Robert Maranto – författare

Educating Believers: Religion and School Choice offers theoretical essays and empirical studies from leading researchers on religion and schooling.

Religious authority and emphasis on fairness and caring provide consistent rules governing the stable family and community relationships needed for individual growth and collective action. Religion is among the most important aspects of human life, likely hard-wired into human beings, and intimately intertwined with schooling. The book addresses key matters regarding religious pluralism in education, including the history of state-faith relationships in schooling, how religious faith can motivate teachers, whether religious education teaches tolerance, and whether practices in Europe and Asia hold lessons for American schools. The works in this volume can guide future scholarship on religious pluralism in education, particularly work related to civic values, character formation and public policy.

The chapters in this book were originally published in the Journal of School Choice.

Educating Believers: Religion and School Choice offers theoretical essays and empirical studies from leading researchers on religion and schooling.

Religious authority and emphasis on fairness and caring provide consistent rules governing the stable family and community relationships needed for individual growth and collective action. Religion is among the most important aspects of human life, likely hard-wired into human beings, and intimately intertwined with schooling. The book addresses key matters regarding religious pluralism in education, including the history of state-faith relationships in schooling, how religious faith can motivate teachers, whether religious education teaches tolerance, and whether practices in Europe and Asia hold lessons for American schools. The works in this volume can guide future scholarship on religious pluralism in education, particularly work related to civic values, character formation and public policy.

The chapters in this book were originally published in the Journal of School Choice.

This book features contributions from leading experts who present peer reviewed research on how the unprecedented COVID-19 pandemic affected U.S. teachers, students, parents, teaching practices, enrolments, and institutional innovations, offering the first empirical findings exploring educational impacts likely to last for decades.

The COVID-19 pandemic presented the greatest crisis in the history of U.S. schooling, with America’s 50 states, thousands of school systems, and tens of thousands of private and charter schools responding in myriad ways. This book brings together peer reviewed, empirical research on how U.S. schools responded, and on the educational and health impacts likely to persist for many years. Contributors explore how the U.S. responses differed from those in other countries, with slower reopening, and both reopening and modes of instruction varying widely across states and school sectors. Compared to European countries, U.S. responses to reopening schools reflected political influences more than health or educational needs, though this was less true in market-based private and charter schools. The pandemic was a catalyst for school choice movements across the U.S. Many parents reacted to school closings by exploring alternatives to traditional public schools, including an important and likely permanent innovation, small, parent-created or “pod” schools. As the papers here detail, long term student learning loss and health and socioemotional impacts of COVID-19 closings may well last for decades. The volume concludes by exploring teacher experiences across different sectors following the pandemic.

COVID-19 and Schools will be a key resource for academics, researchers, and advanced students of education, education policy and leadership, educational research, research methods, economics, sociology and psychology. The chapters included in this book were originally published as a special issue of Journal of School Choice.

This book features contributions from leading experts who present peer reviewed research on how the unprecedented COVID-19 pandemic affected U.S. teachers, students, parents, teaching practices, enrolments, and institutional innovations, offering the first empirical findings exploring educational impacts likely to last for decades.

The COVID-19 pandemic presented the greatest crisis in the history of U.S. schooling, with America’s 50 states, thousands of school systems, and tens of thousands of private and charter schools responding in myriad ways. This book brings together peer reviewed, empirical research on how U.S. schools responded, and on the educational and health impacts likely to persist for many years. Contributors explore how the U.S. responses differed from those in other countries, with slower reopening, and both reopening and modes of instruction varying widely across states and school sectors. Compared to European countries, U.S. responses to reopening schools reflected political influences more than health or educational needs, though this was less true in market-based private and charter schools. The pandemic was a catalyst for school choice movements across the U.S. Many parents reacted to school closings by exploring alternatives to traditional public schools, including an important and likely permanent innovation, small, parent-created or “pod” schools. As the papers here detail, long term student learning loss and health and socioemotional impacts of COVID-19 closings may well last for decades. The volume concludes by exploring teacher experiences across different sectors following the pandemic.

