Leadership.
Chapter 22
Figure 22.1 Word Cloud of Words from ten AUPs in Authors' Study.
Chapter 23
Figure 23.1 Digital Lifelong‐Learning Literacy.
Chapter 24
Figure 24.1 Matrix for Understanding Ethical Concerns in the Design, Application, and Documentation and of Learning Analytics in Postsecondary Education.
Guide
Cover
Table of Contents
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The Wiley Handbook of Educational Policy
The Wiley Handbooks in Education
The Wiley Handbooks in Education offer a capacious and comprehensive overview of higher education in a global context. These state‐of‐the‐art volumes offer a magisterial overview of every sector, sub‐field and facet of the discipline‐from reform and foundations to K‐12 learning and literacy. The Handbooks also engage with topics and themes dominating today's educational agenda‐mentoring, technology, adult and continuing education, college access, race and educational attainment. Showcasing the very best scholarship that the discipline has to offer, The Wiley Handbooks in Education will set the intellectual agenda for scholars, students, researchers for years to come.
The Wiley Handbook of Diversity in Special Education
by Marie Tejero Hughes (Editor), Elizabeth Talbott (Editor)
The Wiley International Handbook of Educational Leadership
by Duncan Waite (Editor), Ira Bogotch (Editor)
The Wiley Handbook of Social Studies Research
by Meghan McGlinn Manfra (Editor), Cheryl Mason Bolick (Editor)
The Wiley Handbook of School Choice
by Robert A. Fox (Editor), Nina K. Buchanan (Editor)
The Wiley Handbook of Home Education
by Milton Gaither (Editor)
The Wiley Handbook of Cognition and Assessment: Frameworks, Methodologies, and Applications
by Andre A. Rupp (Editor), Jacqueline P. Leighton (Editor)
The Wiley Handbook of Learning Technology
by Nick Rushby, Dan Surry
The Wiley Handbook of Educational Policy
by Rosemary Papa (Editor), Shadow W. J. Armfield (Editor)
The Wiley Handbook of Educational Policy
Edited by Rosemary Papa and Shadow W. J. Armfield
This edition first published 2018© 2018 John Wiley & Sons, Inc.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by law. Advice on how to obtain permission to reuse material from this title is available at http://www.wiley.com/go/permissions.
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Notes on Contributors
Nahed Abdelrahman is a third‐year doctoral student in Public School Administration at the Department of Educational Administration and Human Resources. In 2011, she received her master’s in Public Affairs from the Lyndon Baines Johnson School of Public Affairs in the University of Texas at Austin. Her research interests center on education policy and principal preparation. She was selected as a UCEA Barbara Jackson Scholar from 2015–2017. She authored and co‐authored several publications related to education policy such as Arab Spring and Teacher Professional Development in Egypt, A Website Analysis of Mentoring Programs for Latina Faculty at the 25 Top‐Ranked National Universities, Women and STEM: A Systematic Literature Review of Dissertation in Two Decades (1994–2014). She presented her research in conferences including the American Educational Research Association (AERA), University Council for Educational Administration (UCEA), Research on Women and Education (RWE), The Universality of Global Education Issues Conference. She plays leadership roles in higher education as she serves as the president of Graduate Representative Advisory Board and a committEe Member In Two Committees of the Graduate and Professional Student Council at Texas A&M University: the Award Committee and the Graduate Appeals Panel. She currently serves as the Assistant Editor of the Mentoring and Tutoring Journal, Advancing Women in Leadership, and Dual Language Research and Practice.
