This research-based volume presents a substantive, panoramic view of ways in which Australia and countries in Africa, Asia, Europe, and North and South America engage in educational programs and practices to transform the learning processes and outcomes of their students. It reveals and analyzes national and global trajectories in key areas of educational development, and enhances readers¿ understanding of the nature and complexity of educational transformation in a global context. The book¿s comprehensive analysis of factors associated with transforming education within globally representative geographical, cultural, and political contexts contributes to critical scholarship; its discussion of individual country findings and cross-country patterns has significant implications for educational practitioners and leaders. The volume has direct practical relevance for educational practitioners and leaders, policymakers, and researchers, as nations remain in dire need of effective ways and means to transform their respective educational systems to (1) more ably realize educational equity, (2) make learning relevant to an increasingly diverse overall student populace, (3) ensure individual and general prosperity, and (4) promote substantive global collaboration in developing the new economy.

Robert A. DeVillar was educated in the United States, Spain, and Mexico. His broad experience in private sector international management and university administrative leadership has complemented his international teaching and research endeavors. DeVillar publishes in diverse fields, including education, social science, and business.
Binbin Jiang received her education in China and the United States. She has over 25 years of experience in teaching, research, and educational administration spanning eight countries. Her research and publications focus on diversity, international education, teaching English learners, and leadership preparation.
Jim Cummins is a professor at the University of Toronto. His research focuses on literacy development in contexts of linguistic diversity. He is the author (with Margaret Early) of Identity Texts: The Collaborative Creation of Power in Multilingual Schools. (2011).

Contents: Jim Cummins: The Role of Research on Literacy, Poverty, and Diversity in Transforming Schools: A Critical Analysis of PISA Cross-National Findings ¿ Daniel Light: Multiple Paths to the 21st Century: National Responses to Enhancing Education with ICTs in Chile, India, and Turkey ¿ Debra L. Panizzon/Mark Ward/Martin Westwell: Transforming Education by Contextualizing Professional Learning for Teachers: A Case in Science and Mathematics in Australia ¿ Hannele Niemi: What Can We Do Even Better? Research for Promoting Quality in Teacher Education in Finland ¿ Heng Jiang: Transforming Teacher Education for Social Equity in China ¿ Yee Han (Peter) Joong/Kathryn Noel: The Perceptions of Teachers in Sierra Leone¿s Secondary Education Reform ¿ Henan Cheng: Compulsory Education for Migrant Children in China: Issues in Educational Quality ¿ Binbin Jiang/Robert A. DeVillar: The Effects of Student Teaching Abroad on Professional Development, Character Formation, and Cultural Responsiveness ¿ Sohyun An: Transforming Education in South Korea: Currents in Critical Perspective ¿ Srikala Naraian/Poonam Natarajan: Accessing Inclusive Education: Family Stories from India ¿ Lee Hean Lim/Zhi Quan Lim: Networking and Transformation: School Leadership Programs and Practices in Singapore ¿ Robin R. Dada: Leading for Educational Revolution in the United Arab Emirates: Remapping Culture, Educational Outcomes, and Paradigm Shift.