The Wiley Handbooks in Education offer a capacious and comprehensive overview of higher education in a global context. These state‐of‐the‐art volumes offer a magisterial overview of every sector, sub‐field and facet of the discipline—from reform and foundations to K‐12 learning and literacy. The Handbooks also engage with topics and themes dominating today’s educational agenda—mentoring, technology, adult and continuing education, college access, race, and educational attainment. Showcasing the very best scholarship that the discipline has to offer, The Wiley Handbooks in Education will set the intellectual agenda for scholars, students, and researchers for years to come.

1. The Wiley Handbook of Learning Technology
   Edited by Nick Rushby and Daniel W. Surry

2. The Wiley Handbook of Social Studies Research
   Edited by Meghan Manfra and Cheryl Bolick

3. The Wiley Handbook of School Choice
   Edited by Robert A. Fox and Nina K. Buchanan

Eileen Ahearn has over 20 years of experience in teaching, administration in general and special education, and as Superintendent of Schools in a K‐12 district. She designed and served as Executive Director of a collaborative providing special education programs and services to 13 public school districts in Massachusetts. Dr. Ahearn directs NASDSE’s assessment contract with the National Center on Educational Outcomes (NCEO). She is a national expert in special education in charter schools.

Leanna Archambault is an Associate Professor at Arizona State University. Dr. Archambault’s research areas include teacher preparation for online and blended classrooms, the nature of technological pedagogical content knowledge, and the use of innovative technologies to improve learning outcomes. Together with her co‐author, Dr. Kathryn Kennedy, she co‐chairs the Virtual Schooling SIG for the Society for Information Technology and Teaching Education (SITE).

Michael K. Barbour is the Director of Doctoral Studies at Sacred Heart University. He has been involved with K‐12 online learning in a variety of countries for almost two decades as a researcher and practitioner. Dr. Barbour's research focuses on the effective design, delivery, and support of K‐12 online learning. Recently, his worked has concentrated on policies designed to create effective online learning environments. He is currently a Fellow for the National Education Policy Center.

Jered Borup is an Assistant Professor in the Division of Learning Technologies at George Mason University. In his current position, he is the professor‐in‐charge of the Integration of Online Learning in Schools Master's and Certificate programs that are devoted to improving teacher practices in online and blended learning environments. A full list of his publications can be found at https://sites.google.com/site/jeredborup/

Lynn Bosetti is a Professor in Educational Policy and Leadership at University of British Columbia, Okanagan and a Senior Research fellow at the Barbara Mitchell Centre for the Improvement in Education in Vancouver. Her research interests focus on charter schools, school choice, and leadership in higher education. She recently published the co‐authored book Understanding School Choice in Canada with University of Toronto Press.

T. Jameson Brewer is a Ph.D. candidate of educational policy studies and O’Leary Fellow at the University of Illinois. His work has been published in Education Policy Analysis Archives, Educational Studies, Critical Education, the Peabody Journal of Education, Critical Questions in Education, the National Education Policy Center, and Education Week. He is co‐editor of the book Teach For America Counter‐Narratives: Alumni Speak Up and Speak Out (edited with Kathleen deMarrais; Peter Lang, 2015).

Nina K. Buchanan, an Educational Psychologist, is a Professor Emerita from the University of Hawaii. She has taught students in grades kindergarten through graduate school and is a founder of the West Hawaii Explorations Academy Public Charter School, a distinguished award‐winning grades 6 to 12 school situated in the Natural Energy Laboratory of Hawaii. She is a nationally recognized expert who has published articles on school choice, project‐based learning, and gifted and talented education.

Jennifer Buckingham is a Research Fellow at The Centre for Independent Studies. She has published journal articles, monographs, and research papers on a wide range of school education topics including school choice, school funding, charter schools, testing and reporting, literacy, and teacher education. She writes frequently for mainstream and online media in Australia.

Christopher Chapman is Director of the Robert Owen Centre for Educational Change at the University of Glasgow and Co‐Director of What Works Scotland, a three‐year ESRC/Scottish Government–funded project exploring public service reform. Chris is also Senior Academic Advisor to the Scottish Government Attainment Challenge, a four‐year £100 million program of work to improve outcome for disadvantaged pupils. Recent publications include the International Handbook of Educational Effectiveness and Improvement: Research, Policy and Practice published by Routledge in 2016.

