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Learning to Improve: How America's Schools Can Get Better at Getting Better
by Anthony S. Bryk Alicia Grunow Paul G. Lemahieu Louis M. GomezAs a field, education has largely failed to learn from experience. Time after time, promising education reforms fall short of their goals and are abandoned as other promising ideas take their place. In Learning to Improve, the authors argue for a new approach. Rather than "implementing fast and learning slow," they believe educators should adopt a more rigorous approach to improvement that allows the field to "learn fast to implement well." Using ideas borrowed from improvement science, the authors show how a process of disciplined inquiry can be combined with the use of networks to identify, adapt, and successfully scale up promising interventions in education. Organized around six core principles, the book shows how "networked improvement communities" can bring together researchers and practitioners to accelerate learning in key areas of education. Examples include efforts to address the high rates of failure among students in community college remedial math courses and strategies for improving feedback to novice teachers. Learning to Improve offers a new paradigm for research and development in education that promises to be a powerful driver of improvement for the nation's schools and colleges. "In this hopeful and accessible volume, Bryk and his colleagues describe six tenets for addressing vexing problems of educational practice. Yes, systematic actions guided by serious scientific inquiry can lead to improvements in a vast array of contexts, topics, and settings. Drawing on numerous real life examples and illustrations, the authors demonstrate how to develop and then critically execute good ideas to produce reliably positive outcomes." --John Q. Easton, distinguished senior fellow, Spencer Foundation
Learning to Improve: How America’s Schools Can Get Better at Getting Better
by Anthony S. Bryk Alicia Grunow Louis M. Gomez Paul G. LeMahieuAs a field, education has largely failed to learn from experience. Time after time, promising education reforms fall short of their goals and are abandoned as other promising ideas take their place. In Learning to Improve, the authors argue for a new approach. Rather than &“implementing fast and learning slow,&” they believe educators should adopt a more rigorous approach to improvement that allows the field to &“learn fast to implement well.&” Using ideas borrowed from improvement science, the authors show how a process of disciplined inquiry can be combined with the use of networks to identify, adapt, and successfully scale up promising interventions in education. Organized around six core principles, the book shows how &“networked improvement communities&” can bring together researchers and practitioners to accelerate learning in key areas of education. Examples include efforts to address the high rates of failure among students in community college remedial math courses and strategies for improving feedback to novice teachers. Learning to Improve offers a new paradigm for research and development in education that promises to be a powerful driver of improvement for the nation&’s schools and colleges.
Learning to Labour in Post-Soviet Russia: Vocational youth in transition (BASEES/Routledge Series on Russian and East European Studies)
by Charles WalkerThis book explores the changing nature of growing-up working-class in post-Soviet Russia, a country dislocated by the experience of neo-liberal economic reform. Based on extensive ethnographic research in a provincial Russian region, it follows the experiences of vocational education graduates whose colleges continue to channel them into the ailing industrial and agricultural sectors. Rather than settling for transitions into ‘poor work’, the book shows how these young men and women develop a range of strategies aimed at overcoming the poverty of opportunity available to them in traditional enterprises, pursuing instead emerging opportunities in higher education, jobs in the new service sector and the prospect of migration. Drawing on a range of theoretical perspectives, Charles Walker analyses these strategies and their significance for wider processes of social change and social stratification in post-Soviet Russia.
Learning to Liberate: Community-Based Solutions to the Crisis in Urban Education (Critical Social Thought)
by Vajra WatsonFew problems in education are as pressing as the severe crisis in urban schools. Though educators have tried a wide range of remedies, dismal results persist. This is especially true for low-income youth of color, who drop out of school—and into incarceration—at extremely high rates. The dual calamity of underachievement in schools and violence in many communities across the country is often met with blame and cynicism, and with a host of hurtful and unproductive quick fixes: blaming educators, pitting schools against each other, turning solely to the private sector, and ratcheting up the pressure on teachers and students. But real change will not be possible until we shift our focus from finding fault to developing partnerships, from documenting problems to discovering solutions. Learning to Liberate does just that by presenting true and compelling community-based approaches to school reform. Drawing on over three years of ethnographic research, Vajra Watson explores the complicated process of reaching and teaching today's students. She reveals how four nontraditional educators successfully empower young people who have repeatedly been left behind. Using portraiture, a methodology rooted in vivid storytelling, Watson analyzes each educator's specific teaching tactics. Uncovering four distinct pedagogies—of communication, community, compassion, and commitment—she then pulls together their key strategies to create a theoretically grounded framework that is both useful and effective. A poignant, insightful, and practical analysis, Learning to Liberate is a timely resource for all educators and youth-serving practitioners who are committed to transforming "at-risk" youth into "at-promise" individuals who put their agency and potential into action in their schools and neighborhoods.
