Bücher der Reihe Policy Implications of Research in Education

Advanced Theories of Educational Leadership presents recent models of leadership and analyzes their components and implications in the educational context. Each chapter features the scholarly background of each model, its components, antecedents, and critically analyzes its values and application to educational institutions. Special attention is given to issues of social justice, equity, equality, anti-racism, and the like. This core text provides aspiring school leaders and administrators with each model theory, and tools for applying it with special attention to issues of social justice, equity, diversity, and anti-racism alike. The book designed in a form of a course textbook for postgraduate students in the field of Educational Leadership and Administration in studying each model. Also, it provides professors of educational leadership in teaching contents and methods in their courses about school leadership, school improvement, Educational Leadership Development, Superintendents' Qualification; School Leadership Professional Development, every chapter includes teaching tools, reflection questions and practice activities for students, in addition the book informs researchers, and policymakers aiming at promoting multi-faceted educational leadership for equity and excellence and robust models of leading, improving and changing schools.

This volume builds upon emergent understandings about educational leadership and policy in hopes of continuing to refine our understanding of what effective leadership means in linguistically and culturally diverse school contexts.

This volume brings together many of South Africa's leading scholars of education and covers the full range of South African schooling: from financing and policy reform to in-depth discussions of literacy, numeracy, teacher development and curriculum change.

This volume builds upon emergent understandings about educational leadership and policy in hopes of continuing to refine our understanding of what effective leadership means in linguistically and culturally diverse school contexts.

This book aims to make a contribution to the theory, research and practice on quality and equity in education by providing a comprehensive overview of these two dimensions of educational effectiveness and proposing a methodological instrument that may be used to measure the contribution that each school can make to promoting equity.

This book analyses accountability and quality policies relating to learning standards and examines their implications for assessment in higher education.

This book addresses policy research on homophobic and transphobic bullying in schools. It includes stories from policy makers on how the policies came to be (through lawsuits, ministerial inquiries and political activism), right through to the stories of students themselves and how they individually felt the impacts of policies or policy lacks.

This book explores the dynamics of curriculum policy processes involved in the adoption, production and enactment of the International Baccalaureate Primary Years Programme (IBPYP), accredited by the International Baccalaureate Organization (IBO).

This book examines immigrant student achievement and education policy across a range of Western nations. It is divided into 3 sections: Part 1 introduces the topic of immigrant student achievement and the performance disadvantage that is consistently reported across a range of international jurisdictions.

This volume brings together many of South Africa's leading scholars of education and covers the full range of South African schooling: from financing and policy reform to in-depth discussions of literacy, numeracy, teacher development and curriculum change.

This book examines immigrant student achievement and education policy across a range of Western nations. It is divided into 3 sections: Part 1 introduces the topic of immigrant student achievement and the performance disadvantage that is consistently reported across a range of international jurisdictions.

This edited volume focuses on how international education policy, set by international policymakers and donors, influences local education policy in developing countries.

This book includes a set of rigorous and accessible studies on the topic of ¿research evidence¿ from a variety of levels and educational vantage points. It also provides the reader with thoughtful commentaries from leading thinkers in the field. The complex process of acquiring, interpreting, and using research evidence makes for a rich and under examined area in educational research, practice and policymaking. Policy makers, practitioners and scholars are in need of additional knowledge and practical steps in terms of the uptake of evidence into practice. In addition, sharpening understanding in terms of the ways in which research evidence is shaped or adapted at different educational levels (school, district, state, federal) as well the factors that support or constrain the acquisition and use of research evidence is of immediate use. While professional support for evidence-based practice in schools has never been stronger, credible research has found only weak large-scale effects. This book provides us with key insights about the nature of this problem and a comprehensive approach to its solution; it is a major step toward realizing the considerable potential for school improvement of reciprocal working relationships among policy, practice and research communities. Ken Leithwood, Emeritus Professor, OISE/University of TorontoThe problem of scant research use at school sites is old, but the federal to classroom level scope of this book is unique. The authors' analysis of the current status leads to despair, but they provide a clear and compelling path forward. Michael Kirst, Professor Emeritus, Stanford University; President, California State Board of Education.We have come a long way since the linear "Research, Dissemination, Utilization" models of knowledge use of  the 1970s and 80s.  Each chapter in this book lays out new directions for understanding how individuals, relationships andsystems advance or impede the movement of new ideas into policy/practice. Taken together, they redefine knowledge use as a dynamic process that affects and is affected by specific characteristics of the social structures in which is occurs.  It is a "must read" both for those interested in educational change and organizational theory. Karen Seashore Louis, Regents Professor, University of Minnesota

This book presents a detailed analysis of the educational model in Nordic European countries. It may be argued from a new institutional perspective that the main structures of the Nordic educational model will sustain as long as the deeply rooted Nordic culture survives in the globalised society.

This edited volume focuses on how international education policy, set by international policymakers and donors, influences local education policy in developing countries.

Controversies in Education

Using Research Evidence in Education