Hannah Chestnutt is a Research Associate and PhD candidate at the University of Glasgow’s Robert Owen Centre for Educational Change. Her interest in school choice stems from her past experience as a teacher of children and young people from diverse socioeconomic and ethnic backgrounds. She taught in Canada, then in the United States and most recently in the United Kingdom. Her research interests include educational equity, social network analysis, partnerships and collaboration, and mathematics education.

Sean P. Corcoran is Associate Professor of Educational Economics at New York University's Steinhardt School of Culture, Education, and Human Development, and Associate Director of NYU’s Institute for Education and Social Policy (IESP). He holds a Ph.D. in economics from the University of Maryland, College Park. Dr. Corcoran serves on the editorial boards of the journals Education Finance & Policy, Educational Evaluation and Policy Analysis, and the American Educational Research Journal.

Sarah A. Cordes is an Assistant Professor of Educational Leadership at the Temple University College of Education. She holds a Ph.D. in public policy from the Robert F. Wagner Graduate School of Public Service at New York University. Dr. Cordes's research focuses on the ways in which the urban context, including neighborhoods, housing, student mobility, and school choice, affects student outcomes.

Suzanne E. Eckes is a Professor in the Educational Leadership and Policy Studies Department at Indiana University. Dr. Eckes has published over 100 school‐law articles and book chapters, is a co‐editor of the Principal’s Legal Handbook and School Discipline and Safety, and is a co‐author of the school law books Legal Rights of Teachers and Students and Principals Teaching the Law.

Anna J. Egalite is Assistant Professor of Educational Leadership, Policy, and Human Development at North Carolina State University. She holds a Ph.D. in education policy from the University of Arkansas and an M.Ed. from the University of Notre Dame's Alliance for Catholic Education. She completed a postdoctoral fellowship in the Program on Education Policy and Governance at Harvard University in 2015.

Martha Albertson Fineman, Robert W. Woodruff Professor at Emory University, is an internationally recognized law and society scholar. A leading authority on legal theory, family law and feminist jurisprudence, her scholarly interests include the legal regulation of intimacy and the implications of human dependency and vulnerability. Fineman is founding director of the Feminism and Legal Theory Project (FLT) and director of the interdisciplinary Vulnerability and the Human Condition Initiative (VHC) at Emory University.

Robert A. Fox is Professor Emeritus of Physics, during which he published or presented 19 scientific papers and articles. In 2002, he turned to school choice, educational policy making and ethnocentric charter school research, during which he published or presented more than 58 articles, talks, books, and book reviews. He is Co‐Chair of the AERA Charters & School Choice SiG, Senior Editor of The Journal of School Choice and Chair of the 2002‐2004 and 2007 International School Choice Conference.

Elizabeth Green is Program Director of Education at Cardus. She moved to Canada from the northwest of England, where she has been directing one of the two research centers in the United Kingdom conducting empirical research into Christian Education. She is a graduate of Oxford, Cambridge, and London Universities, a prize‐winning scholar with an international reputation for her expertise in Christian school ethos, leadership, and management; teaching and learning; and social theory in education.

Guilbert C. Hentschke is concurrently Senior Advisor at Parthenon‐EY and Dean Emeritus at the University of Southern California. Prior to his tenure at USC, he served in administrative and faculty positions at the University of Rochester, Columbia University, the Chicago Public Schools, and the East Side Union High School District (CA). Current board memberships include WestEd and Accord Institute of Educational Research. He earned his bachelor’s degree at Princeton and graduate degrees at Stanford.

Joan Herman is Director Emerita of the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) at UCLA. Her research has explored the effects of testing on schools and the design of assessment systems to improve schools and student learning. Her recent work focuses on the validity and utility of teachers' formative assessment practices and the assessment of deeper learning. She also has wide experience as an evaluator of school reform.

Jeffrey R. Henig is a Professor of Political Science and Education at Teachers College, Columbia University, where he also serves as chair of the Department of Education Policy and Social Analysis. He is the author, coauthor, or co‐editor of 11 books, most of which deal with the relationships among government, markets, and the nonprofit sector and the ways those play out in the face of politics, race, and advocacy.

Kathryn Hill is a PhD candidate in the Sociology and Education program at Teachers College, Columbia University. She holds a BA in History and Literature from Harvard University and MA in Sociology and Education from Teachers College. Her research focuses on race, class, and political and cultural orientations toward schooling. Her dissertation research, which examines the trust and distrust African‐American parents place in public schools, was awarded the 2015 National Academy of Education/Spencer Dissertation Fellowship.

