EDLS 3461



International Innovations in K-12 Policy Reform

LPO 3512

Spring Semester, 2011

Payne 105

Wednesdays 4 – 7 PM

Stephen P. Heyneman

Professor

International Education Policy

Department of Leadership and Organizations

Box 514 Peabody Campus

Payne 205 B

Nashville, Tennessee 37203

Tel: 615 322 – 1169

Cell: 615 406 – 0287

Email: s.heyneman@vanderbilt.edu

Office hours: appointment arranged by email

Teaching assistants:

Jonathan Stern, Department of Leadership, Policy and Organizations

Jonathan.m.stern@vanderbilt.edu

Jeongwoo Lee, Department of Leadership, Policy and Organizations

Jeongwoo.lee@vanderbilt.edu

Course Description:

This course will provide an overview of reform policies in education administration, management, and classroom teaching outside of the United States. It will cover issues of accountability, school choice, standards and testing, teacher professionalism and school management, and some of the more important sub-topics—school leadership, special education, public and private (including religious) schooling, educational corruption, the influence of social background on school performance, international trade, and social cohesion. Room has been left in the syllabus for discussion of disturbing schooling events—school violence, dress and moral codes, hazing, and important educational challenges—international education mandates, refugee and migrant education etc.—as they affect schools systems in different parts of the world.

This course is intended for graduate students who interested in the social policy functions and problems of elementary and secondary education. For those planning to work within the US, the course is intended to provide a quick overview of trends in other nations. The course should help provide a background for local issues and problems which they will confront in their careers. For those interested in education issues outside the US, the course is intended to provide an introduction. For both, the course is intended to better differentiate between three groups of phenomena: problems and issues unique to one country; problems and issues which pertain to a group of countries; and problems and issues which pertain to all countries.

Graduate Requirements: (Grade %)

Individual Presentation 10

Mid-Term Exam 30

Final Examination 30

Term research paper 25

Class participation 5

All work in this course is subject to the university honor code and its respective policies.

Students are expected to do their own work on all assignments. Any evidence of cheating on exams, the paper, or other assignments will be reported to the Honor Council. Cheating includes but is not limited to copying the exams or assignments of other students, plagiarism, and having others write your paper for you. You may work with persons on your group assignments. You may not receive help from former students or other persons in the class on these assignments.

Individual Critical Incident Presentation: It will include a comparative analysis of an important schooling event. Students will be assessed both on the quality of the background research and the presentation to others in the class.

Among the school incidence to be considered:

• school violence

• corporal punishment

• bullying

• school lunch

• sports

• social pressures

• appropriate and inappropriate use of religion

• freedom of speech

• school transport

• students with special needs

A mid-term and final examinations: These will be given in a take-home style and will include a careful analysis of the assigned readings and issues as discussed in class. The mid-term will cover issues in the first half of the course; the final will cover issues in the second half of the course.

Term paper: Students will be expected to write a research paper on a topic of their choosing. Topics should reflect a theme stimulated by the syllabus. Topics may cover any part of the world. Students will be expected to adhere to the University of Chicago format. Deviation from an acceptable academic format will result in a reduced grade.

Term paper:

• Topics should be cleared by February 8th

• A draft bibliography should be submitted by March 2nd.

• A draft outline should be submitted by March 30th.

• A final draft is due on April 27th.

All students will be expected to read the required materials before class and to incorporate them into class discussions.

All materials will either be on physical reserve in the Peabody Library or will be electronically scanned and available on OAK. There are no textbooks.

Schedule of Class Sessions and Readings:

January 12. Session 1: Introduction

January 19. Session 2: Origins of Public Education / Education and Social Cohesion

Required Reading:

Heyneman, Stephen P. “From the Party/State to Multi-Ethnic Democracy: Education and Social Cohesion in the Europe and Central Asia Region.” Educational Evaluation and Policy Analysis 21, no. 4 (Summer, 2000): 173 – 191. (read sections one and two pp. 173 - 8)

Heyneman, Stephen P. “Defining the Influence of Education on Social Cohesion.” International Journal of Educational Policy, Research and Practice 3 # 4 (Winter, 2002/3): 73 – 97.

Heyneman, Stephen P. “Education, Social Cohesion and Ideology.” In Right to Education: Policies and Perspectives, edited by Emin Karip, 89-104. Turkish Education Association: Ankara, 2008.

