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• 1. Big data and even bigger consequences / Radhika Gorur, Sam Sellar and Gita Steiner-Khamsi
• Part 1. Impacts : randomized controlled trials : league leader in the hierarchy of evidence? / Gita Steiner-Khamsi
• 2. The strengths and shortcomings of randomized controlled trials (RCTs) : reflections from REAP's experiences in China / Prashant Loyalka
• 3. Randomized controlled trials : limitations for explaining and improving learning outcomes / Moses Oketch
• Part 2. Patterns : in search of patterns : with enough data, do the numbers speak for themselves? / Radhika Gorur
• 4. Intimate data infrastructure : emerging comparative methods of predictive analytics and psycho-informatics / Ben Williamson
• 5. Politicized data and spatial methods : generating understanding of contemporary educational policy environments and interventions / Christopher A. Lubienski and Priya G. La Londe
• 6. Rethinking cause and effect : analyzing economic growth and PISA scores over a period of 15 years / Yariv Feniger and Michael Atia
• Part 3. Relations : global education policy in evolving network societies / Sam Sellar
• 7. The value of network analysis for the study of global education policy : key concepts and methods / Francine Menashy and Antoni Verger
• 8. Cartographies of the digital governance of education / Paolo Landri
• 9. Big data and new social relations in higher education : Academia.edu, Google Scholar and ResearchGate / Jania Komljenovic
• Part 4. Context : contextualizing "context" / Gita Steiner-Khamsi and Radhika Gorur
• 10. Comparing platforms and the new value economy in the academy / Susan L. Robertson
• 11. Rethinking the concept of "context" in comparative research / Lesley Bartlett and Frances Vavrus
• 12. Making and mobilizing contexts in policy and research / Nelli Piattoeva, Anni Klutas and Olli Suominen.

Digital methodologies, new forms of data visualization and computer-based learning and assessment are creating new challenges as well as opportunities for scholars in educational research. The World Yearbook of Education 2019 explores this highly relevant topic, opening a new discussion about the various conceptual and methodological challenges and opportunities in contemporary educational research. This volume explores contemporary methods of inquiry, with chapters organized around four topics of enduring interest in this field: impacts, patterns, relations and contexts. The World Yearbook of Education 2019 comprises contributions from internationally renowned scholars exploring novel concepts and methodologies in grappling with contemporary empirical phenomena in educational research. Vital questions such as how we understand the technological developments that are creating new possibilities for and demands on education, and how we make sense of complex cases that cut across multiple nations, are discussed. This newest addition to the prestigious World Yearbook of Education series provides a fascinating read for scholars in the fields of education policy and comparative education. It is not only a useful resource for educational researchers and policy makers examining new trends and emerging issues, but would be of interest to graduate students exploring innovative methodologies, particularly in the study of education and education policy.
(source: Nielsen Book Data)

• Reclaiming comparative historical sociologies of education / Terri Seddon, Julie McLeod, Noah W. Sobe
• The warp and weft of comparative education : time and space / Robert Cowen
• Section I : Making spaces
• Training female ways of knowing or educating (in) a common sense : a historical analysis of space-times of (adult) education / Beatrix Niemeyer
• Europeanizing through expertise : from scientific laboratory to the governing of education / Martin Lawn
• A global-local mixture of educational reform policy in Taiwan : taking school choice policy as an example of unevenness of educational opportunity / Chin-Ju Mao
• Producing the institutional timescape : the case of technical and vocational education in Singapore / Arwen Raddon
• Space-times of innovation : collaborative, cross-disciplinary work and learning / Lorraine White-Hancock
• Section II : Troubling temporalities
• Digital classrooms and the reconfiguration of the space-times of education : on transient images, ephemeral memories, and the challenges of schooling / Inés Dussel
• The affective-discursive orthodoxies of the "I don't forget" education policy in Cyprus / Michalinos Zembylas
• Animating animus : viscosities of school reform movements and public feelings toward teachers / Nancy Lesko, Alyssa NIccolini
• Modernity, identity, and citizenship : rethinking colonial situations and their temporal legacies / Hannah M. Tavares
• Section III : Mobility and contexts
• Context, entanglement and assemblage as matters of concern in comparative education research / Noah W. Sobe, Jamie Kowalczyk
• Governing (im)mobile academics in global times : an analysis through spatial/mobilities historical sociology / Marianne A. Larsen
• History education, identity formation and international relations / Eleftherios Klerides
• Towards a mobile sociology of education / Paolo Landri.

