Bridging Educational Leadership Curriculum Theory And Didaktik

Author : Michael Uljens,Rose M. Ylimaki
Publisher : Springer
Page : 474 pages
File Size : 54,9 Mb
Release : 2017-10-04
Category : Education
ISBN : 9783319586502

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Bridging Educational Leadership, Curriculum Theory and Didaktik by Michael Uljens,Rose M. Ylimaki Pdf

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.

Author : Michael Uljens,Rose M Ylimaki
Publisher : Unknown
Page : 482 pages
File Size : 52,6 Mb
Release : 2020-10-08
Category : Education
ISBN : 1013268385

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Bridging Educational Leadership, Curriculum Theory and Didaktik by Michael Uljens,Rose M Ylimaki Pdf

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. This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.

Author : Michael Uljens,Rose M. Ylimaki
Publisher : Unknown
Page : 474 pages
File Size : 40,9 Mb
Release : 2017
Category : Education
ISBN : OCLC:1327754413

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Briding Educational Leadership, Curriculum Theory and Didaktik by Michael Uljens,Rose M. Ylimaki Pdf

Annotation 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.

Author : Wesley Null
Publisher : Rowman & Littlefield Publishers
Page : 346 pages
File Size : 52,9 Mb
Release : 2011-03-16
Category : Education
ISBN : 9781442209169

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Curriculum by Wesley Null Pdf

Curriculum: From Theory to Practice introduces readers to curriculum theory and how it relates to classroom practice. Wesley Null provides a unique organization of the curriculum field into five traditions: systematic, existential, radical, pragmatic, and deliberative. He discusses the philosophical foundations of curriculum as well as historical and contemporary figures who have shaped each curriculum tradition. Additionally, after a chapter on each of the five perspectives, Null presents case studies that describe realistic and specific curriculum problems that commonly arise within elementary schools, middle schools, high schools, and universities. Scholars and practitioners alike are given opportunities to practice resolving curriculum problems through deliberation. Each case study focuses on a critical issue such as the implementation of state curriculum standards, the attempt to reform core curriculum within universities, and the complex practice of curriculum making.

Author : Rose M. Ylimaki
Publisher : Springer Nature
Page : 185 pages
File Size : 50,8 Mb
Release : 2022
Category : Comparative education
ISBN : 9783030768379

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Evidence-Based School Development in Changing Demographic Contexts by Rose M. Ylimaki Pdf

This Open Access book features a school development model (Arizona Initiative for Leadership Development and Research AZiLDR) that offers a roadmap for schools to navigate the complexities of continuous school development. Filled with processes that balance evidence-based values with democratic, culturally responsive values, this book offers strategies to mediate the tensions and to address school culture, context and values, leadership capacity, using data as a source of reflection, curricular and pedagogical activity, and strengths-based approaches to meeting the needs of culturally diverse students. You will find: - Active, reflective activities - Case studies illustrating each concept - The research base supporting each concept - Descriptions of processes from other contexts (South Carolina, Germany, Australia, Sweden) - Thoughts about next steps for contextually sensitive and multi-level school development - Suggestions for cross-national dialogue and research within the Zone of Uncertainty Use this ideal source to guide school leadership teams in creating productive schools that continually grow!

Author : Mompati Dennis Balebetse
Publisher : GRIN Verlag
Page : 7 pages
File Size : 45,9 Mb
Release : 2021-04-19
Category : Education
ISBN : 9783346389534

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Educational Leadership. Leading educational curriculum by Mompati Dennis Balebetse Pdf

Essay from the year 2020 in the subject Pedagogy - The Teacher, Educational Leadership, grade: A., University of Botswana (Gaborone. BOTSWANA), course: Educational Leadership, language: English, abstract: I have realized that Curriculum Leadership is a complex and demanding practice, which goes beyond the research and disciplinary expertise of the curriculum leader. In this course I examined the diverse and often contentious field of curriculum studies. I have learned about curriculum theory and practice within the broader sociopolitical context, drawing upon real case studies from across the world. I was able to examine the work of educators and curriculum theorists, both past and present, which have contributed and/or continue to knowledge within the field. Through this course I was encouraged to adopt a creative viewpoint, examining key issues and past reforms efforts through new and alternative vantage point. I also gained fundamental skills and knowledge towards curriculum theory and practice with my professional environment. It is against this background that this paper reflects on the course, reflection activities will be used to show my reflections.

Author : Wendy Leigh Samford
Publisher : Wipf and Stock Publishers
Page : 158 pages
File Size : 40,7 Mb
Release : 2016-07-12
Category : Philosophy
ISBN : 9781498281164

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Out of the Dark by Wendy Leigh Samford Pdf

Out of the Dark is a call for teacher leaders to take a stand against the current neoliberal take over of our educational system today. This book investigates where this political power hold began, theorizes why is it so hard for us to change what is happening, and then explores theory into practice for supporting the development of a democratic curriculum. Out of the Dark highlights example schools in various states that are fighting the monopoly of standardization by implementing their own version of visionary democratic education. This book is purposefully heavy on references as to encourage teachers to become curriculum leaders through research and complicated conversation that they have with themselves and with each other. It is time to stand together against the over utilization and magnified importance of standardized testing in our educational system in the United States. The time is now to envision a democratic education based on an eclectic compilation of curriculum theory and fight for the significant educational contribution of our own professional wisdom, prompting democratic empowerment for our students.

