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Education policy is at the very top of the political agenda - the proclaimed top priority of the 'New Labour' government. Yet Labour has inherited a quasi-market education system and remains under the direction of reform during the coming year. This book examines new directions on issues of selection and educational opportunity, gender and racism and the question of school effectiveness and school improvements. The politics for the National Curriculum and its assessment are explored, alongside issues of lifelong learning and IT policy. The book explores the key questions of the future reform of education in contemporary Britain with contributions from the leading experts in education, education policy, politics and sociology

Examines teaching on weapons of mass destruction (WMD) at leading institutions of higher learning, based on a survey of undergraduate programs at 78 colleges and universities.

What are the proper aims of education in a liberal democracy? The essayists in this volume bring philosophical, political, and legal reflection to bear on the practical questions of how education should be changed for the 21st century.

Each year the Education Oversight Committee produces an annual report for the South Carolina General Assembly and the South Carolina State Board of Education. This report presents a summary of activities and recommendations that have emerged from the EOC's activities between March 2001-March 2002.

In line with recent critiques of individualistically based theories of human development, we offer a theoretical approach to childhood socialization that we refer to as interpretive reproduction. This approach stresses both the innovative and creative aspects of children''s participation in society and the fact that children both contribute to and are affected by processes of social reproduction. We apply our theoretical approach to children''s life transitions and introduce the notion of priming events. Priming events involve activities in which children, by their very participation, attend prospectively to ongoing or anticipated changes in their lives. We discuss the similarities and differences of our theoretical position with socio-cultural theories of human development, noting the importance of socio-economic and power relations that are of key importance in interpretive reproduction while they are often neglected in socio-cultural theory and research. We then present a comparative case study of an American and an Italian child''s transition from preschool to elementary school. Based on our rich set of comparative, longitudinal ethnographic data, we present interpretative narratives that situate the changes in these children''s lives by focusing on their participation in a complex web of collective experiences at the individual, interpersonal, and cultural (or societal) planes of analysis. We discuss the significance of our identification of priming events which contribute to both continuities and discontinuities in these children''s transition experiences, and how priming events are influenced by educational policies in the two countries.

Argues that undergraduate programs should focus more on the scientific aspects of the discipline, because of its important role in public policy decisions; US.