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Bibliography: pt. 1, p. [113]. ; pt. 1. History of education in Minnesota -- pt. 2. A systematic study and arrangement of the school laws and sources of school support in Minnesota. ; Mode of access: Internet.

"Featuring current information and challenging perspectives on the latest issues and forces shaping the American educational system-with scholarship that is often cited as a primary source-Joel Spring introduces readers to the historical, political, social, and legal foundations of education and to the profession of teaching in the United States"--

Abstract
Universities are facing growing internal and external pressures to generate income, educate a widening continuum of learners, and make effective use of digital technologies. One response has been growth of online education, catalysed by Massive Open Online Courses, availability of digital devices and technologies, and notions of borderless global education. In growing online education, learning and teaching provision has become increasingly disaggregated, and universities are partnering with a range of private companies to reach new learners, and commercialise educational provision. In this paper, we explore the competing drivers which impact decision making within English universities and their strategies to grow online education provision, through interviews with senior managers, and interrogation of their views through the lens of a range of internal, external and organisational drivers. We show that pressures facing universities may be alleviated by growth of online education provision, but that negotiating an appropriate route to realise this ambition involves attempts to resolve these underlying tensions deriving from competing drivers. We use a modified form of the PEST model to demonstrate the complexities, inter-dependencies and processes associated with these drivers when negotiating delivery of unbundled online education through use of private company services, or in partnership with private companies.

There is a strong commitment to environmental content and issues of sustainability in a number of subjects in the new Curriculum and Assessment Policy Statement (CAPS). Analysis of the CAPS shows that up to 50% of content in CAPS is about the environment or related to sustainability, and that environment and sustainability permeate a wide range of subjects. The newly approved HEQT for Teacher Education requires teacher education institutions and programmes to foreground environmental knowledge in their accredited programmes. However, teaching about the environment can be challenging as the issues are complex and much environmental information is new to teachers. Teachers therefore need to be introduced to relevant knowledge, teaching methods and assessment practices that will enable them to teach the existing environmental content in the CAPS more confidently and successfully. Environmental Education: Guidelines and principles for teachers will assist in this regard.

Chapter 1. Preparation of Teachers and Multilingual Education: Ethical, Just, and Student-focussed Practices -- Chapter 2. Critical Pre-service Intersections: Parental Engagement in EAL/D Contexts -- Chapter 3. Preparing Teachers as Multilingual Educators: Optimizing Achievement of National English Language Education Policy Objectives in China -- Chapter 4. EAL Teachers' (un)preparedness to Implement Classroom Practice for Multiliteracies -- Chapter 5. Decolonization in the Concrete: Honoring the Expertise of Local Teachers in EFL -- Chapter 6. Language-focused Feedback and Written Communication Difficulties of Multilingual Students: Improving Teacher Preparedness -- Chapter 7. The Future for Ethnic Korean Minority Education in China: A Challenge for Teacher -- Chapter 8. English Language Teacher Education for Multilingual Singapore: Responding to the Fourth Industrial Revolution -- Chapter 9. Multilingualism in Teaching Chinese to Speakers of Other Languages (TCSOL): Insights from TCSOL Teacher Education -- Chapter 10. Norms of Practices and Pre-service Teacher Education for Multilingual Mathematics Classrooms in South Africa -- Chapter 11. Teachers' Cognitions on Motivating Language Learners in Multilingual Hong Kong.

A compilation of conceptual chapters and national case studies that includes a series of methods for measuring education inequalities. It describes global trends on the distribution of formal schooling in national populations. It offers a strategic comparative and international education policy statement on shifts in education inequality