Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2020, Cilt: 5 Sayı: 2, 330 - 341, 02.10.2020
https://doi.org/10.30828/real/2020.2.1

Öz

Kaynakça

  • Moos, L. (2018). Educating and Leading for World Citizenship:Through Technocratic Homogenisation or Communicative Diversity? Nordic Journal of Comparative and International Education (NJCIE), 2(2-3), 7-24.
  • Moos, L. (2019a). Fra en dannelsesdiskurs mod en læringsmålstyret diskurs [From a Democratic Bildungs Discourse towards a Outcomes based Discourse]. In L. Moos (Ed.), Glidninger -‘usynlige’ forandringer inden for pædagogik og uddannelser. København: DPU ebooks.
  • Moos, L. (Ed.) (2019b). Glidninger - ‘Usynlige forandringer inden for pædagogik og uddannelser [Slidings - ‘Invisible’ transformations in education] (Vol. http://edu.au.dk/fileadmin/edu/Udgivelser/Eboeger/Ebog_-_Glidninger.pdf). Copenhagen: DPU.
  • Moos, L., Nihlfors, E., & Paulsen, J. M. (Eds.). (2018). Leading and organising education for citizenship of the world – through homogenisation or communicative diversity? (Vol. 2). Oslo: Nordic Journal of Comparative and International Education (NJCIE).
  • Moos, L., & Wubbels, T. (2018). General Education: Homogenised Education for the Globalized World? Zitschrift fürErziehungswissenshaft, 21(2), 241-258. Skott, P., & Nihlfors, E. (2015). Educational Leadership in Transition.Nordic Journal of Studies in Educational Policy, NordSTEP, 2015(3), https://www.tandfonline.com/doi/full/10.3402/nstep.v3401.3041 0.

The Critical Potential of Nordic School Leadership Research: Fundamental but Often Forgotten Perspectives

Yıl 2020, Cilt: 5 Sayı: 2, 330 - 341, 02.10.2020
https://doi.org/10.30828/real/2020.2.1

Öz

Many phrases used in education policy discussions are very vague. They are fluid signifiers that everybody can interpret and understand in their own way. They are useful when building political consensus or affirmation.
But the phrases are often too vague when trying to communicate and understand educa-tion and educational leadership because they obscure the elements in the phrase: who is the political agent, and what are the relations between policy, research, school and staff. They also hide the purposes of schooling, and the societal values and power in
the turna-round of political interests from education towards governance that are implicit in the ‘as skilled as they can be.’ It could have said as knowledgeable or as enlightened or autono-mous as they can be. These are some of the fundamental phenomena in education and leadership, and they seem to be forgotten.
With this special issue we want to put critical analyses into the centre of research again as we analyse some of the dilemmas and conflicts between remembered and forgotten in-sights in education research on policy, society, schools and educational leadership, and thus between diverse and often conflicting interpretations of – what is fundamental in Nordic contexts: Danish, Finnish, Islandic, Norwegian and Swedish – school leadership re-search

Kaynakça

  • Moos, L. (2018). Educating and Leading for World Citizenship:Through Technocratic Homogenisation or Communicative Diversity? Nordic Journal of Comparative and International Education (NJCIE), 2(2-3), 7-24.
  • Moos, L. (2019a). Fra en dannelsesdiskurs mod en læringsmålstyret diskurs [From a Democratic Bildungs Discourse towards a Outcomes based Discourse]. In L. Moos (Ed.), Glidninger -‘usynlige’ forandringer inden for pædagogik og uddannelser. København: DPU ebooks.
  • Moos, L. (Ed.) (2019b). Glidninger - ‘Usynlige forandringer inden for pædagogik og uddannelser [Slidings - ‘Invisible’ transformations in education] (Vol. http://edu.au.dk/fileadmin/edu/Udgivelser/Eboeger/Ebog_-_Glidninger.pdf). Copenhagen: DPU.
  • Moos, L., Nihlfors, E., & Paulsen, J. M. (Eds.). (2018). Leading and organising education for citizenship of the world – through homogenisation or communicative diversity? (Vol. 2). Oslo: Nordic Journal of Comparative and International Education (NJCIE).
  • Moos, L., & Wubbels, T. (2018). General Education: Homogenised Education for the Globalized World? Zitschrift fürErziehungswissenshaft, 21(2), 241-258. Skott, P., & Nihlfors, E. (2015). Educational Leadership in Transition.Nordic Journal of Studies in Educational Policy, NordSTEP, 2015(3), https://www.tandfonline.com/doi/full/10.3402/nstep.v3401.3041 0.
Toplam 5 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Articles
Yazarlar

Lejf Moos

Elisabet Nıhlfors Bu kişi benim

Jan Merok Paulsen Bu kişi benim

Yayımlanma Tarihi 2 Ekim 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 5 Sayı: 2

Kaynak Göster

APA Moos, L., Nıhlfors, E., & Paulsen, J. M. (2020). The Critical Potential of Nordic School Leadership Research: Fundamental but Often Forgotten Perspectives. Research in Educational Administration and Leadership, 5(2), 330-341. https://doi.org/10.30828/real/2020.2.1
AMA Moos L, Nıhlfors E, Paulsen JM. The Critical Potential of Nordic School Leadership Research: Fundamental but Often Forgotten Perspectives. REAL. Ekim 2020;5(2):330-341. doi:10.30828/real/2020.2.1
Chicago Moos, Lejf, Elisabet Nıhlfors, ve Jan Merok Paulsen. “The Critical Potential of Nordic School Leadership Research: Fundamental But Often Forgotten Perspectives”. Research in Educational Administration and Leadership 5, sy. 2 (Ekim 2020): 330-41. https://doi.org/10.30828/real/2020.2.1.
EndNote Moos L, Nıhlfors E, Paulsen JM (01 Ekim 2020) The Critical Potential of Nordic School Leadership Research: Fundamental but Often Forgotten Perspectives. Research in Educational Administration and Leadership 5 2 330–341.
IEEE L. Moos, E. Nıhlfors, ve J. M. Paulsen, “The Critical Potential of Nordic School Leadership Research: Fundamental but Often Forgotten Perspectives”, REAL, c. 5, sy. 2, ss. 330–341, 2020, doi: 10.30828/real/2020.2.1.
ISNAD Moos, Lejf vd. “The Critical Potential of Nordic School Leadership Research: Fundamental But Often Forgotten Perspectives”. Research in Educational Administration and Leadership 5/2 (Ekim 2020), 330-341. https://doi.org/10.30828/real/2020.2.1.
JAMA Moos L, Nıhlfors E, Paulsen JM. The Critical Potential of Nordic School Leadership Research: Fundamental but Often Forgotten Perspectives. REAL. 2020;5:330–341.
MLA Moos, Lejf vd. “The Critical Potential of Nordic School Leadership Research: Fundamental But Often Forgotten Perspectives”. Research in Educational Administration and Leadership, c. 5, sy. 2, 2020, ss. 330-41, doi:10.30828/real/2020.2.1.
Vancouver Moos L, Nıhlfors E, Paulsen JM. The Critical Potential of Nordic School Leadership Research: Fundamental but Often Forgotten Perspectives. REAL. 2020;5(2):330-41.


esci thomson reuters ile ilgili görsel sonucu     elsevier scopus logo ile ilgili görsel sonucueric logo ile ilgili görsel sonucu     26086 26088  26087 ulrich's periodical directory ile ilgili görsel sonucu