Heyneman, Stephen P. “American education: A view from the outside.” The International Journal of Leadership in Education 1 (1999): 31-41.

Marshall, Katherine. “Education for All: Where does religion come in?” Comparative Education 46, no. 2 (2010): 273 – 287.

Background reading:

OECD. Trends shaping education. Paris, France: Organization for Economic Cooperation and Development, 2008.

Gorard, Stephen, and Emma Smith. “The impact of school experiences on students’ sense of justice: an international study of student voice.” Orbis Scholae 2, no. 7 (2008): 1802-1837.

Salmi, Jamil. “Violence, Democracy, and Education: An analytic framework.” In Promoting Social Cohesion through education: case studies and tools for using textbooks and curricula, edited by Eluned Roberts-Schweitzer, 9-29. Washington D.C.: The World Bank, 2006.

Harber, Clive. Schooling as Violence: How Schools harm pupils and societies. London: Routledge, 2004. (Read: “Is formal education always good for you?” pp. 1 – 4)

Phillips, Robert, and John Furlong. Education, reform and the State: twenty five years of politics, policy and practice. London and New York: Routledge, 2001. (Read pp. 12 – 27).

Heyneman, Stephen P. “Education, social cohesion and the role of international organizations.” Peabody Journal of Education 78, no. 3 (2003): 25–38.

Heyneman, Stephen P. and Snaja Todoric-Bebic. “Renewed sense of purpose of schooling: Education and social cohesion in Africa, Latin America, Asia, and Europe and Central Asia.” Prospects XXX, no. 2 (2000): 145–166.

January 26. Session 3: Poverty and Learning

Required Reading (read in the sequence listed below)

Coleman, James S. et al. The equality of educational opportunity report. Washington D.C.: U.S. Printing Office, 1968. (read any summary of this report)

Heyneman, Stephen P., and William Loxley. “The effect of primary school quality on academic achievement across 29 high- and low-income countries.” American Journal of Sociology 88 (1983): 1162-1194.

Baker, David P., Brian Goesling and Geral K. Letendre. “Socio-economic status, school quality and national economic development: A cross-national analysis of the Heyneman-Loxley effect.” Comparative Education Review 46 (2002): 291-313.

Gameron, Adam and Daniel A. Long. “Equality of educational opportunity: A 40 year perspective.” In Education and equity volume 1: international perspectives on theory and policy, edited by Richard Teese, Stephen Lamb, and Marie Duru-Bellats, chapter 1. New York: Springer Press, 2008.

Chudgar, Amita and Thomas F. Luschei. “National income, income inequality and the importance of schools: A hierarchical cross-national comparison.” American Education Research Journal 46, no. 3 (2009): 626-658.

Heyneman, Stephen P. “Student social background and student achievement: What is the right question?” American Journal of Education 112, no. 1 (2005): 1-9.

Background Material

Heyneman, Stephen P. “Differences between developed and developing countries: A comment on Simmons and Alexander’s determinants of school achievement.” Economic Development and Cultural Change 28 (1980): 403-406.

McEwan, Patrick J. and Jeffery Marshall. “Why does academic achievement vary across countries? Evidence from Cuba and Mexico.” Education Economics 12, no. 3 (2003): 205-435.

February 2. Session 4: School Choice and the Educational Role of the State

Required reading.

Heyneman, Stephen P. “Educational choice in Eastern Europe and the former Soviet Union: A review essay.” Education Economics, 5 (1997): 333-339.

Heyneman, Stephen P. “International perspectives on school choice.” In Handbook of research on school choice, edited by Mark Berends, Matthew G. Springer, Dale Ballou and Herbert J. Walberg, 79-95. Mahwah (New Jersey): Lawrence Erlbaum Publishers, 2009.

Heyneman, Stephen P. and Lykins, C. “The Federal Role in Education: Lessons from Australia, Germany and Canada.” Washington DC: Center for Education Policy, 2008.

Heyneman, Stephen P. “The Appropriate Role of Government in Education” Journal of Higher Education Policy 3, no. 2 (2009): 135 – 157.

Heyneman, Stephen P. “An Education Bureaucracy that Works.” Education Next (November), 2009.

Tooley, James. Rethinking Education. London: Cassell Publishers, 2000. (Read section on ‘Education’; pp. 24-62).

Background reading.

Adnett, Nick and Peter I. Davies. “Competition between or within schools? Re-assessing school choice.” Education Economics 13, no. 1. (2005): 109-121.

