Titlebook: Education and Democracy in the Nordic Countries; Making Sense of Scho Ann Elisabeth Gunnulfsen,Helene ?rlestig,Merete St Book 2023 The Edit

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Ernst Ulrich von Weizs?cker,Anders Wijkmannational and international competition regarding school quality and student achievement. Educational leadership can be viewed as a multi-level phenomenon distributed over several levels, in which multiple actors interact and collaborate in dynamic networks. In this article, we investigate how the mi

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Come impariamo a muoverci nell‘a(chǎn)mbiente? for the leadership roles in research and practice. The data builds on the country-wide reports in this book, the findings in the TALIS report (2018), and the perspectives of pedagogical leadership. The ways in which school leadership roles are perceived and dealt with are relatively similar across

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Osservare il Sole in luce bianca,tises of almost all the organisations within education were disrupted. The pandemic threatened the health of students and school staff at all school levels as, well as the financial, operational, and reputational situation of the majority of schools. School leaders played a significant role in the p

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Variables and Symbolic Messages. This transformation has focused on the need for high-quality preparation programmes and continuous professional development opportunities for principals. In this chapter, we investigate and compare principal preparation and professional development in the five Nordic countries: Denmark, Finland, I

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https://doi.org/10.1007/978-1-349-05552-4oos is a prominent forerunner with the first “Nordic” edition of . published 10?years ago. In his edition, Moos (2013) stated that the Nordic countries are similar in many respects. The similarities are expressed through their differences from the UK and USA, where democratic thinking is built upon

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Ann Elisabeth Gunnulfsen,Helene ?rlestig,Merete StPresents comparative approaches to school leadership in a Nordic and globalized education context.Makes a major contribution to understanding school leadership in democratic welfare states.Offers vari

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Finland: A Structure of Trustests. Instead, quality is assured through practitioners’ high qualifications, knowledge, expertise, commitment, and responsibility. The educational system structure can be understood as a multilevel educational leadership model with influences from the transnational level, national legislation and g

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School Leaders within the Icelandic Education System: Complex Roles, Multilevel Relations, and Fragmtem since the early 1900s. Nowadays the leading force is decentralisation, with emphasis on soft governance. Together with social and cultural changes, and global influences, decentralisation influences the work and working environment of school leaders. The aim of this chapter is to provide an over

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