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In Striving in Common, Jennifer Jellison Holme and Kara S. Finnigan seek to build a bridge between two largely disparate, yet interconnected, conversations—those among education reformers on the one hand, and urban reformers on the other. In this carefully considered volume, the authors show how the challenges faced by urban schools are linked to issues of regional equity and civic capacity.   Drawing on examples from a range of cities, including St. Louis, Milwaukee, Palo Alto, Rochester, Omaha, and Minneapolis, Holme and Finnigan trace the policy decisions that have fostered competition for scarce resources between cities and suburbs as well as patterns of segregation by race and income. They highlight the limited ability of technical education reforms and interdistrict desegregation programs to counter the resulting educational inequities. The authors then examine existing regional governance initiatives aimed at promoting equity and reducing inefficiency through city/suburban cooperation. Finally, Holme and Finnigan outline a framework for cross-sector, regional governance mechanisms that would incorporate tax-base sharing, targeted investments in high-poverty communities, and mobility policies to help students and families access better opportunities. The book concludes with a discussion of the political opportunities and challenges presented by such a strategy.   At a time of increasing concern over inequality in education and society, Striving in Common sets forth an ambitious agenda for rethinking the parameters of education policy and connecting education reform to broader efforts at urban reform.

Analysis of education policy often follows a particular orientation, such as conservative or neo-liberal. Yet, readers are often left to wonder the true meaning and conceptual framing behind these orientations. Without this knowledge, the policy analysis lacks true rigor, its value is diminished as the results may prove difficult to reproduce. Understanding Education Policy provides an overarching framework of four key orientations that lie beneath much policy analysis, yet are rarely used with accuracy: conservative, liberal, critical and post-modern. It details each orientation's application to policy making, implementation and overall impact. The book also argues the value of analysing a policy's orientation to improve the clarity of its analysis and allow broader trends across the education policy field to emerge. The book offers practical examples, key vocabulary and reflection activities which give equitable, yet critical consideration to all education orientations. This allows readers to see the benefits and disadvantages of each perspective and discover their own biases. This introduction to education policy analysis offers theoretically broad, highly practical coverage. It is adaptable to many kinds of policy analysis areas and will appeal to a wide range of readers with an interest in education policy, from students conducting specific research to policy makers looking for a deeper way to re-think their work.

Economic development is a process of continuous technological innovation and structural transformation. Development thinking is inherently tied to the quest for sustainable growth strategies. This book provides a neoclassical approach for studying the determinants of economic structure and its transformation and draws new insights for development policy. The market is the basic mechanism for effective resource allocation at each level of development. However, economic development as a dynamic process entails structural changes, including industrial upgrading and diversification and corresponding improvements in hard and soft infrastructure. Such upgrading and improvements require coordination and go hand in hand with large externalities to firms' transaction costs and returns to capital investment. Thus, in addition to an effective market mechanism, the government should play an active role in facilitating structural changes. The book provides empirical evidence in support of this framework as well as concrete advice to development practitioners.

The New Keynesian framework has emerged as the workhorse for the analysis of monetary policy and its implications for inflation, economic fluctuations, and welfare. It is the backbone of the new generation of medium-scale models under development at major central banks and international policy institutions, and provides the theoretical underpinnings of the inflation stability-oriented strategies adopted by most central banks throughout the industrialized world. This graduate-level textbook provides an introduction to the New Keynesian framework and its applications to monetary policy. Using a canonical version of the New Keynesian model as a reference framework, Jordi Gal explores issues pertaining to the design of monetary policy, including the determination of the optimal monetary policy and the desirability of simple policy rules. He analyzes several extensions of the baseline model, allowing for cost-push shocks, nominal wage rigidities, and open economy factors. In each

Drawing extensively from real-life cases, Policy Analysis as Problem Solving helps students develop the analytic skills necessary to advise government officials and nonprofit executives on a wide range of policy issues. Unlike other texts, Policy Analysis as Problem Solving employs a pragmatic, heterodox approach to the field. Whereas most texts on policy analysis are anchored in microeconomics, emphasizing economic efficiency, this book takes a broader view, using realistic examples to illustrate the full scope of policy analysis. The book provides succinct but thorough discussions of the key elements of the policy-analytic process, including problem definition, objectives and criteria, development of alternative policy options, and analysis of these alternatives. The text’s practical approach and extensive downloadable resources―which include interviews, case studies, and further readings―will be of enormous benefit to both students and instructors of policy analysis.

