** Global Corruption Report: Education. Edited by Transparency International. Foreword by Navanethem Pillay (UN High Commissioner for Human Rights). London & NY: Earthscan from Routledge, Sept 2013, 418p, $59.95pb (also as e-book; www.routledge.com/9780415535496) .Transparency International’s flagship publication focuses this year on education and research. It presents 67 articles commissioned from experts in the fields of corruption and education, from universities, think-tanks, business, civil society and international organizations. Education is a fundamental human right, and a major driver of individual and social development. But it is particularly prone to corruption—the abuse of entrusted power for private gain—due to the high stakes of educational opportunity and the large sums allocated to fund it. When expectations for success involve corruption, the rules learned by young people are likely to extend from schools and colleges into every other sector of society that they subsequently enter. Corruption in Schools can include procurement in construction, “shadow schools,” absenteeism, “ghost teachers,” diversion of resources intended for textbooks and supplies, bribery in access to education, buying of grades, nepotism in teacher appointments, sexual exploitation, and fake diplomas. Corruption in Higher Education can mirror problems of schools. But they can also include payments in recruitment and admissions, nepotism in tenured postings, bribery in grading and campus accommodations, political and corporate undue influence in research, plagiarism, “ghost authorship,” and editorial misconduct in academic journals. Chapters address such topics as international standards to realize the right of education, education sector procurement, governance instruments to combat corruption in higher education, combating financial fraud in higher education, transparency in US higher education job placement data (especially a problem in law schools), corruption in the academic career, impacts of globalization on the academic profession, scientific research integrity, identifying priorities for intervention, public expenditure tracking in education, testing new tools for accountability, private civil actions as a powerful tool in fighting corruption, encouraging citizen reporting, making oversight participatory, and much more. Concludes that “There are no simple remedies for tackling corruption in the education sector,” and strategies need to be tailored to national contexts. This report “therefore serves as a reference of adaptable tools and solutions for your school, university, locality, district and country. It is a call to action to governments, business, teachers and academics, students and researchers, parents and citizens the world over to reclaim education from the scourge of corruption. Future generations deserve no less.” (p.xxiii) [NOTE: Authoritative coverage of a very wide range of corrupt education-related activities in both developing and developed countries (including Germany, the UK, and US), with linkage to the broader concern of human rights.] (EDUCATION * HIGHER EDUCATION * HUMAN RIGHTS * DEVELOPMENT * CORRUPTION AND EDUCATION)
* Time for the U.S. to Reskill? What the Survey of Adult Skills Says. Organisation for Economic Co-operation and Development. Paris: OECD, Oct 2013, 110p, free e-book. Basic skills of literacy and numeracy are among the most fundamental attributes of human beings and their civilization. Their contribution to workforce skills have increasingly been recognized as critical to economic success, while evidence of gaps in adult basic skills and the link with economic and social outcomes has also been growing, both at national and international levels. Despite universal basic education in advanced countries, some adults have slipped through the net, leaving them with very weak literacy and numeracy. (See OECD Skills Outlook 2013: First Results from the Survey of Adult Skills, Oct 2013, 456p.) "Low basic skills are more common in the US than on average across countries." One in six US adults have low literacy skills, compared to 1 in 20 in Japan. Nearly 1 in 3 US adults have weak numeracy skills, against a cross country average of 1 in 5. Explanations for the relatively weak US performance include failings in initial schools, lack of improvement over time, and poor skills in certain groups including migrants. There are few signs of improvement: "Today, adults in the US have similar or weaker literacy skills to their counterparts in the mid-1990s, and the average basic skills of young adults are not very different from older persons." One-third of the 36 million low-skilled US adults are immigrants, while 35% of black and 43% of Hispanic adults have low literacy skills, compared with only 10% of whites. However, 63% of low-skilled adults are employed, more than in other countries. Proposed policies: 1) take concerted action to improve basic skills and tackle inequities; 2) strengthen initial schooling for all; 3 ensure effective and accessible education opportunities for young adults, using the strengths of the community college system; 4) link efforts to improve basic skills to employability, recognizing that good jobs open up further learning options; 5) adapt adult learning programs to better respond to the diverse challenges of different groups with different needs. (ADULT SKILLS IN U.S. * WORK AND BASIC SKILLS * EDUCATION)