M. David Alexander is Professor of Educational Leadership, School of Education, College of Liberal Arts and Human Sciences, Virginia Polytechnic Institute and State University, Blacksburg, VA. He received his Ed.D. in educational administration from Indiana University in 1969. Professor Alexander’s dissertation was selected by the Committee on Educational Finance, National Education Association, for outstanding contributions to the field of educational finance. He joined Virginia Tech in 1972 after having taught at Western Kentucky University. Dr. Alexander was a math teacher, coach, and school board member in the public schools of Kentucky and Virginia. His honors include School of Education International Outreach Award (2009), Virginia Tech Alumni International Outreach Award (2009), the College of Education’s Distinguished Service Award, the Leadership Award of the Virginia Association of School Business Officials, Special Contribution to Education Award, Educational Leadership Program, Indiana University (2001), and Phi Beta Delta, Honor Society for International Scholars for his contribution to International Education. He has served on many university and college committees, as well as the committees and boards of professional organizations, including the American Educational Finance Association, the Education Law Association, Americans United for Separation of Church and State (former board member), Americans for Religious Liberty (National Advisory Board), and the Virginia Association of School Business Officials, serving as president, vice‐president, treasurer, and secretary
He is co‐author of five books, one of which, American Public School Law, currently in the eighth edition, co‐authored with Kern Alexander, is a leading graduate textbook graduate education. Another also co‐authored with Kern Alexander is The Law of Schools, Students and Teacher in a Nutshell, fifth edition, a popular book for practitioners who have legal questions. In 2012 he co‐authored The Challenges to School Policing. Professor Alexander has also written numerous research reports and articles, many of which have been presented at regional, national, and international meetings. Professor Alexander has had four Fulbright‐Hays grants funded for study abroad and has been the principal investigator on numerous other grants. He has been a member of the Education Law Association (ELA—formerly NOLPE) since 1965: board of directors (1982–1985), vice‐president (2005), president‐elect (2006) and president (2007). He received the Marion A. McGhehey Award in recognition of outstanding service in the field of education law (2007) and in 2014 the Living Legend Award, National Council of Professors of Educational Administrators (NCPEA). Professor Alexander is a Fellow of the Royal Society of Arts (London). His research interests are school law, school finance, policy studies, and international comparative education.
Dawn M. Armfield, Associate Editor, is an assistant professor in the Department of English at Minnesota State University, Mankato where she teaches Technical Communication through classes such as usability, user experience, research methods, visual communication in technical communication, emerging technologies in technical communication, and prototyping. In 2013 she joined the eJournal of Education Policy as an assistant editor. Her role as assistant editor includes final editing of both articles and book reviews before the journal is posted online. Professor Armfield has published in journals in the rhetoric and composition fields, with emphasis in digital composition, online collaborations, and educational technologies. Her most recent publication was a co‐authored chapter, “Minding the Gap: Preparing the Working Class for Success in Academia,” with Dr. Shadow Armfield in the 2017 Springer International Publishing’s Building for a Sustainable Future in Education: Brick by Brick.
Shadow W. J. Armfield, Editor, is a member of the Educational Technology faculty in the Department of Educational Specialties within the College of Education at Northern Arizona University. His teaching includes technology integration in K‐12 environments and graduate research for doctoral students. He has worked on the eJournal of Education Policy since 2007, serving first as an assistant editor, and as the editor since the Fall of 2013. Dr. Armfield is responsible for all contact with the authors, organizing the peer review process, and working to ensure that the editions are accessible online.
Dr. Armfield’s research interests include technology integration in K‐12 environments, technology integration in teacher preparation programs, and online collaborative learning environments. Recent publication include three chapters in the 2015 Springer International Publishing’s Media Rich Instruction: Connecting Curriculum to All Learners, two chapters in the 2014 Technology Platform Innovations and Forthcoming Trends in Ubiquitous Learning, and his most recent publication was a co‐authored chapter, “Minding the Gap: Preparing the Working Class for Success in Academia,” with Dr. Dawn M. Armfield in the 2017 Springer International Publishing’s Building for a Sustainable Future in Education: Brick by Brick.
Nancy E. Barbour, Ph.D. is a professor of Early Childhood Education in the College of Education at James Madison University and Emerita Professor at Kent State University’s College of Education, Health, and Human Services. She recently co‐edited a book on international early childhood policy.
Mark Berends is a professor of sociology at the University of Notre Dame, where he directs the Center for Research on Educational Opportunity (CREO). He has written and published extensively on educational reform, school choice, the effects of family and school changes on student achievement trends and gaps, and the effects of schools and classrooms on student achievement. His research focuses on how school organization and classroom instruction are related to student outcomes, with special attention to disadvantaged students and school reforms aimed at improving their educational opportunities. Within this agenda, he has applied a variety of quantitative and qualitative methods to understanding the effects of school reforms on teachers and students. Currently, he is conducting several studies on school choice, including an examination of the Indiana Choice Scholarship Program, parent decision‐making and satisfaction in a lottery‐based study of charter schools, and how school and classroom conditions help explain the conditions under which school choice is effective or not. Professor Berends serves on numerous editorial boards, technical panels, and policy forums. He is a Fellow of the American Educational Research Association (AERA), co‐editor of AERA’s the American Educational Research Journal, former editor of AERA’s Educational Evaluation and Policy Analysis, a former vice‐president of the AERA’s Division L, Educational Policy and Politics; and the AERA Program Chair for the 2014 annual meeting. His recent books include School Choice and School Improvement (Harvard Education Press, 2011) and The Handbook of the Sociology of Education (Sage, forthcoming).
