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Frelin, Anneli. Exploring Relational Professionalism in Schools. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-248-8.
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Mullin-Rindler, Nancy. Relational aggression and bullying: It's more than just a girl thing. Wellesley, Mass: Wellesley Centers for Women, Wellesley College, 2003.
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Anger management in schools: Alternatives to student violence. 2a ed. Lanham, Md: Scarecrow Press, 2002.
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Anger management in schools: Alternatives to student violence. Lancaster, Pa: Technomic Pub. Co., 1995.
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Salmon, Diane. Facilitating interpersonal relationships in the classroom: The relational literacy curriculum. Mahwah, N.J: L. Erlbaum Associates, 2002.
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McGoveran, D. A guide to SYBASE and SQL Server: A user's guide to theSYBASE product (a rational database management system with application development facilities) from Sybase, Inc. Reading, Mass: Addison-Wesley, 1992.
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Nebraska School Financing Review Commission. Funding Nebraska's schools: Toward a more rational and equitable school finance system for the 1990s : final report of the Nebraska School Financing Review Commission to the Nebraska State Legislature. Lincoln, NE: The Commission, 1990.
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Lade, Donald P. Disconomies of scale in public education : a rational for school vouchers : a study--and theory--based on operational budget secrets in the public schools, including an example of bureaucratic growth in the post World War II climate of economic ezpansion. [Philadelphia, PA?]: Xlibris Corp., 2003.
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Fridman, Yuriy, e Aleksandr Korzhenevich. Learning to solve problems in physics: preparing for the Unified State Exam. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/995926.
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If you are holding this textbook in your hands, it means that you understand the need to solve problems when studying a physics course at school. Indeed, it is difficult to overestimate the effect that the solution of problems in the study of physics gives. The textbook contains about 800 problems for the high school physics course. The tasks are based on the examination materials of various universities, including the Republic of Crimea, data from the magazines "Kvant", "Physics at School", information received from correspondence physics and mathematics schools of the Moscow State University named after M. V. Lomonosov, National Research Nuclear University "MEPhI", Bauman Moscow State Technical University, Moscow Institute of Physics and Technology (State University). We also used the problem books that were released in various years to help those entering universities. The number of problems and their selection are not random and allow, according to the compilers, to demonstrate the types of problems that are often found in the high school physics course, the most rational methods, general approaches and ideas for solving them, and also help to acquire certain skills in solving problems. Can be useful for use in secondary schools when working with students for whom physics is of interest, optional, if you prepare for the entrance exams for physics, a specialized school with advanced study of physics, as well as anyone who wants to learn how to solve problems in physics.
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Frelin, Anneli. Exploring Relational Professionalism in Schools. BRILL, 2013.
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Warrior Women: Remaking Postsecondary Places Through Relational Narrative Inquiry. Emerald Publishing Limited, 2015.
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Huber, Janice, Mary Isabelle Young, Stefinee Pinnegar, Lucy Joe e Jennifer Lamoureux. Warrior Women: Remaking Postsecondary Places Through Relational Narrative Inquiry. Emerald Publishing Limited, 2012.
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The Bullies: The Rationale of Bullying. Jessica Kingsley Pub, 2008.
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Huber, Janice, Mary Isabelle Young, Laura Marshall, Lucy Joe e Jennifer Lamoureux. Warrior Women: Remaking Post-Secondary Places Through Relational Narrative Inquiry. Emerald Publishing Limited, 2012.
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Brulé, David, e Alex Mintz. Foreign Policy Decision Making: Evolution, Models, and Methods. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.185.
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Choices made by individuals, small groups, or coalitions representing nation-states result in policies or strategies with international outcomes. Foreign policy decision-making, an approach to international relations, is aimed at studying such decisions. The rational choice model is widely considered to be the paradigmatic approach to the study of international relations and foreign policy. The evolution of the decision-making approach to foreign policy analysis has been punctuated by challenges to rational choice from cognitive psychology and organizational theory. In the late 1950s and early 1960s, scholars began to ponder the deterrence puzzle as they sought to find solutions to the problem of credibility. During this period, cross-disciplinary research on organizational behavior began to specify a model of decision making that contrasted with the rational model. Among these models were the bounded rationality/cybernetic model, organizational politics model, bureaucratic politics model, prospect theory, and poliheuristic theory. Despite these and other advances, the gulf between the rational choice approaches and cognitive psychological approaches appears to have stymied progress in the field of foreign policy decision-making. Scholars working within the cognitivist school should develop theories of decision making that incorporate many of the cognitive conceptual inputs in a logical and coherent framework. They should also pursue a multi-method approach to theory testing using experimental, statistical, and case study methods.
