標(biāo)題: Titlebook: Educational Authorities and the Schools; Organisation and Imp Helene ?rlestig,Olof Johansson Book 2020 The Editor(s) (if applicable) and Th [打印本頁] 作者: Malinger 時(shí)間: 2025-3-21 19:46
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作者: 頭盔 時(shí)間: 2025-3-21 22:18 作者: Enervate 時(shí)間: 2025-3-22 00:59
https://doi.org/10.1007/978-3-030-49691-3s, without acknowledging how their own culture and structure must improve. The serious ambition to improve results and schools has, at the same time, engendered activities and regulations to meet all objectives and resolve all problems that contribute to excessive work at all levels, rather than nat作者: euphoria 時(shí)間: 2025-3-22 06:59
https://doi.org/10.1007/978-88-470-5432-5omy across the various actors and institutions in the system. It also highlights the ethics of autonomy. The latter brings to the fore the moral demands entailed in autonomy and the importance and challenges of exercising principled autonomy and critical reflexivity as an integral feature of autonom作者: arrogant 時(shí)間: 2025-3-22 11:52
German Industry and Buying Peace in 1922er tools for assessing and comparing schools, the state now provides input for school level decision-making and designing strategic development programmes. Municipalities as the owners of the schools are involved in school governance via different smart administrative bodies to achieve the targets o作者: epicondylitis 時(shí)間: 2025-3-22 15:41 作者: epicondylitis 時(shí)間: 2025-3-22 19:46 作者: 爵士樂 時(shí)間: 2025-3-22 23:40
A Network Design Model Under Uncertainty,ition to standardized testing and legislation on gay-straight alliances. However, the education system boasts many strengths including high quality teaching, positive relationships among the province’s educational stakeholders, strong community connections, and a well-designed program of studies ren作者: Coordinate 時(shí)間: 2025-3-23 01:48
https://doi.org/10.1007/978-3-031-55594-7heir goals as, despite their good intentions and the reform’s great promise, these aims and the entire reform itself may prove to be too complex for effective implementation. Finally, the chapter examines possible adjustments to the role of the school leader as a result of the reform, specifically i作者: absolve 時(shí)間: 2025-3-23 08:28 作者: ascetic 時(shí)間: 2025-3-23 11:27 作者: 向外 時(shí)間: 2025-3-23 15:00 作者: UTTER 時(shí)間: 2025-3-23 18:48
Norway: Educational Governance, Gap-Management Strategies, and Reorganizational Processes of the Sta作者: Plaque 時(shí)間: 2025-3-24 00:45
Book 2020e time, national governance and politics as well as local prerequisites are known to exert influence on schools and their results to a high degree. Societal priorities, problems and traditions provide variety in how governance is executed. This book provides an international overview of the similari作者: 高腳酒杯 時(shí)間: 2025-3-24 06:20 作者: FIR 時(shí)間: 2025-3-24 07:05 作者: minimal 時(shí)間: 2025-3-24 13:22
England: Autonomy and Regulation in the School System in Englandomy across the various actors and institutions in the system. It also highlights the ethics of autonomy. The latter brings to the fore the moral demands entailed in autonomy and the importance and challenges of exercising principled autonomy and critical reflexivity as an integral feature of autonom作者: SUE 時(shí)間: 2025-3-24 15:09
Estonia: School Governance in Estonia?– Turnaround from Order-Oriented to Inclusive and Evidence-Baser tools for assessing and comparing schools, the state now provides input for school level decision-making and designing strategic development programmes. Municipalities as the owners of the schools are involved in school governance via different smart administrative bodies to achieve the targets o作者: Interstellar 時(shí)間: 2025-3-24 23:03
France: The French State and Its Typical “Agencies” in Education. Policy Transfer and Ownership in tommissions have impacted on national policy-making and adjusted recommendations and directives from International Organizations to the national context under limited local regulations. Beyond coercion and voluntary agreement, this policy transfer reveals different ways for taking ownership and polic作者: Communal 時(shí)間: 2025-3-25 01:47 作者: Encoding 時(shí)間: 2025-3-25 04:49 作者: bleach 時(shí)間: 2025-3-25 11:00
California, USA: “The California Way”: The Golden State’s Promise to Empower Principals and De-emphaheir goals as, despite their good intentions and the reform’s great promise, these aims and the entire reform itself may prove to be too complex for effective implementation. Finally, the chapter examines possible adjustments to the role of the school leader as a result of the reform, specifically i作者: Guileless 時(shí)間: 2025-3-25 14:36
