標(biāo)題: Titlebook: Bridging Educational Leadership, Curriculum Theory and Didaktik; Non-affirmative Theo Michael Uljens,Rose M. Ylimaki Book‘‘‘‘‘‘‘‘ 2017 The [打印本頁] 作者: Glitch 時(shí)間: 2025-3-21 18:24
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書目名稱Bridging Educational Leadership, Curriculum Theory and Didaktik被引頻次
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書目名稱Bridging Educational Leadership, Curriculum Theory and Didaktik讀者反饋
書目名稱Bridging Educational Leadership, Curriculum Theory and Didaktik讀者反饋學(xué)科排名
作者: Venules 時(shí)間: 2025-3-21 21:19
Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational socialization models typically result in instrumental notions of leadership and teaching, non-affirmative education theory, previously developed within German and Nordic education, instead views leadership and teaching as relational and hermeneutic, drawing on ontological core concepts of modern ed作者: 知識(shí)分子 時(shí)間: 2025-3-22 02:33
Lead Learner or Head Teacher? Exploring Connections Between Curriculum, Leadership and Evaluation inge of learning, learners?– and now also lead learners. While the notion of the lead learner suggests democratic and empowering relationships, I will argue?– mainly informed by a ‘Continental’ understanding of education (i.e. German ‘kritische P?dagogik’ and Philippe Meirieu’s French educational thou作者: 很是迷惑 時(shí)間: 2025-3-22 08:00
Against the Epistemicide. Itinerant Curriculum Theory and the Reiteration of an Epistemology of Libeunity..Drawing from key decolonial thinkers, this chapter examines the way Western eugenic curriculum of modernity created an abyssal thinking in which ‘this side’ of the line is legitimate and ‘the other side’ has been produced as ‘non-existent’ (Sousa Santos B, Another knowledge is possible. Verso作者: finite 時(shí)間: 2025-3-22 10:10
The Didaktik/Curriculum Dialogue: What Did We Learn?ght to life for US curriculum thought was a more fruitful understanding of content processes as (a) formation for community and society and (b) transformation to rich pedagogical potential. This chapter elaborates more fully the lines of similarity and difference between the didaktik and curriculum 作者: acrimony 時(shí)間: 2025-3-22 13:08
School Leadership as Gap Management: Curriculum Traditions, Changing Evaluation Parameters, and Scho the moment both traditions meet, e.g. by implementing in aDidaktik setting control patterns that historically have been developed within the curriculum tradition. For example, how do school leaders respond to the challenge of being measured by parameters that traditionally were none of their busine作者: Hearten 時(shí)間: 2025-3-22 17:32
Curriculum Theory in Contestation? American Curriculum, European Didaktik, and Chinese Wisdom Tradit sense, William Doll’s (1993) recognition of the Tyler Rationale’s (Basic principles of curriculum and instruction. Chicago University Press, Chicago, 1949) intellectual affinity to Descartes’s Method as a core of modernization is not incidental. Descartes’ s curriculum theory overtly co-equalizes b作者: wall-stress 時(shí)間: 2025-3-22 22:18 作者: Cytology 時(shí)間: 2025-3-23 05:01 作者: Processes 時(shí)間: 2025-3-23 09:29 作者: GOAT 時(shí)間: 2025-3-23 13:03 作者: 時(shí)間等 時(shí)間: 2025-3-23 15:01 作者: POWER 時(shí)間: 2025-3-23 21:11
Curriculum and Leadership in Transnational Reform Policy: A Discursive-Institutionalist Approachcourses and research. A transnational perspective on leadership confirms the applicability of reforms across geographical territories, relating to wider societal and cultural contexts. Following an institutional-discursive approach, we argue that the ways in which social and educational questions be作者: 妨礙議事 時(shí)間: 2025-3-23 22:55 作者: 史前 時(shí)間: 2025-3-24 03:14 作者: 驚奇 時(shí)間: 2025-3-24 07:05
https://doi.org/10.1007/978-3-8350-9524-3unity..Drawing from key decolonial thinkers, this chapter examines the way Western eugenic curriculum of modernity created an abyssal thinking in which ‘this side’ of the line is legitimate and ‘the other side’ has been produced as ‘non-existent’ (Sousa Santos B, Another knowledge is possible. Verso作者: 畢業(yè)典禮 時(shí)間: 2025-3-24 11:56
Schlussbetrachtung und Ausblick,ght to life for US curriculum thought was a more fruitful understanding of content processes as (a) formation for community and society and (b) transformation to rich pedagogical potential. This chapter elaborates more fully the lines of similarity and difference between the didaktik and curriculum 作者: 和藹 時(shí)間: 2025-3-24 16:34
https://doi.org/10.1007/978-3-8350-9524-3 the moment both traditions meet, e.g. by implementing in aDidaktik setting control patterns that historically have been developed within the curriculum tradition. For example, how do school leaders respond to the challenge of being measured by parameters that traditionally were none of their busine作者: 采納 時(shí)間: 2025-3-24 19:53 作者: CAB 時(shí)間: 2025-3-25 03:08 作者: 過于光澤 時(shí)間: 2025-3-25 05:01
