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Gestió de conflictes --- Policia --- Estats Units d'Amèrica --- Escandinàvia --- Suïssa --- Països Baixos --- Alemanya --- República de Sud-àfrica --- Rússia --- Policia. --- Escandinàvia.
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Policia --- Gestió de conflictes --- Educació --- Estats Units d'Amèrica --- Escandinàvia --- Suïssa --- Països Baixos --- Alemanya --- República de Sud-àfrica --- Rússia --- Policia. --- Escandinàvia.
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This open access book explores how policy makers draw on national, regional and international expertise in issuing school reform within five Nordic countries. In an era of international comparison, policy makers are expected to review best practices, learn from experiences from elsewhere, and apply international standards propelled by international organizations. Do they do so? What counts, for them, as evidence and expertise? The chapters draw methodologically on bibliometric data, network analysis, document analysis and expert interviews. They show compellingly how governments use “evidence” strategically and selectively for agenda setting and policy decisions. This book will be of interest and value to scholars of education policy, specifically within the Nordic region, and international and comparative education.
Educational strategies & policy --- Central government policies --- Education --- Organization & management of education --- education policy --- curriculum reform --- social network analysis --- policy transfer analysis --- education governance --- policy knowledge --- Open Access --- Política educativa --- Reforma de l'educació --- Educació comparada --- Escandinàvia --- Escandinàvia.
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This open access book is the first account of the whole diversity of teacher education in the Nordic region: Norway, Sweden, Finland, Denmark, Iceland, Greenland, the Faroe Islands, the Åland Islands and Sápmi (where the Sámi people live). Today, large parts of the world are looking to the Nordic model of social organization, and interest in the Nordic comprehensive school system and teacher education arrangements is no exception. A good education is a key to prosperity and well-being. And the quality of students’ education is undoubtedly linked to the quality of their teachers’ education. While teacher education in the Nordic region is globally admired, it also faces new challenges. The leading scholars writing in this volume discuss the challenges and opportunities that professional environments are facing. By providing solid portraits of each area as well as analyses across the region, this book will be a great resource to students, academics in teacher education and schooling as well as social scientists and policy-makers inside and outside the Nordic region.
Teachers—Training of. --- Education and state. --- Schools. --- Teaching and Teacher Education. --- Educational Policy and Politics. --- School and Schooling. --- Public institutions --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Government policy --- Formació del professorat --- Escandinàvia --- Escandinàvia.
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This open access book expands the scholarly and policy debates surrounding digital transformation in higher education. The authors adopt a pluralistic conceptual framework which uncovers three analytical elements – contexts, mediations, and type of effects – for unpacking empirical manifestations. The publicly funded higher education systems in Nordic countries provide solid empirical insights into how digital transformations have gained ground before and during the COVID-19 pandemic, and chapter contributions demonstrate how international digitalisation trends (such as in the global EdTech industry) impact on the core activities of higher education institutions (HEIs). The findings underscore the importance of assessments that consider multiple sub-systems within HEIs, as well as the complex relationships between them. By unpacking Nordic dynamics in the light of global processes and developments, the approach adopted and the results generated are of relevance to a much broader, global audience of students and researchers in higher education. Rómulo Pinheiro is Professor of Public Policy and Administration and Deputy Head in the Department of Political Science and Management at the University of Agder, Norway. Cathrine Edelhard Tømte is Professor in the Department of Information Systems and Deputy Director of the Center for Digital Transformation (CeDiT) at University of Agder, and Professor in the Center for the Science of Learning and Technology (SLATE), University of Bergen, Norway. Linda Barman is a lecturer at the Department of Learning in Engineering Sciences, KTH Royal Institute of Technology, Sweden. Lise Degn is Associate Professor in the Department of Political Science, Danish Centre for Studies in Research and Research Policy (CFA), Aarhus University, Denmark. Lars Geschwind is Professor in Engineering Education Policy and Management, coordinator of the research group HEOS (Higher Education Organization Studies) and Head of the Learning in STEM Division at KTH Royal Institute of Technology, Sweden.
