Titlebook: Bridging Educational Leadership, Curriculum Theory and Didaktik; Non-affirmative Theo Michael Uljens,Rose M. Ylimaki Book‘‘‘‘‘‘‘‘ 2017 The

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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

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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

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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

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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

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