Darren A. Jones is an attorney with Home School Legal Defense Association. During his 20‐year service at HSLDA, Darren has talked with thousands of home schooling parents and attended home school conferences across the nation. He enjoys assisting home schooling families with issues from unjustified truancy charges to discrimination based on their educational choice. Darren attended public school, private school, and home school, and he and his wife Sara have home schooled their children for 10 years.

Kathryn Kennedy is the Assistant Director of the Michigan Virtual Learning Research Institute (MVLRI), the research arm of MVU. Every year, MVLRI is required by the state of Michigan to conduct research to inform policy and practice in Michigan and beyond in the area of K‐12 online and blended learning. Dr. Kennedy’s practical and research experiences include preparing education professionals for technology integration and instructional design in traditional, blended, and online learning environments.

Nora Kern is the Senior Manager for Research and Analysis at the National Alliance for Public Charter Schools. Nora began working with charter schools as a fourth grade teacher. Her policy career has included positions with the Thomas B. Fordham Institute, a U.S. Representative, and the Data Quality Campaign. Nora graduated as valedictorian with a B.A. in history from the University of Florida.

Christopher Lubienski is Professor of Education Policy at the University of Illinois, and Sir Walter Murdoch Visiting Professor at Murdoch University in Western Australia. His recent book, The Public School Advantage: Why Public Schools Outperform Private Schools (with co‐author Sarah Theule Lubienski, University of Chicago Press), won the 2015 PROSE Award for Education Theory. His new book, The Global Education Industry (co‐edited with Antoni Verger and Gita Steiner‐Khamsi), was published by Routledge in 2016.

Robert Maranto is the 21st Century Chair in Leadership at the Department of Education Reform at the University of Arkansas, and editor of the Journal of School Choice. He has produced 13 scholarly books, with co‐authors, including President Obama and Education Reform and The Politically Correct University. He serves on the board of a cyber charter school, and recently won election to the school board in Fayetteville, Arkansas.

Joe McTighe is Executive Director of the Council for American Private Education (CAPE), a coalition of national organizations and state affiliates serving religious and independent elementary and secondary schools in the United States. CAPE member organizations represent about 80% of private school K‐12 enrollment nationwide.

Alex Medler is an independent consultant specializing in charter schools. He has worked as a researcher, public administrator, policy advocate, and policy maker. He led charter work for the National Association of Charter School Authorizers; the Colorado Children’s Campaign; the U.S. Department of Education’s Charter Schools Program, and the Education Commission of the States. He chaired the board of the Colorado Charter School Institute and he has a Ph.D. in Political Science from CU Boulder.

Sylvia L. Mendez is an Associate Professor of Education at the University of Colorado, Colorado Springs. Her research centers on the history of Mexican descent education and contemporary issues in college student success and diversifying the professoriate.

Gary Miron is Professor of Evaluation, Measurement, and Research at Western Michigan University. He has extensive experience evaluating school reforms and education policies in the United States and Europe. He has conducted nine comprehensive evaluations of charter school reforms and undertaken dozens of other studies related to school choice reforms. Prior to arriving at WMU in 1997, Miron worked for 10 years at Stockholm University, where his research focused on voucher reforms and school restructuring.

Gunnel Mohme is a PhD student at the Department of Child and Youth Studies at Stockholm University. Originally a primary school teacher, she served as managing director at the Swedish Coalition of Service Industries between 1994 and 2000 and managing director at The Independent School Association in Sweden between 2000 and 2005. She has been a member of two government commissions; one on small company problems (Småföretagsdelegationen) and one on school management organisation (Skolans ledningsstruktur).

F. Howard Nelson is currently a Senior Associate Director in the Educational Issues Department at the American Federation of Teachers. Dr. Nelson has also served in the Office of the President and the Research Department. His recent work focuses on teacher evaluation, accountability, charter schools, privatization, and various issues related to testing including cheating and time spent on testing. Prior to these efforts, he directed the federally funded National Charter School Finance Study. Before joining the AFT, Nelson taught at the University of Illinois‐Chicago. He has published several book chapters and more than thirty articles in such journals as American Educational Research Journal, Educational Evaluation and Policy Analysis, Journal of Education Finance, Journal of Labor Research, Journal of Law and Education, Stanford Law and Policy Review and the National Tax Journal. Nelson holds a Ph.D. from the University of Wisconsin‐Madison.

