Innovative School Reforms: International Perspectives on Reimagining Theory, Policy, and Practice for the Future

Dr. William T. Pink is Professor Emeritus of Educational Policy and Leadership studies in the College of Education at Marquette University in the US, where he has served as both department chair and as director of the doctoral program. He has published widely in the areas of delinquency, sociology of education, urban education, and educational reform. He was the co-editor of The Urban Review (Springer), from 1978 until 2017, co-editor of a book series entitled Understanding Education, Social Justice, and Policy (Hampton Press), and is co-editor of the book series entitled Education, Equity, Economy (Springer). His most recent books are Cultural Matters: Lesson Learned from Field Studies of Several Leading School Reform Strategies (Hampton Press, 2005), The International Handbook of Urban Education (Springer, 2007), Schools for Marginalized Youth: An International Perspective (Hampton Press, 2015, Education, Equity, Economy: Crafting a New Intersection (Springer, 2016), and The Second International Handbook of Urban education (Springer, 2017). He was recently appointed as an associate editor of the Oxford Research Encyclopedia of Education (Oxford University Press, online platform), and as the editor-in-chief of the text entitled The Oxford Encyclopedia of School Reform (Oxford University Press, 2022).
Dr. Kim Beasy has worked in the higher education sector for over a decade and holds a position at the University of Tasmania as Senior Lecturer with the School of Education. Her work explores how participation by diverse stakeholders in social systems contributes toward positive social, economic and environmental outcomes for all. The social and cultural dimensions of schooling are of particular interest with a focus on the ways that partnerships within systems can support transitions toward sustainable futures. Her previous work has included collaborations with a number of universities internationally including the University of Melbourne, University of Waikato, University of Otago, University of Gothenburg and Humboldt University to investigate integration of education for sustainability in tertiary education courses. Kim uses on a range of social theories and qualitative research methodologies with academic, industry and government partners. She has received funding to advance understandings of how to embed sustainability thinking and practice into work and community cultures. Her ideas are used in schools, government departments and in community organizations throughout Australia to inform policy and practice related to transitioning toward sustainable futures
Dr. Meg Maguire taught for many years in inner London schools, including a period as an acting headteacher. Her research interests include the challenges of inner-city schooling, educational policy and practice, social justice issues, the life and work of school teachers, and teacher education. She is a Professor of sociology of education in the department of Education and Professional Studies at King's College London, UK. She has written more than forty journal articles, and her most recent books include Ethics and Education Research (Sage, 2014), The Body, Embodiment, and Education: An Interdisciplinary Approach (Taylor and Francis Ltd., 2021), and The Palgrave Handbook of Teacher Education Research (Palgrave Macmillan, 2022).
Dr. Kitty te Riele is a Professor and leads the research portfolio in the Peter Underwood Centre for Educational Attainment, at the University of Tasmania in Australia. Kitty is internationally respected as a leading expert on alternative educational provision and on education in the context of youth justice. Much of her research examines and supports the work of flexible learning programs to enable marginalised young people to improve their life chances. In addition, her research at the intersection of youth justice and education highlights ways to support young people to connect with education when they appear before a criminal court, while in custody, and when they leave custody. All this work has benefited immensely from collaboration with esteemed colleagues in Australia and internationally. Kitty's research is underpinned by the conviction that reforms that make schooling work better for marginalised students have significant potential to improve schooling for most students in conventional schools as well. Kitty is committed to research that makes a difference in practice and therefore often works in close partnership with organisations that serve young people and communicates her research for a wide audience. In addition, Kitty has a strong interest in research ethics, having published on this topic as well as making practical contributions as a member of research ethics review committees in universities and for a state education department. Her books (with valued colleagues) include Harnessing the Transformative Power of Education (2020, Brill), Reimagining schooling for education: Socially Just Alternatives (2017, Palgrave Macmillan), and Ethics and Education Research (2015, SAGE).
Dr. Emma Towers is a Lecturer in Education Policy in the School of Education, Communication and Society at King's College London. Before moving into higher education, she worked as a primary school teacher in London. Her research interests include education policy as it relates to teachers' work and career trajectories; teacher retention and wellbeing; urban schools and classroom practice; and postgraduate student identity and wellbeing.