* Improvement by Design: The Promise of Better Schools. David K. Cohen (Prof of Education Policy, U of Michigan; Visiting Prof, Harvard U) and four others. U of Chicago Press, Dec 2013, 232p, $27pb (also as e-book). One of the great challenges now facing education reformers in the United States is how to devise a consistent and intelligent framework for instruction that will work across the nation’s notoriously fragmented and politically conflicted school systems. Looks at three different programs, seeking to understand why two of them—America’s Choice and Success for All—worked, and why the third— Accelerated Schools Project—did not. Offering urgently-needed guidance for state and local school systems, the authors identify four critical puzzles that the successful programs were able to solve, as regards design, implementation, improvement, and sustainability. (EDUCATION * SCHOOL REFORM SUCCESSES)
* The Public School Advantage: Why Public Schools Outperform Private Schools. Christopher A. Lubienski (Prof of Education Policy and Leadership, U of Illinois, Urbana-Champaign) and Sarah Theule Lubienski (Prof of Curriculum and Instruction, U of Illinois, Urbana-Champaign). U of Chicago Press, Nov 2013, 288p, $18pb. Education is better when provided for the public by the public. Policy makers have increasingly turned to market-based models to help improve our schools, believing that private institutions—because they are competitively driven—are better than public ones. Public schools in fact outperform private ones. Students at private schools score, on average, at higher levels than students do at public schools. But this difference is more than explained by demographics—private school students largely come from more privileged backgrounds, offering greater educational support. Gains in student achievement at public schools are at least as great and often greater than those at private ones, and the very mechanism that market-based reformers champion—autonomy—may be the crucial factor that prevents private schools from performing better. (EDUCATION * PUBLIC VS. PRIVATE SCHOOLS)
* The Future of the Curriculum: School Knowledge in the Digital Age (The John D. and Catherine T. MacArthur Cambridge MA: Foundation Reports on Digital Media and Learning). Ben Williamson (Lecturer, School of Education, U of Stirling, UK). MIT Press, 2013, 148p, $14pb. Contemporary curriculum innovations in the United States, Great Britain, and Australia reflect the social and technological changes of the digital age. Arguing that the curriculum is always both forward- and rearward-looking, Williamson considers how each of these innovations represents a certain way of understanding the past while also promoting a particular vision of the future. The covered initiatives are all examples of “centrifugal schooling,” expressing a vision of education and learning that is decentered, distributed, and dispersed, emphasizing networks and connections. In centrifugal schooling, a curriculum is actively assembled and improvised from a heterogeneous mix of people, groups, coalitions, and institutional structures. Participants in curriculum design and planning include local governments, corporations, foundations, charities, and nongovernmental organizations. Case studies include: 1) High Tech High, a charter school network in San Diego that integrates technical and academic education; 2) Opening Minds, a “competence- based” curriculum used in 200 British secondary schools; 3) Quest to Learn, a “school for digital kids” in New York City (with a sister school in Chicago); 4) The Partnership for 21st Century Skills, advocating a “21st century readiness” for American students; 5) The Whole Education Alliance in Britain, a network of “third sector” educational organizations. (EDUCATION * CURRICULUM INNOVATION * “CENTRIFUGAL SCHOOLING”)
* Education Today 2013: The OECD Perspective* Trends Shaping Education 2013. Organisation for Economic Co-operation and Development/Centre for Educational Research and Innovation. Paris: OECD, Jan 2013, 112p, $42pb (with free e-book). Describes major developments that are affecting the future of education and setting challenges for policy makers and education providers alike. Brings together international evidence relevant to five broad themes: a global world, living well, labor and skill dynamics, modern families and Infinite connection. Topics include growing share of those born in a foreign country; international divides of affluence and poverty; changing household structures and improved air quality in large residential areas; health and nutrition concerns as obesity becomes an epidemic in the developed world; civic engagement as measured through voter turnout and voter registration; local levels of skills mismatch and equilibrium and skill loss or decline throughout life; transition towards more knowledge-intensive economies; flexibility in the labor market; the growing number of older people in OECD countries, and a rise in old-age dependency ratios; shrinking households; exponential use of the Internet; outbreak of social networks; cyber bullying; and internet fraud. (EDUCATION: DRIVERS AND TRENDS)
*The Allure of Order: High Hopes, Dashed Expectations, and the Troubled Quest to Remake American Schooling. Jal Mehta (Asst Professor of Education, Harvard U). NY: Oxford U Press, April 2013, 416p, $29.95. The No Child Left Behind Act of late 2001 was hailed as a dramatic new departure in school reform. A decade later, NCLB has been repudiated. Three separate times--in the Progressive Era, the 1960s and '70s, and with NCLB--reformers have hit upon the same idea for remaking schools. Over and over again, outsiders have been fascinated by the promise of scientific management and have attempted to apply principles of rational administration from above. These failed because 1) policymakers are too far from schools to know what they need; 2) teachers are resistant to top-down mandates; and 3) the practice of good teaching is too complex for simple external standardization. Mehta advocates attracting strong candidates into teaching, developing relevant and usable knowledge, training teachers extensively in that knowledge, and supporting these efforts through a strong welfare state.