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Coyne, Sarah M., e Jamie M. Ostrov, eds. The Development of Relational Aggression. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190491826.001.0001.
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The Development of Relational Aggression provides a rich and detailed literature review on developmental processes associated with the perpetration of relational aggression (and related terms of indirect aggression and social aggression) across childhood, adolescence, and emerging adulthood (with a brief mention of relational aggression in adulthood). Relational aggression is defined as behavior that is intended to harm another’s relationships or feelings of inclusion in a group. Unlike physical aggression, the scars of relational aggression are more difficult to see. However, victims (and aggressors) may experience strong and long-lasting consequences, including reduced self-esteem, loneliness, substance use, eating pathology, depression, and anxiety. This volume begins by providing an overview of the field, including a discussion of definitions, developmental trajectories, methodology, and theoretical approaches. Additionally, the volume examines the biobehavioral and evolutionary processes associated with this type of behavior. The book also examines a number of risk factors and socializing agents and contexts (e.g., family, peers, media, school, culture) that lead to the development of relational aggression over time. An understanding of how these behaviors develop will help inform intervention strategies to curb the use of relational aggression in schools, peer groups, and family relationships, which are addressed in an extended chapter.
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Hardin, Russell. Normative Methodology. Editado por Janet M. Box-Steffensmeier, Henry E. Brady e David Collier. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199286546.003.0002.
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This article shows that one should start social science inquiry with individuals, their motivations, and the kinds of transactions they undertake with one another. It specifically discusses four basic schools of social theory: conflict, shared-values, exchange, and coordination theories. Conflict theories almost inherently lead into normative discussions of the justification of coercion in varied political contexts. Religious visions of social order are usually shared-value theories and interest is the chief means used by religions to guide people. Individualism is at the core of an exchange theory. Because the first three theories are generally in conflict in any moderately large society, coercion is a sine qua non for social order. Coordination interactions are especially important for politics and political theory and probably for sociology, although exchange relations might be most of economics, or at least of classical economics. Shared-value theory may possibly turn into the most commonly asserted alternative to rational choice in this time as contractarian reasoning recedes from center stage in the face of challenges to the story of contracting that lies behind it and the difficulty of believing people actually think they have consciously agreed to their political order.
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Designing a Relational Database for the Basic School; Schools Command Web Enabled Officer and Enlisted Database (Sword). Storming Media, 2002.
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Wilde, Jerry. Anger Management in Schools: Alternatives to Student Violence. Technomic Pub Co, 1997.
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Salmon, Diane, e Ruth Ann Freedman. Facilitating interpersonal Relationships in the Classroom: The Relational Literacy Curriculum. Lawrence Erlbaum, 2001.
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Schmidtke, Sabine, ed. The Oxford Handbook of Islamic Theology. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199696703.001.0001.
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The Oxford Handbook of Islamic Theologyprovides a comprehensive and authoritative survey of the current state of the field. It provides a variegated picture of the state of the art and at the same time suggests new directions for future research. Part One covers the various strands of Islamic theology during the formative and early middle periods, rational as well as scripturalist. To demonstrate the continuous interaction among the various theological strands and its repercussions (during the formative and early middle period and beyond), Part Two offers a number of case studies. These focus on specific theological issues that have developed through the dilemmatic and often polemical interactions between the different theological schools and thinkers. Part Three covers Islamic theology during the later middle and early modern periods. One of the characteristics of this period is the growing amalgamation of theology with philosophy (Peripatetic and Illuminationist) and mysticism. Part Four addresses the impact of political and social developments on theology through a number of case studies: the famous miḥna instituted by al-Maʾmūn (r. 189/813-218/833) as well as the miḥna to which Ibn ʾAqīl (d. 769/1367) was subjected; the religious policy of the Almohads; as well as the shifting interpretations throughout history (particularly during Mamluk and Ottoman times) of the relation between Ashʿarism and Māturidism that were often motivated by political motives. Part Five considers Islamic theological thought from the end of the early modern and during the modern period.
