Titlebook: Educational Leadership in Policy; Challenges and Imple ágúst Hj?rtur Ingtórsson,Nik?a Alfirevi?,Dijana Vi Book 2019 The Editor(s) (if appli

藕床生厭倦

Promotion

Andrea M. Beck Ph.D.,John W. Robinson Ph.D.luding school boards and their role with regard?to principals, are also described, along with the existing governance practices. The findings of qualitative research conducted in Montenegro are compared to the recommendations from literature, describing the educational landscape and practices of cou

廣口瓶

Book 2019ic-Baltic region. While individual countries from the Nordic-Baltic region are praised for their educational achievements, the SEE region could be considered as a (post)transitional landscape: these two educational contexts present their own unique challenges, notably international benchmarking and

單色

Tourism: Counting the Overlooked,tructure for leadership development in terms of objectives, results and impact based on the example of the ‘Time for Leaders’ project—and ends with some generalisations on how to have a positive impact on ongoing change in educational reform in a small country.

捕鯨魚叉

Lithuanian Education Policy for School Leadershiptructure for leadership development in terms of objectives, results and impact based on the example of the ‘Time for Leaders’ project—and ends with some generalisations on how to have a positive impact on ongoing change in educational reform in a small country.

獨(dú)輪車

兇殘

on often neglected educational contexts to analyse the chalThis book analyzes the challenges of developing and implementing effective policies for educational leadership in South-East Europe (SEE) and the Nordic-Baltic region. While individual countries from the Nordic-Baltic region are praised for

atopic-rhinitis

出價(jià)

dowagers-hump

The Cyber Operational Environment, EU cannot exclude the context of internationalisation, globalisation or Europeanisation. It is important to analyse the normative framework set by international organisations (UNESCO, the OECD, the EU). Finally, the chapter offers a review of ideal-type models for the comparative analysis of education policies in reference to school leadership.