COVID-19 and Schools will be a key resource for academics, researchers, and advanced students of education, education policy and leadership, educational research, research methods, economics, sociology and psychology. The chapters included in this book were originally published as a special issue of Journal of School Choice.

In this book, leading experts present rigorous, readable studies of education policies and school markets in 11 European countries from Ireland to Ukraine, offering lessons for researchers, policymakers and educators. No other book fills this niche.

Americans debating whether parents’ choosing their children’s schools will improve education would be wise to learn from a century of experience in Europe, where most governments have long subsidized private schools, including religious schools. Likewise, Europeans debating this issue may learn that there is a varied landscape of state/private school arrangements around Europe and that the one specific to their country may be enriched by these experiences. This volume brings together leading European researchers who present rigorous, readable studies exploring how education markets work in 11 European countries from Ireland to Ukraine. The chapters cover a range of topics including empirical examinations of the reasons Irish parents choose single sex education, how a Ukrainian school improvised to serve students and parents in a war zone, how school choice defused culture wars in countries as varied as the Netherlands and Estonia, how the German left and right embraced increased parental agency for different reasons, the effectiveness of central regulations of autonomous British schools, how changing subsidy levels affect demand for private schooling in Italy and Portugal, the motivations of Hungarian parents choosing schools, and the impacts of social class on schooling choices and policies in Sweden, Germany, and Spain.

This volume will be a key resource for academics, researchers, and advanced students of education, education policy and leadership, educational research, economics, and sociology. The chapters included in this book were originally published in the Journal of School Choice

In this book, leading experts present rigorous, readable studies of education policies and school markets in 11 European countries from Ireland to Ukraine, offering lessons for researchers, policymakers and educators. No other book fills this niche.

Americans debating whether parents’ choosing their children’s schools will improve education would be wise to learn from a century of experience in Europe, where most governments have long subsidized private schools, including religious schools. Likewise, Europeans debating this issue may learn that there is a varied landscape of state/private school arrangements around Europe and that the one specific to their country may be enriched by these experiences. This volume brings together leading European researchers who present rigorous, readable studies exploring how education markets work in 11 European countries from Ireland to Ukraine. The chapters cover a range of topics including empirical examinations of the reasons Irish parents choose single sex education, how a Ukrainian school improvised to serve students and parents in a war zone, how school choice defused culture wars in countries as varied as the Netherlands and Estonia, how the German left and right embraced increased parental agency for different reasons, the effectiveness of central regulations of autonomous British schools, how changing subsidy levels affect demand for private schooling in Italy and Portugal, the motivations of Hungarian parents choosing schools, and the impacts of social class on schooling choices and policies in Sweden, Germany, and Spain.

This volume will be a key resource for academics, researchers, and advanced students of education, education policy and leadership, educational research, economics, and sociology. The chapters included in this book were originally published in the Journal of School Choice

At his inauguration, President Barack Obama was seemingly poised to become America''s strongest and most influential president since Ronald Reagan. However, President Obama''s first two years in office has led to some notable surprises. What accounts for the political stability and change demonstrated by the Obama administration? Which factors shaping a presidency are structural, which are personal, and which are driven by events? How will decisions made in the first two years of the administration affect its future course? What lessons can we glean from past presidencies?

This timely volume of notable thinkers on the presidency presents scholarly as well as applied insights on Obama’s administration at the half-way point. Assessing the political context of his first two years, the inter-branch relations, and policy developments all provide the necessary grounding for students to make sense of the continuity and change that Barack Obama represents.

At his inauguration, President Barack Obama was seemingly poised to become America''s strongest and most influential president since Ronald Reagan. However, President Obama''s first two years in office has led to some notable surprises. What accounts for the political stability and change demonstrated by the Obama administration? Which factors shaping a presidency are structural, which are personal, and which are driven by events? How will decisions made in the first two years of the administration affect its future course? What lessons can we glean from past presidencies?

This timely volume of notable thinkers on the presidency presents scholarly as well as applied insights on Obama’s administration at the half-way point. Assessing the political context of his first two years, the inter-branch relations, and policy developments all provide the necessary grounding for students to make sense of the continuity and change that Barack Obama represents.