Nordic Superintendents Agents in a Broken Chain

Author: Lejf Moos
Publisher: Springer
ISBN: 3319251066
Format: PDF, Mobi
Download Now
This book analyses the superintendent position and relations and shows how the well-known policy umbrella, the New Public Management (NPM), is being adapted to national contexts. School superintendents are civil servants at the heart of the governance of municipal education. Educational governance in the Nordic countries - Denmark, Finland, Norway and Sweden - is currently undergoing comprehensive restructuring and reconceptualisation at the hands of national governments influenced by transnational agencies. Our analyses of the superintendent position and relations show that the well-known policy umbrella, the New Public Management (NPM), is moving towards focusing on soft governance and social technologies as the preferred means of influences. Thus we rename it New Public Governance (NPG).

The Changing Epistemic Governance of European Education

Author: Romuald Normand
Publisher: Springer
ISBN: 3319317768
Format: PDF, ePub, Docs
Download Now
This book examines the transformations of epistemic governance in education, the way in which some actors are shaping new knowledge, and how that new knowledge impacts other actors in charge of implementing this knowledge in the context of the decision-making process and practice. The book describes knowledge-based and evidence-based technologies that produce new modes of representation, cognitive categories, and value-based judgements which determine and guide actions and interactions between researchers, experts and policy-makers. It explores several major social theories and concepts, analysing the transformation of the relationship between educational and social sciences and politics. In the light of epistemic governance being linked to transformations of academic capitalism, the book describes the ways in which academics engaged in heterogeneous networks are capable of developing new interactions as well as facing new trials imposed on them by the changing conditions of producing knowledge in their scientific community and within their institutions. Knowledge is power. It is materialized in metrics, policy instruments and embedded in networks. The governance of European higher education, insightfully argues Romuald Normand, is not structured by hierarchical public policies, by governmental exercise of authority or heroic decision making. Normand makes a sophisticated intellectual argument, building upon the work of Foucault, Latour (Sociology of science), and the pragmatic sociology of Boltanski and Thévenot (sociology of justification) in order to precisely analyse Europe‘s higher education through the circulation of ideas and instruments. Based upon precise research, the book is a major contribution to the understanding of high education in a capitalist Europe, beyond the simple idea of neo liberalism. Normand, provocatively, even suggests the making of a European Homo Academicus. This is an innovative and important book for public policy, European Studies and the sociology of Education. Patrick le Galès, FBA, CNRS Research Professor, Centre d’Etudes Européennes, Sciences Po, Paris, France

School Size Effects Revisited

Author: Hans Luyten
Publisher: Springer
ISBN: 3319068148
Format: PDF, Kindle
Download Now
This book provides a thorough review of the research literature on the effect of school size in primary and secondary education on three types of outcomes: student achievement, non-cognitive outcomes and costs per student. Based on 84 scientific publications and several prior reviews, the book discusses four main areas: the impact of school size on cognitive learning outcomes and non-cognitive outcomes; the "state of the art" of empirical research on economies of size; the direct and indirect impact of school size, conditioned by other school context variables on student performance and the specific position of the Netherlands in an international perspective. The book presents summaries of the results and main conclusions found and discusses these with respect to their relevance for educational policy in general and for the Netherlands in particular. The book concludes with suggestions for future research on school size.