Education, Higher. --- Educational technology. --- International education. --- Comparative education. --- Higher Education. --- Digital Education and Educational Technology. --- International and Comparative Education. --- Education, Comparative --- Education --- Global education --- Intellectual cooperation --- Internationalism --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Teaching --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- History --- Aids and devices --- Educació superior --- Tecnologia educativa --- Processament de dades --- Escandinàvia --- Escandinàvia.
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This book discusses principals’ prerequisites and work within the five Nordic countries and focuses on schools as formal institutions that carry out functions delegated to them by the social collective. It includes a discussion about what kind of state policy demonstrates autonomy in Nordic schools, as well as the ways in which school leaders as sense makers in local schools possess and enact policy in a globalized economy and a changing world. The book draws both on a range of theoretical frameworks and educational leadership and policy research to provide multiple comparative perspectives of school leadership in the Nordic countries, the moral purpose of schooling, school governance and power relations, expectations towards school leadership, handling of crises, and cultures of trust. The chapters range from in depth-case studies and policy document analyses to large-scale data sets and literature reviews. All chapters have multiple messages for practitioners, policy makers and researchers as they seek to engage with school leadership as a core activity in times of societal changes. As democratic welfare states, the five Nordic countries have many similarities, but also differences which makes it interesting to understand more about various ways to strive towards democracy and well-educated citizens. .
Education and state. --- Educational leadership. --- College leadership --- Education leadership --- School leadership --- Leadership --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Government policy --- School management and organization. --- School administration. --- Schools. --- International education. --- Comparative education. --- Organization and Leadership. --- School and Schooling. --- Educational Policy and Politics. --- International and Comparative Education. --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Public institutions --- 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 --- History --- Inspection --- Management and organization --- Lideratge en l'educació --- Política eductiva --- Escandinàvia --- Escandinàvia.
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This open access book presents an in-depth analysis of data from ICCS. An international group of scholars critically address the state of civic and citizenship education in the four Nordic countries that participated in the IEA International Civic and Citizenship Education Study (ICCS) in 2009 and 2016. The findings are of particular relevance to educators at all levels, from school education through to teacher education. Nordic countries have long traditions of democracy and their students have performed relatively well in the ICCS assessments. Nonetheless, citizenship education continues to evolve and has received increasing attention in recent educational reforms, indicating policymakers understanding that schools play an important role in establishing democratic values among future citizens. Data from ICCS can be used to analyze, discuss, and reflect on the status of civic and citizenship education and can contribute to the discourse on the potential role of education in contributing to sustainable democracies for a common future. However, teaching citizenship and learning democracy are two different things. While young people can be taught about democracy in school, it is vital that schools work together with the wider community in which youth operate to strengthen civic understanding and values for all young people regardless of their social and economic background.
Educació cívica --- Ciutadania --- Política educativa --- Escandinàvia --- Educació i Estat --- Política social --- Beques --- Comunitat i escola --- Dret a l'educació --- Administració escolar --- Economia de l'educació --- Escola única --- Legislació educativa --- Política de la joventut --- Ciutadans --- Dret de ciutadania --- Participació política --- Participació social --- Civisme --- Deportació --- Domicili --- Drets polítics --- Estrangers --- Nacionalitat --- Naturalització --- Educació per a la ciutadania --- Ensenyament cívic --- Educació --- Educació en valors --- Educació moral --- Educació per a la pau --- Fennoscandia --- Norden --- Països escandinaus --- Països nòrdics --- Europa del Nord --- Dinamarca --- Finlàndia --- Islàndia --- Noruega --- Suècia --- Education, general --- Educational Policy and Politics --- Teaching and Teacher Education --- Assessment and Testing --- Citizenship Education --- ICCS 2016 --- Democratic education --- Digital citizenship --- School climate --- Sustainable democracy --- IEA --- Civic and Citizenship Education --- Analysis of data from ICCS --- Young Nordic citizens --- Civic and citizenship education in the nordic countries --- Future sustainable democracies --- Open access --- ICCS 2009 --- Environmental citizenship --- Education --- Educational strategies & policy --- Teacher training --- Escandinàvia.