Bagley, Carl. “School choice and competition: A public-market in education revisited.” Oxford Review of Education 32, no. 3 (2006): 347-362.

Belfield, Clive R. “Political preferences and the privatization of education: Evidence from the UK.” Education Economics 11, no. 2 (2003): 155-168.

Narodowski, Marino and Milagros Nores. “Socio-economic segregation with (without) competitive education policies: A comparative analysis of Argentina and Chile.” Comparative Education 38, no.4 (2002): 429-451.

Somers, Marie-Andree, Patrick J. McEwan, and Douglas J. Willms. “How effective are private schools in Latin America? Comparative Education Review 48, no. 1 (2004): 48-69.

Uribe, Claudia, Richard J. Murnane, John B. Willett, and Marie Andree Somers. “Expanding school enrollment by subsidizing private schools: Lessons from Bogota.” Comparative Education Review 50, no. 2 (2006): 241-277.

Bagley, Carl, Philip A.Woods, and Glenys Woods. “Implementation of school choice policy: Interpretation and response by parents of students with special education needs.” British Educational Research Journal 27, no. 3 (2001): 287-311.

Bulkley, Katrina and Jennifer Fisler. “A decade of charter schools: From theory to practice.” Educational Policy 17, no. 3 (2003): 317-342.

Maile, Simeon. “School Choice in South Africa.” Education and Urban Society 37, no. 1 (2004): 94-115.

Tsang, Munc C. School choice in People's Republic of China (No. Occasional Paper No.9): Teachers College, Columbia University, 2002.

February 9. Session 5: Private Schools for the poor

Required Reading

Heyneman, Stephen P., Jonathan M. B. Stern, and Tom M. Smith. The search for effective EFA policies: The role of private schools for low income children. Washington D.C.: The Mitchell Group, 2011.

Heyneman, Stephen P., Jonathan M. B. Stern, and Tom M. Smith. The search for effective EFA policies: The role of private schools for low income children. Washington D.C.: The Mitchell Group, 2011. (See Appendix – Bibliography by region).

Background Reading

Tooley, James. The Beautiful Tree. Washington D.C.: The Cato Institute, 2009.

February 16. Session 6: System Accountability, Standards and Testing

Required Reading

The Economist. “In praise of aptitude tests: What the much-maligned SATs have actually done for America.” The Economist. March 25, 2005.

Heyneman, Stephen P. “Uses of examinations in developing countries: Selection, research, and education sector management.” International Journal of Educational Development 7, no. 4 (1987): 251–263.

Heyneman, Stephen P. “The Importance of External Examinations in Education,” In Secondary School External Examination Systems: Reliability, Robustness and Resilience, edited by Barend Vlaardingerbrock and Neil, 1-25. Taylor. Amherst (New York): Cambria Press, 2009.

Harris, Douglas N. and Carolyn D. Herrington. “Accountability, standards, and the growing achievement gap: Lessons from the past half-century.” American Journal of Education. 112, no. 2 (2006): 209-238.

Hanushek, Eric A., and Margaret E. Raymond. “Does school accountability lead to improved student performance?” Journal of Policy Analysis and Management 24, no. 2 (2005): 297-327.

Tsuneyoshi, Ryoko. “The new Japanese educational reforms and the achievement “crisis” debate.” Education Policy 18, no. 2 (2004): 364-394.

Background Reading

The Economist. “ French education: a chorus of disapproval,” The Economist October 2, 2010, p. 56.

Andreas, Joel. “Leveling the little pagoda: The impact of college examinations, their elimination, on rural education in China.” Comparative Education Review 48, no. 1 (2004): 47.

Bines, Hazel. “Inclusive standards? Current developments in policy for special educational needs in England and Whales.” Oxford Review of Education 26, no. 1 (2000): 21-33.

Harber, Clive. Schooling as violence: How schools harm pupils and societies. London: Routledge, 2004. (Read pp. 111-124).

Nagle, Katherine, Carolyn Yunker, and Kimber W. “Students with disabilities and accountability reform: Challenges identified at the state and local levels.” Journal of Disability Policy Studies, 17, no. 1 (2006): 28-39.

Suzuki, Ikuko. “Parental participation and accountability in primary schools in Uganda.” Compare 32, no. 2 (2002): 243-259.

