Paradoxes & Praxis: The 21st Century Imperative for Educational FoundationsMain MenuContentsParadoxes & Praxis: The 21st Century Imperative for Educational FoundationsCome with us on this journey...Katie Hockema, M.Ed. & Janekka Colbert, M.Ed.Pardoxes & Praxis: The 21st Century Imperative for Educational FoundationsIntroductionWho Should We Read?OverviewReferencesMore...M. Francyne Huckabyb0a028670024a30dbf6459126ac0b17fe5ed9174
12018-01-24T08:12:32-08:00M. Francyne Huckabyb0a028670024a30dbf6459126ac0b17fe5ed917476372TEXTplain2020-10-10T13:28:22-07:00M. Francyne Huckabyb0a028670024a30dbf6459126ac0b17fe5ed9174Dr. Barry Franklin, professor at Utah State University teaches leadership and education and has a background in teaching history, policy studies, and secondary education in various universities across the country. An international speaker as well, he has presented and lectured in sixteen countries. Franklin has an elaborate vitae with many accomplishments and recognitions along with grant writings and publications. His research interests are: curriculum policy, theory, and history urban education, schools and community service learning, educational policy, and educational partnerships. He has written numerous books and publications including: Curriculum, Community, and Urban School Reform (2010) Barry M. Franklin's book uses the concept of community as a lens for interpreting urban school reform since 1960. Focusing on the curriculum and employing case studies, he applies the concept to reform initiatives in a number of city school systems. Included are compensatory education, community control, mayoral takeovers, educational partnerships, and smaller learning communities. This comprehensive work concludes with a consideration of how we can employ the concept of cosmopolitanism to change the idea of community for a twenty-first century, globalized world and its schools. The Death of the Comprehensive High School? Historical, Contemporary, and Comparative Perspectives (2007) This groundbreaking volume considers the ultimate fate of the comprehensive high school as we enter the twenty-first century. Contributors consider whether the question of the high school's seeming demise is exaggerated and why it is experiencing the many problems that it does. Essays focus on the United States, the United Kingdom, Europe, Australia, and New Zealand.