國立高雄大學圖資館 |

Language: English

Back

Re-centering the critical potential ...

Moos, Lejf.

Re-centering the critical potential of Nordic school leadership researchfundamental, but often forgotten perspectives /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Re-centering the critical potential of Nordic school leadership researchedited by Lejf Moos, Elisabet Nihlfors, Jan Merok Paulsen.
Reminder of title:	fundamental, but often forgotten perspectives /
other author:	Moos, Lejf.
Published:	Cham :Springer International Publishing :2020.
Description:	xx, 247 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Educational leadershipScandinavia.
Online resource:	https://doi.org/10.1007/978-3-030-55027-1
ISBN:	9783030550271$q(electronic bk.)

Re-centering the critical potential of Nordic school leadership researchfundamental, but often forgotten perspectives /
Re-centering the critical potential of Nordic school leadership researchfundamental, but often forgotten perspectives /[electronic resource] :edited by Lejf Moos, Elisabet Nihlfors, Jan Merok Paulsen. - Cham :Springer International Publishing :2020. - xx, 247 p. :ill., digital ;24 cm. - Educational governance research,v.142365-9548 ;. - Educational governance research ;v.1..

Part I: Introduction -- 1. Critical potential of Nordic school leadership research; Lejf Moos, Elisabet Nihlfors, Jan Merok Paulsen -- Part II: Challenges in policy context and reality: Perspectives on research -- 2. Forgetting our intellectual histories and the implications for educational professionals ; Helen M. Gunter -- 3. Local and global? Challenging the social epistemologies of the educational leadership field; Merete Storgaard -- Part III: Dilemmas in school leadership -- 4. The Press for Technical Rationality & Dilemmas of Professional Practice: Managing Education in a Pluralistic Institutional Environment; James Spillane & Jonathan Sun -- 5. Study environments - a neglected leadership concern; Eric Larsson & Pia Skott -- 6. Horizontal structures - A fundamental but forgotten perspective for superintendents in school governance?; Cecilia Bjursell & Annika Engstrom -- Part IV: Data-informed decision making in school leadership -- 7. The struggle for data - A ghost goes through the world - a data ghost; Finn Wiedemann -- 8. Principals decision-making for organizing the educational organization; Tina Broms -- 9. Local evaluation practice as a mediating tool; Renata Svedlin -- Part V: Impact on school leadership -- 10. Leadership in upper secondary schools: Exploring new leadership roles and practices; Kristin Helstad & Hedvig Abrahamsen -- 11. The Impact of the University on Upper Secondary Education through academic subjects according to School leaders' perceptions; Guðrun Ragnarsdottir & Jon Torfi Jonasson -- 12. Well-being, based on collective trust and accountability, as a fundamental and often forgotten perspective in school leadership; Ulf Leo, Roger Persson, Inger Arvidsson, Carita Håkansson -- Part VI: Discussion -- 13. Re-centering critical potentials of fundamental but often forgotten perspectives; Lejf Moos, Elisabet Nihlfors, Jan Merok Paulsen.

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 accountabilities 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.

ISBN: 9783030550271$q(electronic bk.)

Standard No.: 10.1007/978-3-030-55027-1doiSubjects--Topical Terms:

834339
Educational leadership
--Scandinavia.

LC Class. No.: LB2806

Dewey Class. No.: 371.2

Re-centering the critical potential of Nordic school leadership researchfundamental, but often forgotten perspectives /
LDR:04412nmm a2200337 a 4500 001 588911
003 DE-He213
005 20210202143710.0
006 m d
007 cr nn 008maaau
008 210525s2020 sz s 0 eng d
020 $a 9783030550271$q(electronic bk.)
020 $a 9783030550264$q(paper)
024 7 $a 10.1007/978-3-030-55027-1 $2 doi
035 $a 978-3-030-55027-1
040 $a GP $c GP
041 0 $a eng
050 4 $a LB2806
072 7 $a JNK $2 bicssc
072 7 $a EDU001000 $2 bisacsh
072 7 $a JNK $2 thema
082 0 4 $a 371.2 $2 23
090 $a LB2806 $b .R281 2020
245 0 0 $a Re-centering the critical potential of Nordic school leadership research $h [electronic resource] : $b fundamental, but often forgotten perspectives / $c edited by Lejf Moos, Elisabet Nihlfors, Jan Merok Paulsen.
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2020.
300 $a xx, 247 p. : $b ill., digital ; $c 24 cm.
490 1 $a Educational governance research, $x 2365-9548 ; $v v.14
505 0 $a Part I: Introduction -- 1. Critical potential of Nordic school leadership research; Lejf Moos, Elisabet Nihlfors, Jan Merok Paulsen -- Part II: Challenges in policy context and reality: Perspectives on research -- 2. Forgetting our intellectual histories and the implications for educational professionals ; Helen M. Gunter -- 3. Local and global? Challenging the social epistemologies of the educational leadership field; Merete Storgaard -- Part III: Dilemmas in school leadership -- 4. The Press for Technical Rationality & Dilemmas of Professional Practice: Managing Education in a Pluralistic Institutional Environment; James Spillane & Jonathan Sun -- 5. Study environments - a neglected leadership concern; Eric Larsson & Pia Skott -- 6. Horizontal structures - A fundamental but forgotten perspective for superintendents in school governance?; Cecilia Bjursell & Annika Engstrom -- Part IV: Data-informed decision making in school leadership -- 7. The struggle for data - A ghost goes through the world - a data ghost; Finn Wiedemann -- 8. Principals decision-making for organizing the educational organization; Tina Broms -- 9. Local evaluation practice as a mediating tool; Renata Svedlin -- Part V: Impact on school leadership -- 10. Leadership in upper secondary schools: Exploring new leadership roles and practices; Kristin Helstad & Hedvig Abrahamsen -- 11. The Impact of the University on Upper Secondary Education through academic subjects according to School leaders' perceptions; Guðrun Ragnarsdottir & Jon Torfi Jonasson -- 12. Well-being, based on collective trust and accountability, as a fundamental and often forgotten perspective in school leadership; Ulf Leo, Roger Persson, Inger Arvidsson, Carita Håkansson -- Part VI: Discussion -- 13. Re-centering critical potentials of fundamental but often forgotten perspectives; Lejf Moos, Elisabet Nihlfors, Jan Merok Paulsen.
520 $a 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 accountabilities 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.
650 0 $a Educational leadership $z Scandinavia. $3 834339
650 0 $a School management and organization $z Scandinavia. $3 738947
650 0 $a ducational leadership $x Research. $3 880485
650 1 4 $a Administration, Organization and Leadership. $3 339614
650 2 4 $a Educational Policy and Politics. $3 308819
650 2 4 $a Social Sciences, general. $3 273769
650 2 4 $a Political Theory. $3 560010
650 2 4 $a International and Comparative Education. $3 338769
700 1 $a Moos, Lejf. $3 514413
700 1 $a Nihlfors, Elisabet. $3 738944
700 1 $a Paulsen, Jan Merok. $3 680554
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer Nature eBook
830 0 $a Educational governance research ; $v v.1. $3 680555
856 4 0 $u https://doi.org/10.1007/978-3-030-55027-1
950 $a Education (SpringerNature-41171)