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Argues foreign policy resources should be focused on Brazil, India, Pakistan, Indonesia, Egypt, Algeria, Turkey, South Africa, and Mexico

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Presented in nontechnical terms, this book offers a unique and powerful conceptual framework for analysis of energy technologies (standard and alternative) in terms of their respective dollar costs, environmental costs, and national security costs. Energy technologies examined include coal, nuclear, oil, natural gas, solar, wind, geothermal, hydropower, biomass and biogas, energy conservation and efficiency, ocean power, hydrogen, electric power and transmission, and transportation. This three-point framework allows examination of issues and problems associated with implementation of U.S. energy policies in the context of major social goals (such as growth and equity), with treatment of conflicts and trade-offs between energy development and other social values (such as health and safety, cultural, historical, and aesthetic values). These are the key political issues for policy makers formulating national energy policy and decisions makers implementing it.

Analysis of education policy often follows a particular orientation, such as conservative or neo-liberal. Yet, readers are often left to wonder the true meaning and conceptual framing behind these orientations. Without this knowledge, the policy analysis lacks true rigor, its value is diminished as the results may prove difficult to reproduce. Understanding Education Policy provides an overarching framework of four key orientations that lie beneath much policy analysis, yet are rarely used with accuracy: conservative, liberal, critical and post-modern. It details each orientation's application to policy making, implementation and overall impact. The book also argues the value of analysing a policy's orientation to improve the clarity of its analysis and allow broader trends across the education policy field to emerge. The book offers practical examples, key vocabulary and reflection activities which give equitable, yet critical consideration to all education orientations. This allows readers to see the benefits and disadvantages of each perspective and discover their own biases. This introduction to education policy analysis offers theoretically broad, highly practical coverage. It is adaptable to many kinds of policy analysis areas and will appeal to a wide range of readers with an interest in education policy, from students conducting specific research to policy makers looking for a deeper way to re-think their work.

This revised second edition of Monetary Policy, Inflation, and the Business Cycle provides a rigorous graduate-level introduction to the New Keynesian framework and its applications to monetary policy. The New Keynesian framework is the workhorse for the analysis of monetary policy and its implications for inflation, economic fluctuations, and welfare. A backbone of the new generation of medium-scale models under development at major central banks and international policy institutions, the framework provides the theoretical underpinnings for the price stability–oriented strategies adopted by most central banks in the industrialized world.Using a canonical version of the New Keynesian model as a reference, Jordi Galí explores various issues pertaining to monetary policy's design, including optimal monetary policy and the desirability of simple policy rules. He analyzes several extensions of the baseline model, allowing for cost-push shocks, nominal wage rigidities, and open economy factors. In each case, the effects on monetary policy are addressed, with emphasis on the desirability of inflation-targeting policies. New material includes the zero lower bound on nominal interest rates and an analysis of unemployment’s significance for monetary policy.The most up-to-date introduction to the New Keynesian framework available A single benchmark model used throughout New materials and exercises includedAn ideal resource for graduate students, researchers, and market analysts

Drawing extensively from real-life cases, Policy Analysis as Problem Solving helps students develop the analytic skills necessary to advise government officials and nonprofit executives on a wide range of policy issues. Unlike other texts, Policy Analysis as Problem Solving employs a pragmatic, heterodox approach to the field. Whereas most texts on policy analysis are anchored in microeconomics, emphasizing economic efficiency, this book takes a broader view, using realistic examples to illustrate the full scope of policy analysis. The book provides succinct but thorough discussions of the key elements of the policy-analytic process, including problem definition, objectives and criteria, development of alternative policy options, and analysis of these alternatives. The text’s practical approach and extensive downloadable resources―which include interviews, case studies, and further readings―will be of enormous benefit to both students and instructors of policy analysis.

Social Work Practice With Older Adults by Jill Chonody and Barbra Teater presents a contemporary framework based on the World Health Organization’s active aging policy that allows forward-thinking students to focus on client strengths and resources when working with the elderly. The Actively Aging framework takes into account health, social, behavioral, economic, and personal factors as they relate to aging, but also explores environmental issues, which aligns with the new educational standards put forth by the Council on Social Work Education. Covering micro, mezzo, and macro practice domains, the text examines all aspects of working with aging populations, from assessment through termination. 

Helen Duffy's analysis of international law and practice in relation to terrorism and counter-terrorism provides a framework for analysing the lawfulness of the many legislative, policy and judicial developments which have proliferated since 9/11. Among the many specific issues she addresses are targeted killings and the death of Osama bin Laden, detentions (including Guantanamo Bay), sanctions regimes, surveillance, extraordinary renditions, the prohibition on 'association' or 'support' for terrorism and the evolving preventive role of criminal law. She also considers the unfolding responses to political and judicial wrongs committed in the war on terror, such as the impact of the courts on human rights protection. While exploring areas of controversy, uncertainty and flux, she questions post-9/11 allegations of gaping holes, inadequacies or transformation in the international legal order and concludes by highlighting characteristics of the 'war on terror' and questioning its longer term implications.

