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商品詳細
Educational Leadership, Improvement and Change : Discourse and Systems in Europe.
・ISBN 978-3-030-47019-7 hard EUR 54.99
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| 著者・編者 | Moos, Lejf / Alfirevic, Niksa / Pavicic, J. et al. (eds.), |
|---|---|
| シリーズ | Palgrave Studies on Leadership and Learning in Teacher Education |
| 出版社 | (Palgrave Macmillan, UK) |
| 出版年月 | 2020 |
| ページ数 | 188 pp. |
| 言語 | ENG |
| ニュース番号 | ＜659-L4945 659-P7579＞ |
解説
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