Winchester, I. Editorial: Standardized testing and the classroom. The Journal of Educational Thought 40, no. 2 (2006): 103.

February 23. Session 7: School Governance, Management and Finance

Required reading.

World Bank. Governance, Management and Accountability in Secondary Education in Sub-Saharan Africa. Washington D.C., 2008. (Read pp. 1-47)

De Grauwe, Anton. “Improving the quality of education through school-based management: Learning from international experiences.” Review of Education 51 (2000): 2-12.

Ainley, John and Mc Kenzie, Phillip “School Governance: research on educational and management issues.” International Education Journal 1, no. 3 (2000): 139-51.

World Bank. What is School-Based Management? Washington D.C.: World Bank, 2008. (Read pp. 2- 12)

Fiske, Edward B. Decentralization of Education: Politics and Consensus. Washington D.C.: The World Bank, 1996. (Read pp. 1-35)

Bray, Mark. “The Control of Education: Issues and tensions in centralization and decentralization.” In Comparative education: The dialectic of the global and the local, edited by Robert F. Arnove, 207–232. Lanham, Maryland: Rowman and Littlefield Publishers Inc., 1999.

Astiz, Fernanda M., Alexander W. Wiseman, and David P. Baker. “Slouching towards decentralization: Consequences of globalization for curricular control of national education systems.” Comparative Education Review 46, no. 1 (2002): 66-88.

Background reading.

Alexander, Nancy C. “Paying for education: How the World Bank and the International Monetary Fund influence education in developing countries.” Peabody Journal of Education 76, no. 3 (2001): 285–339.

Bjork, Christopher. “Local responses to decentralization policy in Indonesia.” Comparative Education Review 47, no. 2 (2003): 184-216.

Dimmock, Clive., and Allan Walker. “Developing comparative and international educational leadership and management: A cross-cultural model.” School Leadership & Management 20, no. 2 (2000): 143-160.

Gershberg, Alec I., and Ben Meade. “Parental contributions, school-level finances and decentralization: An analysis of Nicaraguan autonomous school budgets.” Comparative Education 41, no. 3 (2005): 291-308.

Heyneman, Stephen P. “Suppose there were a World Bank for American Education?” American Journal of Education 113 (2007): 167–80.

Reschovsky, Andrew. “Financing schools in the new South Africa.” Comparative Education Review 50, no. 1 (2006): 21-45.

Timar, Thomas B. “School governance and oversight in California: Shaping the landscape of equity and adequacy.” Teachers College Record 106, no. 11 (2004): 2057-2080.

March 2. Session 8: Education Trade and Philanthropy

Required reading

Corralles, Javier. “Political obstacles to expanding and improving schools in developing countries.” In Educating all children: A global agenda, edited by Joel E. Cohen, David E. Bloom, and Martin B. Malin, 231-303. Cambridge, MA: American Academy of Arts and Sciences and MIT Press, 2006.

Heyneman, Stephen P. “Philanthropy: The international dimension.” In With the best of intentions: Lessons learned from K – 12 philanthropy, edited by Frederick M Hess, 253-275. Cambridge: Harvard University Press, 2005.

Heyneman, Stephen P. “On the international dimension of education and social justice.” Journal of Education 185 (2005): 83-103.

Heyneman, Stephen P. “The growing international market for education goods and services.” International Journal of Educational Development 21, no. 4 (2001): 345–61.

Heyneman, Stephen P. “The Failure of Education-for-All (EFA) as Political Strategy,” UNESCO Prospects 39, no. 1 (2009): 5-10.

Heyneman, Stephen P. “Education and Development: A Return to Basic Principles,” Development 53, no. 4 (2010): 518-21.

Background reading

Corralles, Javier. “Political obstacles to expanding and improving schools in developing countries.” In Educating all children: A global agenda, edited by Joel E. Cohen, David E. Bloom, and Martin B. Malin, 231-303. Cambridge, MA: American Academy of Arts and Sciences and MIT Press, 2006.

Hanson, Mark. “Transnational corporations as educational institutions for national development: The contrasting cases of Mexico and South Korea.” Comparative Education Review 50, no. 4 (2004): 625-650.

Hoffman, Anders N. “Education, trade and investment liberalizations.” Journal of International Economics 60 (2003): 433-453.

Roberston, Susan L., Xavier Bonal, and Roger Dale. “GATS and the education service industry: The politics of scale and global reterritorialization.” Comparative Education Review 46, no. 4 (2002): 472-496.

