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PurposeAlthough social studies teachers are charged with explicitly teaching about citizenship, all teachers in a school implicitly teach about citizenship. That is, in their daily interactions with students, whether specific to subject area content or not, teachers impart lessons to their students about what citizenship is and what it means to be a citizen. The paper aims to discuss these issues.Design/methodology/approachExamining the "powerful" stories of three teachers, only one of whom teaches social studies, this paper focuses on "informal citizenship education" across schools.FindingsIt concludes with implications for workers in and beyond the field of social studies education.Originality/valueUltimately, it suggests that as notions of citizenship education expand to include informal citizenship education, teachers will better teach students to be effective citizens.

"For about two years now, President Obama and Secretary of Education Arne Duncan have been co-opting much of the GOP playbook on education. They support charter schools. They endorse merit pay. They decry teacher tenure and seniority. On alternating Thursdays, they bracingly challenge the teachers' unions." So begins a December 2010 article in National Review Online, authored by Frederick M. Hess of the American Enterprise Institute (AEI) and Michael Petrilli of the Fordham Institute. Later in the article, Duncan receives praise from these conservative pundits for embracing spending limitations on American schools and welcoming—in place of those resources—"productivity" increases. The Duncan-Obama approach should sound familiar, even to those who do not follow education policy discussions. Defund, deregulate, de-unionize, and shift to the private sector. Reallocate policy-making authority from democratic institutions to a wealthy oligarchy. Corporate-endowed think tanks like AEI have been successfully promoting this road map for everything else, so why not education?

Bill introduced by the Texas House of Representatives relating to information regarding postsecondary education and career opportunities and workforce needs in this state.

This book analyses higher education from cultural perspectives and reflects on the uses of intellectual devices developed in the cultural studies of higher education over the last decades. It presents fresh perspectives to integrate cultural studies in higher education with wider societal processes and studies the internal life of higher education. The book uses cultural perspectives developed in previous studies to understand a variety of processes and reforms taking place.

Notwithstanding its importance in light of current migration patterns, the link between immigration and innovation is of recent interest and mainly confined to research, focusing on the United States and the European Union, with emerging studies also from Oceania. Thus, the present work will focus on this relation by considering the factors which influence immigrants'contribution to destination countries'overall level of innovation, cultural diversity, demographic agglomeration forces and newcomers'educational background emerge as drivers of innovation which influence patenting activity. Our thematic review not only summarizes the overall positive influence of migration on innovation spillovers, but also its effectiveness in isolating the channels related to education history and labour supply through which this positive influence is exerted.

This item is part of the Political & Rights Issues & Social Movements (PRISM) digital collection, a collaborative initiative between Florida Atlantic University and University of Central Florida in the Publication of Archival, Library & Museum Materials (PALMM).

"In this fully revised and updated second edition of his classic text, Ian Neary explores the dynamics of democracy in Japan, introducing the key institutions, developments and actors in its politics from the end of the Second World War to the present day."--Provided by publisher