• Reclaiming comparative historical sociologies of education / Terri Seddon, Julie McLeod, Noah W. Sobe
• The warp and weft of comparative education : time and space / Robert Cowen
• Section I : Making spaces
• Training female ways of knowing or educating (in) a common sense : a historical analysis of space-times of (adult) education / Beatrix Niemeyer
• Europeanizing through expertise : from scientific laboratory to the governing of education / Martin Lawn
• A global-local mixture of educational reform policy in Taiwan : taking school choice policy as an example of unevenness of educational opportunity / Chin-Ju Mao
• Producing the institutional timescape : the case of technical and vocational education in Singapore / Arwen Raddon
• Space-times of innovation : collaborative, cross-disciplinary work and learning / Lorraine White-Hancock
• Section II : Troubling temporalities
• Digital classrooms and the reconfiguration of the space-times of education : on transient images, ephemeral memories, and the challenges of schooling / Ine⁺ѓs Dussel
• The affective-discursive orthodoxies of the "I don't forget" education policy in Cyprus / Michalinos Zembylas
• Animating animus : viscosities of school reform movements and public feelings toward teachers / Nancy Lesko, Alyssa NIccolini
• Modernity, identity, and citizenship : rethinking colonial situations and their temporal legacies / Hannah M. Tavares
• Section III : Mobility and contexts
• Context, entanglement and assemblage as matters of concern in comparative education research / Noah W. Sobe, Jamie Kowalczyk
• Governing (im)mobile academics in global times : an analysis through spatial/mobilities historical sociology / Marianne A. Larsen
• History education, identity formation and international relations / Eleftherios Klerides
• Towards a mobile sociology of education / Paolo Landri.

This latest volume in the World Yearbook of Education Series considers changing space-times of education by asking how they become unevenly textured as our worlds globalise, horizons shift and familiar points of reference melt and are remade. Acknowledging the reach of economic and cultural change, digital communication, geopolitics and persistent inequalities, the chapters trace processes that are re-making education and societies. Examining the depth of their impact on practices, methods and concepts reveals the significance of knowledge-building and socially embedded forms of reasoning in emerging patterns of educational governance, pedagogic and policy reforms as well as in lived understandings of self and social worlds.The organisation of the collection into three sections - Making Spaces, Troubling Temporalities, and Mobility and Contexts - begins to map out an ambitious project. It calls on education researchers and professionals to write the present as history by grasping the socio-spatial, historical and political dimensions and effects that frame, form and filter the educational present. This research calls for a revitalised historical sociology and novel forms of comparative education that can provide productive insights, inform creative problem solving and suggest practical directions for education. This agenda recognises: the unevenness of educational space-times; the making of education as a social institution; the persistence and effects of social embeddedness, eventful space, situated knowledge, and geosocial thinking; the present as history and multiple temporalities in education; different registers of transformation that become visible through lenses such as identity, work, citizenship and mobility.The World Yearbook of Education 2018 continues the project of compiling worldwide research on globalising education. These volumes offer a powerful commentary on how and why space-times of education are changing and emphasise the importance of forms of knowledge that materialise categories of professionals, policies and practices. This volume will be of interest to academics, professionals and policymakers in education and social policy, and also to scholars who engage in historical studies of education and debates about the socio-material formations that contribute to educational inequalities and dynamics of difference.

• Introduction / Julie Allan ; Alfredo J. Artiles
• Part I. The assessment industry
• The power of numbers : the adoption and consequences of national low-stakes standardised tests in Israel / Yariv Feniger ; Mirit Israeli ; Smadar Yehuda
• Special educational needs, disability and school accountability : an international perspective / Emma Smith ; Graeme Douglas
• The promise and perils of response to intervention to address disproportionality in special education / Wendy Cavendish ; Benikia Kressler ; Ana Maria Menda ; Anabel Espinosa
• Quality and equity in the era of national testing : the case of Sweden / Anette Bagger
• Part II. Assessing deviance
• Risking diagnosis? Race, class and gender in the psychopathologization of behaviour disorder / Julie Allan ; Valerie Harwood
• Dis/ability as white property : race, class and 'special education' as a racist technology / David Gilborn
• The right to exclude : locating section 504 in the disproportionality debate / Nirmala Erevelles
• The hunt for disability : the new eugenics and the normalization of school children
• Part III. The consequences of assessment and the possibility of fairer and more equitable alternatives
• Untangling the racialization of disabilities : an intersectionality critique across disability models / Alfred J. Artiles
• Examining assessment for students with special education needs in Aotearoa New Zealand : creating possibilities for learning and teaching for all / MIssy Morton ; Annie Guerin
• The refinement of the idea of consequential validity within an alternative framework for responsible test design / Albert Weidman
• Culturally responsive experimental intervention studies : the development of a rubric for paradigm expansion / Aydin Bal ; Audrey A. Trainor.

