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As educational policy trends converge in many countries, such as demands for greater accountability, decentralization, and more culturally sensitive practices for an increasingly diverse student body, there is growing interest in cross-national comparisons and generalizations about leadership qualities and practices that result in successful schools. US and Cross-National Policies, Practices and Preparation: Implications for Successful Instructional Leadership, Organizational Learning, and Culturally Responsive Practices fills that need by bringing together triads of scholars from the International Study of Successful School Principals (ISSPP) to make direct comparisons among policies and practices in the U.S. with those in other national contexts, and then to draw implications for improving leadership preparation. This book provides theories and empirical case study examples of instructional leadership, organizational learning, and culturally responsive practices as they are shaped by political, economic, and cultural factors in seven different national contexts. The seven countries featured in this book are the U.S., Australia, Denmark, England, Sweden, Norway, and Cyprus. The book begins with an overview of the ISSPP, including its underlying theoretical framework, its research methodologies employed, its limitations and how analyses of the project’s data and findings evolved from the first phase of the study to its current focus.
Education -- United States. --- Education and state -- United States. --- Education --- Education and state --- Social Sciences --- Education, Special Topics --- Theory & Practice of Education --- Education. --- International education. --- Comparative education. --- School management and organization. --- School administration. --- Educational policy. --- ducation and state. --- Administration, Organization and Leadership. --- International and Comparative Education. --- Educational Policy and Politics. --- International education . --- Education and state. --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Management --- Organization --- Government policy --- History --- Inspection --- Management and organization
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This book is open access under a CC BY 4.0 license. This volume argues for the need of a common ground that bridges leadership studies, curriculum theory, and Didaktik. It proposes a non-affirmative education theory and its core concepts along with discursive institutionalism as an analytical tool to bridge these fields. It concludes with implications of its coherent theoretical framing for future empirical research. Recent neoliberal policies and transnational governance practices point toward new tensions in nation state education. These challenges affect governance, leadership and curriculum, involving changes in aims and values that demand coherence. Yet, the traditionally disparate fields of educational leadership, curriculum theory and Didaktik have developed separately, both in terms of approaches to theory and theorizing in USA, Europe and Asia, and in the ways in which these theoretical traditions have informed empirical studies over time. An additional aspect is that modern education theory was developed in relation to nation state education, which, in the meantime, has become more complicated due to issues of ‘globopolitanism’. This volume examines the current state of affairs and addresses the issues involved. In doing so, it opens up a space for a renewed and thoughtful dialogue to rethink and re-theorize these traditions with non-affirmative education theory moving beyond social reproduction and social transformation perspectives. .
Education. --- Curriculums (Courses of study). --- Education --- School management and organization. --- School administration. --- Educational policy. --- ducation and state. --- Curriculum Studies. --- Administration, Organization and Leadership. --- Educational Policy and Politics. --- Curricula. --- Education and state. --- Education policy --- Educational policy --- State and education --- Educational administration --- Inspection of schools --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Study, Courses of --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Government policy --- Inspection --- Management and organization --- Curricula --- Social policy --- Endowment of research --- Educational planning --- Management --- Instructional systems --- Civilization --- Learning and scholarship --- Mental discipline --- Teaching --- Training --- Curriculum planning. --- Curriculum development --- Planning --- Design --- Education—Curricula. --- Administration, Educational --- Operation policies, School --- Policies, School operation --- Organization --- educational leadership --- Bildung --- curriculum --- philosophy of education --- Organization and Leadership.
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This Open Access book features a school development model (Arizona Initiative for Leadership Development and Research – AZiLDR) that offers a roadmap for schools to navigate the complexities of continuous school development. Filled with processes that balance evidence-based values with democratic, culturally responsive values, this book offers strategies to mediate the tensions and to address school culture, context and values, leadership capacity, using data as a source of reflection, curricular and pedagogical activity, and strengths-based approaches to meeting the needs of culturally diverse students. You will find: · - Active, reflective activities · - Case studies illustrating each concept · - The research base supporting each concept · - Descriptions of processes from other contexts (South Carolina, Germany, Australia, Sweden) · - Thoughts about next steps for contextually sensitive and multi-level school development · - Suggestions for cross-national dialogue and research within the Zone of Uncertainty Use this ideal source to guide school leadership teams in creating productive schools that continually grow!
Organization & management of education --- Educational strategies & policy --- Education --- Curriculum planning & development --- leadership development --- Leadership teams --- Leadership capacity --- School improvement --- Leadership coaching --- open access --- Culturally responsive schooling --- Evidence-based policy --- Multi-level leadership --- International school development --- Programes de millora de l'eficàcia escolar
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Teaching --- Educational sciences --- Organization theory --- onderwijspolitiek --- organisatiemanagement --- leidinggeven --- administratie --- onderwijsonderzoek
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As educational policy trends converge in many countries, such as demands for greater accountability, decentralization, and more culturally sensitive practices for an increasingly diverse student body, there is growing interest in cross-national comparisons and generalizations about leadership qualities and practices that result in successful schools. US and Cross-National Policies, Practices and Preparation: Implications for Successful Instructional Leadership, Organizational Learning, and Culturally Responsive Practices fills that need by bringing together triads of scholars from the International Study of Successful School Principals (ISSPP) to make direct comparisons among policies and practices in the U.S. with those in other national contexts, and then to draw implications for improving leadership preparation. This book provides theories and empirical case study examples of instructional leadership, organizational learning, and culturally responsive practices as they are shaped by political, economic, and cultural factors in seven different national contexts. The seven countries featured in this book are the U.S., Australia, Denmark, England, Sweden, Norway, and Cyprus. The book begins with an overview of the ISSPP, including its underlying theoretical framework, its research methodologies employed, its limitations and how analyses of the project's data and findings evolved from the first phase of the study to its current focus.
Teaching --- Educational sciences --- Organization theory --- onderwijspolitiek --- organisatiemanagement --- leidinggeven --- administratie --- onderwijsonderzoek
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