Dr. Gladys Pack began as a teacher and psychologist in Yonkers, NY, and then served as Yonkers Assistant Superintendent, designing the district’s 38 magnet schools and developing Magnet Assistance Grants and conducting magnet workshops. She supported magnet development in Yonkers, Asheville, Chattanooga, New Haven, Hartford, and Springfield. Currently she is co‐editing an MSA book on Magnet Schools. She has a PhD. from Fordham University, is a member of Phi Beta Kappa and serves on MSA's board.

Susan Aud Pendergrass is Senior Director for Research and Evaluation for the National Alliance for Public Charter Schools. Susan has conducted numerous school choice fiscal policy studies. Susan was senior policy advisor at the U.S. Department of Education and senior research scientist at the National Center for Education Statistics. Susan received a B.S. in business finance from the University of Colorado, MBA in finance from George Washington University, and a Ph.D. in public policy from George Mason University.

Ray Pennings is a co‐founder of Cardus and currently serves as its Executive Vice President. He has long experience in Canadian industrial relations, as well as public policy, political activism, and political affairs generally. He has headed several of Cardus' largest research projects over the years, including a monumental education survey, which led to the Cardus Religious Schools Initiative in association with the University of Notre Dame.

Amanda U. Potterton is a Ph.D. candidate in the Educational Policy and Evaluation program, Mary Lou Fulton Teachers College, Arizona State University. Her research interests include the politics of school choice, charter schools, privatization and public education, and the justice‐related implications of these policies for communities, for students living in poverty, for students with special education needs, and for students who are English language learners.

Jeanne M. Powers is Associate Professor in the Mary Lou Fulton Teachers College, Arizona State University. Her research on school segregation, choice, and finance litigation has been published in the Review of Research in Education, American Educational Research Journal, American Journal of Education, The Journal of School Choice, and Equity and Excellence in Education. She is associate editor of Education Policy Analysis Archives and editorial board member of American Educational Research Journal, Race, Ethnicity and Education, and the National Education Policy Center.

Rodrigo Queiroz e Melo is an Executive Director of the Portuguese Association of Private Schools, Assistant professor at the Portuguese Catholic University (UCP), and President of the General Council of Instituto de Avaliação Educativa (entity responsible for national exams in Portugal). Former member of the Board of the Lisbon School of the Law School of UCP and Chief of staff for the Minister of Education. Author of numerous articles on education systems, school assessment and school management.

Nina Ranieri, PhD, is Associate Professor at the Department of Public Law of the University of São Paulo’s Law School; Senior Researcher at the Research Center for Public Policy at the same University and Chair Holder of the Chair of UNESCO Right to Education of the University of São Paulo’s Law School. Author of several books and articles in Public Law and Educacional Law, she held many positions in Brazilian public education.

Brian D. Ray is President of the National Home Education Research Institute (www.nheri.org) and is internationally known for his research on home schooling (home education). He serves as an expert witness in courts and legislatures and is a former classroom teacher and professor. He holds a B.S. in biology from the University of Puget Sound, an M.S. in zoology from Ohio University, and a Ph.D. in science education from Oregon State University.

Ronald L. Reynolds, Ph.D., is Executive Director of the California Association of Private School Organizations, the California state affiliate of the Council for American Private Education. He is also a member of the California Private School Advisory Committee, K‐12.

Lauren Morando Rhim is a Researcher, Consultant, and Advocate for children. She is co‐ founder and Executive Director of the National Center for Special Education in Charter Schools (NCSECS). NCSECS advocates for students with diverse educational needs to ensure that they can access and thrive in charter schools of their choice. A graduate of the University of Vermont, Rhim holds a M.A. from The George Washington University and a Ph.D. from the University of Maryland.

Evan Rhinesmith is a Doctoral Candidate in the Department of Education Reform at the University of Arkansas and a researcher in the Office for Education Policy. He previously taught third and fourth grade at Sacred Heart School in Washington, DC as a member of the Alliance for Catholic Education (ACE) through the University of Notre Dame. He is a graduate of Wabash College.