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Stitzlein, Sarah M. Educating Citizens Through and For Democracy and Our Public Schools. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190657383.003.0009.
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In this chapter I offer some insight into our current context and needs in order to highlight some of the habits that schools should be fostering to sustain key elements of democracy and improve existing democracy. At the same time, I recognize that the educational approaches and goals themselves must be open to change. Aligned with the definition of responsibility I offered in chapter five, these habits are social and relational. They often entail a proclivity to act with others and are driven by concerns with the well-being of democracy and fellow citizens. Developing these habits can help our budding citizens fulfill their role responsibilities. I complete the cycle for sustaining democracy via education by describing improved citizenship education, including habits of democracy teachable within our schools, where we develop citizens through democracy and our public schools.
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Bezes, Philippe. Michel Crozier,. Editado por Martin Lodge, Edward C. Page e Steven J. Balla. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199646135.013.26.
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This chapter examines Michel Crozier’sThe Bureaucratic Phenomenon, an in-depth study of public administration in France in which he challenged the view that overemphasizes the formal and rational organizational structure of bureaucracy. Crozier developed a relational theory of power and a systematic program that explored bureaucracy as an “organizational system.” The chapter considers the ways in whichThe Bureaucratic Phenomenonrepresents a classic in public policy and administration and other disciplines such as sociology, organization theory, and political science. It also discusses the evolution of citations from the first half of the 1980s andThe Bureaucratic Phenomenon’s increasing prominence in research in the fields of organization and management studies. Finally, it analyzes Crozier’s intellectual background, his central arguments inThe Bureaucratic Phenomenon, and the book’s contribution to contemporary research on bureaucracy.
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Henderson, Andrea. Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198809982.003.0001.
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Victorian England witnessed a reconception of mathematics as a formal rather than a referential practice—as a means for describing relationships rather than quantities. The value of a mathematical claim lay not in its capacity to describe the world but its internal coherence. Victorian mathematics thus contributed to the development of liberal capitalism by justifying abstraction: liberals proclaimed that formal consistency was the foundation of a rational, equitable order, and marginalist economists insisted that value was not inherent but relational, and made economics a branch of mathematics. Marx, meanwhile, profited from the insights of mathematical formalism even as he resisted its mystification. In its privileging of formal relationships Victorian mathematics redefined all fields around it, even redefining Kantian formalism such that mathematics and art came to share the same virtues: they couldn’t claim to offer truths about the world itself but they insisted that they told a deeper, formal truth.
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Gherardi, Silvia, e Antonio Strati. Talking about Competence. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198806639.003.0005.
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In this chapter the theme of competence is addressed in relation to a processual approach to discursive practices. The object “competence” is constructed differently within three main discourses: entity-based, relational, and practice-based. The authors problematize how language constructs competence as a research object. What happens when we no longer believe in the language/reality binary relation? The chapter poses the question of how a more-than-representational approach changes our way of talking about competence but does not argue “against” language; rather, it invites exploration “beyond” language and beyond language in a written text, since there is always a “something” that exceeds the speaking subject. The authors propose an experimental written/visual text that invites empathy in reading and challenges the rhythm of reading with an invitation to feel the poetry of a visual language. In so doing, they want to produce the effect of troubling the static, rational, and written representation of competence.
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Gergen, Kenneth J., e Scherto R. Gill. Beyond the Tyranny of Testing. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190872762.001.0001.
