Böcker i Education Politics and Policy-serien

Investigates the question of whether charter schools cultivate different teaching climates from those found in traditional public schools. To answer this question, Zachary W. Oberfield examined hundreds of thousands of teacher surveys from across the US. The result is a trenchant analysis that deepens our understanding of what the charter experiment means for the future of US public education.

Investigates how parents, communities, teachers, unions, and students are mobilizing to oppose market-based reforms in education. Drawing on a series of rich case studies, the book illustrates how disparate groups can forge new alliances to work together toward common goals.

Investigates how parents, communities, teachers, unions, and students are mobilizing to oppose market-based reforms in education. Drawing on a series of rich case studies, the book illustrates how disparate groups can forge new alliances to work together toward common goals.

In districts from Chicago to New York to Washington, DC, neighbourhood public schools are being forced to compete with charter schools for students and resources, often under the threat of closure. In Compete or Close, Julia McWilliams provides a compelling ethnographic study of one such school, a neighborhood high school in Philadelphia.

Documents and analyses the injection of external funding into local elections. Drawing on a detailed study of elections in five districts (Bridgeport, Connecticut, Denver, Indianapolis, Los Angeles, and New Orleans), the authors explore what happens when national issues percolate downward into local politics.

Addresses how the unexpected wave of recent teacher strikes has had a dramatic impact on American public education, teacher unions, and the larger labour movement. Leo Casey explains how this uprising was rooted in deep-seated changes in the economic climate, social movements, and, most importantly, educational politics.

Offers a rich comparative analysis of the set of urban education governance reforms collectively known as the 'portfolio management model'. The book investigates the degree to which this model - a system of schools operating under different governance and with different degrees of autonomy - challenges the standard structure of district governance.