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Bridging Educational Leadership, Curriculum Theory and Didaktik

Overview of attention for book
Cover of 'Bridging Educational Leadership, Curriculum Theory and Didaktik'

Table of Contents

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    Book Overview
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    Chapter 1 Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership
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    Chapter 2 Neo-liberal Governance Leads Education and Educational Leadership Astray
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    Chapter 3 Lead Learner or Head Teacher? Exploring Connections Between Curriculum, Leadership and Evaluation in an ‘Age of Measurement’
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    Chapter 4 Against the Epistemicide. Itinerant Curriculum Theory and the Reiteration of an Epistemology of Liberation
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    Chapter 5 The Didaktik/Curriculum Dialogue: What Did We Learn?
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    Chapter 6 School Leadership as Gap Management: Curriculum Traditions, Changing Evaluation Parameters, and School Leadership Pathways
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    Chapter 7 Curriculum Theory in Contestation? American Curriculum, European Didaktik, and Chinese Wisdom Traditions as Hybrid Platforms for Educational Leadership
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    Chapter 8 Forging the Needed Dialogue Between Educational Leadership and Curriculum Inquiry: Placing Social Justice, Democracy, and Multicultural Perspectives into Practice
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    Chapter 9 Curriculum and School Leadership – Adjusting School Leadership to Curriculum
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    Chapter 10 Teachers and Administrators as Lead Professionals for Democratic Ethics: From Course Design to Collaborative Journeys of Becoming
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    Chapter 11 Codification of Present Swedish Curriculum Processes: Linking Educational Activities over Time and Space
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    Chapter 12 Rethinking Authority in Educational Leadership
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    Chapter 13 National Curriculum Development as Educational Leadership: A Discursive and Non-affirmative Approach
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    Chapter 14 Curriculum and Leadership in Transnational Reform Policy: A Discursive-Institutionalist Approach
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    Chapter 15 Curriculum Theory, Didaktik, and Educational Leadership: Reflections on the Foundations of the Research Program
Attention for Chapter 1: Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership
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Citations

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Summary Dimensions citations
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Chapter title
Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership
Chapter number 1
Book title
Bridging Educational Leadership, Curriculum Theory and Didaktik
Published by
Springer, Cham, January 2017
DOI 10.1007/978-3-319-58650-2_1
Book ISBNs
978-3-31-958648-9, 978-3-31-958650-2
Authors

Michael Uljens, Rose M. Ylimaki

View on publisher site
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 46 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 46 100%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 5 11%
Lecturer 5 11%
Student > Doctoral Student 5 11%
Student > Master 4 9%
Researcher 3 7%
Other 9 20%
Unknown 15 33%
Readers by discipline Count As %
Arts and Humanities 9 20%
Social Sciences 7 15%
Business, Management and Accounting 2 4%
Philosophy 2 4%
Mathematics 2 4%
Other 10 22%
Unknown 14 30%

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