In this book S.G. Grant reports his study of how four Michigan elementary school teachers manage a range of reforms (such as new tests, textbooks, and curriculum frameworks) in three different school subjects (reading, writing, and mathematics). Two significant findings emerge from his comparison of these responses: teachers' responses vary across classrooms (even when they teach in the same school building) and also across the reforms (a teacher might embrace reforms in one subject area, but ignore proposed changes in another). This study of teachers' responses to reading, writing, and mathematics reform and the prospects for systemic reform is part of a growing trend to look at the intersection of curriculum policy and teachers' classroom practice. It is unique in the way the author looks at teachers' responses to multiple subject matter reforms; uses those responses as part of an analysis of the recent move toward systemic reform; and employs empirical findings as a means of examining the current movement toward systemic reform. Reforming Reading, Writing, and Mathematics is important reading for researchers, practitioners, and graduate students of educational policy, teaching and learning in reading, writing, and mathematics, and elementary education, and for policy analysts in universities, foundations, and government.

This edition is an essential resource for students, researchers, teacher educators and curriculum policy makers in the field of mathematics education.

By understanding why children struggle with maths, teachers are better equipped to provide effective support and nurture confidence in low-achievers. Numeracy and Learning Difficulties includes how to tackle common learning difficulties by following different teaching practices and principles, identifying gaps in students' knowledge and developing curricula that bridges these gaps, improves numerical literacy using problem-solving strategies and skills, and a handy checklist of benchmarks in achievement.

This book represents a set of critical analyses of educational reforms where issues of transnational governance are of vital concern. It focuses on different aspects of, and practices in educational reform-making, and in particular on governing techniques and the working of new agencies such as supranational and multinational organizations. In addition, the book examines contemporary issues of immigration/immigrants in the politics of schooling, by reflecting on matters of migration, and problematizing how concepts such as exclusion and abjection make the migrants appear “failed”, “insufficient” and even “dangerous”. The book provides theoretical insights into critical relations between knowledge and power, governance and governmentality, and notions concerning educational systems, as well as how these are compared. The central themes of the book are models for organizing and reflecting on transnationalization and educational reforms. In its discussion of those themes, the focus lies on changing conceptions of education and the educational system; on how school or teacher education is adapting to discourses of effectiveness and efficiency; and on their transformation according to standardized templates. Such changing conceptions define the meanings of education and educational progress; they are important for the identification and analysis of educational knowledge, and for critical discourses on education in society.

The editors have collected original papers dealing with the impact of commissions on educational policy and reform. This book is a combination of the perspectives of practitioners directly involved with writing or reacting to commission reports, and scholars analyzing the significance and impact of educational policy. Chapters are written by some of the country's leading authorities on education. This book will prove to be a valuable resource for educators, administrators, political scientists, sociologists, and others interested in the state of education. Includes a foreword by Paul E. Peterson of Harvard University.

This Open Access volume by the International Commission on Mathematical Instruction (ICMI) is an outcome of the ICMI Study 24 and gives a status-quo of school mathematics reform around the world and what we can learn from this movement. Each theme and section of the book offers descriptions and analyses of multiple case studies in different countries and contexts, along with opportunities to compare, contrast and learn from these diverse experiences. The volume provides a synthesis and meta-analysis of the different historical, geographical and global aspects of school mathematics reforms and explores in which way curricula are elaborated, proposed, changed, and reorganized. It offers a more informed and comprehensive analysis of the roles of different actors and of the many aspects influencing and shaping mathematics curriculum reforms that are taking or have taken place. It also explores the possibilities and means to tackle a curricular reform in the current scenario we live in and how to unfold future developments. This book will be of interest to practitioners and scholars with an interest in school mathematics curriculum reforms. It will also be a useful resource to those involved in school mathematics curriculum reform initiatives by providing current information about the curriculum changes that are taking place in respect of content, teacher education, educational materials, and a range of implementation challenges across diverse contexts.