(EDUCATION * EDUCATION REFORM)
**Global Corruption Report: Education. Edited by Transparency International. NY: Earthscan/Routledge, July 2013, 224p, $59.95pb (also e-book). Corruption and poor governance are acknowledged as major impediments to realizing the right to education and to reaching the Millennium Development Goal of universal primary education by 2015. Corruption not only distorts access to education, but affects the quality of education and the reliability of research findings. From corruption in the procurement of school resources and nepotism in the hiring of teachers, to the buying and selling of academic titles and the skewing of research results, major corruption risks can be identified at every level of the education and research systems. Conversely, education serves as a means to strengthen personal integrity and is a critical tool to address corruption effectively. The Global Corruption Report (GCR) is Transparency International’s flagship publication, bringing the expertise of the anti-corruption movement to bear on a specific issue or sector. This report on education consists of more than 70 articles commissioned from experts in the fields of corruption and education, from universities, think-tanks, business, civil society and international organizations. The GCR pulls together cutting edge knowledge on lessons learned, and innovative tools and solutions that exist in order to fight corruption in the education sector. (EDUCATION * CORRUPTION IN EDUCATION * TRANSPARENCY INTERNATIONAL EDUCATION REPORT)
* Connected Minds: Technology and Today's Learners. OECD Centre for Educational Research and Innovation. Paris: Organisation for Economic Co-operation and Development, July 2012, 172p, $23 (e-book). In all OECD countries, digital media and connectedness are integral to the lives of today’s learners. Young people’s attachment to digital media and connectivity will shortly reach a level of almost universal saturation in OECD countries. In the Nordic countries, the Netherlands, the United Kingdom and Austria, more than 95% of 15-year-olds use a computer connected to the Internet daily while at home. On average, two hours per day are devoted to a number of ICT activities, mostly related to social interactions and the consumption of digital content, sometimes in connection with school-related tasks. The book presents answers to three questions: 1) Can the claim that today’s students are "new millennium learners" or "digital natives” be sustained empirically? 2) Is there consistent research evidence demonstrating the effects of technology on cognitive development, social values, and learning expectations? 3) What are the implications for educational policy and practice? As for the effects of digital technologies and connectivity on cognitive skills development and social values and lifestyles, the available yet scarce research evidence does not always present a coherent picture, with results from some studies disagreeing with those of others. Digital technologies are too recent, and their effects on learners too multi-faceted and interrelated – and hence difficult to untangle – to allow the research community to provide a coherent knowledge base to the stakeholders concerned. Contrary to what many voices have suggested, students cannot be said to have dramatically changed their expectations about teaching, learning and technology: although they value the convenience and the benefits that they get with technology, their preferences are still for traditional face-to-face teaching where technology improves current practices and results in higher engagement, a more efficient resolution of learning tasks and increased outcomes. If those gains do not become apparent to students, then reluctance emerges. The idea that students would be the strongest supporters of radical transformations in education, as attractive as it may seem, is not yet supported by research evidence. Teachers will have to lead the way. (EDUCATION * COMMUNICATION * LEARNING AND NEW ICT)
* Education at a Glance 2012: OECD Indicators. OECD. Paris: Organisation for Economic Co-operation and Development, Sept 2012, 568p, $73 (e-book). The indicators provide data on the structure, finances, and performance of the education systems in the OECD’s 34 member countries, as well as a number of non-member G-20 nations. The indicators highlight the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organization of schools. New indicators included in the current edition focus on the effect of the global economic crisis on education expenditures; the state of early childhood education systems around the world; intergenerational mobility in higher education among different socio-economic groups; the impact of education on macroeconomic outcomes, such as GDP; the specific factors that influence the level of education spending in different countries; career expectations among boys and girls at age 15, as compared to higher education graduation rates by field; the makeup of the teaching force in different countries and training requirements to enter the teaching profession; and the impact of examinations on access to secondary and higher education. (EDUCATION: OECD INDICATORS * INDICATORS: OECD ON EDUCATION)