Consultants and Consultancy the Case of Education

Author: Helen M. Gunter
Publisher: Springer
ISBN: 3319488791
Format: PDF, Docs
Download Now
This book is a comprehensive study into and about consultants doing consultancy, and having influence in ways that generate concerns about an emerging ‘consultocracy’, with privileged access to governments and public services. It presents a detailed mapping of consultants and consultancy in education as a site of change and modernisation in public sector service provision. It considers consultancy at a macro-level of globalised policy, at a meso-level of national government policy, and at a micro level with vivid descriptions and analyses of consultants at work. The rapid rise of ‘edubusinesses’, combined with the restructuring of public services in western style democracies, has generated new types of ‘knowledge actors’ within education policy. Three main developments that have led to this change are: the entry of education policy and service consultants from within major companies into the public education market place; the emergence of ‘celebrity’ entrepreneurial actors and private businesses who make interventions into Universities and schools; and the rapid growth of small businesses based on individuals who have relocated their work from the public to the private sector. Such knowledge actors and the complexities they bring to public education are as yet under described and largely un-theorized. Based on current research and drawing upon a range of theoretical tools, this book fills the gap. Gunter and Mills provide an invaluable contribution to scholarship on the neoliberal restructuring of public education by mapping and analyzing the under-examined yet central role of corporate education consultants. Their thoughtful and thorough discussion expands our understanding of how consultants promote and trade in the ideologies of corporate culture. Gunter and Mills show how consultants are integral to both knowledge making practices in schools and a radical reform agenda for schools in the UK and around the globe. This is an accessible and important volume for not just policy and politics scholars but anyone concerned about defending public forms of education and associated living at a moment when they are increasingly being positioned for pillage by profiteers. Kenneth J. Saltman, University of Massachusetts, Dartmouth, USA

Leadership and Literacy

Author: Neil Dempster
Publisher: Springer
ISBN: 3319542982
Format: PDF, ePub, Mobi
Download Now
This book focuses on what school leaders need to know and understand about leadership for learning, and for learning to read in particular. It brings together theory, research and practice on leadership for literacy. The book reports on the findings from six studies that followed school principals from their involvement in a professional learning program consisting of five modules on leadership and the teaching of reading, to implementation action in their schools. It describes how they applied a range of strategies to create leadership partnerships with their teachers, pursuing eight related dimensions from a Leadership for Learning framework or blueprint. The early chapters of the book feature the use of practical tools as a focus for leadership activity. These chapters consider, for example, how principals and teachers can develop deeper understandings of their schools’ contexts; how professional discussions can be conducted with a process called ‘disciplined dialogue’; and how principals might encourage approaches to shared leadership with their teachers. The overall findings presented in this book emphasise five positive positions on leadership for learning to read: the importance of an agreed moral purpose; sharing leadership for improvement; understanding what learning to read involves; implementing and evaluating reading interventions; and recognising the need for support for leaders’ learning on-the-job.

Evidence and Public Good in Educational Policy Research and Practice

Author: Mustafa Yunus Eryaman
Publisher: Springer
ISBN: 3319588508
Format: PDF, ePub, Mobi
Download Now
This volume draws together interdisciplinary approaches from political philosophy, social work, medicine and sociology to analyze the theoretical foundations and practical examples of evidence-based and evidence-informed education for the public good. It presents a range of conceptions of the evidence-based and evidence-informed education and a justification for why the particular examples or issues chosen fit within that conception for the sake of public good. It explores the current literature on evidence-based and evidence-informed educational policy, research and practice, and introduces a new term, ‘evidence free’, meaning actions of some policymakers who disregard or misuse evidence for their own agenda. The demands about the quality and relevance of educational research to inform the policy and practice have been growing over the past decade in response to the Evidence-Based Education movement. However the literature is yet to tackle the question of the interrelationships between evidence, research, policy and practice in education for the public good in an international context. This book fills that gap.

Bridging Educational Leadership Curriculum Theory and Didaktik

Author: Michael Uljens
Publisher: Springer
ISBN: 3319586505
Format: PDF
Download Now
This book is open access under a CC BY 4.0 license. This volume argues for the need of a common ground that bridges leadership studies, curriculum theory, and Didaktik. It proposes a non-affirmative education theory and its core concepts along with discursive institutionalism as an analytical tool to bridge these fields. It concludes with implications of its coherent theoretical framing for future empirical research. Recent neoliberal policies and transnational governance practices point toward new tensions in nation state education. These challenges affect governance, leadership and curriculum, involving changes in aims and values that demand coherence. Yet, the traditionally disparate fields of educational leadership, curriculum theory and Didaktik have developed separately, both in terms of approaches to theory and theorizing in USA, Europe and Asia, and in the ways in which these theoretical traditions have informed empirical studies over time. An additional aspect is that modern education theory was developed in relation to nation state education, which, in the meantime, has become more complicated due to issues of ‘globopolitanism’. This volume examines the current state of affairs and addresses the issues involved. In doing so, it opens up a space for a renewed and thoughtful dialogue to rethink and re-theorize these traditions with non-affirmative education theory moving beyond social reproduction and social transformation perspectives.