Dr. James E. Berry is a full professor in the Department of Leadership and Counseling at Eastern Michigan University. He has served as an assistant principal, principal, assistant superintendent, department head, and associate dean. He was an American Council on Education fellow in 2001. He presently serves as the Executive Director of the National Council of Professors of Educational Administration. Professor Berry has conducted research and written in the area of K‐12 school reform with a focus on change leadership and the use of technology in education.
Jane Clark Lindle’s research includes the micropolitical influences of educational policy on the practices of school leaders, teachers and their relationships with students, families, and communities. Her work has focused on how those relationships affect students' access to education and school safety. Her emerging work investigates the dynamics of mentoring and coaching on mid‐career professionals and non‐traditional graduate students’ learning. Lindle’s work has appeared in Educational Administration Quarterly, Educational Policy, and International Journal of Educational Leadership, and she has published six books and 17 book chapters.
Concha Delgado Gaitan is an award‐winning professor and researcher in Anthropology and Education. As a professor at the University of California Davis she taught Anthropology and Education as well as Sociocultural Studies in Education. Her research with families, communities, and schools appears in many scholarly publications, among them are eight of her books, Creating a College Culture for Latino Students, Involving Latino Families in the Schools, The Power of Community, Literacy for Empowerment, Creating Culturally Responsive Classrooms, Protean Literacy, Crossing Cultural Borders, and School and Society. Since leaving her professorship to do more independent work, she has worked in the field of public health education in Latino communities, combining that interest with her dedication to issues of social justice in education. More recently she also began research in the field of aging.
In eight of her books, Delgado Gaitan describes her role as a researcher with marginalized families and communities. In another of her books, Prickly Cactus, she turns the lenses inward to appreciate the role of Western and complementary health traditions, family, and community in her own life during a serious health crisis. Her contact website is www.conchadelgadogaitan.com.
Daniel Eadens is currently the Assistant Department Chair, International School Coordinator, and Associate Professor of Educational Leadership at Northern Arizona University. He was named ‘Runner‐Up Teacher of the Year’ in his first year of public school teaching, was one of five Florida public school teachers to win a Japan Fulbright, was a secondary special education teacher, and has served as an administrator at several locations. He graduated Magna Cum Laude with a BSME, M.Ed., and Ed.D. from the University of South Florida and is a retired Army Reserve Major with foreign service in Japan and combat tour with Operation Iraqi Freedom. He served as content leader in Sweden learning the education system for the International School Connection. In 2011, he was named the recipient of the Hampton E. Williams ‘Research Award’ and the Jack Mulcahy Award for ‘Best Doctoral Dissertation’, presented by the Association for the Advancement of Educational Research. He passionately researches critical issues, special education, brain research, and finance. Dr. Eadens is actively involved in various professional associations and maintains a driven record of scholarly publications. He recently co‐edited R. Papa, D. M. Eadens, and D. W. Eadens (2016), Social Justice Instruction: Empowerment on the Chalkboard, Springer Publishers. His additional scholarship includes peer‐reviewed articles, book chapters, external and internal grants, international and national presentations, online professional publications newsletter, book reviews, published proceedings, editorship of professional journals with national audience, state conference refereed presentations, and invited keynote address and professional development workshops.
Dr. Danielle Eadens is an Associate Professor of Practice at Northern Arizona University. In addition to working on college and University initiatives, she works with the Flagstaff Unified School District and local charter schools as the director of the Praxis partnership, is an elected Board Member of Northland Preparatory Academy, and volunteers her time to work with students, parents, and teachers at another local charter school. She volunteers alongside her children in the community with a local special needs ministry and at a local animal shelter. Her current research is focused around Social Justice Instruction at all levels, special education topics, and foster care initiatives from her perspective as a current foster parent. Recently, she co‐edited a book entitled Social Justice Instruction: Empowerment on the Chalkboard (2017).
Prior to NAU, Danielle Eadens served as a Professor in the Exceptional Student Education program at St. Petersburg College for nearly ten years. During her tenure there, Dr. Eadens worked on two grant‐funded projects from the Florida Department of Education building autism courses and Exceptional Student Education courses for secondary content teachers. Her past research has focused on the use of whole brain teaching techniques for Visual Spatial Learners, technology in instruction, sensory processing disorders, and the perceptions of teachers and parents on the education of students with autism. While in Florida, she was on the board of an arts charter school and volunteered her time to work with the Principal, faculty of the school, parents, and by working directly with the students and won the title of highest recency rate for any professor in the College of Education. For Pinellas County Schools, she served on the ESE advisory board and also as a surrogate parent for ESE students in foster care, serving that role in IEP meetings for students who have no one to represent them.