Author : Michael Uljens
Publisher : Springer Nature
Page : 378 pages
File Size : 54,8 Mb
Release : 2023-07-14
Category : Education
ISBN : 9783031305511

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Non-affirmative Theory of Education and Bildung by Michael Uljens Pdf

Interpreting the modern heritage of ‘Bildung’ in connection to education theory, this open access volume explores non-affirmative theory of education and ‘Bildung’ as a language of education for the 21st century. In this ‘Bildung’-centered view of education, discerning thought on knowledge and values are critical objectives of education. To promote these aims, education practice must recognize but not affirm existing conditions or future ideals but instead pedagogically summon the student to self-directed critical treatment of the contents. Drawing on contemporary developments of modern education theory, especially as developed by Dietrich Benner in Berlin, the volume highlight how ‘educative teaching’ aims at supporting the growth of the individual as a person and citizen. The volume shows how it is possible to identify a position beyond education either as a mere transformative or a reproductive power. Instead of such an instrumentalism, education is seen as a critical societal practice, necessary for reflexive action and democracy. In different ways, the chapters demonstrate how non-affirmative theory offer an alternative to contemporary neo-liberal and conservative policies. The non-affirmative approach offers a strong education theory, relationally connecting the interactive level of teaching, studying and learning with the societal level and educational governance. Non-affirmative theory on education and ‘Bildung’ provides an elaborate point of departure for empirical research on teaching and educational leadership, teacher education and policy making. In five sections, the volume highlights how non-affirmative education theory relate to Didaktik, educative teaching, school didactics, democratic education and social justice. The approach is also analysed in relation to phenomenology, sociology, hermeneutics, cultural-historical activity theory, discursive institutionalism, empirical research, educational leadership and governance and 21st century competencies. Chapter “On Affirmativity and Non-affirmativity in the Context of Theories of Education and Bildung” is available open access under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License via link.springer.com.

Author : William F. Pinar
Publisher : Routledge
Page : 300 pages
File Size : 49,9 Mb
Release : 2012-03-22
Category : Education
ISBN : 9781136860706

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What Is Curriculum Theory? by William F. Pinar Pdf

This primer for teachers (prospective and practicing) asks readers to question the historical present and their relation to it, and in so doing, to construct their own understandings of what it means to teach, to study, to become "educated" in the present moment. Curriculum theory is the scholarly effort – inspired by theory in the humanities, arts and interpretive social sciences – to understand the curriculum, defined here as "complicated conversation." Rather than the formulation of objectives to be evaluated by (especially standardized) tests, curriculum is communication informed by academic knowledge, and it is characterized by educational experience. Pinar recasts school reform as school deform in which educational institutions devolve into cram schools preparing for standardized exams, and traces the history of this catastrophe starting in 1950s. Changes in the Second Edition: Introduces Pinar’s formulation of allegories-of-the-present — a concept in which subjectivity, history, and society become articulated through the teacher’s participation in the complicated conversation that is the curriculum; features a new chapter on Weimar Germany (as an allegory of the present); includes new chapters on the future, and on the promises and risks of technology.

Author : Ian Westbury,Stefan Hopmann,Kurt Riquarts
Publisher : Routledge
Page : 343 pages
File Size : 43,7 Mb
Release : 2012-08-06
Category : Education
ISBN : 9781136601705

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Teaching As A Reflective Practice by Ian Westbury,Stefan Hopmann,Kurt Riquarts Pdf

This volume presents a mix of translations of classical and modern papers from the German Didaktik tradition, newly prepared essays by German scholars and practitioners writing from within the tradition, and interpretive essays by U.S. scholars. It brings this tradition, which virtually dominated German curricular thought and teacher education until the 1960s when American curriculum theory entered Germany--and which is now experiencing a renaissance--to the English-speaking world, where it has been essentially unknown. The intent is to capture in one volume the core (at least) of the tradition of Didaktik and to communicate its potential relevance to English-language curricularists and teacher educators. It introduces a theoretical tradition which, although very different in almost every respect from those we know, offers a set of approaches that suggest ways of thinking about problems of reflection on curricular and teaching praxis (the core focus of the tradition) which the editors believe are accessible to North American readers--with appropriate "translation." These ways of thinking and related praxis are very relevant to notions such as reflective teaching and the discourse on teachers as professionals. By raising the possibility that the "new" tradition of Didaktik can be highly suggestive for thinking through issues related to a number of central ideas within contemporary discourse--and for exploring the implications of these ideas for both teacher education and for a curriculum theory appropriate to these new contexts for theorizing, this book opens up a gold mine of theoretical and practical possibilities.

