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English School (ES) writers have never developed a systematic account of hegemony, and most set out with assumptions that are `antihegemonial'. The writings of Hedley Bull, in particular, appeared to reject any notion of a legitimate hegemony. However, a social theory of hegemony that emphasizes its consensual nature does appear consistent with other ES positions, particularly on the role of the Great Powers. This article excavates an ES theory of hegemony. It develops the argument for hegemony as a potential institution of international society, by analogy with the role of the Great Powers, and by extension of other ES principles. This stresses not just the material power of the Great Powers, but their degree of social recognition. Accordingly, it suggests that such a view of hegemony is no more paradoxical than, say, ES acceptance of war as a similar institution. This fills a major void in ES theory which otherwise has nothing of interest to say about international order in conditions of primacy.

1. The nature and theory of the public school -- 2. Fundamental rights and state school finance litigation -- 3. The system and public schools -- 4. Equality of opportunity : the rationale -- 5. Education as an investment in human capital -- 6. The politics of school finance -- 7. Fiscal capacity and tax effort in the funding of public schools -- 8. Taxation for public schools -- 9. The federal role in financing education -- 10. Teacher compensation -- 11. Public funding of private schools : charter schools and vouchers -- 12. Education production functions : whether money matters -- 13. Analyzing equity and adequacy of state school finance -- 14. State school funding methods -- 15. Financial accounting -- 16. Financing school facilities -- 17. School budget development and administration -- 18. Risk management, student transportation, and school food services.

Financing Public Schools moves beyond the basics of financing public elementary and secondary education to explore the historical, philosophical, and legal underpinnings of a viable public school system. Coverage includes the operational aspects of school finance, including issues regarding teacher salaries and pensions, budgeting for instructional programs, school transportation, and risk management. Diving deeper than other school finance books, the authors explore the political framework within which schools must function, discuss the privatization of education and its effects on public sch

The article clarifies the essence of the technology of "flipped learning" and reveals the main stages of the educational process during the application of this technology, models of "flipped learning" for the educational process are taken into account, and the advantages of the technology of "flipped learning" are highlighted, which are taken into account when training specialists in institutes. Having disclosed the content of the main elements of the "flipped learning" technology and proposing an algorithm for conducting classes using this technology, we experimentally proved that the use of "flipped learning" technology is an actual technique in the formation of independent educational work and is necessary for the educational process. The purpose of the study was to determine the criteria for comparing the results of traditional training and training using the "flipped learning" technology. EG respondents noted that using the "flipped learning" method, it is easy for them to learn the material; they are more active in class; can process more educational material, they are attracted by the independence in processing new information, the availability of electronic educational materials, the opportunity to study educational materials at their own pace, anywhere, at a convenient time.

AbstractThis article takes as its starting point the failure of the so-called normative
wing of the English School to theorise the foundational determinants of value
from which international society derives its normative character. In other
words, they have not adequately thought through 'the law behind the
law'; that is, the underlying basis of obligation in international
life. Thus, English School theorists are able to describe and to explain various
norms but they cannot make sense of the reasons why any of these norms should be
regarded as obligatory. Failure in this regard is attributable in large part to
the way in which pluralist and solidarist conceptions of international life are
typically understood as representing conflicting moral claims. This article
seeks to move beyond these seemingly incommensurable claims, and the debate to
which they give their names, by putting forward an account of obligation that
reconciles the unity of human community and the freedom of international society
in a single, intellectually coherent argument. The article concludes by arguing
that a normative version of English School theory formulated in this way opens
space for thinking through much of what still confounds the English School,
including the normative character of political economy, the existence of a
rational order of values, and the ever elusive meaning of world society.

While generally accepted as an interpretive theory, Bull's emblematic text demonstrates strong structural characteristics. Subsequent attributions move between the interpretive or 'reflexive' and the institutional and structural. Recently, however, the idea has come forward that English School theory is, and maybe have been from the beginning, a form of structuration theory, a theory in which structures are not quite the hard determinants generally understood in structural theories, and interpreting agents are not quite so free to interpret structures in any tradition that seems appropriate to a matter at hand.