Learning to Live with Datafication: Educational Case Studies and Initiatives from Across the World
by Julian Sefton-Green Luci PangrazioAs digital technologies play a key role across all aspects of our societies and in everyday life, teaching students about data is becoming increasingly important in schools and universities around the world. Bringing together international case studies of innovative responses to datafication, this book sets an agenda for how teachers, students and policy makers can best understand what kind of educational intervention works and why. Learning to Live with Datafication is unique in its focus on educational responses to datafication as well as critical analysis. Through case studies grounded in empirical research and practice, the book explores the dimensions of datafication from diverse perspectives that bring in a range of cultural aspects. It examines how educators conceptualise the social implications of datafication and what is at stake for learners and citizens as educational institutions try to define what datafication will mean for the next generation. Written by international leaders in this emerging field, this book will be of interest to teacher educators, researchers and post graduate students in education who have an interest in datafication and data literacies.
Learning to Manage Global Environmental Risks
by Social Learning GroupThis book examines how ideas, interests, and institutions affect management practice; how management capabilities in other areas affect the ability to deal with environmental issues; and how learning affects society's approach to the global environment.
Learning to Read in the Late Ottoman Empire and the Early Turkish Republic
by Benjamin C. FortnaAn exploration of the ways in which children learned and were taught to read, against the background of the transition from Ottoman Empire to Turkish Republic. This study gives us a fresh perspective on the transition from empire to republic by showing us the ways that reading was central to the construction of modernity.
Learning to School
by Jennifer WallnerAmong countries in the industrialized world, Canada is the only one without a national department of education, national standards for education, and national regulations for elementary or secondary schooling. For many observers, the system seems impractical and almost incoherent. But despite a total lack of federal oversight, the educational policies of all ten provinces are very similar today. Without intervention from Ottawa, the provinces have fashioned what amounts to a de facto pan-Canadian system.Learning to School explains how and why the provinces have achieved this unexpected result. Beginning with the earliest provincial education policies and taking readers right up to contemporary policy debates, the book chronicles how, through learning and cooperation, the provinces gradually established a country-wide system of public schooling. A rich and ambitious work of scholarship, it will appeal to readers seeking fresh insights on Canadian federalism, education policy, and policy diffusion.
Learning to Seek: Globalization, Governance, and the Futures of Higher Education
by Majid Tehranian Jim Dator Walter Truett AndersonThe accelerating technological transformation in learn- ing has necessitated an ability to search and differentiate among the one billion web pages, libraries, databases, books, newspapers, magazines, radio and television stations, and opinion columns available online. This volume focuses on the normative challenges that the current technological transformation presents to all professionals engaged in higher education. Part I concentrates on the current social and technological trends. David Snyder presents an outline of technologies that have made open knowledge systems possible. Majid Tehranian argues that the new technological environment has made learning to seek out information more possible than ever before. Robert Fuller calls for an egalitarian rather than hierarchical approach to communication systems. Harlan Cleveland proposes integrative learning, broad thinking, and globally aware citizenship through "education for wisdom." Part II focuses on problems of governance and finance in the new technological environment. John Hinchcliff takes up the problem of values and argues for the maintenance of traditional altruistic rather than Promethean goals. Karou Yamaguchi comes to the problem of the futures with the tools of system dynamics. William Bergquist calls for a reorganization of higher education to meet the needs for creation, transfer, and inculcation of knowledge and skills. Hamid Shirvani calls for the core values of transparency, integrity, open communication, and dignitarian approach as the guideposts in educational leadership. Walter Truett Anderson concludes by attempting to bring the complex technological, social, economic, and political variables into a holistic approach for the management of higher education. In 2005, at the Universities of the Future Conference, participants were asked to envision the future of higher education. Part III, presents their visions.