* Preparing Teachers and Developing School Leaders for the 21st Century: Lessons from around the World. OECD. Paris: Organisation for Economic Co-operation and Development, June 2012, 108p, free title, e-book. Many countries have seen rapidly rising numbers of people with higher qualifications. But in a fast-changing world, producing more of the same education will not suffice to address the challenges of the future. The skills that are easiest to teach and easiest to test are also the skills that are easiest to digitize, automate and outsource. A generation ago, teachers could expect that what they taught would last for a lifetime of their students. Today, where individuals can access content on Google, where routine cognitive skills are being digitized or outsourced, and where jobs are changing rapidly, education systems need to place much greater emphasis on enabling individuals to become lifelong learners, to manage complex ways of thinking and complex ways of working that computers cannot take over easily. Students need to be capable not only of constantly adapting but also of constantly learning and growing, of positioning themselves and repositioning themselves in a fast changing world. As more countries grant greater autonomy to schools in designing curricula and managing resources to raise achievement, the role of the school leader has grown far beyond that of administrator. Developing school leaders requires clearly defining their responsibilities, providing access to appropriate professional development throughout their careers, and acknowledging their pivotal role in improving school and student performance. Topics include developing effective school leaders, preparing teachers to deliver 21st-century skills, and matching teacher demand and supply. (EDUCATION * SKILLS FOR 21ST CENTURY * TEACHERS FOR 21C)
** Dancing at the Edge: Competence, Culture and Organization in the 21st Century. Maureen O’Hara (Prof of Psychology, National U, La Jolla CA) and Graham Leicester (Director, International Futures Forum, Fife, Scotland). Axminster, Devon, UK: Triarchy Press, Nov 2012, 165p, $15pb. The “Person of Tomorrow” thrives in today’s world and inhabits the complex and messy problems of the 21C. They take a larger and more holistic view of any circumstance, are flexible in their responses, energize others with their vision and aspiration, are always pushing boundaries, and “they dance at the edge” These are innate human capacities we all possess, but some develop them better than others in today’s confusing, complex, fast-changing, and radically interconnected world. Expanding on a famous 1980 essay by Carl Rogers on “The World of Tomorrow and the Person of Tomorrow,” and a 1996 UNESCO report on education for the 21C, O’Hara and Leicester explore four dimensions of 21C learning: 1) learning to be a person of tomorrow (three clusters of qualities set them apart: humility, balance, and faith in the future); 2) learning to be together (and cultivating the capacity for conscious cultural leadership within “multi-stakeholder networks of systems within systems”); 3) learning to know in a world in which we are bombarded with information and sensation, and where knowledge is in flux (we must be able to perceive and appreciate multiple worldviews, and appreciate collective intelligence); 4) learning to do in the organizational setting of adhocracy. [NOTE: For a longer review, see GFB Book of the Month, Dec 2012. ALSO SEE Five Minds for the Future by Harvard psychologist Howard Gardner (Harvard Business School Press, 2007, 196p) which nicely complements O’Hara and Leicester.] (EDUCATION * LEARNING FOR THE 21C * METHODS)
* Digital Schools: How Technology Can Transform Education. Darrell M. West (VP and director of Brookings Governance Studies). Washington: Brookings Institution Press, May 2012, 160p, $26.95. Examines new models of education made possible by enhanced education technology that will make public education more effective and relevant in the Digital Age. Pilot programs across America are experimenting with different organizations and delivery systems. West examines personalized learning, enhanced teacher evaluation, distance learning, special education, blogs, wikis, social media, video-games, and augmented reality in bothy K-12 and higher education. Rather than be limited to six hours a day for half a year, education should move toward 24/7 engagement and learning throughout the year. [NOTE: Darrell M. West is also author of The Next Wave: Using Digital Technology to Further Social and Political Innovation and co-author of Digital Medicine: Health Care in the Internet Era.] (EDUCATION * INFOTECH AND EDUCATION * COMMUNICATION * TECHNOLOGY AND SCHOOLS)
* Global Sustainability and the Responsibilities of Universities. Edited by Luc E. Weber (rector emeritus, U of Geneva) and James J. Duderstadt (President Emeritus, U of Michigan). Economica (dist. by Brookings), Feb 2012, 300p, $59.95. Research universities worldwide are well-placed to address the challenges of global sustainability, including climate, environmental, economic, health, poverty, and geopolitical concerns. Discusses how research universities are adapting to the imperatives of global sustainability (e.g., social diversity, resource management, academic programs, research and scholarship) and how they can develop new curricula, student experiences, research paradigms, social engagement, and international alliances to better address the challenges of global sustainability while producing globally identified citizens. (SUSTAINABILITY AND UNIVERSITIES * HIGHER EDUCATION AND SUSTAINABILITY)
* Whither Opportunity? Rising Inequality, Schools, and Children’s Life Chances. Edited by Greg J. Duncan (Distinguished Prof of Education, U of California, Irvine) and Richard J. Murnane (Prof of Education and Society, Harvard U). NY: Russell Sage Foundation and Spencer Foundation, Sept 2011, 528p, $49/95pb. Examines the corrosive effects of unequal family resources, disadvantaged neighborhoods, insecure labor markets, and worsening conditions on K-12 education. Rising inequality is undermining the ability of schools to provide children with an equal chance at academic and economic success. From earliest childhood, parental investments in children’s learning affect reading, math, and other attainments later in life. The gap between rich and poor children’s achievement is now larger than it was 50 years ago. Income-based gaps persist across the school years. Rising inequality may now be compromising the functioning of schools and the promise of equal opportunity in America. (EDUCATION * INEQUALITY AND SCHOOLS * CHILDREN AND INEQUALITY * POVERTY IN U.S.)