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Practices of assessment in education are byproducts of a bygone era. When testing and grades become the very goals of education, learning suffers, along with the well-being of students and teachers. In this book, the authors propose a radical alternative to the measurement-based assessment tradition, a vision in which schools are no longer structured as factories but as sites of collective meaning-making. As it is within the process of relating that the world comes to be what it is for us, the authors draw from this process their understanding of what knowledge is and what is good and valuable. Equally, learning and well-being are embedded in relational process, which testing and grades undermine. Thus the authors advocate a relational orientation to evaluation in education, emphasizing co-inquiry and value creation. The aim is to stimulate and enhance learning while simultaneously enriching the vitality of the relational process. A wide range of innovations in evaluative practice bring these ideas to life. The authors include detailed illustrations using cases from pioneering schools around the globe, at both primary and secondary levels, demonstrating how evaluation can foster students’ engagement in learning, feed into teachers’ professional development, support whole school improvement, and further nurture learning communities beyond the school’s walls. A relational shift in evaluation also opens a space for the flourishing of interactive and participatory teaching practices and more flexible and co-created curricula. Such a transformation in education speaks to the demands of a rapidly changing and unpredictable world, in which our capacities to listen, dialogue, and collaborate are imperative.
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Rushing, Sara. The Virtues of Vulnerability. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197516645.001.0001.
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There are many locations, relationships, and experiences through which we learn what it means to be a citizen. Contemporary healthcare—or “the clinic”—is one of those sites. Being drawn into the complex “medical-legal-policy-insurance nexus” as a patient entails all sorts of learning, including, it is argued here, political learning. When we are subjected as a patient, frequently through a discourse of “choice and control,” or “patient autonomy,” what do we learn? What happens when the promise of a certain kind of autonomy is accompanied by demands for a certain kind of humility? What do we learn about agency and self-determination, as well as trust, self-knowledge, dependence, and resistance under such conditions of acute vulnerability? This book explores these questions on a journey through medicalized encounters with giving birth, navigating death and dying, and seeking treatment for life-altering mental illness (here post-traumatic stress disorder among veterans). While the body has always posed a problem for Western thought, and has been treated as an obstacle to freedom and independence and something our rational capacity must master and control, this book aims to counter that intellectual-historical and political tendency by asking how we might reimagine the political potential of embodiment, or make space for considering “the virtues of vulnerability.” In particular, the book offers a novel conception of democratic citizen-subjectivity, grounded in an ethical disposition of humility-informed-relational-autonomy.
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Shanley, Mark. Fragmentation in Strategic Management. Editado por Adrian Wilkinson, Steven J. Armstrong e Michael Lounsbury. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198708612.013.16.
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Strategy is one of the oldest teaching areas in business schools. It is also among the youngest research areas within business scholarship. While the field has grown, it has also suffered from a sense of intellectual fragmentation that continues to the present. This chapter reviews two sets of issues contributing to this fragmentation. The first concerns undertheorized aspects of decision and implementation processes. The second concerns undertheorized assumptions of action concerning how top managers make decisions in multiple temporal frames, complex organizational settings, and based on prior experiences and conflicting environmental demands. Suggestions are offered to improve conceptualization of processes involving inter-connected, inter-temporal, and inter-relational linkages. Suggestions regarding action assumptions are considered in terms of a craft approach to agency.
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Banu, Roxana. Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198819844.003.0001.
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This chapter describes and contests the common assumptions about nineteenth-century private international law intellectual history. Conventional historical accounts focus on broad schools of thought in private international law (PrIL), such as nationalism and internationalism, or personality and territoriality. By contrast, the central thesis of this book, described in this first chapter, is that internationalism was constructed differently depending on whether nineteenth-century internationalists took the state or the individual as the point of reference. This chapter argues that reading contemporary concepts and debates into nineteenth-century PrIL scholarship prevented us from engaging with the nuances and unique motivations of nineteenth-century PrIL theories. Instead, this introductory chapter outlines the contextual perspective adopted in this book’s intellectual historical account, which ultimately helps in recovering and reconstructing a relational internationalist perspective in nineteenth-century private international law legal thought.
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Abrahamov, Binyamin. Scripturalist and Traditionalist Theology. Editado por Sabine Schmidtke. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199696703.013.025.
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The chapter deals with two important approaches in Islamic theology, defining the terms that apply to these two trends and elucidating their main teachings. Scripturalist theology characterizes small groups in Islam which finally disappeared in the Middle Ages, however, leaving some traces on other theological schools. Contrary to the disappearance of the scripturalist theology, the traditionalist theology has remained the core of Islamic theology. It was a flexible theology that used both the Qurʾān and the Sunna and rational considerations. Through these two devices it challenged the rationalist theology and tried to refute both the rationalist methods and specific theological issues based on reason.
