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This volume contributes significantly to the ongoing international
and Nordic paradigm shift in educational leadership research. It
advocates for going from a contemporary, mainstream functionalist
paradigm to a reflexive paradigm, based on educational values and
knowledge. The volume is built on the shared basis, that the
purpose of education is, and must be, fundamental for school
leadership practice. However, that is often forgotten in
educational governance and policy. The basis of the argument is,
that educational leadership needs to change from focusing on
effectiveness and narrowly defined accountability towards focusing
on leadership that is contributing to the general education of
students. That entails that leadership research need to focus on
complex perspectives like context, relations, trust, sense making
and social and human values, and less on control, outcomes,
accountability and testing. The volume reminds readers about the
need to raise awareness of the contexts of education and research,
be they political, cultural, economic or ideological. Chapters
analyze, discuss and compare research from Nordic educational
leadership research systems: Denmark, Finland, Iceland, Norway and
Sweden. The cross-system insights clarify the fundamental relations
between policy/governance and research/practice are and discuss
forgotten dependencies and opportunities.
This book analyses the superintendent position and relations and
shows how the well-known policy umbrella, the New Public Management
(NPM), is being adapted to national contexts. School
superintendents are civil servants at the heart of the governance
of municipal education. Educational governance in the Nordic
countries - Denmark, Finland, Norway and Sweden - is currently
undergoing comprehensive restructuring and reconceptualisation at
the hands of national governments influenced by transnational
agencies. Our analyses of the superintendent position and relations
show that the well-known policy umbrella, the New Public Management
(NPM), is moving towards focusing on soft governance and social
technologies as the preferred means of influences. Thus we rename
it New Public Governance (NPG).
This book analyses local school district governance in a
comparative, cross-cultural perspective based on national studies
of local school boards in the Nordic countries, Denmark, Finland,
Norway and Sweden. The overarching research question explored by
the national studies contained in this volume is: How are
transnational influences of standardization and accountability,
alongside national policies, transformed into local policy cultures
by the school boards? In all the Nordic countries, the
municipalities are equivalent with the school district level, and
municipalities, as such, play a role as the interface between state
policies and the schools. This book discusses the variation across
different national systems in the Nordic countries in the degree of
decentralism, as well as the processes through which sources of
political autonomy are put into practice by school boards. It
explores the interplay between context and policy-making at the
local level, and analyses how local discourses expressed by school
boards differ from national policies and trans-national influences.
The book’s analysis of the country-cases and thematic chapters
shows that there are both important similarities and significant
differences in governance functions, power relations and
understandings of school board chairs and members between the
countries studied. Moreover, the book analyses the many ways in
which these similarities and differences affect the work context of
school leaders and teachers in the Nordic countries.
This book analyses the superintendent position and relations and
shows how the well-known policy umbrella, the New Public Management
(NPM), is being adapted to national contexts. School
superintendents are civil servants at the heart of the governance
of municipal education. Educational governance in the Nordic
countries - Denmark, Finland, Norway and Sweden - is currently
undergoing comprehensive restructuring and reconceptualisation at
the hands of national governments influenced by transnational
agencies. Our analyses of the superintendent position and relations
show that the well-known policy umbrella, the New Public Management
(NPM), is moving towards focusing on soft governance and social
technologies as the preferred means of influences. Thus we rename
it New Public Governance (NPG).
This book analyses local school district governance in a
comparative, cross-cultural perspective based on national studies
of local school boards in the Nordic countries, Denmark, Finland,
Norway and Sweden. The overarching research question explored by
the national studies contained in this volume is: How are
transnational influences of standardization and accountability,
alongside national policies, transformed into local policy cultures
by the school boards? In all the Nordic countries, the
municipalities are equivalent with the school district level, and
municipalities, as such, play a role as the interface between state
policies and the schools. This book discusses the variation across
different national systems in the Nordic countries in the degree of
decentralism, as well as the processes through which sources of
political autonomy are put into practice by school boards. It
explores the interplay between context and policy-making at the
local level, and analyses how local discourses expressed by school
boards differ from national policies and trans-national influences.
The book's analysis of the country-cases and thematic chapters
shows that there are both important similarities and significant
differences in governance functions, power relations and
understandings of school board chairs and members between the
countries studied. Moreover, the book analyses the many ways in
which these similarities and differences affect the work context of
school leaders and teachers in the Nordic countries.
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