* Improving Adult Literacy Instruction: Options for Practice and Research. National Research Council (edited by Alan M. Lesgold and Melissa Welch-Ross). Washington: National Academies Press: March 2012, 640p, $64.95pb. A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including education, health, supporting a family, civic participation, and competitiveness in the global economy. Yet, “more than 90 million US adults lack adequate literacy. Furthermore, only 38 % of US 12th graders are at or above proficient levels in reading.” Synthesizes the research on literacy and learning to improve literacy instruction in the US and to recommend a more systemic approach to research, practice, and policy, with a focus on individuals 16 and older who are not in K-12 education. Recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. (EDUCATION * ADULT LITERACY * LITERACY LACKING IN U.S.)
* Why Geography Matters: More Than Ever (Second Edition). Harm de Blij (Prof of Geography, Michigan State U). NY: Oxford UP, Aug 2012, 320p, $16.95pb. America has become “the world’s most geographically illiterate society of consequence.” Despite increasing global interconnectivity and rapid change, Americans seem to be less informed and less knowledgeable about the rest of the world than ever. By improving our understanding of the world’s geography, we can better respond to the events around us, and better prepare ourselves to face the global challenges ahead. Topics include climate change along with significant weather extremes, the economic crisis, the burgeoning presence of China, the troubling disarray of the EU, the nuclear ambitions of North Korea, the terrible conflict in Equitorial Africa, and the Arab Spring. (Also see The Power of Place: Geography, Destiny, and Globalization’s Rough Landscape by Harm de Blij, Oxford UP, 2002.) (GEOGRAPHIC ILLITERACY: U.S. * GEOGRAPHY * EDUCATION * WORLD FUTURES)
* Dropping Out: Why Students Drop Out of High School and What Can Be Done About It. Russell W. Rumberger (Prof of Education, U of California-Santa Barbara). Cambridge MA: Harvard U Press, Oct 2011, 358p, $35 (also as e-book). The vast majority of kids in the developed world finish high school – but not in the US. More than a million adolescents drop out every year, and the numbers are rising. Students start disengaging long before they get to high school, and the consequences are severe: they are less likely to find work at all, and more likely to live in poverty, commit crimes, and suffer health problems. Advocates targeting the most vulnerable students as far back as the early elementary grades and a more flexible and practical definition of achievement. Success should not be limited to readiness for college. High schools must offer all students all they need to succeed in the workplace and independent adult life, not merely qualify them for more school. (EDUCATION * HIGH SCHOOL DROPOUTS * YOUTH)
* American Higher Education in the Twenty-First Century: Social, Political, and Economic Challenges (Third Edition). Edited by Philip G. Altbach (Prof of Higher Education, Boston College), Patricia J. Gumport (Prof of Education, Stanford Institute for Higher Education), and Robert O. Berdahl (Prof Emeritus of Higher Education, U of Maryland). Baltimore MD: Johns Hopkins U Press, June 2011, 416p, $29.95pb. Overviews the central issues facing American colleges and universities today, including finance, federal and state governance, faculty, students, curriculum, and academic leadership. Also addresses the major challenges in higher education, especially the influence and incorporation of new technologies and growing concern about the future of the academy in a post-Iraq War setting.
* Truth, Beauty, and Goodness Reframed: Educating for the Virtues in the Twenty-first Century. Howard Gardner (Prof of Cognition and Education, Harvard U). NY: Basic Books, April 2011, 256p, $25.95 (also e-book). A primer on the foundations of ethics in the modern age. Although the concepts of truth, beauty and goodness are and remain the cornerstones of our society, they are changing faster than ever before. Explores the meaning of these virtues in an age when vast technological advancement and relativistic attitudes toward human nature have deeply shaken our moral worldview. [Note: Also by Gardner, see Five Minds for the Future (Harvard Business School Press, 2007), on the kinds of minds needed to thrive in the world ahead (the disciplined mind, the synthesizing mind, the creating mind, the respectful mind, and the ethical mind), Multiple Intelligences: New Horizons (Basic Books, 2006), and 20 or so other books.] (EDUCATION * ETHICS)
* Global Civics: Responsibilities and Rights in an Interdependent World. Edited by Hakan Altinay (Senior Fellow in Global Economy, Brookings Institution; former Exec Director, Open Society Foundation-Turkey). Foreword by Kemal Devi? (Vice-President, Brookings; former Director, UN Development Programme). Washington: Brookings Institution Press, Feb 2011, 145p, $18.95pb. “A conversation about global civics is needed, and university campuses are ideal venues for these conversations to start” (Martii Ahtisaari, 2008 Nobel Peace Laureate). We cannot achieve the cooperation needed for a globalizing century without developing some sort of “global civics”. Self-interest will remain an integral component of national policies. It neither should nor can be the only mechanism at work. Our perception of worldwide connection and solidarity has to deepen, and our sense of being part of a global community must strengthen. Explores how to build an effective curriculum for global civics, so that institutions of higher learning worldwide can teach it and take a leading role in advancing that agenda. (WORLD FUTURES * GLOBAL CIVICS * HIGHER EDUCATION AND GLOBAL CIVICS)
* PISA 2009 at a Glance. Organization for Economic Co-operation and Development. Paris: OECD, Dec 2010, 92p, free pdf at www.oecd-ilibrary.org. This is a companion publication to PISA 2009 Results, the six-volume report on the 2009 survey conducted by the OECD’s Programme for International Student Assessment. PISA assesses the extent to which students near the end of compulsory education have acquired some of the knowledge and skills that are essential for full participation in modern societies. Its triennial assessments of 15-year-olds focus on reading, mathematics and science. PISA shows that school success is a function of school governance, favorable learning conditions, and disciplined climate. Also analyses ways to overcome social background handicaps and learning strategies to help students perform better.
