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This book discusses change management paradigms with special
reference to examples and cases from the transition societies in
Central and Eastern Europe (CEE). The first chapter analyses
developments and trends in the wider societal context of Central
and Eastern Europe. Theoretical perspectives are applied to
understand the processes of transition and EU accession in Central
and Eastern Europe. Following the second and third chapters, the
most frequently used tools and procedures of change management are
analysed from the perspective of a CEE organization. The special
advantage of the text to the potential readership is the
integration of 'macro' (societal) and 'micro' (organizational)
points of view towards understanding change. The text also provides
real-life examples and perspectives of understanding and managing
change from Central and Eastern Europe, which helps the reader to
grasp the wider political, economic and societal context(s) of the
CEE region.
This book analyzes educational management in the context of
developing effective schools in South-Eastern European countries
and situates the discussion within ongoing education debates in EU
countries. The book revolves around the specific role and practices
of school principals, who are positioned as a nexus of educational
management in each school. Presenting innovative research in the
field of educational management and effectiveness this volume will
be invaluable for a range of education specialists.
This book analyzes educational management in the context of
developing effective schools in South-Eastern European countries
and situates the discussion within ongoing education debates in EU
countries. The book revolves around the specific role and practices
of school principals, who are positioned as a nexus of educational
management in each school. Presenting innovative research in the
field of educational management and effectiveness this volume will
be invaluable for a range of education specialists.
This book discusses change management paradigms with special
reference to examples and cases from the transition societies in
Central and Eastern Europe (CEE). The first chapter analyses
developments and trends in the wider societal context of Central
and Eastern Europe. Theoretical perspectives are applied to
understand the processes of transition and EU accession in Central
and Eastern Europe. Following the second and third chapters, the
most frequently used tools and procedures of change management are
analysed from the perspective of a CEE organization. The special
advantage of the text to the potential readership is the
integration of 'macro' (societal) and 'micro' (organizational)
points of view towards understanding change. The text also provides
real-life examples and perspectives of understanding and managing
change from Central and Eastern Europe, which helps the reader to
grasp the wider political, economic and societal context(s) of the
CEE region.
This book analyses selected critical concepts of policy and
practice in educational leadership in five European countries. The
editors and contributors cover Croatia, Slovenia, Lithuania,
Denmark and Norway, spanning a wide geographical region as well as
diverse historical and political contexts. The analyses primarily
consider the issues of convergence and divergence in local
educational leadership policies and practice that are developing
and emerging from traditional structures and discourses under
global, trans-national and regional influences. Focusing on both
the macro and micro levels, this book examines a range of topics
including international benchmarking, inclusive education practices
and digital transformation. It will be of interest and value to
scholars of educational leadership in Europe, particularly within
smaller countries. "Today's local educational leadership policies
and practice are connected with the historical roots of five small
European countries. In the analysis, perspectives from within each
country and comparisons are used interestingly. Both levels of
analysis bring out new understandings of the relationship between
policy and practice and how they have been related to leadership in
a historical discourse. In my opinion the different country
chapters and the comparisons represent important new knowledge and
I recommended the book as reading for school leaders and policy
makers in the field of educational leadership." -Professor Olof
Johansson, Umea University, Sweden "The book fills a gap in the
research of cross-national research, comparing school leadership
issues in two Balkan countries, Croatia and Slovenia, one Baltic
country, Lithuania, and two Scandinavian countries, Norway and
Denmark. To my knowledge it is the first time there has been this
sort of cross-investigation of commonalities and differences in
school leadership conditions between these countries in the age of
globalization. I am sure that many scholars and practitioners can
benefit from this book and hereby recommend it. " -Associate
Professor Emeritus Klaus Kasper Kofod, Aarhus University, Denmark
This book analyses selected critical concepts of policy and
practice in educational leadership in five European countries. The
editors and contributors cover Croatia, Slovenia, Lithuania,
Denmark and Norway, spanning a wide geographical region as well as
diverse historical and political contexts. The analyses primarily
consider the issues of convergence and divergence in local
educational leadership policies and practice that are developing
and emerging from traditional structures and discourses under
global, trans-national and regional influences. Focusing on both
the macro and micro levels, this book examines a range of topics
including international benchmarking, inclusive education practices
and digital transformation. It will be of interest and value to
scholars of educational leadership in Europe, particularly within
smaller countries. "Today's local educational leadership policies
and practice are connected with the historical roots of five small
European countries. In the analysis, perspectives from within each
country and comparisons are used interestingly. Both levels of
analysis bring out new understandings of the relationship between
policy and practice and how they have been related to leadership in
a historical discourse. In my opinion the different country
chapters and the comparisons represent important new knowledge and
I recommended the book as reading for school leaders and policy
makers in the field of educational leadership." -Professor Olof
Johansson, Umea University, Sweden "The book fills a gap in the
research of cross-national research, comparing school leadership
issues in two Balkan countries, Croatia and Slovenia, one Baltic
country, Lithuania, and two Scandinavian countries, Norway and
Denmark. To my knowledge it is the first time there has been this
sort of cross-investigation of commonalities and differences in
school leadership conditions between these countries in the age of
globalization. I am sure that many scholars and practitioners can
benefit from this book and hereby recommend it. " -Associate
Professor Emeritus Klaus Kasper Kofod, Aarhus University, Denmark
This book analyzes the challenges of developing and implementing
effective policies for educational leadership in South-East Europe
(SEE) and the Nordic-Baltic region. While individual countries from
the Nordic-Baltic region are praised for their educational
achievements, the SEE region could be considered as a
(post)transitional landscape: these two educational contexts
present their own unique challenges, notably international
benchmarking and the 'Europeization' of educational policy.
Seamlessly integrating theoretical framework with the goals and
experiences of actors and practitioners, the editors and
contributors build an accessible overview of existing policy
research and its conflicting theoretical perspectives. Often
disregarded by the mainstream literature, the countries and regions
chosen provide a snapshot into the challenges of developing
policies for educational leadership. This thoughtful yet practical
volume will be of interest and value not only to students and
scholars of educational leadership in these regions, but to
practitioners and policy makers more widely.
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