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"Volatility in State Spending for Higher Education focuses on how much volatility there is in the fiscal relationship between states and institutions of higher education and addresses some of the consequences of this uncertainty. The book begins with a foreword, an editor's introduction, followed by three thematic sections that focus on duration and impact on economic performance and political determinants; financing policies for predictability; and state funding unpredictability. The book should inspire future research on volatility in state support for higher education. Volatility will likely remain a perennial issue and a 'wicked' problem that will require creative and dedicated minds to manage and research"--

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.

Governance in Specific Higher Education Systems (3) -- M. Foroni: Governance in the Italian Higher Education System -- 1. Basic Information -- 2. Participation in the Bologna Process -- 3. System Level Governance: Parliament, Government and Other National Players -- 4. Stakeholder Involvement: Rectors Conference, Students, Staff and Employers' Organizations -- 5. Policy and Policy Instruments -- 6. Institutional Level Governance -- 7. Research Policies -- Q. A. Dang & D. C. Nguyen: Governance in Vietnamese Higher Education -- 1. Basic Information -- 1.1 Introduction -- 1.2 Number of Higher Education Institutions -- 1.3 Number of Students and Academic Staff -- 1.4 Types of Higher Education Institutions -- 2. System Level Governance -- 2.1 Central Structures -- 2.2 Other Public Structures -- 3. Policy and Policy Instruments -- 3.1 Policy -- 3.2 Legislation -- 4. Financing Higher Education and Research -- 4.1 Funding for Education (Teaching and Learning) -- 4.2 Funding for Research and Hi-Tech Parks -- 5. Institutional Level Governance -- 5.1 Organisational Structure -- 5.2 Internal Governance Structure -- 6. Ongoing and Upcoming Reforms -- L. Un & S. Sok: Higher Education Governance in Cambodia -- 1. Basic Information -- 2. System Level Governance -- 2.1 Government Structures -- 2.1.1 Competencies of the parliament -- 2.1.2 Competencies of the government -- 2.2 Other Public Structures and Participation of Stakeholders -- 2.2.1 Accreditation and quality assurance -- 2.2.2 Other public structures and mechanisms -- 2.2.3 Other stakeholder structures and participation in system governance -- 2.3 Policy and Policy Instruments -- 2.3.1 The Constitution and legislation -- 2.3.2 Policy on higher education -- 2.4 Public Funding of Teaching and Research -- 3. Institutional Level Governance -- 4. Upcoming HE Reforms

"Lacan and Education Policy draws on the rich conceptual resources of Lacanian psychoanalysis. Using Lacan's four discourses Matthew Clarke offers a sophisticated critique of recent education policy and the neoliberal model of political economy within which it sits, including the ways in which education has been diminished and trivialised through the economistic and depoliticising moves of policy. Clarke articulates possibilities for thinking differently about education and education policy beyond the reductive narratives of neoliberalism. He argues that psychoanalytic theory is valuable, not so much for allowing us to see what education 'really is', but for offering insights into what prevents education from 'being', enabling us to shift our focus instead into the possibilities education offers as a space of 'becoming'. The book suggests possibilities for conceptualising and creating 'the other side' of education."--Bloomsbury Publishing

Intro -- Title Page -- Acknowledgments, Dedications, Permissions, and Copyrights -- Introduction -- Chapter 1: State Religious Education -- Chapter 2: State Religious Education and the Question of Religious Purpose -- Chapter 3: In Defense of State Religious Education -- Chapter 4: State Religious Education and the Defense of Religious Vitality -- Chapter 5: State Religious Education and Religious Vitality -- Chapter 6: Securitizing American Public Education in the Age of Multiculturalism -- Chapter 7: State Religious Education, Further Reasons for Concern -- Chapter 8: State Religious Education and Global Civil Religion -- Chapter 9: An Open Conclusion -- Bibliography.

Education Policy sees 12 philosophers of education critique current and recent UK educational policies relating to higher education and faith-based education, assessment, the teaching of reading, vocational and civic education, teacher education, the influence of Europe and the idea of the 'Big Society'. Twelve philosophers of education subject elements of current and recent UK educational policy to critiqueForthright and critical, the contributors are unafraid to challenge current orthodoxiesOffers thought-provoking insights into modern education policy<

Education Policy provides an international perspective on education policy, and of the role and function of education in the global economy. It covers the major topics of central significance in education and the sociology of education. At the same time it maintains a unique position in respect to globalization, education and the nation state

Intro -- Acknowledgements -- Contents -- List of Figures -- List of Tables -- 1: Introduction -- 1.1 Resistance -- 1.2 Histories of Neoliberalism -- 1.3 Social Neoliberalism and Education Policy -- 1.4 Auditing -- 1.5 Who Cares About My School and What Do We Know About It? -- References -- 2: Why Did the ALP Introduce the My School Website? -- 2.1 How was My School Implemented? -- 2.2 Julia Gillard's Own Explanations -- 2.3 The Influence of News Corp -- 2.4 History Matters -- 2.5 A History of Public Funding for Private Schools in Australia -- 2.6 Conclusions -- References -- 3: Is Professional Unionism a Model for Teachers? -- 3.1 The Rise of 'Professional Unionism' Among Teachers -- 3.2 Research About Professional Unionism -- 3.3 Reviewing Research About Professional Unionism -- 3.4 Conclusions -- References -- 4: Australian Education Union Responses to the GERM -- 4.1 Social Democracy and Labourism -- 4.2 A Brief History of the AEU -- 4.3 Conclusions -- References -- 5: Two Schools -- 5.1 Two Schools in Their Time and Place -- 5.2 What Can My School Tell Us About the Two Schools? -- 5.3 Opinions About My School at the Two Schools -- 5.4 Opinions About the Debate Over My School -- 5.5 Conclusions -- References -- 6: Conclusions -- References -- References -- Index.

The eleventh in the 12-volume book series Globalisation, Comparative Education and Policy Research, this work sets out to explore the interrelationship between ideology and education reforms, setting it in a global context. The book draws upon recent studies in the areas of globalisation, equity, and the role of the State. It explores conceptual frameworks and methodological approaches applicable in the research covering the State, globalisation, and education reforms.