(EDUCATION * PISA/OECD SUMMARY* OECD STUDENT SKILLS ASSESSMENT)
* A Chance to Make History: What Works and What Doesn’t In Providing an Excellent Education for All. Wendy Kopp (NYC; founder and president, Teach for America). NY: Public Affairs, Jan 2011, 304p, $25.95. Since 1990, Teach for America has been building up a movement to end educational inequity. Its founder shares the lessons learned from the experiences of 25,000 teachers and alumni who have taught in low-income communities. Introduces leaders who set out and accomplished challenging performances at the classroom, school, and system levels. Shows that strong leadership makes possible an excellent education for children in poverty. Such leadership requires vision, people skills, a drive for continuous improvement, and willingness to achieve.
(EDUCATION * TEACH FOR AMERICA)
* The Nature of Learning: Using Research to Inspire Practice. Organisation for Economic Co-Operation and Development. Paris: OECD Publishing, Sept 2010, 342p, free pdf. To inform practice and educational reform, the volume brings together the lessons on both learning and different educational applications. Topics include: ten cornerstone findings, learning environments for the 21C, cognitive perspectives, the role of motivation and emotion in classroom learning, developmental and biological perspectives, formative assessments in learning environments, cooperative group learning, learning with technology, inquiry-based approaches to learning, the community as a resource for learning, the effects of family on children’s learning and socialization, implementing innovation, and directions for learning environments in the 21C. (EDUCATION * LEARNING: LESSONS OF RESEARCH)
* Waiting for “Superman”: How We Can Save America’s Failing Public Schools (A Participant Media Guide). Edited by Karl Weber (NYC). NY: Public Affairs, Sept 2010, 288p, $15.95pb. Millions of US students attend “failure factories” that produce more drop-outs than graduates; millions more attend “nice” schools that mask mediocre achievement. Reading and math scores in the US stagnate and even fall behind, while other countries continue to advance. Inspired by Davis Guggenheim’s Sundance award-winning documentary film, leading educational reformers explore how to fix our broken public school system. Shows how failing schools destroy neighborhoods – not the reverse – and reveals that dedicated, attentive teachers are what help at-risk kids succeed.
(EDUCATION * SCHOOL REFORM)
* Academically Adrift: Limited Learning on College Campuses. Richard Arum (Prof of Sociology and Education, NYU; director, Education Research Program, Social Science Research Council) and Josipa Roksa (Asst Prof of Sociology, U of Virginia). Chicago IL: U of Chicago Press, Jan 2011/256p/$25pb. In spite of soaring tuition costs, more students than ever in the US go to college, in that a bachelor’s degree is required for entry into a growing number of professions. The Collegiate Learning Assessment, a standardized test administered to students in their first semester and again at the end of their second year, shows that 45 % of a sample of 2,300 students at 24 institutions show no significant improvement in critical thinking, complex reasoning, and writing during the first two years of college. Instead, students are distracted by socializing or working, and an institutional culture that puts a low priority on learning. (EDUCATION * HIGHER EDUCATION * COLLEGIATE LEARNING ASSESSMENT)
* Opening Up Education: The Collective Advancement of Education through Open Technology, Open Content, and Open Knowledge. Edited by Toru Iiyoshi (director of Knowledge Media Lab, Carnegie Foundation) and M.S. Vijay Kumar (senior assoc dean and director, Office for Educational Innovation, MIT). Cambridge MA: MIT Press, Oct 2010/504p/$12.95pb (cloth edition, 2008). Open source entrepreneurs and faculty need incentives to use and contribute to open education goods. Explores the potential of open education to transform the economics and ecology of education. Maintains that one must develop both the technical capability and the intellectual capacity for transforming tacit pedagogical knowledge into commonly usable and visible knowledge.
