Local Evaluation Practice as a Mediating Tool
The accelerating supply of data for comparisons and evaluations is neglecting consideration and attuning as being fundamental aspects in education and Bildung. No more obviously can it be seen than in studying the approaches to school-based evaluation. In
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Lejf Moos Elisabet Nihlfors Jan Merok Paulsen Editors
Re-centering the Critical Potential of Nordic School Leadership Research Fundamental, but often forgotten perspectives
Educational Governance Research Volume 14
Series Editors Lejf Moos , Aarhus University, Copenhagen, NV, Denmark Stephen Carney , Roskilde University, Roskilde, Denmark Editorial Board Members Stephen J. Ball, Institute of Education, University of London, London, UK Neil Dempster, Institute for Educational Research, Griffith University, Mt Gravatt, QLD, Australia Olof Johansson, Centre for Principal Development, Umeå University, Umeå, Sweden Klaus Kasper Kofod, Department of Education, Aarhus University, Copenhagen NV, Denmark John B. Krejsler , Danish School of Education (DPU), Aarhus University, Copenhagen, Denmark Romuald Normand, Research Unit CNRS SAGE, University of Strasbourg, Strasbourg, France Marcelo Parreira do Amaral, Institute of Education, Universität Münster, Münster, Germany Jan Merok Paulsen, Teacher Education, Oslo Metropolitan University, Oslo, Norway Nelli Piattoeva, Faculty of Education & Culture, Tampere University, Tampere, Finland James P. Spillane, School of Education & Social Policy, Northwestern University, Evanston, USA Gita Steiner-Khamsi, Teachers College, Columbia University, New York, NY, USA Michael Uljens , Faculty of Education, Åbo Akademi University, Vaasa, Finland
Aims and Scope This series presents recent insights in educational governance gained from research that focuses on the interplay between educational institutions and societies and markets. Education is not an isolated sector. Educational institutions at all levels are embedded in and connected to international, national and local societies and markets. One needs to understand governance relations and the changes that occur if one is to understand the frameworks, expectations, practice, room for manoeuvre, and the relations between professionals, public, policy makers and market place actors. The aim of this series is to address issues related to structures and discourses by which authority is exercised in an accessible manner. It will present findings on a variety of types of educational governance: public, political and administrative, as well as private, market place and self-governance. International and multidisciplinary in scope, the series will cover the subject area from both a worldwide and local perspective and will describe educational governance as it is practised in all parts of the world and in all sectors: state, market, and NGOs. The series: - Covers a broad range of topics and power domains - Positions itself in a field between politics and management / leadership - Provides a platform for the vivid field of educational governance research - Looks into ways in which authority is transformed within chains of educational governance - Uncovers relations between state, private sector and market place influences on education, professionals and students. Editorial Board: Marcelo Parreira do Amaral, University of Münster, G
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