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Strhan, Anna. The Figure of the Child in Contemporary Evangelicalism. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198789611.001.0001.
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What does it mean to grow up as an evangelical Christian today? What meanings does ‘childhood’ have for evangelical adults? How does this shape their engagements with children and with schools? And what does this mean for the everyday realities of children’s lives? Based on ethnographic fieldwork carried out in three contrasting evangelical churches in the UK, Anna Strhan reveals how attending to the significance of children within evangelicalism deepens understanding of evangelicals’ hopes, fears, and concerns, not only for children, but for wider British society. Developing a relational approach to the study of children and religion, the book invites us to consider the complexities of children’s agency and how the figure of the child shapes the hopes, fears, and imaginations of adults, within and beyond evangelicalism. Strhan explores the lived realities of how evangelicals engage with children across church, school, home, and other informal educational spaces in a dechristianizing cultural context, and how children experience these forms of engagement. The book reveals how conservative evangelicals experience their understanding of childhood as increasingly countercultural, while charismatic and open evangelicals locate their work with children as a significant means of engaging with wider secular society. Setting out an approach that explores the relations between the figure of the child, children’s experiences, and how adult religious subjectivities are formed in both imagined and practical relationships with children, Strhan situates childhood as an important area of study within the sociology of religion and examines how we should approach childhood within this field.
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Rudavsky, T. M. Concluding Comments. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199580903.003.0010.
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Chapter 10 offers a conclusion to this volume. Throughout this study, medieval philosophers—Islamic, Christian, and Jewish—have been witnessed wrestling with the project of reconciling “outside” sources and influences with their understanding of Scripture. This work has provided an account of how Jewish philosophy, from the tenth century to Spinoza, forms part of an ongoing dialogue with medieval Christian and Islamic thought. A greater understanding has been achieved of the role played by science and rational thought as articulated in the conflict between faith and reason, as represented by philosophical and scientific speculation on the one hand, and acceptance of Judaic beliefs on the other. The chapter rounds up this historical survey of the major figures and schools and its discussion of the challenge of rationalist discourse within this tradition.
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Kacprzak, Agnieszka. Rhetoric and Roman Law. Editado por Paul J. du Plessis, Clifford Ando e Kaius Tuori. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780198728689.013.16.
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This chapter surveys the methods of constructing rational arguments taught in the schools of rhetoric and their impact on juridical argumentation. It surveys: the place of rhetoric in legal education; the basic tools of rhetorical invention, i.e. rhetorical syllogism and induction, general schemes of inference on which singular arguments depended (topoi), and types of questions on which court debates could concentrate (status); the difficulties one is likely to encounter when trying to identify traces of rhetorical teaching in legal sources. It is the contention of this chapter that such attempts are hardly successful, since rhetorical theory codifies, classifies, and to a lesser degree analyses types of argumentation people intuitively use, rather than create them. The mere fact that a jurist applied some pattern of reasoning as described in rhetorical handbooks is insufficient evidence to conclude either that he had some sort of rhetorical education or that he knew rhetorical theory.
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Rudavsky, T. M. Jewish Philosophy in the Middle Ages. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199580903.001.0001.
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The purpose of this volume is to provide an account of how medieval Jewish philosophy, from the tenth century to Spinoza, forms part of an ongoing dialogue with medieval Christian and Islamic thought. It provides a corrective to available works, and a supplement to available histories of philosophy, many of which devote little space to Jewish philosophy. The focus of this work is on the tensions between Judaism and rational thought, as reflected in particular philosophical controversies arising in the context of issues in metaphysics, rationalism, language, cosmology, science, faith and reason, and philosophical theology. Much new research has occurred in these latter areas, and so it is important to introduce readers to the rich discussions found in medieval Jewish philosophical texts. The aim of this book is twofold: to provide a broad historical survey of major figures and schools within the medieval Jewish tradition, and to focus more narrowly on the importance and challenge of rationalist discourse within this tradition.
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Jönsson, Christer. Theoretical Approaches to International Organization. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190846626.013.349.