Urwick, James. “The Bahamian educational system: A case study in Americanization.” Comparative Education Review 46, no. 2 (2002): 157-181.

March 4. Midterm due

March 11. No Class, Spring Break

March 16. Session 9: Teaching and Learning

Required reading.

Akiba, Motoko, Gerald K. LeTendre, and Jay P. Scribner. “Teacher quality, opportunity gap, and national achievement in 46 countries.” Educational Researcher 36, no. 7 (2001): 369–387

Haberman, Martin. “The Pedagogy of poverty versus good teaching.” Phi Delta Kappan December, (1991): 290-294.

Stout, Karen E., and Patricia Schuler. “The experience of lunch in three countries.” International Journal of Educational Reform 12, no. 3 (2003): 244-258.

Lewin, Keith M. “The costs of supply and demand for teacher education: Dilemmas for development.” International Journal of Educational Development, 22 (2002): 221-242.

Hanushek, Eric A. “The economic value of higher teacher quality.” NBER Working Paper 16606. Cambridge, MA: NBER, 2010.

Background reading.

Cobb, Paul and Thomas Smith. “District development as means of improving mathematics teaching and learning at scale.” In Participants in mathematics teacher education: Individuals, teams, communities and networks. International Handbook of Mathematics Teacher Education (Vol. 3), edited by Konrad and Terry Wood, 231-254. Rotterdam, the Netherlands: Sense Publishers, 2008.

Hall, Christine and Renate Schulz. “Tensions in teaching and teacher education: Professionalism and professionalization in England and Canada.” Compare 33, no. 3 (2003): 370-382.

Agee, Jane. “Negotiating a teaching identity: An African American teacher’s struggle to teach in test-driven contexts.” Teachers College Record 106, no. 4 (2004): 747-774

Mulkeen, A. What do we know about the deployment, utilization and management of teachers: The case of rural schools in Africa. Paris: UNESCO. (October 3rd.), 2007.

McCulloch, Gary. “The reinvention of teacher professionalism.” In Education, Reform and the State: Twenty Five Years of Politics, Policy and Practice, edited by John Furlong and Robert Philips, 103-117. London & New York: Routledge, 2001.

Steiner-Khamsi, Gita. “Vouchers for teacher education (non)reform in Mongolia: Transitional, postsocialist, or antisocialist explanations?” Comparative Education Review 49, no. 2 (2005): 148-172.

Webb, Rosemary, Graham Vulliamy, Seppo Hamalainen, Anneli Sarja, Eija Kimonen, and Raimo Nevalainen. “A comparative analysis of primary teacher professionalism in England and Finland.” Comparative Education 40, no. 1 (2004): 83-107.

March 23. Session 10: Africa and the Middle East

Required Reading

Heyneman, Stephen P. “Education in Sub-Saharan Africa: Serious Problems, Significant Opportunities.” Corporate Council on Africa and The General Electric Fund (April), 1999.

Heyneman, Stephen P. “The Quality of Education in the Middle East and North Africa.” International Journal of Educational Development 17, no. 4 (1997): 449 - 466.

Collins, John M. “When schools fail to protect girls: School-related gender violence in Sub-Saharan Africa” In Buying your way into heaven: education and corruption in international perspective, edited by Stephen P. Heyneman, 32 – 51. Rotterdam: Sense Publishers, 2009.

World Bank paper MENA: The Road not Taken. Copy in my office.

Background Reading

Bennell, Paul. “The impact of the AIDS epidemic on teachers in Sub-Saharan Africa.” The Journal of Development Studies 41, no. 3 (2005): 440-466.

Brent, Robert J. “Does female education prevent the spread of HIV-AIDS in Sub-Saharan Africa?” Applied Economics 38 (2006): 491-503.

Glick, Peter, and David E. Sahn. “The demand for primary schooling in Madagascar: Price, quality, and the choice between public and private providers.” Journal of Development Economics 79 (2005): 118-145.

Podeh, Elie. The Arab-Israeli conflict in Israeli history textbooks 1948-2000. Westport: Bergin & Garvey, 2001. (Read pp. 75-153)

Quist, Hubert O. “Cultural issues in secondary education development in West Africa: Away from colonial survivals, towards neocolonial influences?” Comparative Education 37, no. 3 (2001): 297-314.