Learning to Stop: Mindfulness Meditation as Anti-violence Pedagogy
by Remy Y.S. LowThis book is a philosophical and historical study that explores how meditative practices for cultivating mindfulness can be regarded as a unique form of education against violence—one that emphasizes stopping and contemplation as a necessary precursor to action. It brings together the idiosyncratic but insightful musings on violence by Slovenian philosopher Slavoj Žižek with recent research on mindfulness and violence as a lens. Using this lens, it looks at two exemplary educators and how they taught mindfulness meditation as a way of resisting the types of violence they and their students faced: the Vietnamese Zen teacher Thich Nhat Hanh amidst the brutality of the Second Indochina War (1955-1975), and the African-American studies professor and cultural critic bell hooks in the face of systemic oppression in the United States of the 1980s.
Learning to Teach Inclusively: Student Teachers' Classroom Inquiries
by Celia OylerThis book—co-authored by a teacher educator, a diverse group of five pre-service student teachers, and their student teaching supervisor—takes a unique, illuminating look at the experience of student teaching from the perspective of student teachers. It is premised on learning to teach as an inquiry process enriched by collaborative conversations. Readers are invited into student teachers’ dilemmas and decisions as they negotiate between their public school placements and their university-based coursework. Throughout the year of student teaching, the authors document their discussions and reflections about teaching in inclusive classrooms that shed light on the complex process of learning to teach and also offer insights into issues of teaching for equity. Each of the central chapters is written by an individual student teacher and tracks a specific question over the course of two semesters. Topics include: *contrasting models of inclusion and teachers’ differing orientations toward issues of community, difference, and normalcy;*how teachers foster peer relationships;*classroom management and discipline; *heterogeneous instruction; and*school-wide culture and systems that promote or mitigate against inclusion. A new perspective on what can be learned from student teaching is provided by the student teachers’ supervisor. In the concluding chapter, the teacher educators address the connections among the student teachers’ inquiries and offer an analysis from a disability studies/disability rights perspective on how inclusion fits into a social (rather than a medical) model of disability. All of the authors of this book seek to contribute to conversations that place advocacy, inquiry, contestation, and challenge at the center of the teacher’s role. This volume is their invitation to readers to join in a larger conversation about the challenges of, and necessity for, becoming inclusive teachers. Learning to Teach Inclusively is intended for inservice and preservice courses in elementary education, inclusion, and teacher research, and for field experience seminars. It is also suitable for graduate courses in teacher research, supervision, and research in teacher education.
Learning to Teach in England and the United States: The Evolution of Policy and Practice (Routledge Research in Teacher Education)
by Ian Menter Ian Thompson Katharine Burn Maria Teresa Tatto Trevor MuttonLearning to Teach in England and the United States studies the evolution of initial teacher education by considering some of the current approaches in England and the United States. Presenting empirical evidence from these two distinct political and historical contexts, the chapters of this thought-provoking volume illustrate the tensions involved in preparing teachers who are working in ever-changing environments. Grounded in the lived experiences of those directly affected by these shifting policy environments, the book questions if reforms that have introduced accountability regimes and new kinds of partnership with the promise of improving teaching and learning, have contributed to more powerful learning experiences in schools for those entering the profession. The authors consider the relationships between global, national and local policy, and question their potential impact on the future of teacher education and teaching more generally. The research adopts an innovative methodology and sociocultural theoretical framework designed to show greater insights into the ways in which beginning teachers’ learning experiences are shaped by relationships at all of these levels. A key emerging issue is that of the alignment – or not – between the values and dispositions of the individuals and the institutions that are involved. This book will appeal to academics, researchers and postgraduate students in the fields of teacher education, comparative education, higher education, and education policy and politics.
Learning to be a Primary Teacher: Core Knowledge and Understanding (Critical Teaching)
by Jonathan Glazzard Michael GreenLearning to be a primary teacher can feel like trying to become a superhero!The new edition of this book will help you harness your superpowers to become that heroic individual, looked up to by your class, able to be simultaneously fun, authoritative, inspiring, responsive to a range of needs and an expert in all subjects! Rooted in the core content framework and informed by the early career framework and new Ofsted inspection framework, it will ensure you are fully equipped to: tackle planning and assessment with ease champion positive behaviour master curriculum sequencing build composite subject knowledge and understanding challenge and apply theory and research maximise your emotional strength and resilience stand tall as a professional promote diversity, inclusion and social justice and, most importantly, protect and nurture the children in your care. Highly recommended for all trainees, Early Career Teachers and mentors - this book is packed full of wise advice on building professional knowledge about what is required to excel at meeting the expectations of both the DfE Teachers' Standards and the Early Career Framework. Not to be missed. Dame Alison Peacock, CEO of the Chartered College of Teaching.
