This Handbook analyzes the origins, contributions, and interpretations of international education. The authors identify approaches to research that will enhance our knowledge and understanding of the field, and extend and even redraw it, on the basis of the research evidence presented. Key features includes a historical overview of the ways in which the term "international education" has been interpreted; the theoretical interpretation of international education in its current context; international education in practice: exploration of the issues in terms of students, curricula, pedagogies, and organizing formal institutions; and conceptual challenges for international education in the future.

Leadership and Redefining the Three Rs

Leadership and redefining the three Rs

By what criteria should schools be evaluated? Politicians are increasingly looking towards standardized test scores, the so-called objective data. Parents use anecdotal evidence about the school's reputation or its track record in university admissions. Accreditation agencies establish a more comprehensive array of success indicators. Yet one of the most startling and predictive barometers of school quality is contained in Roland Barth's (1990) classic work Improving Schools from Within. Barth suggests that the quality of a school is often reflected with remarkable precision in the quality of the adult-to-adult relationships within the school house. He observes that the manner in which adults speak to each other, share ideas, form work partnerships and even manage conflicts ...

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