Sarnoff A. Mednick Ordre des livres

This expansive study explores the challenges educational leaders face in pursuing reform and how these issues often lead to future reform topics. School reform typically arises from ambitious dreams and a desire to change the status quo. However, between ambitious legislation and the students affected, numerous policies and policymakers influence how reforms are implemented. Even successful initiatives can inadvertently perpetuate existing problems or injustices while introducing new challenges. The authors, including political scientist Susan L. Moffitt and education policy scholars Michaela Krug O’Neill and David K. Cohen, examine the complexities of school reform, focusing on policymakers who navigate the gap between legislation and implementation. They highlight the common issues faced by school superintendents and district leaders as they adapt new policies to their unique contexts. Their research includes over 250 interviews with administrators in Tennessee and California, showcasing the differences in political landscapes and education systems. Additionally, they present survey data from across the U.S. and archival data to illustrate the significant responsibilities public schools hold within the American social safety net. The authors also provide insights into the challenges of social policy reforms in federalist systems, including healthcare, and suggest pathways for improving education policy.

This book is devoted to schizotypal personality. It provides a comprehensive overview of our knowledge from some of the world's leading researchers in the field, and includes reviews of genetics, neurodevelopment, assessment, psychophysiology, neuropsychology and brain imaging. Central themes are the exploration of categorical and dimensional approaches to the understanding of schizotypal disorder and its relationship to schizophrenia. Valuable introductory and concluding chapters set in context the sometimes divergent opinions and findings presented by the book's contributors and there are reviews of methodological issues and assessment schedules for the benefit of researchers in the field. In setting out to answer, from phenomenological, psychological and neurobiological perspectives, the fundamental question 'What is schizotypal disorder?' and to develop coherent etiological models, this book will serve as an authoritative resource for clinicians and researchers interested in this major personality disorder.