C.J. Russo and others
Education and the Law, vol.17, 2005, p.111-117
Article identifies the major changes in the 2004 version of the US Individuals with Disabilities Education Act and reviews them in the order in which they appear in the statute.
International Studies in Sociology of Education, vol.15, 2005, p.237-256
Article presents a critical evaluation of recent education reforms in Hong Kong, which were introduced in response to economic globalisation. These centrally imposed changes include: education privatisation, introduction of managerialism, competition between schools, performance management, and standardisation and surveillance of the curriculum.
International Studies in Sociology of Education, vol.15, 2005, p.257-288
Article analyses some of the impacts of the neoliberalisation of schooling and further education on teaching and learning. It is suggested that neoliberalism has had a major adverse effect in many countries on the job security, pay, workload and trade union rights of the education workforce.
Gifted Education International, vol.20, 2005, p.123-128
Article explores three major dilemmas in gifted education in Israel:
W. Veugelers and M. J. O’Hair (editors)
Maidenhead: Open University, 2005
Networks bring teachers, principals and other stakeholders together to share ideas, observe best practices, identify and analyse problems, and develop strategies for improved teaching, learning and community life. The book examines how networks can bring about change in education
Basingstoke: Palgrave Macmillan, 2004
The book is about higher education reforms in the post-socialist states of Central and Eastern Europe and the former Soviet Union. It analyses these reforms in a broader political, economic and social context and relates them to global higher education developments.
Education and the Law, vol.17, 2005, p.87-104
From a New Zealand perspective, article considers processes whereby bullying, harassment and anti-social behaviour may be dealt with by the school community as a whole, based on the restoration of relationships rather than punishment. It looks particularly at use of restorative justice practices such as peer mediation and school community conferencing for the resolution of student conflict.