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The study of international organizations (IOs) has been described as lacking theoretical depth. However, the field actually has a more solid theoretical foundation than some of its critics allege. Moreover, the variety of approaches has entailed multifaceted knowledge of the internal workings as well as the global effects of IOs. Three theoretical traditions have emerged, dealing with institutions, organization, and governance. Institutional analysis has a central position in political science. In the study of domestic institutions, three major schools—rational choice institutionalism, historical institutionalism, and sociological institutionalism—have emerged. Organization theory represents a change of focus from the ideational structures studied by institutionalists to more material and human structures. Whereas both institutional and organizational approaches were originally formulated for domestic structures, institutionalists have been more receptive to exploring domestic-international analogies and contrasts. Even if both institutional and organization theories pay attention to process— institutionalizing rules and practices as well as organizing collective entities are long-term processes— IO studies inspired by these approaches tend to focus on relatively stable structures, asking questions concerning the establishment, persistence or change, and impact of international institutions and organizations. A third, more recent perspective focuses on continuous processes of governance, involving international organizations as well as other types of actors.
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Babor, Thomas, Jonathan Caulkins, Benedikt Fischer, David Foxcroft, Keith Humphreys, María Elena Medina-Mora, Isidore Obot et al. Drug Policy and the Public Good. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198818014.001.0001.
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Drug Policy and the Public Good presents the accumulated scientific knowledge of direct relevance to the development of drug policy on local, national, and international levels. The book explores both illicit drug use and non-medical use of prescription medications within a public health perspective. A conceptual basis for a rational drug policy is presented, along with new epidemiological data on the global dimensions of drug misuse, significant trends in drug epidemics, and the global burden of disease attributable to drug misuse. The markets for both illicit and legally prescribed psychoactive substances are described, showing that these two sources of drug supply are becoming increasingly connected in many countries. The core of the book is a critical review of the cumulative scientific evidence in five general areas of drug policy: primary prevention programmes in schools and other settings; treatment interventions and harm reduction approaches; attempts to control the supply of illicit drugs, including drug interdiction and law enforcement; decriminalization and penal approaches; and control of the legal market through prescription drug regimes. The final chapters discuss the trend toward legalization of some psychoactive substances in different parts of the world and describe the need for a new approach to drug policy that is evidence-based, realistic, and coordinated. The evidence reviewed in this book suggests that an integrated and balanced approach to evidence-informed drug policy is more likely to benefit the public good than are uncoordinated efforts to reduce drug supply and demand.
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Mehta, Jal. The Allure of Order. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199942060.001.0001.
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Ted Kennedy and George W. Bush agreed on little, but united behind the No Child Left Behind Act (NCLB). Passed in late 2001, it was hailed as a dramatic new departure in school reform. It would make the states set high standards, measure student progress, and hold failing schools accountable. A decade later, NCLB has been repudiated on both sides of the aisle. According to Jal Mehta, we should have seen it coming. Far from new, it was the same approach to school reform that Americans have tried before. In The Allure of Order, Mehta recounts a century of attempts at revitalizing public education, and puts forward a truly new agenda to reach this elusive goal. Not once, not twice, but three separate times-in the Progressive Era, the 1960s and '70s, and NCLB-reformers have hit upon the same idea for remaking schools. Over and over again, outsiders have been fascinated by the promise of scientific management and have attempted to apply principles of rational administration from above. Each of these movements started with high hopes and ambitious promises, but each gradually discovered that schooling is not easy to "order" from afar: policymakers are too far from schools to know what they need; teachers are resistant to top-down mandates; and the practice of good teaching is too complex for simple external standardization. The larger problem, Mehta argues, is that reformers have it backwards: they are trying to do on the back-end, through external accountability, what they should have done on the front-end: build a strong, skilled and expert profession. Our current pattern is to draw less than our most talented people into teaching, equip them with little relevant knowledge, train them minimally, put them in a weak welfare state, and then hold them accountable when they predictably do not achieve what we seek. What we want, Mehta argues, is the opposite approach which characterizes top-performing educational nations: attract strong candidates into teaching, develop relevant and usable knowledge, train teachers extensively in that knowledge, and support these efforts through a strong welfare state. The Allure of Order boldly challenges conventional wisdom with a sweeping, empirically rich account of the last century of education reform, and offers a new path forward for the century to come.