This latest volume in the World Yearbook of Education Series focuses on assessment systems and efforts to advance equity in education at a time of growing inequalities. It considers new economic trends and investigates how constraints appear to be influencing assessment and identification practices. The volume is organized around the following main issues: political motives behind the expansion of an assessment industry; the associated expansion of an SEN industry, and; growth in consequential accountability systems. It ultimately seeks to provide reframings and reconceptualizations of assessment and identification by offering new insights into economic and cultural trends influencing them.
(source: Nielsen Book Data)
This latest volume in the World Yearbook of Education series examines the relationship between assessment systems and efforts to advance equity in education at a time of growing inequalities. It focuses on the political motives behind the expansion of an assessment industry, the associated expansion of an SEN industry and a growth in consequential accountability systems. Split into three key sections, the first part is concerned with the assessment industry, and considers the purpose and function of assessment in policy and politics and the political context in which particular assessment practices have emerged. Part II of the book, on assessing deviance, explores those assessment and identification practices that seek to classify different categories of learners, including children with Limited English Proficiency, with special needs and disabilities and with behavioural problems. The final part of the book considers the consequences of assessment and the possibility of fairer and more equitable alternatives, examining the production of inequalities within assessment in relation to race, class, gender and disability. Discussing in detail the complex historical intersections of assessment and educational equity with particular attention to the implications for marginalised populations of students and their families, this volume seeks to provide reframings and reconceptualisations of assessment and identification by offering new insights into economic and cultural trends influencing them. Co-edited by two internationally renowned scholars, Julie Allan and Alfredo J. Artiles, World Yearbook of Education 2017 will be a valuable resource for researchers, graduates and policy makers who are interested in the economic trends of global education assessment.
(source: Nielsen Book Data)

La presse littéraire joue un rôle considérable dans le développement de la sociabilité et des pratiques culturelles au XVIIIe siècle: elle favorise le dialogue avec les lecteurs, leur permet de développer leur esprit critique et contribue à la création de nouvelles pratiques. Dans quelle mesure agit-elle ainsi sur la société, la conception du savoir et la constitution d’une culture commune? En se fondant sur cinq titres représentatifs (le Mercure de France, le Journal des dames, Le Pour et contre de Prévost, le Nouvelliste du parnasse de Desfontaines et granet, l'Année littéraire de Fréron), l'auteur analyse la place centrale des périodiques littéraires dans la formation de lecteurs-citoyens. Par rapport à ceux du XVIIe siècle, les journaux littéraires du XVIIIe mettent en avant la subjectivité: celle des rédacteurs dans leur rapport aux textes, et celle des lecteurs, qui sont invités, par leurs envois et leurs discussions, à l’élaboration du journal. La presse littéraire d’Ancien Régime joue ainsi un rôle majeur dans la formation des mœurs, de l’opinion, des goûts, des relations sociales, préfigurant la presse plus politique du XVIIIe siècle. En analysant le fonctionnement de cette culture virtuelle, qui organise un nouveau rapport au monde et à soi, Suzanne Dumouchel montre que le journal littéraire du XVIIIe siècle soulève de nombreuses questions toujours présentes dans les médias numériques aujourd’hui.

• Introduction : a Spectator for the Regency : i. Discours ironiques
• ii. Text
• La Bagatelle, OU Discours ironiques oú l'on prête des sophismes ingénieux au vice et à l'extravagance pour en faire mieux sentir le ridicule
• Appendix
• Selected bibliography
• Index.

The early eighteenth century was a vibrant period for European journalism. Already the author of several journals including the first spectator in French (Le Misanthrope), Justus van Effen attempted to capture the Regency spirit in France with La Bagatelle, also modelled on the English Spectator. Characterised by their overtly ironic tone, the Bagatelliste's comments range from witty observations on contemporary society or literary controversies to bolder and more subversive reflections on the principles of inheritance or religious orthodoxy. Produced as a twice-weekly quarter sheet, La Bagatelle included short works of poetry and prose; brevity and stealth were its tools and its defences. In this first critical edition of La Bagatelle, James L. Schorr uncovers the sources of each periodical essay, and situates Van Effen's ironic commentaries in their social and cultural context. Tracing the influence of classical as well as contemporary English writers, Schorr also explores an evolution in the character of the Bagatelliste himself, from the seventeenth-century 'man of science' to the philosophe of the Enlightenment. Containing substantive textual commentary and variants from the 1718-19 and 1722-24 issues, Schorr's critical edition represents a major addition to our knowledge of early eighteenth-century French journalism and the intellectual climate in which it flourished. Published with kind support from the Dr. C. Louise Thijssen-Schoute Foundation.
(source: Nielsen Book Data)

The series publishes scholarly work to advance learning across the disciplines of history, philosophy, theater, visual arts, science, economics, and women's studies.

Volume 1 includes annotated tables of contents for volumes 1-103 with indexes of articles, authors and names.