The "Washington consensus" which ushered in neo-liberal policies in Africa is over. It was buried at the G20 meeting in London in early April, 2009. The world capitalist system is in shambles. The champions of capitalism in the global North are rewriting the rules of the game to save it. The crisis creates an opening for the global South, in particular Africa, to refuse to play the capitalist-imperialist game, whatever the rules. It is time to rethink and revisit the development direction and strategies on the continent. This is the central message of this intensely argued book. Issa Shivji demonstrates the need to go back to the basics of radical political economy and ask fundamental questions: who produces the society's surplus product, who appropriates and accumulates it and how is this done. What is the character of accumulation and what is the social agency of change? The book provides an alternative theoretical framework to help African researchers and intellectuals to understand their societies better and contribute towards changing them in the interest of the working people.

Drawing on decades of research, policy, and practice, Jennifer A. O’Day and Marshall S. Smith show how strategies for pursuing educational quality and equal outcomes for all students can be linked, presenting an ambitious idea of the future of American education and a comprehensive theory of change for enacting that vision. The authors argue that systemic causes require systemic solutions. Analyzing the failures of past efforts to address and remedy systemic inequality, O’Day and Smith maintain that our current standards-based policy framework needs to be connected to a continuous improvement approach to build on and scale up successes and to address gaps in outcomes. They emphasize the value of focusing on a small set of high-leverage issues that are particularly salient for underserved students, and they call for deeper coordination between schools and community-based organizations to mobilize a coherent response to in-school and out-of-school inequities. The authors outline a change strategy that incorporates a balance of pressure and support from three sources: government and administrative policy, professional accountability and networking, and collective engagement of parents and other stakeholders. The authors combine discussion of research with examples of promising practices and progress in school systems across the country, and offer opportunities for readers to begin and sustain improvement efforts.

The "Washington consensus" which ushered in neo-liberal policies in Africa is over. It was buried at the G20 meeting in London in early April, 2009. The world capitalist system is in shambles. The champions of capitalism in the global North are rewriting the rules of the game to save it. The crisis creates an opening for the global South, in particular Africa, to refuse to play the capitalist-imperialist game, whatever the rules. It is time to rethink and revisit the development direction and strategies on the continent. This is the central message of this intensely argued book. Issa Shivji demonstrates the need to go back to the basics of radical political economy and ask fundamental questions: who produces the society's surplus product, who appropriates and accumulates it and how is this done. What is the character of accumulation and what is the social agency of change? The book provides an alternative theoretical framework to help African researchers and intellectuals to understand their societies better and contribute towards changing them in the interest of the working people.

All organizations tell stories about themselves, through public communications, company lore, policies and daily interactions, modeling expected behavior for both insiders and outsiders.  But not all organizations shape their stories with strategic intention, so that when external conditions change, the story changes too, modeling new behaviors that lead the organization forward.  Strategic Narrative: A Framework for Accelerating Innovation, provides practical guidance and a concrete process for leaders and organizations to generate new narratives in transforming conditions. Visually engaging, the book communicates with original illustrations, worksheets and explanatory graphics throughout.

Drawing on decades of research, policy, and practice, Jennifer A. O’Day and Marshall S. Smith show how strategies for pursuing educational quality and equal outcomes for all students can be linked, presenting an ambitious idea of the future of American education and a comprehensive theory of change for enacting that vision. The authors argue that systemic causes require systemic solutions. Analyzing the failures of past efforts to address and remedy systemic inequality, O’Day and Smith maintain that our current standards-based policy framework needs to be connected to a continuous improvement approach to build on and scale up successes and to address gaps in outcomes. They emphasize the value of focusing on a small set of high-leverage issues that are particularly salient for underserved students, and they call for deeper coordination between schools and community-based organizations to mobilize a coherent response to in-school and out-of-school inequities. The authors outline a change strategy that incorporates a balance of pressure and support from three sources: government and administrative policy, professional accountability and networking, and collective engagement of parents and other stakeholders. The authors combine discussion of research with examples of promising practices and progress in school systems across the country, and offer opportunities for readers to begin and sustain improvement efforts.

This text is designed to promote advocacy into social work curricula in response to the new NASW Code of Ethics and its emphasis on advocacy, as well as the Curriculum Policy Statement of CSWE that promotes social and economic justice. In an effort to clarify what advocacy actually is and does, the authors created a new practice framework so that social workers can approach advocacy in a systematic way. Along with a practice framework, this text gives an overview of the history of advocacy and hands-on skill building to enhance the reader's effectiveness as an advocate.