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Intro -- Acknowledgements -- Contents -- Chapter 1: The Rhetoric of Coalition Bargaining -- Dialogue, Rhetoric and Identification -- Ideological Identification and Division -- Instrumental Identification and Division -- Interpersonal Identification and Division -- The Structure of the Book -- References -- Chapter 2: The Formation of the Coalition -- Higher Education -- Constitutional Reform -- Europe -- Foreign Policy -- The Coalition's Narrative of Unity -- Ideological Identification and Shared Values -- Instrumental Identification and the 'National Interest' -- Identification Through Antithesis: The Storyline of the Deficit -- Conclusion -- References -- Chapter 3: Higher Education Policy -- The Browne Report and the Coalition's Response -- The Parliamentary Debate on Higher Education Funding, 2010 -- Cable and Willetts Address the University Sector -- Clegg's Public Apology, September 2012 -- Conclusion -- References -- Chapter 4: Constitutional Reform -- The Debate on the PVSC Bill, 2010 -- Inter-Party Division and the 2011 AV Referendum Campaign -- The Conflict Over House of Lords Reform, Summer 2012 -- The Commons Debate on the Amendment to the Electoral Registration and Administration Bill, 2013 -- Conclusion -- References -- Chapter 5: The European Union -- Rhetoric, Narratives and Identification -- Inter-Party Identification: The Leaders -- Coalition MPs and the EU -- The European Union Bill 2010-11 -- The European Union (Referendum) Bill 2013-14 -- Conclusion -- References -- Chapter 6: Foreign Policy -- The Arab Spring and the Coalition Leadership's Case for Intervention in Libya -- The Commons Debate on UNSC Resolution 1973, 2011 -- Cameron and Clegg's Case for Action Against Syria in 2013 -- The Commons Debate on Syria and the Use of Chemical Weapons, 2013 -- Conclusion -- References

The international school policy development in China -- International school student cultivation g in China -- The teacher cultivation of international schools in China -- International school management in China -- International school curriculum in China -- Quality assessment of international schools in China.

Public perceptions about the quality of business education received at commercial (for-profit) universities, relative to the quality of business education received at publicly supported state universities and private not-for-profit universities are mixed and somewhat controversial (Verschoor, 2011). Relatively little information exists concerning the quality of education received with a bachelor's degree from a commercial university (U. S. Government Accountability Office, 2011). This research compares average CPA exam pass rates of graduates from three types of higher education institutions: for-profit universities, state sponsored public universities, and private not-for profit universities. Comparing average CPA exam pass rates of graduates of each type of university is one means to assess the quality of accounting education provided by each type of university. Our findings indicate the average CPA exam pass rates of candidates completing their accounting educations at commercial for-profit universities are strikingly lower than those of candidates completing their accounting educations at either publicly supported state schools or at private not-for-profit universities. In addition we find that a much lower fraction of graduates from commercial universities sit for the CPA exam compared to publicly supported state universities and private not-for-profit universities. Together these empirical data suggest if passing the CPA exam is a goal, then the educational path of commercial for-profit accounting education may not be optimal.

pt. 1. Education and growth. A. Early classics ; B. Overviews -- pt. 2. Types of education. A. Years versus qualifications ; B. Elite versus non-elite institutions ; C. General versus vocational -- pt. 3. Innovation, education and growth

This book addresses policy research on homophobic and transphobic bullying in schools. It covers quantitative and qualitative research into policy impacts for gay, lesbian, bisexual, transgender and intersex students. It draws on a large-scale Australian study of the impacts of different kinds of policy at the national, state, sector and school level. The study covers over 80 policies, interviews with key policy informants and survey data from 3,134 GLBTIQ students. Since new guidelines were released by UNESCO, homophobic and transphobic bullying in schools has become a key area of interest around the world. There has been much pressure on educational leadership to engage with these issues since the UN released international human rights legislation on sexual orientation and gender identity that have implications for student rights. The book presents statistically significant correlations between specific types of state and school level education policies that explicitly named homophobia/ GLBTIQ student issues, and lowered incidence of homophobic bullying, lowered risk of suicide and self-harm for these students. It includes stories from policy makers on how the policies came to be (through lawsuits, ministerial inquiries and political activism), right through to the stories of students themselves and how they individually felt the impacts of policies or policy lacks. International contexts of homophobic and transphobic bullying are discussed, as well as recent transnational work in this field. The book considers the different types of collaborations that can lead to further policy development, the transferability of the research and some of the benefits and problems with transnational policy adoptions.

Analysing the role of politics in the process of social sector policy reforms in the context of developing countries, this text provides a unique analysis of why Indian states are at varying levels of human development despite two decades of federally sponsored policy reforms in education. Substantiating her arguments with statistics, the author gives a local view of how reforms unfold on the ground, close to the lives of poor people for whom this change is meant.

This practical guide is designed help increase the willingness and political savvy of all adult school community stakeholders to successfully implement equity reforms. It proposes a bold new leadership paradigm that facilitates the adoption of the values, beliefs, attitudes and skills needed to achieve equitable educational outcomes