In the study of learning and behavioral disabilities, effective practice and public policy enacted to implement this practice are closely intertwined. This book contains topics that include educational equity, imputations of malice in social policy, and analytical discussions of Response to Intervention and No Child Left Behind legislation.

Detailed accounts of two influential initiatives of the 1990s, whose educational and political lessons remain highly relevant: systemic and pedagogic reform in one of Britain’s largest cities, and the controversial ‘three wise men’ government enquiry into primary teaching to which it led. Alexander's controversial and widely-read report on primary education in Leeds has now been revised as a major study of policy initiatives in primary education and their impact on practice. The book examines an ambitious programme of local reform aimed at improving teaching and learning in the primary schools of one of Britain's largest cities. It addresses important questions about children's needs, the curriculum, classroom practice and school management. When first published, Robin Alexander's report was hailed as `seminal' and `the most important document since Plowden' but it was also quoted and misquoted in support of widely opposed political and media agendas. This new edition retains Part I from the first edition, detailing the impact of Leeds LEA's programme for educational reform. However, it also provides a totally new and greatly extended Part II, which gives an insider's account of the sequel to the Leeds report - the government's 1992 'three wise men' report. There is also a new introduction.

In the complex environment of education, pervasive inequities persist, hindering progress towards a just and inclusive learning environment for all. Students from diverse backgrounds face barriers that impede their educational journey, perpetuating disparities and stifling the potential for collective growth. The need for transformative change is urgent, and it is within this pressing context that Exploring Educational Equity at the Intersection of Policy and Practice emerges as a beacon of hope and a solution-oriented guide for scholars, educators, policymakers, and all stakeholders committed to dismantling these barriers. Exploring Educational Equity at the Intersection of Policy and Practice dives deep into the heart of the equity crisis, synthesizing innovative scholarship to illuminate the multifaceted challenges within the educational system. By critically examining the evolution and various dimensions of educational equity on a global scale, the book presents the intricate web of issues that require our attention. From this thorough analysis, this book propels readers toward a transformative journey, offering methodologically robust interventions and evidence-based insights. This comprehensive approach equips educators, policymakers, and researchers with the tools to navigate the complexities of promoting inclusive and empowering education.

This volume inserts the place of the local in theorizing about language policies and practices in applied linguistics. It is unique in focusing specifically on the outcomes of globalization in and among the communities affected by these changes.

This volume draws together OECD work to date on measures for ensuring effective privacy protection on global networks while continuing to allow the transborder flow of personal data.

“Few people can talk about prisons with the authority and experience thatAndrew Coyle brings to his subject. A former prison governor, an academicauthor, an international activist and a practical reformer, Professor Coyleknows prisons inside and out, home and abroad, past and present. InUnderstanding Prisons he uses his impressive expertise to guide researchersthrough the changing world of the English prison. The result is an accessible,up-to-date, and highly informative book that will be welcomed by studentsand practitioners alike.” David Garland, NYU, author of The Culture of Control “Andrew Coyle has drawn on his lifelong experience of governing prisons inScotland and England and, as the former Director of the International Centrefor Prison Studies, Kings College, London, studying prisons worldwide. Hehas written a comprehensive account of the use of imprisonment and thecharacter of prisons. He persuasively argues that our continued, extensiveuse of imprisonment cannot simply be explained or justified by the incidenceof crime and could otherwise. His book merits close attention.” Rod Morgan, Chairman, Youth Justice Board There are over nine million men, women and children in prison around the world, and the number of people in prison in England and Wales has increased significantly in recent years. Yet in many respects prison remains the last secretive public institution in our society. Understanding Prisons provides a unique, in-depth examination of prisons – how they function, what they achieve, and their historical and political context. The book: Describes how prisons developed into their present form Looks at who is sent to prison and what happens to them while they are there Explains how the prison system and staff in England and Wales are organised Examines how order and control is maintained and how high security prisons operate Looks at prisoners’ families and the wider community Offers a future vision of the prison system This is essential reading for criminology and sociology students and researchers, criminal justice practitioners, the media and members of the public who are interested in learning more about the closed world of the prison.

