الصفحة 1
الصفحة 1
New Paradigm for Re-engineering Education : Globalization, Localization and Individualization
In response to the challenges of globalization and local development, educational reforms are inevitably becoming one of the major trends in the Asia-Pacific Region or other parts of the world. Based on the most recent research and international observations, this book aims to present a new paradigm including various new concepts, frameworks and theories for reengineering education. It can provide educators, school leaders and practitioners, educational officials, change agents, researchers, and policy-makers with a comprehensive new perspective to implement educational reforms, enhance leadership, and change school management in a context of globalization, localization and individualization.
International Handbook on Globalisation, Education and Policy Research : Global Pedagogies and Policies
The aim of this Handbook is to present a global overview of developments in education and policy change during the last decade. It has the objective of providing both a strategic education policy statement on recent shifts in education and policy research globally and offers new approaches to further exploration, development and improvement of education and policy making.attempts to address some of the above issues and problems confronting educators and policy makers globally. Different articles seek to conceptualize the on-going problems of education policy formulation and implementation, and provide a useful synthesis of the education policy research conducted in different countries, and practical implications.
International handbook of educational policy
This Handbook presents contemporary and emergent trends in educational policy research, in over ?fty chapters written by nearly ninety leading researchers from a number of countries. It is organized into ?ve broad sections which capture many of the current dominant educational policy foci and at the same time situate current understandings historically, in terms of both how they are conceptualized and in terms of past policy practice. The chapters themselves are empirically grounded, providing illustrations of the conceptual implications c- tained within them as well as allowing for comparisons across them. The se- re?exivity within chapters with respect to jurisdictional particularities and c- trasts allows readers to consider not only a range of approaches to policy analysis but also the ways in which policies and policy ideas play out in di?erent times and places. The sections move from a focus on prevailing policy tendencies through increasingly critical and ‘‘outsider’’ perspectives on policy.
Intelligent Leadership : Constructs for Thinking Education Leaders
This book pulls together the thinking of 16 educators with diverse backgrounds and experiences, all of whom hold keen interests in harnessing the forces that can improve educational opportunity for students. Becoming an effective education leader requires more than a passing knowledge of leadership theory; it also requires knowledge of what works in education and an on-going commitment to thinking about how leadership dynamics and pedagogical theory intersect within contextual realities. Intelligent Leadership: Constructs for Thinking Education Leaders is intended to stimulate the thinking of every educator who aspires to influence decision-making and to provide direction to their school, district or institution.
Changing Education : Leadership, Innovation and Development in a Globalizing Asia Pacific
This book responds to the growing unease of educators and non-educators alike about the inadequacy of most current educational systems and programs to meet sufficiently the demands of fast changing societies. These systems and programs evolved and were developed in and for societies that have long been transformed, and yet no parallel transformation has taken place in the education systems they spawned. In the last twenty years or so, other sectors of society, such as transportation and communications systems, have radically changed the way they operate, but education has remained essentially the same. There is no doubt: education needs to change.
Bridging Educational Leadership, Curriculum Theory and Didaktik : Non-affirmative Theory of Education
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.