Stambach, Amy. “African education, culture, and modernity unwound.” Comparative Education Review 50, no. 2 (2006): 288-295.

Zhang, Yanhong. “Urban-rural literacy gaps in Sub-Saharan Africa: The roles of socioeconomic status and school quality.” Comparative Education Review 50, no. 4 (2006): 581-602.

March 30. Session 11: Asia

Required Reading

UNICEF. Education for Some More than Others: Regional Study on Education in the Central and Eastern Europe and the Commonwealth of Independent States. Geneva: UNICEF, 2007.

Heyneman, Stephen P. “From the party-state to multi ethnic democracy: Education and social cohesion in Europe and Central Asia.” Educational Evaluation and Policy Analysis 22, no. 2 (2000): 173–91.

Stevich, Doyle E. “Education policy as normative discourse and negotiated meanings: engaging the Holocaust in Estonia.” Prospects 40 (2010): 239-56.

Heyneman, Stephen P. “Private Tutoring and Social Cohesion,” Peabody Journal of Education, 2011. (forthcoming).

Silova, Iveta, Mark S. Johnson, and Stephen P. Heyneman. “Education and the crisis of social cohesion in Azerbaijan and Central Asia.” Comparative Education Review 51, no. 2 (2007): 159–180.

Dawson, Walter. “Tricks of the Teacher: shadow education and corruption in Cambodia.” In Buying your way into heaven: education and corruption in international perspective, edited by Stephen P. Heyneman, 51-75. Rotterdam: Sense Publishers, 2009.

Heyneman, Stephen P. “Introduction.” In Drawing the Line: Parental Informal Payments for Education across Eurasia, edited by Kazimzade, E. and Lepisto, E., 7-13. New York City: Education Support Program of the Open Society Institute, Network of Education Policy Centers, 2010.

Background reading

Arends-Kuenning, Mary, and Sajeda Amin. “School incentive programs and children’s activities: The case of Bangladesh.” Comparative Education Review 48, no. 3 (2004): 295-317.

Cheng, Yin C. Educational reforms in the Asia-Pacific region: Trends and implications for research. Paper presented at the International Symposium on Globalization and Educational Governance Change in East Asia, Hong Kong, China, 2002.

Hallinger, Philip, and Pornkasem Kantamara. “Learning to lead global changes in local cultures: Designing a computer-based simulation for Thai school leaders.” Journal of Educational Administration 39, no. 3 (2001): 197-220.

Griffin, Patrick. “Linking pupil and teacher competence in reading and mathematics in Vietnam.” Education Research Policy Practice, 7 (2008): 57-70.

Kim, Ee-gyeong. “Educational decentralization in Korea: Major issues and controversies.” In Education in the Asia-Pacific Region: Issues, Concerns and Prospects: Education Decentralization, edited by Rupert Maclean and Ryo. Watanabe, Netherlands: Springer, 2006.

Ng, Pak T. (2008). “Educational reform in Singapore: From quantity to quality.” Education Research Policy Practice 7 (2008): 5-15.

Wang, Chengzhi and Quanhou Zhou. “Minority education in China: From state’s preferential policies to dislocated Tibetan schools.” Educational Studies 29, no. 1 (2003): 85-103.

April 6. Session 12: Dropouts, Repetition, Tracking and Gender

Required Reading

Klasen, Stephan. “Low schooling for girls, slower growth for all? Cross-country evidence on the effect of gender inequity in education on economic development.” The World Bank Economic Review 16, no. 3 (2002): 345-373.

Guthrie, James E. “Boys Education: Behind the Discourse in three Anglophone Countries,” Peabody College, Vanderbilt University (Unpublished manuscript), 2010.

Spraggins, Adrienne. “Gender Imbalance in Higher Education: New Trends in OECD and in MENA Countries,” Peabody College, Vanderbilt University (Unpublished manuscript), 2010.

Schmidt, Rebecca. “The Sorting Hat: Processes of Sorting, Streaming, Tracking and Ability Grouping in the U.S. and England,” Peabody College, Vanderbilt University (Unpublished manuscript), 2010.

Neegaard, Laura L. “International Trends in Grade Repetition: Policies and Practices. Peabody College, Vanderbilt University (Unpublished manuscript), 2010.

April 13 Session 13:

Student Critical Incident Presentations

April 20 Session 14

Student Critical Incident Presentations

April 27th Session 15

Course Summary

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