School Boards in the Governance Process

Author: Lejf Moos
Publisher: Springer Science & Business
ISBN: 3319054945
Format: PDF, Kindle
Download Now
This book analyses local school district governance in a comparative, cross-cultural perspective based on national studies of local school boards in the Nordic countries, Denmark, Finland, Norway and Sweden. The overarching research question explored by the national studies contained in this volume is: How are transnational influences of standardization and accountability, alongside national policies, transformed into local policy cultures by the school boards? In all the Nordic countries, the municipalities are equivalent with the school district level, and municipalities, as such, play a role as the interface between state policies and the schools. This book discusses the variation across different national systems in the Nordic countries in the degree of decentralism, as well as the processes through which sources of political autonomy are put into practice by school boards. It explores the interplay between context and policy-making at the local level, and analyses how local discourses expressed by school boards differ from national policies and trans-national influences. The book’s analysis of the country-cases and thematic chapters shows that there are both important similarities and significant differences in governance functions, power relations and understandings of school board chairs and members between the countries studied. Moreover, the book analyses the many ways in which these similarities and differences affect the work context of school leaders and teachers in the Nordic countries.

Methods and Modalities of Effective School Inspections

Author: Melanie Ehren
Publisher: Springer
ISBN: 3319310038
Format: PDF, ePub, Mobi
Download Now
This book provides an overview and discussion of the evidence base of effective school inspections; reflecting on issues of validity and reliability of school inspections in relation to school effectiveness research, unintended consequences and emergent roles and responsibilities of Inspectorates of Education. Chapters include findings from systematic literature reviews and primary research while also presenting a range of practical examples from inspections systems from all over the world. The book provides relevant background materials for Inspectorates of Education who aim to improve the effectiveness of their systems and working methods, as well as clear examples for researchers aiming to analyse and understand the effectiveness of these systems. The final chapter reflects on changes in the current education landscape and discusses newer models of school inspections that fit within a more decentralized inspection system.

Wellbeing Equity and Education

Author: Jennifer Spratt
Publisher: Springer
ISBN: 331950066X
Format: PDF, ePub
Download Now
This book critically examines multiple discourses of wellbeing in relation to the composite aims of schooling. Drawing from a Scottish study, the book disentangles the discursive complexity, to better understand what can happen in the name of wellbeing, and in particular, how wellbeing is linked to learning in schools. Arguing that educational discourses have been overshadowed by discourses of other groups, the book examines the political and ideological policy aims that can be supported by different discourses of wellbeing. It also uses interview data to show how teachers and policy actors accepted, or re-shaped and remodelled the policy discourses as they made sense of them in their own work. When addressing schools’ responses to inequalities, discussions are often framed in terms of wellbeing. Yet wellbeing as a concept is poorly defined and differently understood across academic and professional disciplines such as philosophy, psychology, health promotion, and social care. Nonetheless, its universally positive connotations allow policy changes to be ushered in, unchallenged. Powerful actions can be exerted through the use of soft vocabulary as the discourse of wellbeing legitimates schools’ intervention into personal aspects of children’s lives. As educators worldwide struggle over the meaning and purpose of schooling, discourses of wellbeing can be mobilised in support of different agendas. This book demonstrates how this holds both dangers and opportunities for equality in education. Amartya Sen’s Capability Approach is used to offer a way forward in which different understandings of wellbeing can be drawn together to offer a perspective that enhances young people’s freedoms in education and their freedoms gained through education.