Christine H. Rossell is Professor of Political Science at Boston University. She has been conducting research on the impacts of school desegregation plans for 39 years, consulted for school districts across the United States for 33 years in connection with educational equity court cases, designed and analyzed opinion surveys for 25 years, designed and analyzed school desegregation plans for 25 years, and taught courses on school desegregation, educational policy, public policy, and research methods for 38 years.

John L. Rury is Professor of Education and (by courtesy) History at the University of Kansas. His publications have dealt with the history of urban education, women’s schooling, race, and inequality. He is a past president of the History of Education Society (United States) and a vice president of AERA. A former editor of the American Educational Research Journal, he also has served as a program officer at the Spencer Foundation.

Charles J. Russo, J.D., Ed. D., the Joseph Panzer Chair in Education in the School of Education and Health Services, Director of its Ph.D. Program, and Adjunct Professor in the School of Law at the University of Dayton, has authored or co‐authored more than 260 peer‐reviewed journal articles ; authored, co‐authored, edited, or co‐edited 58 books, and more than 985 publications. He speaks extensively on issues in Education Law in the United States and internationally.

Claudio Sapelli is currently Full Professor and chairman, Economics Department, Pontificia Universidad Católica de Chile. He holds a Phd in Economics from the university of Chicago. His areas of research and teaching are the economics of Education and Health Economics. He also works on income distribution and mobility issues.

Janelle Scott is a Chancellor’s Associate Professor at the University of California at Berkeley in the Graduate School of Education, Goldman School of Public Policy, and African American Studies Department. Her research examines the politics of advocacy and democratic governance in K‐12 public education with a focus on the politics of non‐state actors, privatization, school choice, and research production, dissemination, and utilization.

Regina Umpstead is an Associate Professor at Central Michigan University. Dr. Umpstead’s research interests explore the law and policy dimensions of charter schools, special education, and teacher ethics and evaluation. She has written numerous scholarly articles and two books: Professional Responsibility for Educators and the Michigan Code of Ethics (2010, Omni Publishers) and Preventing Special Education Litigation: Eight Legal Lesson Plans (2015, TC Press).

Deani Van Pelt is Director of the Barbara Mitchell Centre for Improvement in Education at the Fraser Institute in Canada. Previously Director of Teacher Education at Redeemer University and formerly a secondary school teacher, she has a B. Commerce (McMaster University), a B.Ed. (University of Toronto), and a Master’s and Ph.D. in Education (Western University). She has led government‐funded international research collaborations, served as expert witness, and co‐authored studies in education spending and enrollments. She has presented at conferences across North America, and is frequently featured in Canadian print and broadcast media.

Jia Wang is a Senior Research Scientist and a Project Director for the National Center for Research on Evaluation, Standards, and Student Testing at UCLA. Her research interests emphasize applied educational measurement by designing and managing research studies to evaluate the effectiveness of multi‐site intervention programs over time, investigating how school, teacher, and student factors affect student achievement, and developing, validating, and evaluating assessment systems.

Terri S. Wilson is an Assistant Professor in the School of Education at the University of Colorado Boulder. Her research focuses on the philosophical foundations of education policy, including issues raised by school choice, marketization, and parent engagement. Her current research explores how to balance the interests of families in choosing distinctive schools—especially ones that affirm ethnic, linguistic, or cultural identities—against arguments for a common, integrated school system.

John F. Witte received his BA from the University of Wisconsin‐Madison and his M.Phil. and Ph.D. from Yale University. He is Professor Emeritus at UWM. He was Founding Dean at the School of Humanities and Social Sciences at Nazarbayev University, Astana, Kazakhstan. He has authored or co‐authored eight books and over 80 articles, book chapters, and reports. His studies include charter schools, open enrollment, and the Milwaukee voucher program. His book on income tax policy will appear in 2017.

Patrick J. Wolf is Distinguished Professor of Education Policy and 21st Century Endowed Chair in School Choice at the University of Arkansas. He has authored, co‐authored, or co‐edited four books and over 100 journal articles, book chapters, and policy reports on school choice, civic values, public management, special education, and campaign finance. He received his Ph.D. in Political Science from Harvard University in 1995.

Monica S. Yoo is an Assistant Professor of Teacher Education and Literacy at the University of Colorado Colorado Springs. Her publications and research interests are focused on literacy and issues of equity. She is currently involved in a project that explores the relationship between university writing mentors and their urban high school mentees.