This book, a statement of genuine concern on the state of the school curriculum in Hong Kong by a veteran educator, forms a comprehensive account of current curriculum development, implementation and interpretation. Kennedy invites the reader to critically examine how local and global issues influence the way the Hong Kong curriculum has been constructed. Against this theoretical background, he maintains a clear, practical focus on present policies of the educational authority and suggests a new curriculum in various fields. This book sheds light on recent pressure for curriculum change and reform in Hong Kong, offering fresh insights to those concerned with the state of education in both Hong Kong and cities around the world.

Sleep is not only a biological necessity but also a physiological drive. In today's fast-paced world, though, a good night's sleep is often the first thing to go. The effects of inadequate sleep are more than mere annoyances: they affect our mood and how we perform at school, work, and home and behind the wheel. Lost sleep also accumulates over time; the more "sleep debt" an individual incurs, the greater the negative consequences, according to researchers in the field. Research on adolescents and sleep has been under way for more than two decades, and there is growing evidence that adolescents are developmentally vulnerable to sleep difficulties. To discuss current research in this area and its implications in the policy, public, health, and educational arenas, the Forum on Adolescence of the Board on Children, Youth, and Families held a workshop, entitled Sleep Needs, Patterns, and Difficulties of Adolescents, on September 22, 1999.

'A truly exceptional book.' - Michael W. Apple, University of Wisconsin, Madison 'A gripping insight into the local struggles facing disadvantaged schools and a compelling account of the injustice of their place in the bigger picture.' - Professor Geoff Whitty, Director, Institute of Education, University of London Schools in disadvantaged areas are struggling in the current economic and political environment. Like schools everywhere they are being asked to do more with less, but they face more obstacles. In recent years education policy has shifted from a holistic approach to learning to a focus on narrow educational outcomes: spelling, reading and writing. Thomson shows that this approach penalises disadvantaged schools and argues that educational and social disadvantage are inextricably linked in children's everyday lives. Examining primary and secondary schools in disadvantaged areas in a post-industrial ('rustbelt') city, Schooling the Rustbelt Kids reopens the debate about inequality in schooling. It provides concrete evidence that typical government policies in the Western world are not working, and that they are helping to create a permanent underclass. Thomson outlines an alternative whole of government approach to policy, which builds on those school programs that do make a real difference to educational outcomes. Thomson also emphasises the influence of local geography. Schools are coloured by particular neighbourhoods, permeated by national and global events, and tangled in complex networks of social relations. Interventions which work in one school may not work in others.

'The rules of the world are changing. It is time for the rules of teaching and teachers' work to change with them.' This is the challenge which Andy Hargreaves sets out in his book on teachers' work and culture in the postmodern world. Drawing on his current research with teachers at all levels, Hargreaves shows through their own vivid words what teaching is really like, how it is already changing, and why. He argues that the structures and cultures of teaching need to change even more if teachers are not to be trapped by guilt, pressed by time and overburdened by decisions imposed upon them. Provocative yet practical, this book is written for teachers and those who work with teachers, and for researchers who want to understand teaching better in the postmodern age.

A school leadership model for surviving hyper-change From social media to evolving safety issues to constant school reform, today’s school leaders face unprecedented disruption. How can educators prepare students for a globalized world when many institutions are not ready for the constantly changing 21st century? With an eye on the past and a vision for the future, Carter and White draw the blueprint for adapting schools to ever-changing times. • A comprehensive history of disruption in American schools as a lens for understanding accelerated change • Practical exercises and real-life examples for reshaping education in the 21st century • A grounded examination of radical disruptions schools will face in the years to come