While working as a teacher, she was involved in Special Olympics, technology training and instruction, the Council for Exceptional Students, instructing journalism/yearbook and was a multiple‐year grant winner.
Fenwick W. English is currently the R. Wendell Eaves Senior Professor of Educational Leadership in the School of Education at the University of North Carolina at Chapel Hill, a position he has held since 2001. Fen is a former public school elementary and middle school teacher; middle school assistant principal and principal in California; assistant superintendent of schools in Florida, and superintendent of schools in New York. He also served as associate executive director of the AASA and a partner in the consulting and accounting firm of Peat, Marwick & Mitchell in Washington, DC. In academic administration he has been a department chair, dean, and vice‐chancellor of academic affairs at universities in Ohio and Indiana. He is the author or co‐author of more than 35 books on education and 100+ journal articles including publications in Educational Researcher; Educational Administration Quarterly, Journal of School Leadership, International Journal of Leadership in Education: Theory and Practice, Educational Policy, Leadership and Policy in Schools, Journal of Educational Administration and History, Journal of Educational Administration and Studies in Philosophy and Education.
He served as the Editor of the 2006 Sage Encyclopedia of Educational Leadership and Administration (2 volumes); editor of the 2009 Sage Library of Educational Thought and Practice: Educational Leadership and Administration (4 volumes), and editor of the 2011 sage Handbook of Educational Leadership, second edition. He was the general editor of the first Sage Guide for Educational Leaders released in 2015. He was also the senior author of a book Bourdieu for Educators, a book with a colleague in England for Sage released in 2014. He has presented papers at BELMAS in the United Kingdom and CCEAM in the Republic of Cyprus and has completed research in England and Australia. He is the past president of UCEA 2006–2007 and NCPEA 2011–2012. His Ph.D. was earned in 1972 at Arizona State University.
David R. Garcia is an Associate Professor in the Mary Lou Fulton Teachers College at Arizona State University. Garcia’s professional experience includes extensive work in state and national education policy development and implementation. His research interests include school choice, accountability and the study of factors that facilitate or distort policy implementation in public education. In 2008, he was awarded the National Academy of Education/Spencer Postdoctoral Fellowship and more recently has been recognized nationally as an influential public scholar. Professor Garcia received a Bachelor of Arts and Honors Diploma from Arizona State University. In addition, he holds an M.A. and Ph.D. from the University of Chicago in Education Policy, Research and Institutional Studies. In 2014, he was the Democratic candidate for Arizona Superintendent of Public Instruction.
Aletha M. Harven is an assistant professor at California State University, Stanislaus in the Department of Psychology and Child Development, where she teaches on‐ground, hybrid, and online classes regarding the cognitive, social, emotional, and physical development of children and adolescents. Professor Harven holds a Ph.D. in Education with an emphasis on Human Development and Psychology from the University of California, Los Angeles (UCLA). Her areas of expertise include human development, K‐12 education, adolescents in context, risk and resiliency, psychosocial adjustment, academic motivation and achievement, and social justice teaching. Her current research explores the relation between school‐related risk factors and the mental health, academic motivation, and school achievement of underserved students of color. She also explores how psychological factors, such as having a strong racial identity, and social environmental factors, such as having strong parental support, can help students to stay resilient in the face of adversity. Professor Harven has earned various academic honors and awards and has published in journals such as the Journal of Educational Research and the Journal of Science Education and Technology. Her most recent work can be read in the 2016 Springer International Book, Social Justice Instruction: Empowerment on the Chalkboard.
Ann Hill Duin, Ph.D., is a professor of Writing Studies at the University of Minnesota and Director of Graduate studies in Scientific and Technical Communication. Having served in senior administrative roles including Vice Provost for University Partnerships and Associate Vice‐President for Information Technology at the University of Minnesota, her ongoing goal is to serve as a catalyst for creating the future of the academy. Professor Hill Duin’s commitment to shared leadership has resulted in collective vision and action: a virtual university, a new college, business intelligence/academic analytics initiatives, and numerous inter‐institutional partnerships.