Learning versus the Common Core (Forerunners: Ideas First #55)
by Nicholas TampioAn open challenge to Common Core&’s drive for uniformity Nicholas Tampio watched as his kindergartner&’s class shifted from one where teachers, aides, parents, and students worked hard to create a rewarding educational experience to one in which teachers delivered hours-long lectures using packaged lesson plans. Learning versus the Common Core explains how standards-based education reform is transforming nearly every aspect of public education by looking closely at the standards, the agenda of people pushing standards-based reform, and how these fit within a global pattern of education reform. With a nod to the philosophy of John Dewey, Tampio concludes with a vision of what democratic education can look like today—and how people can form rhizomatic alliances across different political and ethical backgrounds to fight the Common Core.Forerunners: Ideas First Short books of thought-in-process scholarship, where intense analysis, questioning, and speculation take the lead
Learning, Philosophy, and African Citizenship
by Tiina Kontinen Katariina HolmaThe book addresses the compelling questions concerning the ideals of African citizenship, the processes of learning to fulfill these ideals, and possibilities of education in fostering citizenship. Rather than advocating for one particular framework, the authors demonstrate the continuously contested nature of the concept of citizenship as both theoretically discussed by philosophers and practically experienced in daily lives. The monograph combines, in an unconventional way, selected philosophical accounts and everyday experiences from certain locations in Tanzania and Uganda. It provides contributions from philosophical ideas drawing on scholars such as Chantal Mouffe, Rosi Braidotti, Theodor Adorno and Étienne Balibar on one hand, and the conceptions articulated by groups of inhabitants of rural and urban settings in Africa, on the other hand. Therefore, the book offers fresh readings under the lenses of citizenship and learning.This is an open access book.
Learning, Teaching and Researching on the Internet: A Practical Guide for Social Scientists
by S. D. SteinLearning, Teaching and Researching on the Internet: A Practical Guide for Social Scientists is directed at students and academic staff who want to be able to access Internet resources quickly and efficiently without needing to become IT experts. The emphasis throughout is on the harnessing of the large volume of potentially useful Internet resources to everyday requirements, whether these be focused on learning, teaching or research. The Internet is a significantly rich information, communication and research resource for all those involved in higher education, whether they be students, academic staff involved in teaching and research, or educational administrators. Whilst the author has drawn on the large volume of technical literature, it is written on the basis of practical experience acquired over the many years of using Internet resources in the context of teaching undergraduate and postgraduate courses in the social sciences. In addition to extensive coverage on using Web browsers, searching for information at Web sites, in mailing lists and newsgroups, Part IV provides detailed annotations in the resources available at the best sites on the Internet collating materials on politics, sociology, economics, philosophy, psychology, history, human rights, European Union and other categories. The work is structured so that it will be found useful by both beginners and intermediate level users.
Least Developed Countries and the WTO
by Helen HawthorneA norm of special treatment for LDCs, created by the UN, has spread to various international organisations including the WTO. Within the WTO evidence of the institutionalization of the norm can be found both in the agreements and legal documents and the way in which the LDCs have been treated by other states. Helen Hawthorne investigates how norms impact on negotiations in international organisations. She shows that few studies of international organisations focus on the role of the weaker states in the organization, the majority focus either on the major states or the emerging economies. By ignoring the role of the poorer, weaker states in the GATT/WTO we are ignoring the history of these states in the organisation and do not get a true picture of the organization, how it operates in relation to them and their impact on the organisation.
Leave It to Abigail!: The Revolutionary Life of Abigail Adams
by Barb RosenstockIn this inspiring tribute, award-winning author Barb Rosenstock and New York Times bestselling artist Elizabeth Baddeley tell the true story of one of America's greatest founding mothers: Abigail Adams.Everyone knew Abigail was different.Instead of keeping quiet, she blurted out questions. Instead of settling down with a wealthy minister, she married a poor country lawyer named John Adams. Instead of running from the Revolutionary War, she managed a farm and fed hungry soldiers. Instead of leaving the governing to men, she insisted they "Remember the Ladies." Instead of fearing Europe's kings and queens, she boldly crossed the sea to represent her new country. And when John become President of the United States, Abigail became First Lady, and a powerful advisor.Leave it to Abigail--an extraordinary woman who surprised the world.
