Kenneth K. Wong – författare

This volume offers critical analysis of national school reform policies intended to align with global agendas to promote educational quality and equity.

By uniquely foregrounding the need for education reform to nurture child well-being alongside traditional measures of academic achievement, the book identifies common challenges across the Global North and South and extends insights provided by international student assessment data. Chapters offer a close analysis of reform practices in countries in Africa, Europe, Asia, and the Americas to consider cultural, social, political, and functional aspects which drive or inhibit the success of reform initiatives. Providing excellent insights into holistic education for children and youth, this book highlights lessons to support global efforts in providing high-quality, equitable education for the whole child.

Developing international knowledge and supplementing international data, this volume will be of interest to students, scholars, and researchers with an interest in education policy, as well as comparative and international education.

This volume offers critical analysis of national school reform policies intended to align with global agendas to promote educational quality and equity.

By uniquely foregrounding the need for education reform to nurture child well-being alongside traditional measures of academic achievement, the book identifies common challenges across the Global North and South and extends insights provided by international student assessment data. Chapters offer a close analysis of reform practices in countries in Africa, Europe, Asia, and the Americas to consider cultural, social, political, and functional aspects which drive or inhibit the success of reform initiatives. Providing excellent insights into holistic education for children and youth, this book highlights lessons to support global efforts in providing high-quality, equitable education for the whole child.

Developing international knowledge and supplementing international data, this volume will be of interest to students, scholars, and researchers with an interest in education policy, as well as comparative and international education.

This special issue commemorates and reassesses the educational effects of the Brown decision. The articles are grounded in theories and methods of several disciplines, including law, philosophy, economics, political science, sociology, and public policy. The researchers examine the way the Court frames racial inequality and whether the proposed remedy is consistent with the institutional and legal context at the time of the ruling. In addressing these questions, the authors pay particular attention to the nature of the constitutional argument, use of social evidence in shaping judicial decisions, the political economy of policy development and implementation in addressing racial desegregation, and the ongoing challenge of ensuring equality of schooling opportunity for the increasingly diverse student population.

This special issue commemorates and reassesses the educational effects of the Brown decision. The articles are grounded in theories and methods of several disciplines, including law, philosophy, economics, political science, sociology, and public policy. The researchers examine the way the Court frames racial inequality and whether the proposed remedy is consistent with the institutional and legal context at the time of the ruling. In addressing these questions, the authors pay particular attention to the nature of the constitutional argument, use of social evidence in shaping judicial decisions, the political economy of policy development and implementation in addressing racial desegregation, and the ongoing challenge of ensuring equality of schooling opportunity for the increasingly diverse student population.

This special issue examines the underlying assumptions of the "A Nation At Risk" report, the context within which the Commission''s work was situated, and the effects of the report in improving teaching and learning, as well as the performance of the public educational system. The purpose is to address three broad questions: Was America''s education system really putting the nation at risk in the early 1980s? What is the legacy of "A Nation At Risk"? Given our current knowledge on education and human development, the report''s overall concern is restated: What risks and opportunities lay before the nation today, and how will they affect the notion of a "learning society" and our public education system? Taken as a whole, the seven articles address the three broad issues identified regarding the past, current, and future of educational reform in the United States.

This special issue examines the underlying assumptions of the "A Nation At Risk" report, the context within which the Commission''s work was situated, and the effects of the report in improving teaching and learning, as well as the performance of the public educational system. The purpose is to address three broad questions: Was America''s education system really putting the nation at risk in the early 1980s? What is the legacy of "A Nation At Risk"? Given our current knowledge on education and human development, the report''s overall concern is restated: What risks and opportunities lay before the nation today, and how will they affect the notion of a "learning society" and our public education system? Taken as a whole, the seven articles address the three broad issues identified regarding the past, current, and future of educational reform in the United States.