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Teenagers --- Adolescent psychology. --- Social conditions. --- Mental health. --- Adolescence --- Psychology --- Adolescents --- Teen-agers --- Teens --- Young adults (Teenagers) --- Youth --- Adolescent psychology.0 --- Psicologia de l'adolescència --- Psicopatologia de l'adolescència --- Salut mental --- Condicions socials --- Escandinàvia --- Higiene mental --- Salut emocional --- Psiquiatria --- Salut pública --- Estrès (Psicologia) --- Psicopatologia --- Psiquiatria social --- Realització personal --- Assistència psiquiàtrica --- Equipaments de salut mental --- Malalties mentals --- Treball social en salut mental --- Depressió psíquica en els adolescents --- Trastorns de la conducta en els adolescents --- Violència juvenil --- Psiquiatria de l'adolescència --- Psicologia dels adolescents --- Psicologia --- Emocions en els adolescents --- Imatge del propi cos en els adolescents --- Psicologia infantil --- Youth Self-Report --- Aspectes socials --- Qüestions socials --- Situació social --- Desenvolupament social --- Condicions rurals --- Situació legal --- Fennoscandia --- Norden --- Països escandinaus --- Països nòrdics --- Europa del Nord --- Dinamarca --- Finlàndia --- Islàndia --- Noruega --- Suècia --- Escandinàvia.
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This book offers an original contribution to the area of international research on comparative education policies and the influence of transnational agencies on national school policy and reform. With a focus on grasping what the Nordic model or the Nordic dimension means in school and educational policy, the book explores in depth the school policy contexts of the five Nordic countries Denmark, Finland, Iceland, Norway and Sweden. It demonstrates how these particular national contexts engage with and contextualize transnational collaboration on issues like school reform, accountability, evidence and what works, and digitalization. The book situates these policy issues over a long period of time while integrating the latest developments and reforms. It demonstrates how context matters. It shows how the often elusive, but pervasive Nordic dimension can only be fully understood by painstaking scrutiny of the five national contexts, their particular trajectories and mutual interactions in formal and informal education.
Education. --- Comparative education. --- Educational sociology. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education --- Education, Comparative --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Aims and objectives --- History --- Educació comparada --- Sociologia de l'educació --- Escandinàvia --- Educació i societat --- Educació i sociologia --- Problemes socials en l'educació --- Sociologia educativa --- Sociologia escolar --- Sociologia pedagògica --- Educació --- Sociologia --- Entorn escolar --- Entorn universitari --- Adaptació escolar --- Comunitat i escola --- Finalitats de l'educació --- Pedagogia social --- Psicologia pedagògica --- Psicologia social --- Pedagogia comparada --- Antropologia educativa --- Educació internacional --- Fennoscandia --- Norden --- Països escandinaus --- Països nòrdics --- Europa del Nord --- Dinamarca --- Finlàndia --- Islàndia --- Noruega --- Suècia --- Education and state. --- International education. --- Schools. --- Educational Policy and Politics. --- International and Comparative Education. --- School and Schooling. --- Sociology of Education. --- Public institutions --- Global education --- Intellectual cooperation --- Internationalism --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Government policy --- Escandinàvia.
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Educació infantil --- Política educativa --- Finlàndia --- Educació i Estat --- Política social --- Beques --- Comunitat i escola --- Dret a l'educació --- Administració escolar --- Economia de l'educació --- Escola única --- Legislació educativa --- Política de la joventut --- Cicle 0-6 --- Educació dels infants --- Etapes educatives --- Escoles bressol --- Parvularis --- Ensenyament preescolar --- Treball per racons --- Finland --- Finlandia --- República de Finlàndia --- Republiken Finland --- Suomen Tasavalta --- Suomi --- Escandinàvia --- Països de la Unió Europea --- Åland (Finlàndia) --- Hèlsinki (Finlàndia) --- Savonlinna (Finlàndia) --- Early childhood education. --- Education
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