Beverly J. Irby, Professor, Program Chair, and Associate Department Head for Educational Administration and Human Resource Development, College of Education and Human Development at Texas A&M University, is the Director of the Educational Leadership Research Center. Her primary research interests center on issues of social responsibility, including bilingual and English‐as‐ a‐second‐language education, administrative structures, curriculum, and instructional strategies. She is the author of more than 200 refereed articles, chapters, books, and curricular materials for Spanish‐speaking children. She has had in excess of $30,000,000 in grants. She was awarded in 2009, the Texas State University System—Regent’s Professorship. She has extensive experiences working with undergraduate students in the past 25+ years, and many of these students are underrepresented including first‐generation college students, ethnic minority, and economically advantaged, and have obtained doctorates and received research/teaching awards under her mentorship. Professor Irby is the editor of the Mentoring and Tutoring Journal, published by Taylor & Francis and the National Council of Professors of Educational Administration (NCPEA). She also received the Living Legend Award from NCPEA in 2015.
Mark Johnson is a graduate student at the University of North Carolina at Chapel Hill. His research interests include educational politics and policy. Prior to entering his doctoral degree program, Mark was a teacher and a school administrator in North Carolina.
Cherie Labat has been an educator and business woman for over 17 years; focusing on student achievement, school culture, and school transformation. Dr. Labat has worked as a teacher, coach, professor, assistant dean, vocational director, assistant principal. principal and currently serves as Assistant Superintendent of Academics and Federal Programs. Prior to becoming an educator, Dr. Labat worked for Abbott Laboratories and Kemper National Insurance Company. Dr. Labat received a Bachelor of Business Administration from Jackson State University, an M.A. from the University of Mississippi, a Ph.D. from the University of Southern Mississippi, and is a graduate of the Harvard Leadership Institute. She has been or currently serves as a board member for Mississippi School for Math and Science, Hancock Community Development Foundation, Habitat for Humanity, and the United Way Fundraising Campaign. Dr. Labat has always supported programs that stimulate academic success, leadership development, and a positive school culture as well as community economic development. She has been recognized as the Hancock County Top Citizen of the Year, Administrator of the Year, and a One Coast Leadership Award recipient.
Myron Labat is an assistant professor in the Department of Educational Research and Administration at the University of Southern Mississippi. There he also serves as Program Director for the Master’s Program in Educational Administration. Dr. Labat earned a B.S. degree in Psychology from Jackson State University, a M.Ed. degree in Educational Psychology from the University of Mississippi, and a Ph.D. in Educational Leadership and Research from the University of Southern Mississippi. Dr. Labat’s major research areas center around transforming school culture, principal/counselor relations, and school leadership. He has published in a number of journals on this and other topics, and presented his research at local, national, and international conferences. Dr. Labat has also served as a consultant to schools in the region on transforming school culture. Prior to his work at the collegiate level, Dr. Labat spent many years as a school counselor and administrator in P‐12 education where his school district ranked the #1 district in the state for almost a full decade. Dr. Labat is a graduate of the Harvard University Art of Leadership Institute, a University of Southern Mississippi Educational Leadership Fellow, and a member of the Board of Trustees for Leadership Gulf Coast.
Delores B. Lindsey, Ph.D., retired as Associate Professor of Education at California State University, San Marcos, CA, but did not retire from the education profession. As a former middle grades and high school teacher, assistant principal, principal, and county office of education administrator, her primary focus is developing culturally proficient leadership practices. She helps educational leaders examine their organizations’ policies and practices, and their individual beliefs and values about cross‐cultural communication. Her message to her audiences focuses on socially just educational practices, culturally proficient leadership practices, and diversity as an asset to be nurtured.
Randall B. Lindsey, Ph.D., is Emeritus Professor, California State University, Los Angeles and has a practice centered on educational consulting and issues related to equity and access. Prior to higher education faculty roles, he served as a junior and senior high school history teacher, a district office administrator for school desegregation, and executive director of a non‐profit corporation. All of his experiences have been in working with diverse populations and his area of study is the behavior of White people in multicultural settings. It is his belief and experience that too often members of dominant groups are observers of cross‐cultural issues rather than personally involved with them. He works with colleagues to design and implement programs for and with schools and community‐based organizations to provide access and achievement. Randy and his wife and frequent co‐author, Delores, are enjoying this phase of life as grandparents, as educators, and in support of just causes that extend the promises of democracy throughout society in authentic ways.
Hollie J. Mackey (Northern Cheyenne) is an Associate Professor of Women’s and Gender Studies at the University of Oklahoma. Her research includes women in educational leadership, indigenous education, Title IX and disability law and ethics, and equity literacy. She is the recipient of the 2013 Willower Award for Excellence and the 2014 Jack A. Culbertson Award for outstanding accomplishments as a junior professor of educational leadership.