Minnesota, USA: Minnesota: Finance and Policy in a High Performing U.S. Statends versus maintaining local control; and (3) it?has increased state legislative response to national discourses. Minnesota also represents our contention that there are 50 distinct structures and patterns of educational governance in the United States. While systemic reform has been the mantra for 作者: diskitis 時(shí)間: 2025-3-25 19:33
South Carolina, USA: Educational Authorities and the Schools: Conflict and Cooperation in South Caroevel educational authorities in one U.S. state. In particular, the aim of this study is to understand how the lack of interaction between education authorities and practitioners around the development and implementation of the policy resulted in conflict. We conclude the chapter with an example of a作者: 導(dǎo)師 時(shí)間: 2025-3-25 20:04 作者: 怒目而視 時(shí)間: 2025-3-26 01:38
https://doi.org/10.1007/978-1-4020-5032-9the education system is given. International influences are considered and analysed, particularly in relation to policy making by the Scottish Government. Various theoretical frameworks are used for analysis and the chapter concludes by considering the limitations of minority government on education.作者: 河潭 時(shí)間: 2025-3-26 07:44 作者: 完整 時(shí)間: 2025-3-26 12:26
Educational Governance Researchhttp://image.papertrans.cn/e/image/302577.jpg作者: 厭惡 時(shí)間: 2025-3-26 12:54
Scotland: The Scottish School Systemthe education system is given. International influences are considered and analysed, particularly in relation to policy making by the Scottish Government. Various theoretical frameworks are used for analysis and the chapter concludes by considering the limitations of minority government on education.作者: 調(diào)色板 時(shí)間: 2025-3-26 16:49
A. Pinet,D. Lyonnet,P. Maillet,J. M. Groleaurch has looked at what happens in schools and classrooms. At the same time, national governance and politics as well as local prerequisites are well-known to influence schools and their results to a high degree. Societal priorities, problems and traditions provide variety in how governance is execut作者: 宿醉 時(shí)間: 2025-3-26 23:01
Physics of Contrast-Enhanced Mammography, more detailed descriptions of the national governance players/agencies, and by analyses of the preferred model of governance, the contract. An important source of inspiration, the transnational agency, is included in the description of the development of a contemporary national governance model. Mo作者: 愛好 時(shí)間: 2025-3-27 02:45
Ekaterina A. Sencha,Alexander N. Sencha environment. For our examination, we applied two theoretical frameworks on education policy development. The one constructed in the Comparative Analysis of Dynamics in Education Politics Project (CADEP) by Simola, Kauko, Varjo, Kalalahti and Sahlstr?m (Dynamics in education politics. Understanding 作者: PET-scan 時(shí)間: 2025-3-27 06:16 作者: defeatist 時(shí)間: 2025-3-27 12:52 作者: Admire 時(shí)間: 2025-3-27 14:54
German Industry and Buying Peace in 1922after making difficult decisions and choices turned toward a modern inclusive and evidence-based governance education system. The state provided broad autonomy to schools and heads to make decisions in the content of the education they provide through the learning environment and administration syst作者: 其他 時(shí)間: 2025-3-27 21:41
https://doi.org/10.1057/9780230524637 the French ministry of education is currently implementing reforms which, despite some oppositions and resistances, lead to a kind of French “Third way” inspired by New Public Management and accountability principles. This enacting policy reveals not only an implementation gap due to bureaucratic g作者: cliche 時(shí)間: 2025-3-27 22:54
https://doi.org/10.1007/978-3-0348-9293-3a rather traditional bureaucratic governing model over three to four levels..The traditional assessment system of school quality in Germany consists of school supervisory authorities. As many other western countries, there has been a trend towards decentralization in the German education system givi作者: 易于 時(shí)間: 2025-3-28 03:23
https://doi.org/10.1007/978-1-4020-5032-9the education system is given. International influences are considered and analysed, particularly in relation to policy making by the Scottish Government. Various theoretical frameworks are used for analysis and the chapter concludes by considering the limitations of minority government on education作者: Afflict 時(shí)間: 2025-3-28 07:00 作者: Communal 時(shí)間: 2025-3-28 12:09 作者: Evacuate 時(shí)間: 2025-3-28 17:47
