TY  - BOOK
AU  - Beasy,Kim
AU  - Maguire,Meg
AU  - te Riele,Kitty
AU  - Towers,Emma
ED  - SpringerLink (Online service)
TI  - Innovative School Reforms: International Perspectives on Reimagining Theory, Policy, and Practice for the Future 
T2  - Education, Equity, Economy,
SN  - 9783031649004
AV  - LB2801-3095 
PY  - 2024///
CY  - Cham
PB  - Springer Nature Switzerland, Imprint: Springer
KW  - Schools
KW  - Teaching
KW  - Education and state
KW  - Educational sociology
KW  - Inclusive education
KW  - International education 
KW  - Comparative education
KW  - School and Schooling
KW  - Pedagogy
KW  - Educational Policy and Politics
KW  - Sociology of Education
KW  - Inclusive Education
KW  - International and Comparative Education
N1  - 1.Introduction -- Section 1: Australia -- 2.Sinclair -- 3.Beasy -- 4.Heggart -- 5.Duhn -- 6.Te Riele -- Section 2: United Kingdom -- 7.Jones -- 8.Gandolfi -- 9.Powell -- 10.Dunlop -- 11.Collet-Sabe -- Section 3: United States -- 12.Pink -- 13.Koon -- 14.Carrillo -- 15.Ellwood -- 16.Diem -- 17.Bailey -- 18.Bettez
N2  - This book is a curated collection of international chapters focused on the reform of K-12 schools. Three key, yet different cultural, economic, and political settings are highlighted: Australia, the UK, and the US. Within their own context, each author details the required reforms that would maximize learning for all students. The intersectionalities of factors such a race, gender, class, ethnicity, disability, language, and economic inequities, are interrogated for their impact on the efficacy of reform strategies. Authors explore both a range of dysfunctional factors which have historically limited the efficacy of school reform initiatives, and detail a variety of forward-looking and cutting edge alternative reforms. Thus, this text can serve to stimulate a much need dialogue about the reconceptualization of schools in the future. Moreover, the cross-cultural analysis can focus this dialogue on both the similarities and differences in varying cultural settings
UR  - https://doi.org/10.1007/978-3-031-64900-4
ER  -