Catherine Marshall is the Eaves Distinguished Professor of Educational Leadership and Policy at the University of North Carolina, Chapel Hill. During her scholarly career she has published extensively on topics ranging from qualitative research, politics of education, gender, social justice, administrative careers, and feminist critical policy analysis. She has been elected to AERA Division L Vice Presidency, President of Politics of Education Special Interest Group, and founded the Leadership for Social Justice Special Interest Group. Awards include the Willystine Goodsell and the Mary Turner Lane Award, both for scholarship and activism for women and girls, the Stephen Bailey Award for Outstanding Contributions to the Field of Politics of Education, and the University Council for Educational Administration’s Roald Campbell Award, for Outstanding Contributions to the field.
Martha Muñoz, Ph.D. is an early childhood specialist and higher education consultant in the area of teacher preparation. Dr. Muñoz brings 30 plus years of experience in education as a preschool, Head Start teacher, child care center director, faculty member, and college dean.
Rosemary Papa (Ed.D.) (Editor) is the Del and Jewel Lewis Endowed Chair in Learning Centered Leadership and Professor of Educational Leadership in the College of Education at Northern Arizona University, a position held since 2007. As a scholar/practitioner she has held positions as a school principal and superintendent of schools in Nebraska, Founding Chair of the Intersegmental Educational Leadership Doctoral Program with California State University, Fresno and the University of California campuses: UC Los Angeles, UC Davis, UC Santa Barbara, UC Irvine, and UC Riverside, and Vice‐Chancellor, Academic Affairs, California State University. She is the former President of the National Council of Professors of Educational Administration (NCPEA), having served as the first female president. Her research has been reported in national and international academic forums. She edited the 2015 Springer International Media Rich Instruction, the 2016 Springer International Educational Leaders Without Borders, the 2017 Springer International Social Justice Instruction. In 2003, she received the Living Legend Award from NCPEA for her lifetime contribution to the field of educational leadership and in 2015 she received the Willystine Goodsell Award from AERA Sig on Research of Women for her contribution to the field of women and children globally.
Pamela Powell is an associate professor of Literacy and Early Childhood and Chair of the Department of Teaching and Learning at Northern Arizona University. She spent over 20 years as an elementary school teacher prior to coming to NAU and is currently involved in the promotion of quality early‐learning opportunities for all children. Her research interests include grade retention, school readiness, and the self‐efficacy beliefs of teachers.
Thelma J. Roberson, Ph.D., is a retired Chair and Associate Professor of Education in the Department of Educational Leadership and School Counseling at the University of Southern Mississippi. Currently, Professor Roberson serves as a curriculum developer and adjunct instructor at Belhaven University. She has also served as the director and principal investigator for the Teacher Leader Institute at the University of Southern Mississippi, for which she continues to serve as an instructor. Professor Roberson holds both doctoral and master’s degrees in educational administration and supervision. Her research interests include educational leadership and school law.
Marta Sánchez is an Assistant Professor of Social Foundations at the Donald R. Watson College of Education at the University of North Carolina Wilmington. She is a Concha Delgado Gaitan Presidential Fellow, a Faculty Affiliate at the Samuel DuBois Cook Center on Social Equity at Duke University, a member of Educational Leaders Without Borders, and author of the book, Fathering Within and Beyond the Failures of the State: The Case of the Mexican Father. Sánchez conducts educational research in the southeastern United States with teachers and Latino immigrant parents of preK‐2 grade dual language learners and is a Co‐principal Investigator on a study to address issues of education equity and to increase participation of underrepresented groups in education sciences.
Dr. Karen Sealander is a Professor in the Educational Specialties Department at Northern Arizona University, with specialization in assessment and effective instructional and inclusive practices. During a 27‐year career which includes teaching in Head Start and elementary special education settings, she has authored and co‐authored a variety of articles in attention‐deficit disorders, data‐based interventions, and inclusive practices. Over the past two decades she has traveled extensively in Europe and Africa to learn more about global educational practices. Additionally, she works with teachers and staff in a number of schools located on the Navaho Nation in northern Arizona.
Neil Selwyn is a professor in the Faculty of Education, Monash University in Australia. His research and teaching focuses on the place of digital media in everyday life, and the sociology of technology (non)use in educational settings. Recent books include: Is Technology Good For Education? (2016, Polity) and Everyday Schooling in the Digital Age: High School, High Tech? (2018, Routledge).
