Multiculturalism and Multilingualism at the Crossroads of School Leadership
This volume builds upon emergent understandings about educational leadership and policy in hopes of continuing to refine our understanding of what effective leadership means in linguistically and culturally diverse school contexts. The volume seeks to ent
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Jon C. Veenis Sylvia Robertson Jami Royal Berry Editors
Multiculturalism and Multilingualism at the Crossroads of School Leadership Exploring leadership theory, policy, and practice for diverse schools
Policy Implications of Research in Education Volume 11
Series Editors Prof. Stephen L. Jacobson, State University of New York, University at Buffalo – State University of New York, Buffalo, NY, USA Paul W. Miller, Faculty of Education, Health & Human Sciences, University of Huddersfield, Huddersfield, UK Editorial Board Prof. Helen Gunter, University of Manchester, Manchester, UK Prof. Stephan Huber, Institute for the Management and Economics, University of Teacher Education Central, Zug, Zug, Switzerland Prof. Jonathan Jansen, University of the Free State, Bloemfontein, South Africa Prof. Karen Seashore Louis, Educational Policy and Admin, University of Minnesota, Minneapolis, MN, USA Dr. Guri Skedsmo, University of Oslo, Oslo, Norway Prof. Allan Walker, Ctr, c/o Anthon Chu Yan Kit, Hong Kong Institute of Education, Tai Po, New Territories, Hong Kong
In education, as in other fields, there are often significant gaps between research knowledge and current policy and practice. While there are many reasons for this gap, one that stands out is that policy-makers and practitioners may simply not know about important research findings because these findings are not published in forums aimed at them. Another reason is that policy-makers and educational authorities may tend to apply only those findings that agree with and legitimate their preferred policies. Yet we hear often the mantra that policy and practice should be research based and informed by evidence. This claim relates to the interplay between the social realities of science, politics and educational practice and draws attention to knowledge production and application, processes of implementation, change and innovation. However, there are often different interests involved, different knowledge domains, political and economic interests, and legitimate questions can be raised with regard to what counts as ‘research’, what counts as ‘evidence’, who should define it, what are their implications for policy, and what kind of actions should consequently be taken to improve education for children and youth. Please contact Astrid Noordermeer at [email protected] if you wish to discuss a book proposal.
More information about this series at http://www.springer.com/series/11212
Jon C. Veenis · Sylvia Robertson · Jami Royal Berry Editors
Multiculturalism and Multilingualism at the Crossroads of School Leadership Exploring leadership theory, policy, and practice for diverse schools
Editors Jon C. Veenis State University of New York at Buffalo Williamsville, NY, USA Jami Royal Berry Department of Lifelong Education, Administration, and Policy University of Georgia Athens, GA, USA
Sylvia Robertson Centre of Educational Leadership & Administration College of Education University of Otago Dunedin, New Zealand
ISSN 2543-0289 ISSN 2543-0297 (electronic)
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