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Thursday, November 17 • 1:40pm - 2:50pm
Examining Educational Leadership and Policy in an International Context

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Participants:

Mexican Indigenous Education and Neoliberal Reforms: Incommensurabilities and Inequities. Michael R. Scott, University of Texas at Austin

Despite an ongoing policy supporting the education of indigenous populations through heritage and bilingual education, the Mexican government imposed the ENLACE standardized testing program across the country for all students beginning in 2006. This critical longitudinal analysis of the 6 reported years of the ENLACE program for the public schools in Yucatan demonstrates that students in the indigenous schools performed signi cantly worse than their general education counterparts, alluding to differing principles between the two policies.

Resisting Globalization of Neoliberal Educational Accountability: Student Movements’ Impact on Educational Policy in Latin America. Michael P. O’Malley, Diana Barrera, Zane Wubbena (Texas State University)

This conceptual paper takes up the tools of critical policy analysis to map a relationship between the adoption of neoliberal educational policies in one Southern Cone nation and the globalization of an educational reform model. It further analyzes the impact of student social movements for educational equity on the generation of new national educational policies aimed at reversing neoliberal investments in favor of an expanding notion of K-12 and higher education as a common good.

Examining Practice Across International Policy Contexts: Organizational Roles and Distributed Leadership—the U.S. and Denmark. Marsha E. Modeste, Pennsylvania State University; Søren Buhl Hornskov, University College UCC, Denmark; Helle Bjerg, University College UCC, Denmark; Carolyn Kelley, University of Wisconsin-Madison

This study applies a distributed leadership framework in the comparative analysis of
data from teachers and leaders taking the Comprehensive Assessment of Leadership for Learning (CALL). While CALL was developed for schools in the U.S., the implementation
of recent reform policies in Denmark allows us to compare and contrast leadership practices and policies across both contexts. The purpose of this study is to examine how the implementation of current reforms impact Danish and U.S. schools.

School Leadership and Choice in Spain and the United States. Regina Rose Umpstead, Central Michigan University; Benjamin P. Jankens, Central Michigan University; Bruce Wells Umpstead, Central Michigan University; Pablo Ortega Gil, University of Alicante, Spain; Linda Weiss, Central Michigan University

This study examines alternative forms of public schooling in two countries as a means to promote choice and equitable outcomes for students. It compares the motivation for their creation and the key competitive features of centros concertados in Spain and charter schools in the U.S. The comparison offers important insights for school leaders regarding ways of structuring public school networks and choice features that are important to parents.




Thursday November 17, 2016 1:40pm - 2:50pm
Detroit Marriott at the Renaissance Center: Floor 5 - Brule B

Attendees (11)