Leave Me Alone and I'll Make You Rich: How the Bourgeois Deal Enriched the World
by Deirdre Nansen McCloskey Art CardenThe economist and historian Deirdre Nansen McCloskey has been best known recently for her Bourgeois Era trilogy, a vigorous defense, unrivaled in scope, of commercially tested betterment. Its massive volumes, The Bourgeois Virtues, Bourgeois Dignity, and Bourgeois Equality, solve Adam Smith’s puzzle of the nature and causes of the wealth of nations, and of the moral sentiments of modernity. The world got rich, she argues, not chiefly by material causes but by an idea and a sentiment, a new admiration for the middle class and its egalitarian liberalism. For readers looking for a distillation of McCloskey’s magisterial work, Leave Me Alone and I’ll Make You Rich is what you’ve been waiting for. In this lively volume, McCloskey and the economist and journalist Carden bring together the trilogy’s key ideas and its most provocative arguments. The rise of the west, and now the rest, is the story of the rise of ordinary people to a dignity and liberty inspiring them to have a go. The outcome was an explosion of innovation after 1800, and a rise of real income by an astounding 3,000 percent. The Great Enrichment, well beyond the conventional Industrial Revolution, did not, McCloskey and Carden show, come from the usual suspects, capital accumulation or class struggle. It came from the idea of economic liberty in Holland and the Anglosphere, then Sweden and Japan, then Italy and Israel and China and India, an idea that bids fair in the next few generations to raise up the wretched of the earth. The original shift to liberalism arose from 1517 to 1789 from theological and political revolutions in northwest Europe, upending ancient hierarchies. McCloskey and Carden contend further that liberalism and “innovism” made us better humans as well as richer ones. Not matter but ideas. Not corruption but improvement. Leave Me Alone and I’ll Make You Rich draws in entertaining fashion on history, economics, literature, philosophy, and popular culture, from growth theory to the Simpsons. It is the perfect introduction for a broad audience to McCloskey’s influential explanation of how we got rich. At a time when confidence in the economic system is under challenge, the book mounts an optimistic and persuasive defense of liberal innovism, and of the modern world it has wrought.
Leave No Child Behind: Preparing Today's Youth for Tomorrow's World
by James ComerThe call-to-arms to "leave no child behind" in America has become popularly associated with the Bush administration's education plan--a plan that actually diverges greatly from the ideals of the Children's Defense Fund, which originated the concept. Here, in a bold and engaging new book, Dr. James Comer reclaims this now-famous exhortation as a tool for positive and substantive change. Far removed from the federal government's focus on standardized testing as the panacea for our educational ills, Dr. Comer's argument--drawn from his own experiences as the creator of the School Development Program--urges teachers, policymakers, and parents alike to work toward creating a new kind of school environment. In so doing, Dr. Comer reignites a crucial debate as he details the evolution and many successes of his School Development Program since its inception thirty-five years ago, and he illustrates how his model for change has proven effective in public schools throughout the country. Most important, he offers proof that students from all backgrounds can learn at a high level, adopt positive behavioral attitudes, and prepare for a fulfilling adult life, if they learn in schools that provide adequate support for their complete development--schools that know that leaving no child behind should be much more than just a convenient political slogan.
Leave Us Alone: Getting the Government's Hands Off Our Money, Our Guns, Our Lives
by Grover G. NorquistThe new political movement that now controls much of the Republican party is a coalition of Americans who simply wish to be left alone by the government. They want to be free to run a business, keep the money they earn, own a gun, practice their faith, and perhaps homeschool their children—in short, to control their own destinies. Directly opposed is the descriptively titled Takings Coalition, which is at the heart of the tax-and-spend left. These forces will battle for control of America's future over the next fifty years.In this compelling and powerful narrative, Grover Norquist describes the two competing coalitions in American politics, what they can achieve and what they cannot do, and how you may fit into the contest. Required reading for anyone who wants a deeper understanding of politics in America today, Leave Us Alone outlines the order of battle for the next generation.