Arthur Shapiro has been a teacher, high school principal, director of secondary education, assistant superintendent and superintendent of schools in nationally prominent urban, suburban, and rural districts. He was professor of education at George Peabody College of Vanderbilt, directed the first off‐campus doctoral center, University of Tennessee, has been department chair of Leadership and Policy Studies at the University of South Florida (USF) three times. He writes and consultants internationally and nationally in policy, leadership, organizational and school analysis, curriculum and supervision. He has decentralized large schools into small learning communities, critiques phony educational reform, was lead consultant for improving the Republic of Macedonia’s schools. In his spare time, he is president of the faculty union at USF.
Laura Sujo‐Montes holds an M.A. in Teaching English to Speakers of Other Languages (TESOL) and a Ph.D. in Curriculum and Instruction (C&I) with emphasis on Learning Technologies from New Mexico State University. Her work includes teaching and researching online learning environments, technology use in teaching ESL students, and online professional development. She is a faculty member at Northern Arizona University in Flagstaff, AZ where she chairs the Educational Specialties department and teaches undergraduate and graduate online courses.
Jenni Swenson, Ph.D., has been an Academic Dean at Minnesota State for over ten years, and has served as lead for multiple departments in Business and Industry, STEM, and Liberal Arts and Sciences, as well as student support functions such as libraries, student life activities, and diversity efforts. In addition to her work on understanding ethical concerns in learning analytics, she has completed grant‐funded research to identify and address non‐academic barriers to academic success.
Raymond D. Terrell, Ed. D., is an emeritus professor, School of Education Health and Society, Miami University in Oxford, Ohio. He also served as a professor of Educational Administration and Dean of the School of Education at California State University, Los Angeles. He began his career as a public school teacher, principal and assistant superintendent in the Princeton City School District in Ohio. He has more than 40 years of professional experience with diversity and equity issues in urban and suburban school districts. Ray lives in Cincinnati, Ohio, with his wife Eloise. They are both enjoying reading, writing, traveling, and spoiling adopted grandchildren.
Mario S. Torres, Jr. is an Associate Professor in the Educational Administration program at Texas A&M University, College Station. Professor Torres earned his Ph.D. in Educational Administration from Penn State University, University Park in 2003. His research interests include school law, policy, ethics, and organizational inclusion. He has published in the field’s premier journals including The Educational Administration Quarterly, Journal of Educational Administration, the Journal of School Leadership, and Education and Urban Society and co‐authored a book with John Hoyle entitled Six Steps to Preparing Exemplary Principals and Superintendents: Leadership at its Best through Rowman and Littlefield Education Press. He has also co‐edited two books—The Principal’s Legal Handbook through the Education Law Association and Legal Frontiers in Education: Complex Issues for Leaders, Policymaker and Policy Implementers via Emerald Press. He is a summer faculty member at Teachers College, Columbia University and is a past research fellow with the Mexican American and U.S. Latino Research Center. Professor Torres is currently a Co‐PI in a project funded by the Kellogg Foundation evaluating perceptions of inclusion among teachers, leaders, and parents within demographically changing contexts.
Chih‐Hsiung Tu, Ph.D. is a professor at Northern Arizona University, Flagstaff, AZ, USA and an educational/instructional technology consultant with experience in distance education, open network learning, technology training in teacher education, online learning community, learning organization, mobile learning, personal learning environment, and digital lifelong learning. His research interests are distance education, sociocognitive learning, sociocultural learning, online learning community, social media, personal learning environments, and network learning environments.
Trudy T. Arriaga, Ed.D., was privileged to serve as the first female superintendent of the Ventura Unified School District for 14 years. Her journey toward the role of superintendent included bilingual para‐educator, teacher, principal, and district administrator. Dr. Tuttle Arriaga retired in 2015 and is currently on the faculty at Cal Lutheran University as a Distinguished Educator in Residence. She has focused her life work on the fundamental belief that the educational system has tremendous capability and responsibility to open doors for all students. Her leadership has focused on core values that ensure equity, access, and opportunity for every child and their family. It has been her privilege to work with school districts to align the actions of the organization with their stated values and principles. She and her husband Raymundo are enjoying this grand chapter of life as grandparents to Rayo Mana and Sofia Anuhea.
D. Reece Wilson Ed.D. is an assistant professor in the department of Early, Elementary, and Reading Education at James Madison University. He has served as the director of several laboratory schools. His research interests include laboratory schools, project based learning, and play.