https://doi.org/10.1007/978-3-031-55594-7’s school accountability movement. For the past 30?years, the U.S. has been hyper-focused on standardized testing, and all major school reforms introduced since the 1980s have utilize test scores as the primary measure of success--or failure. Initiated in 2013 and foreshadowing a similar but less am作者: Charade 時(shí)間: 2025-3-28 19:26
https://doi.org/10.1007/978-3-642-60475-1ve repeatedly emerged on the policy landscape of the United States: (1) choosing between equity and efficiency; (2) varying reliance on centralized versus decentralized structures; and (3) switching between “civic” and market-driven policy levers. We choose to highlight Minnesota because it illustra作者: CANT 時(shí)間: 2025-3-28 23:20
The Tests for Multivariate Normalityral, state, and district levels. These policies are developed under the assumption that their implementation with fidelity will ameliorate the challenges policymakers perceive to exist in schools. However, as noted by Cohen et al. (Am J Educ 113(4):515–548, 2007), “The relations between policy and p作者: 圖畫文字 時(shí)間: 2025-3-29 04:45 作者: MODE 時(shí)間: 2025-3-29 08:16 作者: Pulmonary-Veins 時(shí)間: 2025-3-29 14:42 作者: hegemony 時(shí)間: 2025-3-29 19:15
Denmark: Contracts in Danish Educational Governance more detailed descriptions of the national governance players/agencies, and by analyses of the preferred model of governance, the contract. An important source of inspiration, the transnational agency, is included in the description of the development of a contemporary national governance model. Mo作者: 責(zé)任 時(shí)間: 2025-3-29 20:05 作者: 一回合 時(shí)間: 2025-3-30 00:21 作者: abreast 時(shí)間: 2025-3-30 04:21 作者: Femish 時(shí)間: 2025-3-30 10:24
Estonia: School Governance in Estonia?– Turnaround from Order-Oriented to Inclusive and Evidence-Basafter making difficult decisions and choices turned toward a modern inclusive and evidence-based governance education system. The state provided broad autonomy to schools and heads to make decisions in the content of the education they provide through the learning environment and administration syst作者: Intuitive 時(shí)間: 2025-3-30 14:20 作者: GORGE 時(shí)間: 2025-3-30 18:54 作者: 小母馬 時(shí)間: 2025-3-31 00:15 作者: 上坡 時(shí)間: 2025-3-31 02:06 作者: muffler 時(shí)間: 2025-3-31 08:47
Ontario, Canada: Education in the Echo Chamber: Understanding K-12 Education Governance in Ontario, age approach (Dupriez V, Maroy C, J Edu Policy 18:375–392, 2003) and using the concepts of centralization, coordination, and hard/soft power as a sense-making framework, it describes the three-tiered formal authority structure as well as the constellation of school agencies that compose the wider ed作者: Lacunar-Stroke 時(shí)間: 2025-3-31 10:02
California, USA: “The California Way”: The Golden State’s Promise to Empower Principals and De-empha’s school accountability movement. For the past 30?years, the U.S. has been hyper-focused on standardized testing, and all major school reforms introduced since the 1980s have utilize test scores as the primary measure of success--or failure. Initiated in 2013 and foreshadowing a similar but less am作者: Panther 時(shí)間: 2025-3-31 16:56
Minnesota, USA: Minnesota: Finance and Policy in a High Performing U.S. Stateve repeatedly emerged on the policy landscape of the United States: (1) choosing between equity and efficiency; (2) varying reliance on centralized versus decentralized structures; and (3) switching between “civic” and market-driven policy levers. We choose to highlight Minnesota because it illustra作者: 引起 時(shí)間: 2025-3-31 18:50
South Carolina, USA: Educational Authorities and the Schools: Conflict and Cooperation in South Caroral, state, and district levels. These policies are developed under the assumption that their implementation with fidelity will ameliorate the challenges policymakers perceive to exist in schools. However, as noted by Cohen et al. (Am J Educ 113(4):515–548, 2007), “The relations between policy and p作者: 搖曳 時(shí)間: 2025-3-31 22:39 作者: NAV 時(shí)間: 2025-4-1 03:32 作者: 晚間 時(shí)間: 2025-4-1 06:19
A. Pinet,D. Lyonnet,P. Maillet,J. M. Groleaunown to influence schools and their results to a high degree. Societal priorities, problems and traditions provide variety in how governance is executed. There is a lack of publications that give an international overview of the similarities and differences between school agencies and how their work influences schools.