威廉·T·平克博士是美國馬凱特大學教育學院教育政策與領導研究的名譽教授，曾擔任系主任及博士課程主任。他在青少年犯罪、教育社會學、城市教育及教育改革等領域發表了大量著作。他自1978年至2017年擔任《城市評論》（The Urban Review，Springer）的共同編輯，並擔任名為《理解教育、社會正義與政策》（Understanding Education, Social Justice, and Policy，Hampton Press）書系的共同編輯，現在是名為《教育、公平、經濟》（Education, Equity, Economy，Springer）書系的共同編輯。他最近的著作包括《文化事宜：從幾個主要學校改革策略的實地研究中學到的課程》（Cultural Matters: Lesson Learned from Field Studies of Several Leading School Reform Strategies，Hampton Press，2005）、《國際城市教育手冊》（The International Handbook of Urban Education，Springer，2007）、《邊緣青少年的學校：國際視角》（Schools for Marginalized Youth: An International Perspective，Hampton Press，2015）、《教育、公平、經濟：打造新的交集》（Education, Equity, Economy: Crafting a New Intersection，Springer，2016）以及《第二本國際城市教育手冊》（The Second International Handbook of Urban education，Springer，2017）。他最近被任命為《牛津教育研究百科全書》（Oxford Research Encyclopedia of Education，牛津大學出版社，線上平台）的副編輯，以及《牛津學校改革百科全書》（The Oxford Encyclopedia of School Reform，牛津大學出版社，2022）的主編。

金·比西博士在高等教育領域工作超過十年，目前在塔斯馬尼亞大學擔任教育學院的高級講師。她的研究探討多元利益相關者在社會系統中的參與如何促進所有人的正向社會、經濟和環境成果。她特別關注學校的社會和文化面向，並專注於系統內部的夥伴關係如何支持向可持續未來的過渡。她之前的工作包括與多所國際大學的合作，包括墨爾本大學、懷卡托大學、奧塔哥大學、哥德堡大學和洪堡大學，調查可持續發展教育在高等教育課程中的整合。金博士使用多種社會理論和質性研究方法，與學術界、產業和政府夥伴合作。她獲得資金以促進對如何將可持續思維和實踐融入工作和社區文化的理解。她的理念在澳大利亞的學校、政府部門和社區組織中被用來指導與向可持續未來過渡相關的政策和實踐。

梅格·麥奎爾博士在倫敦市中心的學校教學多年，包括擔任代理校長的期間。她的研究興趣包括城市學校的挑戰、教育政策與實踐、社會正義問題、教師的生活與工作以及教師教育。她是英國倫敦國王學院教育與專業研究系的教育社會學教授。她撰寫了四十多篇期刊文章，最近的著作包括《倫理與教育研究》（Ethics and Education Research，Sage，2014）、《身體、具身性與教育：一種跨學科的方法》（The Body, Embodiment, and Education: An Interdisciplinary Approach，Taylor and Francis Ltd.，2021）以及《帕爾格雷夫教師教育研究手冊》（The Palgrave Handbook of Teacher Education Research，Palgrave Macmillan，2022）。

基蒂·特·里爾博士是塔斯馬尼亞大學彼得·安德伍德教育成就中心的教授，負責研究項目。基蒂在替代教育提供和青少年司法背景下的教育方面被國際公認為領先專家。她的許多研究檢視並支持靈活學習計劃的工作，以幫助邊緣化的年輕人改善生活機會。此外，她在青少年司法與教育交集的研究中，突顯了支持年輕人在面對刑事指控時與教育建立聯繫的方法。