Cherng‐Jyh Yen is an associate professor of Educational Research and Statistics at Old Dominion University. Dr. Yen holds a Ph.D. in Educational Research from the University of Virginia. His research is focused on the predictors of online learning outcomes. He is also interested in applying quantitative research designs and statistical analyses in educational studies. He has made presentations in national conferences, such as the AERA annual conference and AECT annual conference. His papers appear in different peer‐reviewed journals, such as the Quarterly Review of Distance Education, Internet and Higher Education, Educational Technology, and Society, and Computers and Education.
James H. Young, III, Ph.D., currently serves as the Dean of Curriculum Development at Belhaven University. He serves as an instructor in the Online Studies program and is a curriculum developer at Belhaven University. Dr. Young also serves as an adjunct instructor of education in the Department of Educational Research and Administration at the University of Southern Mississippi. Additionally, he has served as Technology Development Coordinator and Instructor in the Teacher Leader Institute at the University of Southern Mississippi. His research interests include P‐16 education policy, law, finance, and governance.
Rebekah E. Young, Ph.D., MPH, CHES currently serves as the Associate Director for the Institute for Disability Studies (IDS) at the University of Southern Mississippi. She also serves as a curriculum developer at Belhaven University. Dr. Young holds a doctorate in Higher Education Administration and a master’s in Public Health with a dual emphasis in Health Education and Epidemiology and Biostatistics. She is also a Certified Health Education Specialist. Dr. Young’s interests focus on postsecondary educational opportunities for students with intellectual and developmental disabilities, education law, and accessibility of health education and care for vulnerable populations.
Martha Muñoz, PhD is an early childhood specialist and higher education consultant in the area of teacher preparation.
Foreword
John M. Heffron
Soka University of America
Whether depicted as a marble cake or picket fences, the nexus of schools, local districts, the state, and the federal government describes a complex parallelogram of jurisdictional forces that in education policy most notably has had something of a reverse effect (Grodzins, 1966; Peters, 2010). Instead of encouraging the play of competing centers of power and influence, what is now an elaborate system of forward and backward linkages—if anything, a diffusion and with it a weakening of power—has pretty much eliminated the competition, a healthy one, altogether. So effective is the system of checks and balances governing inter‐governmental relations, so uniform are the political obstacles to consensus among policymakers at the state and national level, not to mention between parents, teachers and administrators around almost anything, and so far removed are we from the original mission of the common school as a democratic leveling force, one in which all children would rise on the same high tide of competency, so endemic are these problems that the challenges to wise and humane education policy and policymaking are of a completely different order today. The multiple authors and chapters of the Wiley Handbook on Education Policy have between them a clear understanding and appreciation of the changed nature of these challenges, challenges not merely to the public control of our schools but to the very meaning and substance of democracy itself.
For into the fray have entered extra‐governmental forces, amorphous, non‐jurisdictional ones that with the imprimatur of the State maintain and promote the illusion of free choice, the tendency to equate democracy with the unregulated flow of consumer goods, including now education. Prey to all the blandishments of a free‐enterprise ideology—among them, the empowerment of the autonomous individual and by extension the group, corporate or otherwise; the release of innovation and innovativeness outside of and redefining normal channels of ‘reform’; and access to mass media outlets that permit a maximum of individual self‐expression while preserving the appearance of ‘inclusion’—as a result of this and more, the modern public has lost its defining shape, swallowed up now in a pluralism of ethical commitments forged in the name of diversity. What in 1927, on the eve of the Great Depression, Dewey declared as “the eclipse of the public,” by which he meant its fragmentation into “too many publics,” each with its own mutually exclusive set of attachments, continues to haunts you today nearly a century later in the division of labor over education policymaking and implementation (Dewey, 1954, p. 137). That division, as the authors here effectively show, has prevented a larger public discourse or a common vision around fair and equal educational opportunity. This even when the stakes—the safety and security of our schools, for example—have been studiously low.
In our own time, that division, a division over the fundamental purposes of education, began in 1983 with the release of A Nation at Risk: The Imperatives of Educational Reform, the report of Ronald Reagan’s National Commission on Excellence in Education. Like Sputnik before it, A Nation at Risk unleashed a firestorm of criticism of America’s public schools and with it a frenzy of reform efforts the sheer volume of which not even Tyack and Hansot, who at the time worried about “the resurgence of privatism, the newborn faith in the market system…and the desire to cut back on public services and redistributive social programs,” could have predicted (Tyack & Hansot, 1982, p. 249). And A Nation at Risk was just the opening salvo. The period between 1982 and 1988 alone saw the release of as many as 32 major reports and studies on the public educational problem, viewed now increasingly as a problem of school administration and hence, policy.