(EDUCATION * OPEN EDUCATION)
** Patterns of Potential Human Progress. Vol 2: Advancing Global Education. Janet R. Dickson (Research Associate, Pardee Center for International Futures, U of Denver), Barry B. Hughes (Prof of International Studies and Director, Pardee Center), and Mohammod T. Irfan (post-doctoral fellow, Pardee Center). Boulder CO: Paradigm Publishers, July 2010/354p/$32.95pb. (free pdf at www.ifs.du.edu). The second in a series on prospects for human development: how it appears to be unfolding and how to move it in desired directions. A 100-year horizon is used for most of the analysis, beginning in 1960 (when the education transition became truly global) and extended to 2060, when the transition to universal primary education should be largely complete, and transition to universal lower secondary education should be far along. Topics include the history of education’s advance, global education goals, exploring possible futures of the transition using the IFs (International Futures) modeling system, the IFs Base Case Forecast, placing education in a human development framework, a normative scenario for educational futures (identifying targets for intake and public spending), accelerating education’s advance, costs and possible funding sources, and the broader impact of advancing education. [Note: The broadest view ever of education in time and space, albeit with no mention of new infotech. Vol 3 in this ambitious and valuable series focuses on Global Health (Dec 2010), to be followed by Vol 4 on infrastructure.] (EDUCATION WORLDWIDE TO 2060 * GLOBAL EUCATION TO 2060
* INTERNATIONAL FUTURES MODEL * PARDEE CENTER FOR INTERNATIONAL FUTURES)
* Educating Globally Competent Citizens: A Tool Kit for Teaching Seven Revolutions. Edited by Dennis R. Falk (U of Minnesota-Duluth), Susan Moss (Ft. Lewis College, CO), and Martin Shapiro (Cal State U-Fresno). Washington: Center for Strategic and International Studies, April 2010/133p/$20 (www.csis.org). It is increasingly difficult for leaders to act in ways that will yield positive, long-term results. The Tool Kit, part of the Seven Revolutions (7 Revs) initiative to educate globally competent citizens, stems from a collaboration of CSIS, the American Assn. of State Colleges and Universities, and The New York Times. It shows how seven AASCU campuses have used 7 Revs in their teaching materials. The 7 Revs project identified seven areas of change expected to be most “revolutionary” in the world of 2025: population, environmental stewardship and resource management, technological innovation and diffusion, development and dissemination of knowledge, economic integration, the nature and mode of conflict, and the challenge of governance.
(EDUCATION * FUTURISTICS IN HIGHER EDUCATION * “SEVEN REVOLUTIONS” PROJECT-CSIS)
* Creating the School You Want: Living at Tomorrow’s Edge. Edited by Arthur B. Shostak (Emeritus Prof of Sociology, Drexel U). Lanham MD: Rowman & Littlefield, 2010/230p/$39.95. Futurists such as Tim Mack, David Pearce Snyder, Tsvi Bisk, Joseph F. Coates, William Crossman, and William Halal urge schools at all grade levels to incorporate futures-oriented curricula into their courses. By doing so, students will learn how to analyze situations and actively shape their own futures, and teachers and schools will also benefit. Companion follow-up volume to Anticipate the School You Want: Futurizing K-12 Education by Shostak (Rowman & Littlefield, Sept 2008/157p/$24.95pb), on Generation Next youngsters, “futuristics” as a framework to understand possibilities and preferred futures, promoting futuristic schooling, high schools of the future and their courses, and learning aids. [NOTE: Brimming with ideas and enthusiasm.] (EDUCATION * FUTURISTICS IN SCHOOLS * SCHOOL CURRICULA)
* DIY U: Edupunks, Edupreneurs, and the Coming Transformation of Higher Education. Anya Kamenetz (writer, Fast Company magazine; www.anyakamenetz.blogspot.com). White River Junction VT: Chelsea Green, April 2010/208p/$14.95pb (e-book available). Makes the case against college, and for education. In the US the price of college tuition has increased more than any other major good or service for the last 20 years. Almost half of college students don’t graduate; those who do have unprecedented levels of student loan debt, which constitutes a credit bubble similar to the mortgage crisis. The current system particularly fails first-generation and low-income college students, and students of color. The university needs to reform: the future lies in personal learning networks and paths, learning that blends experiential and digital approaches, and free and open-source educational models. (HIGHER EDUCATION: REFORM)
* Hope Is an Imperative: The Essential David Orr. David W. Orr (Distinguished Prof of Environmental Studies and Politics, Oberlin College). Foreword by Fritjof Capra. Washington DC: Island Press, Dec 2010/375p/$30pb. Collects the works of a leading champion of the environmental movement and author of six previous books, who advocates ecological literacy in higher education, ecological design, and awareness of threats to future genererations. The 33 essays include “What is Education For?”, “The Campus and The Biosphere”, and “Loving Children: A Design Problem.” An introduction describes the evolution of environmentalism. (ENVIRONMENTALISM EVOLVING * ECOLOGICAL LITERACY
* DESIGN, ECOLOGICAL * FUTURE GENERATIONS * HIGHER EDUCATION: ECO-LITERACY)
* University Research for Innovation. Edited by Luc E. Weber (Rector Emeritus, U of Geneva) and James J. Duderstadt (President Emeritus and University Prof of Science and Engineering, U of Michigan). London: Economica (dist. Brookings), Feb 2010, 390p, $59.95. On the role of research universities in an innovation-driven global society, based on the 7th Glion Colloquium held in 2009. Discusses alternative innovation strategies, approaches to innovation at national and institutional levels, the intellectual character of innovation, challenges of creating world-class universities, and the shift of high-tech industry toward open innovation.
