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Continuous Improvement in High Schools
Continuous Improvement in High Schools gives educators and policymakers an accessible, actionable framework to address one of the nation's most important educational priorities: improving high school graduation and postsecondary preparedness rates. Martha Abele Mac Iver and Robert Balfanz, national experts in dropout prevention, apply the Carnegie Foundation’s continuous improvement framework to the issue of student success in high school, starting with the critical ninth-grade year. A proven tool for organizational change, the framework provides a systematic structure for examining the root causes of problems and testing possible solutions. Mac Iver and Balfanz draw on their decades of ex...
Subtle Webs
"Subtle Webs provides an unprecedented behind-the-scenes look at how local organizations in Chicago, Philadelphia, and New York City have transformed data and worked with schools to solve the problem of dropping out. In the process, the book reveals how organizations outside schools have created an invisible infrastructure not only to affect local school districts but also to shape US education. The book argues that changes in a decentralized system happen less through top-down policy mandates or bottom-up social movements, and more through "outside-in" initiatives of networked organizations spread across various local systems. By documenting the work and webs of researchers, nonprofit leade...
The Social Legacy of Communism
This book analyzes the social impact of the transition from communism in Eastern Europe and the former Soviet Union.
Creating Safe, Healthy, and Inclusive Schools
"This book represents an evidence-based plea to radically revise the entire conceptualization and approach to school safety, ushering in a new world of safe and healthy schools"--
It's the Classroom, Stupid
This book presents a bold, unconventional plan to rescue our nation's schoolchildren from a failing public education system. The plan reflects the author's rare fusion of on-the-ground experience as school board member, public administrator and political activist and exhaustive policy research. The causes of failure, Hettleman shows, lie in obsolete ideas and false certainties that are ingrained in a trinity of dominant misbeliefs. First, that educators can be entrusted on their own to do what it takes to reform our schools. Second, that we need to retreat from the landmark federal No Child Left Behind Act and restore more local control. And third, that politics must be kept out of public education.
Spaces and Borders
People observe and transgress religious borders when they relate with faith and other faiths, when they shape communities, when they make decisions. A group of researchers have joined an inquiry into the forces of religious closure and openness in present-day Central and Eastern Europe. The volume is a result of a research community constituted within the REVACERN project – Religion and Values in Central and Eastern Europe Research Network, supported by the 6th framework program of the European Union. Chapters are structured in three sections, focusing on individual experiences of religion and spirituality, on religious elites, and on the interaction of religion with politics. Sociology, political science and history are triangulated to render a clear understanding of the individual experiences of religion and secularity, and of the strategic choices of religious and political elites, taking readers along an exploration of religious identity and otherness.
Mass Politics and Culture in Democratizing Korea
This pioneering book offers a dynamic and global account of Korea's place in the current third wave of democratization. Drawing on a unique sample of six national surveys conducted in Korea since 1988, and richly comparative, the book carefully examines the evolution, contours and consequences of Korean democratization from the perspective of Korean people themselves and their experiences throughout the entire course of democratic change. Notably, the book characterizes and distinguishes Korea as a non-Western and Confucian model of democratization.
Capitalism and Democracy in Central and Eastern Europe
This volume presents a shared effort to apply a general historical-institutionalist approach to the problem of assessing institutional change in the wake of communism's collapse in Europe. It brings together a number of leading senior and junior scholars with outstanding reputations as specialists in postcommunism and comparative politics to address central theoretical and empirical issues involved in the study of postcommunism. The authors address such questions as how historical 'legacies' of the communist regime be defined, how their impact can be measured in methodologically rigorous ways, and how the effects of temporal and spatial context can be taken into account in empirical research on the region. Taken as a whole, the volume makes an important contribution to the growing literature by utilizing the comparative historical method to study key problems of world politics.
Closing the Achievement Gap
Closing the Achievement Gap is made up of six articles. The first paper examines Cleveland's restructuring initiative in light of two theories on early adolescent development: person-in-environment theory and the focal theory of change. This is followed by a study that illustrates the difference in academic performance between low-income children and their peers, minority children and their classmates, and those schools that serve a majority of children from low-income families and those that serve a more advantaged population. The third article summarizes key findings of a study that examined the reform efforts of three large urban school districts and a portion of a fourth that had been su...
New Directions in Quantitative Comparative Sociology
The comparative method is at the core of sociological inquiry and gained new importance, emphasis and practitioners particularly after the second world war as a consequence of a large variety of international and global scale developments. The contributions to this book regard nations or countries as contextual units of analysis and treat them as variables. Theoretical explanations are presented of how social phenomena are systematically related to characteristics of the nation states and these explanations are tested empirically using the qualitative tools of mainstream sociology. The chapters in this book can be useful to a broad audience and a range of social scientists who are interested in the understanding of contemporary social phenomena that are no longer limited to national borders but that are transnational or of a global order. Contributors are Toril Aalberg, Wil Arts, Carole B. Burgoyne, Loek Halman, Piet Hermkens, Guillermina Jasso, Mebs Kanji, James R. Kluegel, Ola Listhaug, David S. Mason, Petr Matěju, Neil Nevitte, Thorleif Pettersson, David A. Routh, Svetlana Sidorenko-Stephenson, Johan Verweij, Bernd Wegener, and Peter Van Wijck.