Author : Peter Pericles Trifonas
Publisher : Springer Nature
Page : 1001 pages
File Size : 53,9 Mb
Release : 2024-04-27
Category : Electronic
ISBN : 9783031211553

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Handbook of Curriculum Theory, Research, and Practice by Peter Pericles Trifonas Pdf

Author : Raisa Ahtiainen,Eija Hanhimäki,Jaana Leinonen,Mika Risku,Ann-Sofie Smeds-Nylund
Publisher : Springer Nature
Page : 387 pages
File Size : 51,5 Mb
Release : 2023-10-06
Category : Education
ISBN : 9783031376047

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Leadership in Educational Contexts in Finland by Raisa Ahtiainen,Eija Hanhimäki,Jaana Leinonen,Mika Risku,Ann-Sofie Smeds-Nylund Pdf

This open access book provides a comprehensive overview and in-depth coverage of contemporary aspects of leadership in the field of education in Finland. It brings together Finnish scholars to critically explore and discuss leadership in education in the context of the Finnish education system and in relation to international discourses around the topic. It discusses the phenomenon of leadership in educational contexts through several novel empirical and theoretical research designs. It includes themes such as distributed leadership and collaborative governance, changing aspects in the leadership profession, and contradictions in everyday organizational practices and realities. The work also combines conceptual discussions in educational and pedagogical leadership to analyze and to clarify the theoretical and conceptual multidimensionality and ambiguities.

Author : Ann Elisabeth Gunnulfsen,Helene Ärlestig,Merete Storgaard
Publisher : Springer Nature
Page : 190 pages
File Size : 42,7 Mb
Release : 2023-07-14
Category : Education
ISBN : 9783031331954

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Education and Democracy in the Nordic Countries by Ann Elisabeth Gunnulfsen,Helene Ärlestig,Merete Storgaard Pdf

This book discusses principals’ prerequisites and work within the five Nordic countries and focuses on schools as formal institutions that carry out functions delegated to them by the social collective. It includes a discussion about what kind of state policy demonstrates autonomy in Nordic schools, as well as the ways in which school leaders as sense makers in local schools possess and enact policy in a globalized economy and a changing world. The book draws both on a range of theoretical frameworks and educational leadership and policy research to provide multiple comparative perspectives of school leadership in the Nordic countries, the moral purpose of schooling, school governance and power relations, expectations towards school leadership, handling of crises, and cultures of trust. The chapters range from in depth-case studies and policy document analyses to large-scale data sets and literature reviews. All chapters have multiple messages for practitioners, policy makers and researchers as they seek to engage with school leadership as a core activity in times of societal changes. As democratic welfare states, the five Nordic countries have many similarities, but also differences which makes it interesting to understand more about various ways to strive towards democracy and well-educated citizens.

Author : Lisa Bass,William C. Frick,Michelle D. Young
Publisher : Routledge
Page : 335 pages
File Size : 45,9 Mb
Release : 2018-03-05
Category : Education
ISBN : 9781317420521

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Developing Ethical Principles for School Leadership by Lisa Bass,William C. Frick,Michelle D. Young Pdf

Co-published with UCEA, this new textbook tackles Standard #2 of the Professional Standards for Educational Leaders (PSEL)—Ethics and Professional Norms. This volume includes specific strategies for school leaders to develop knowledge and skills in supporting the learning and development of all students, as well as understanding the dynamics and importance of ethics in leadership practice. By presenting problem-posing cases, theoretical grounding, relevant research, implications for practice, and learning activities, this book provides aspiring leaders with the background, learning experiences, and analytical tools to successfully promote ethical leadership and student success in their contexts. Special features include: • Case Studies—provide an opportunity to practice ethical reasoning and engage in the discussion of complexities and debates within each case. • Learning Activites—a range of exercises help readers make connections to the PSEL standard. • Important Resources—includes resources that support and encourage students to explore each of the chapter’s elements.

Author : Bill Green,Per-Olof Erixon
Publisher : Springer Nature
Page : 285 pages
File Size : 51,6 Mb
Release : 2020-11-24
Category : Education
ISBN : 9783030559977

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Rethinking L1 Education in a Global Era by Bill Green,Per-Olof Erixon Pdf

This book brings together a range of scholars from 10 different countries to address the contemporary state of play in national standard language education – i.e. the L1 subjects. It seeks to understand the field from within a comparative-historical and transnational frame. Four thematic threads are woven through the volume: educationalisation; globalisation; pluriculturalism; and technologization. The chapters range over various aspects of L1 as a school subject: literature, language and literacy; reading and writing; media and digital technology; the dialogue between curriculum inquiry and Didaktik studies; the continuing relevance of Bildung; the significance of history and nation; and new challenges of culture and environment in the face of climate change. The book concludes with a reflection on the prospects for L1 education today and tomorrow, in a now thoroughly globalised context and, accordingly, deeply implicated in a necessary new project of nation re-building.