(HIGHER EDUCATION * RESEARCH UNIVERSITIES * INNOVATION AND UNIVERSITIES)
*Pitch Perfect: Communicating with Traditional and Social Media for Scholars, Researchers, and Academic Leaders. William Tyson (Morrison & Tyson Communications). Sterling, VA: Stylus Publishing, May 2010, 176p, $19.95pb. A practical guide for scholars keen to communicate their knowledge and research to a wider public. On using traditional and digital media, and engaging with social media such as blogs, Facebook, Twitter, YouTube, podcasts, and wikis. Tyson has advised scholars and academic leaders on media relations for >30 years. An appendix lists key media in North America, Australia, and the UK. (COMMUNICATIONS * EDUCATION * METHODS)
* Unscientific America: How Scientific Illiteracy Threatens Our Future. Chris Mooney (Cambridge MA) and Sheril Kirshenbaum (Institute for Environmental Policy Solutions, Duke U); www.unscientificamerica.com . NY: Basic Books, June 2010/208p/$15pb (hardcover, 2009). The most urgent problems of the 21C require scientific solutions, yet Americans pay less and less attention to scientists. For every five hours of cable news, <1 minute is devoted to science, and the number of newspapers with science sections has shrunk from 95 to 33 in the past 20 years. Mooney is author of The Republican War on Science (2005) and Storm World (2007).
(SCI/TECH * EDUCATION * SCIENTIFIC ILLITERACY)
* Higher Education to 2030 (3 Volumes). Organisation for Economic Co-operation and Development. OECD, Aug 2009 (dist. by Brookings). Analyzes the impact of various trends on tertiary education systems. Volume 1 Demography (300p/$62pb) looks at aging OECD populations with more immigrants and minorities; Volume 2 Technology (150p/$40pb) examines the possible impact of technology, as well as the opportunities it may bring; Volume 3 Globalization (500p/$80pb) addresses the effects of globalization. (EDUCATION * HIGHER EDUCATION)
* Saving Alma Mater: A Rescue Plan for America’s Public Universities. James C. Garland. U of Chicago Press, Oct 2009/320p/$27.50. Former president of Miami U of Ohio and dean at Ohio State U notes that America’s public universities educate 80% of US college students, but many of these institutions have fallen into decline due to rising demands on state treasuries, changing demographics, and growing income inequality. Tuition costs and class sizes are up, while the number of courses offered and overall quality has declined. A new compact between state government and public universities is needed. (EDUCATION * HIGHER EDUCATION * PUBLIC UNIVERSITIES IN U.S.)
* The Trials of Academe: The New Era of Campus Litigation. Amy Gadja (Asst Prof of Journalism and Law, U of Illinois). Cambridge: Harvard UP, Oct 2009/298p/$35. Contrary to the past, when no one ever thought to sue about anything, litigation is now common regarding tenure decisions, grading curves, course content, admissions, exam policies, and graduation requirements; Gadia explores causes of the litigation trend, implications for academic freedom, and what can be done to limit potential damage.
(EDUCATION * HIGHER EDUCATION * LITIGATION IN ACADEMIA)
* The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education. Diane Ravitch (Research Prof of Education, NYU; Brookings Institution). NY: Basic Books, March 2010/288p/$26.95. Former Asst Secretary of Education critiques school reform ideas (charter schools, privatization, accountability, business models), explains why they have had no positive impact on the quality of American education, and offers ideas for improving schools—ideas that repudiate positions she once fiercely defended. (SCHOOL REFORM * EDUCATION)
* Creating an Opportunity Society. Ron Haskins and Isabel Sawhill (co-directors, Brookings Center on Children and Families). Brookings Institution Press, Sept 2009/300p/$28.95pb. On economic opportunity in the US and how to create more of it, especially for the poor; a cost-effective agenda consistent with American values takes a three-pronged approach: increase education at all levels, encourage and support work among adults, and reduce out-of-wedlock births (while increasing the share of children reared by their married parents). (CHILDREN * “OPPORTUNITY SOCIETY” * EDUCATION * WORK)
* Empire of Illusion: The End of Literacy and the Triumph of Spectacle. Chris Hedges (Princeton NJ; fellow, The Nation Institute). NY: Nation Books, July 2009/256p/$24.95. A Pulitzer Prize-winning author describes two Americas: a minority that functions in a print-based and literate world that can cope with complexity, and a majority retreating from a reality-based world into one of false certainty and magic, where political rhetoric is pitched at a sixth-grade reading level, and newspapers and books are being pushed to the margins of society. (LITERACY DECLINE IN U.S.)