Young people who are considered ‘vulnerable’ or ‘at risk’ are a particular target of various policies, schemes and interventions. But what does vulnerability mean? Interrogating Conceptions of “Vulnerable Youth” explores this question in relation to various policy fields that are relevant to young people, as well for how this plays out in practice and how it is experienced by young people themselves. What makes this book unique is that most authors had the opportunity to jointly explore these issues during a two-day workshop, and their chapters are informed by their cross-agency and cross-discipline discussions, making for a nuanced and thoughtful set of contributions. This collection is highly recommended for researchers and research students in the social sciences, as well as professional staff working in youth policy and youth services, in government departments and in NGOs. “Those who are most vulnerable should receive our greatest moral attention. However, the translation of generalised moral principles into effective policy and programs has never been easy. Political interests have invariably intervened, leading to complex debates about how vulnerability should be defined, classified, measured and represented. In recent years, these debates have become further complicated, as nation-states around the world have preached austerity. This timely book suggests that the responsibility for protecting the vulnerable cannot be left to individuals, but demands collective action, through institutions such as education, health and welfare. It examines some of the ways in which public policies and programs represent those who are vulnerable, involving a range of assumptions about the social, economic and political conditions that produce their vulnerabilities.” From the Foreword by Professor Fazal Rizvi

In 1993 the National Research Council released its landmark report Understanding Child Abuse and Neglect (NRC, 1993). That report identified child maltreatment as a devastating social problem in American society. Nearly 20 years later, on January 30-31, 2012, the Institute of Medicine (IOM) and NRC's Board on Children, Youth and Families help a workshop, Child Maltreatment Research, Policy, and Practice for the Next Generation, to review the accomplishments of the past two decades of research related to child maltreatment and the remaining gaps. "There have been many exciting research discoveries since the '93 report, but we also want people to be thinking about what is missing," said Anne Petersen, research professor at the Center for Human Growth and Development at the University of Michigan and chair of the panel that produced the report. Child Maltreatment Research, Policy, and Practice for the Next Decade: Workshop Summary covers the workshop that brought together many leading U.S. child maltreatment researchers for a day and a half of presentations and discussions. Presenters reviewed research accomplishments, identified gaps that remain in knowledge, and consider potential research priorities. Child Maltreatment Research, Policy, and Practice for the Next Decade: Workshop Summary also covers participant suggestions for future research priorities, policy actions, and practices that would enhance understanding of child maltreatment and efforts to reduce and respond to it. A background paper highlighting major research advances since the publication of the 1993 NRC report was prepared by an independent consultant to inform the workshop discussions. This summary is an essential resource for any workshop attendees, policy makers, researchers, educators, healthcare providers, parents, and advocacy groups.

Knowledge, Policy and Practice in Teacher Education reviews the evolution of education policy on initial teacher education as an indicator of the knowledge that is considered important for nation building. It also looks at research on approaches and structures to initial teacher learning as an indication of the intellectual and moral direction to which schooling must aspire. Contributors look at these dynamics across a range of societies including Australia, the Czech Republic, England, Finland, Hong Kong, Israel, Italy, Japan, South Korea, Mexico, Russia, and the USA. Using a review of the literature approach within a comparative framework, the book seeks to answer the following questions for each country: What has been the evolution of different approaches to learning to teach in each setting, and what factors have influenced change over the years? What are the underlying theories that characterize past and current thinking about the knowledge, skills and dispositions needed by teachers and what evidence is used to support these theories? What does a review on the state of the knowledge about teacher education over the past 30 years reveal about the evolution of the research and knowledge traditions that have supported current and past innovations in teacher education? Maria Teresa Tatto and Ian Menter explore international variability in different conceptions of knowledge in the context of learning to teach and explore the way in which national and international influences interact in the developing trajectories of teacher education policy and practice, considering what knowledge is considered important for teachers to have.

Analyses of contemporary tourism planning and policymaking practice at local to global scales is lacking and there is an urgent need for research that informs theory and practice. Illustrated with a set of cohesive, theoretically-informed, international case studies constructed through storytelling, this volume expands readers' knowledge about how tourism planning and policymaking takes place. Challenging traditional notions of tourism planning and policy processes, this book also provides critical insights into how theoretical concepts and frameworks are applied in tourism planning and policy making practice at different spatial scales. The book engages readers in the intellectual, political, moral and ethical issues that often surround tourism policymaking and planning, highlighting the great value of reflective learning grounded in the social sciences and revealing the complexity of tourism planning and policy.