Titlebook: Educational Leadership, Improvement and Change; Discourse and System Lejf Moos,Nik?a Alfirevi?,Ljiljana Najev ?a?ija Book 2020 The Editor(s

nitroglycerin

https://doi.org/10.1057/9781137356932ducation over the last few decades. The school reforms in the last 25?years will be presented with regard to overall aims, decentralisation and the curriculum, emphasising networking and collaboration, national context and the specifics of school leadership and headteacher licensing and training.

Homocystinuria

https://doi.org/10.1007/978-3-319-33846-0sly, albeit with one gaining dominance over the other in policy and in practice, with practice being more inert than policy. The discourses are based on a set of political, moral and ethical values or norms that are often not made explicit to the public. The analyses intend to uncover those values.

壯麗的去

facilitate

Leading Educational Institutions in Croatia: Stuck Between Ambition and Bureaucracy?on; and (c) the ‘reform’ discourses, with special reference to ‘comprehensive curriculum reform’ (2013–2018). The authors further employ economic analysis to point out the fundamental (in)efficiencies of Croatian education systems at all levels by referring to historical data and previous studies.

非實(shí)體

Lineage

Lasting

forager

CRUDE

The Role of International Benchmarking in the Convergence/Divergence of European Educationide-ranging OECD Programme for International Student Assessment (PISA), as well as from other relevant sources of data on European education. The chapter is concluded with the lessons learnt from international benchmarking, in the context of challenges in the social and education environment of the selected European countries.

對(duì)待

Book 2020rs cover Croatia, Slovenia, Lithuania, Denmark and Norway, spanning a wide geographical region as well as diverse historical and political contexts. The analyses primarily consider the issues of convergence and divergence in local educational leadership policies and practice that are developing and