Leave it in the Ground: The Politics of Coal and Climate
by John C. BergEmploying scientific explanations and hard data, this book shows why coal is such a problem, how the pro-coal forces got to be so powerful, and how those forces might be defeated through political activism. <P><P>Coal provided the energy to build modern civilization. This energy source raised standards of living, multiplied the earth's population, and enabled people in developed countries to enjoy leisure time. Today, we know that if we burn all the coal available, climate change will continue to increase. But the use of coal isn't purely an environmental issue; there are also political and economic forces at play. This book examines the politics and environmental impact of coal production and distribution, presenting a clear point of view―that we must shift away from coal use―backed by hard data and supplying specific prescriptions for opposing and regulating the coal industry. <P><P>Author John C. Berg explains how ending the burning of coal (and of oil and natural gas) is a political problem rather than a technical one; explodes the "clean coal" myth, providing scientific documentation of how burning coal emits more greenhouse gases per unit of energy than any other fuel; and describes how controlling coal use in the United States will also serve to restore the possibility of a meaningful international climate agreement. Additionally, readers will understand the critical importance of activism―from local to international―in spurring government regulation to control the coal industry, which can only be defeated politically. <P><P>Examines scientific data to provide a clear explanation―in layman's terms―of the relation of coal to climate change <P><P>Illustrates how activism can lead to meaningful government policy change <P><P>Provides non-expert readers with a clear understanding of the political issues surrounding coal mining and coal burning as well as the domestic and international politics of coal and climate <P><P>Shows the interconnection of coal's role in labor exploitation, the environmental destruction of Appalachia and other coal areas, and the acceleration of climate change
Leaving Glorytown: One Boy's Struggle Under Castro
by Eduardo F. CalcinesIn this absorbing memoir, by turns humorous and heartbreaking, Eduardo Calcines recounts his boyhood and chronicles the conditions that led him to wish above all else to leave behind his beloved extended family and his home for a chance at a better future.Eduardo F. Calcines was a child of Fidel Castro's Cuba; he was just three years old when Castro came to power in January 1959. After that, everything changed for his family and his country. When he was ten, his family applied for an exit visa to emigrate to America and he was ridiculed by his schoolmates and even his teachers for being a traitor to his country. But even worse, his father was sent to an agricultural reform camp to do hard labor as punishment for daring to want to leave Cuba. During the years to come, as he grew up in Glorytown, a neighborhood in the city of Cienfuegos, Eduardo hoped with all his might that their exit visa would be granted before he turned fifteen, the age at which he would be drafted into the army.
Leaving Islam: Apostates Speak Out
by Ibn WarraqIn the West abandoning one's religion (apostasy) can be a difficult, emotional decision, which sometimes has social repercussions. However, in culturally diverse societies where there is a mixture of ethnic groups and various philosophies of life, most people look upon such shifts in intellectual allegiance as a matter of personal choice and individual right. By contrast, in Islam apostasy is still viewed as an almost unthinkable act, and in orthodox circles it is considered a crime punishable by death. Renowned scholar of Islamic Studies Bernard Lewis described the seriousness of leaving the Islamic faith in the following dire terms: "Apostasy was a crime as well as a sin, and the apostate was damned both in this world and the next. His crime was treason ù desertion and betrayal of the community to which he belonged, and to which he owed loyalty; his life and property were forfeit. He was a dead limb to be excised." <p><p> Defying the death penalty applicable to all apostates in Islam, the ex-Muslims who are here represented feel it is their duty to speak up against their former faith, to tell the truth about the fastest growing religion in the world. These former Muslims, from all parts of the Islamic world, recount how they slowly came to realize that the religion into which they were born was in many respects unbelievable and sometimes even dangerous. <p> These memoirs of personal journeys to enlightenment and intellectual freedom make for moving reading and are a courageous signal to other ex-Muslims to come out of the closet.
Leaving Terrorism Behind: Individual and Collective Disengagement (Political Violence)
by John Horgan Tore BjorgoThis new edited volume expands our understanding of the processes by which individuals and groups disengage from terrorism. While there has been a growing awareness of the need to understand and prevent processes of radicalization into terrorism, disengagement and deradicalization from terrorism have long been neglected areas in research on terrorism. This book uses empirical data to explore how and why individuals and groups disengage from terrorism, and what can be done to facilitate it. The work also presents a series of case studies of disengagement programmes, from Colombia, northern Europe, Italy, Yemen, Saudi Arabia, Indonesia, Singapore and Malaysia, comparing and assessing their various strengths and weaknesses. In light of the lessons learned from these cases, this book describes and explains the potential for new developments in counter-terrorism. This book will be of great interest to all students of terrorism studies, war and conflict studies, international security and politics in general, as well as professionals in the field of counter-terrorism.