https://doi.org/10.1007/978-3-663-08122-7ws that school leaders in Germany regard themselves as education professionals deriving from the teaching profession. Instruction and pedagogical tasks and developing a collaborative school improvement culture is what they prefer. Administrative tasks and certain controlling aspects of management ar作者: covert 時(shí)間: 2025-3-25 10:14
Umsatzsteuerfragen bei TX-Bankleistungenation, and overspecialization. Not surprisingly, such ways of thinking, acting, and being infiltrate our educational institutions and can have a dehumanizing effect on local teachers, their pedagogies, and their students (Noddings .; Nussbaum .). Such habits of mind and body can additionally reinfor作者: dearth 時(shí)間: 2025-3-25 11:42 作者: 弄皺 時(shí)間: 2025-3-25 19:41 作者: 搖曳的微光 時(shí)間: 2025-3-25 20:13
Klaus Bellmann,Udo Mildenbergercourses and research. A transnational perspective on leadership confirms the applicability of reforms across geographical territories, relating to wider societal and cultural contexts. Following an institutional-discursive approach, we argue that the ways in which social and educational questions be作者: 才能 時(shí)間: 2025-3-26 00:50
Codification of Present Swedish Curriculum Processes: Linking Educational Activities over Time and S作者: 與野獸博斗者 時(shí)間: 2025-3-26 05:04
Bridging Educational Leadership, Curriculum Theory and DidaktikNon-affirmative Theo作者: 氣候 時(shí)間: 2025-3-26 08:42 作者: 包租車船 時(shí)間: 2025-3-26 16:38 作者: 良心 時(shí)間: 2025-3-26 18:35
978-3-319-86446-4The Editor(s) (if applicable) and The Author(s) 2017作者: 清澈 時(shí)間: 2025-3-26 23:50 作者: 潔凈 時(shí)間: 2025-3-27 01:21 作者: 結(jié)構(gòu) 時(shí)間: 2025-3-27 07:49
Management von Strategieprozessen leadership, curriculum studies and Didaktik. We demonstrate the strengths of this framework by analyzing literature from educational leadership and curriculum theory/didaktik. In contrast to both socialization-oriented explanations locating curriculum and leadership within existing society, and tra作者: epicondylitis 時(shí)間: 2025-3-27 12:11
Schlussbetrachtung und Ausblick,ce management endangers the political and democratic processes at all levels. It influences education and educational leadership at their very core: the purpose of education is shifting from intending to raise autonomous and critical participants in democracies, to aiming to produce an affirmative a作者: 某人 時(shí)間: 2025-3-27 17:21 作者: MOTIF 時(shí)間: 2025-3-27 19:02 作者: 嫌惡 時(shí)間: 2025-3-28 00:26 作者: 地牢 時(shí)間: 2025-3-28 03:50
https://doi.org/10.1007/978-3-8350-9524-3eadership is an embedded activity, i.e. much depends on the underlying structure and culture of schooling. For instance, different traditions of defining schooling play a significant role in defining the role of school leaders. Therefore, it could be worthwhile to compare different traditions and cu作者: Yourself 時(shí)間: 2025-3-28 06:54 作者: palliate 時(shí)間: 2025-3-28 13:56
https://doi.org/10.1007/978-3-663-08122-7opted within specific community contexts. To this end, we identify four conceptualizations of curriculum that have been effected in the USA and explore the varied relationship between our two fields that each context portends. Our analysis demonstrates that only when both fields of study have come t作者: 聾子 時(shí)間: 2025-3-28 16:35 作者: jet-lag 時(shí)間: 2025-3-28 21:46 作者: Electrolysis 時(shí)間: 2025-3-29 02:14 作者: EPT 時(shí)間: 2025-3-29 04:31
Unternehmensnetzwerke und Kernkompetenzentheory of education and discursive institutionalism. The curriculum making process is perceived as a non-hierarchical educational leadership process where the National Board of Education (NBE) mediates and positions itself concerning (a) aims, (b) contents and (b) methods between transnational polic作者: Canopy 時(shí)間: 2025-3-29 08:56 作者: FLIC 時(shí)間: 2025-3-29 11:29 作者: 諷刺 時(shí)間: 2025-3-29 18:22 作者: Exposition 時(shí)間: 2025-3-29 21:06
Neo-liberal Governance Leads Education and Educational Leadership Astrayce management endangers the political and democratic processes at all levels. It influences education and educational leadership at their very core: the purpose of education is shifting from intending to raise autonomous and critical participants in democracies, to aiming to produce an affirmative a作者: RAG 時(shí)間: 2025-3-30 01:50
Lead Learner or Head Teacher? Exploring Connections Between Curriculum, Leadership and Evaluation inrge’ of schools with a number of other words, most recently, that of lead learner. While one could say that these are ‘only words’ they nonetheless have a significant impact on how the position, role and responsibility of the head teacher is being understood. This chapter analyzes these conceptual s作者: Nuance 時(shí)間: 2025-3-30 06:10 作者: 概觀 時(shí)間: 2025-3-30 10:24 作者: 吝嗇性 時(shí)間: 2025-3-30 16:24
School Leadership as Gap Management: Curriculum Traditions, Changing Evaluation Parameters, and Schoeadership is an embedded activity, i.e. much depends on the underlying structure and culture of schooling. For instance, different traditions of defining schooling play a significant role in defining the role of school leaders. Therefore, it could be worthwhile to compare different traditions and cu作者: 笨拙的你 時(shí)間: 2025-3-30 19:57
