<I>A Policy History of Standards-Based Education in America</I> is a narrative history of the development of standards-based education in the United States over the last several decades, from the perspective of anarchist cultural studies. There have been other books on the evolution of federal education policy, but few have struck the right balance between describing how it actually happened while still providing a theoretical framework, and none have kept the focus specifically on standards-based education. These related books have also rightly noted the great diversity of players, factions, interest groups, and organizations that helped move federal education policy from equity, to excellence, to accountability over the last four decades. This book goes on to make the original claim (using a rigorous analysis of the historical record) that big business was the primary empirical driver behind standards-based education and global economic competitiveness was the primary ideological driver. Finally, the book concludes by interrogating the implicit claims embedded within global competitiveness ideology; that the present international economy will continue as it has indefinitely, which is mathematically impossible. Unless things change quickly, this planet is heading toward economic, environmental, and geostrategic shocks of the very first order of magnitude. An eco-pedagogy for anarchist bioregions might be part of the solution. <BR> The leading markets for this book will be major public and Division 1 research university libraries and university courses in education policy, education law, education history, political science, and public policy.
"Global Education Reform" presents an opportunity to reorganize, transform, and recapture misplaced human potential. The book advocates a new culture of the education process through the establishment of Student Concerned Review Councils (SCRCs) as a vehicle for global education reform in college and university communities. The proposed SCRC must be viewed as an active search engine for a global conduit to encourage chancellors, vice chancellors, presidents, professors, and ministers of education to be fully integrated in the SCRC process. The book notes that effective design and implementation of Information Technology Resource Service Centers (ITRSCs) on college and university campuses will definitely help students to reconnect with their lost potential, elevate their self-confidence, improve their inner satisfaction, develop their personal life and professional career, and restore dignity to the education community. The implementation of Information Technology Resource Service Centers (ITRSC), Programming Resource Technology Center (PTRC), Open Access Technology Resource Center (OATRC), Professional Development Technology Center (PDTC), Professional Development Technology Center (PDTC), Academic Faculty Resource Technology Center (AFRTC), Academic Research Technology Center (ARTC), Learning Resource Technology Center (LRTC), and Certification Resource Technology Center (CRTC) will enhance the understanding, importance, and advantages of information technology in the education process.
The author sees the decay of the Nigerian educational system as a regrettable oversight and a deterrent to global education reform and the preparation, nurturing and education of future education leaders of the unified free world. The author asserts that Dr. Nnamdi Azikiwe, Sir Tafawa Balewa, General Aguiyi Ironsi, General Yakubu Gowon, Chief Obafemi Owolowo, Sir Ahmadu Bello, Brigadier Udoakaha Esuene, and Governor Owelle Okorocha were patriotic, enduring, and outstanding education advocates for all citizens in Nigeria. A lifelong education is an instructive and enlightening route to wisdom, intellectual growth, and maturity; therefore, it is the author's assertion that combined and collaborative efforts are needed, as well as support from ministers of education and other politicians who are willing to allocate adequate financial resources that will enable privileged elites; chancellors, vice chancellors, presidents, professors to prepare future leaders of the education system in their formative years to establish an attitude of persistence, and self-confidence to cope with the demanding workforce and professional challenges of today's information technology society. The author submits that effective and efficient use of information technology as valuable data and voice transmission tools, e-mail, cell phones, Internet access as education instruction delivery apparatus, and communication system for global language barriers will definitely create a singular and mutually sovereign system for the successful development of global education reform.
There are many aspects of an education system that only make sense if we know how that system has developed over time. Part of this comes from knowing how institutions have changed, but it is also important to understand how ideas in education have developed.
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