Bridging Educational Leadership, Curriculum Theory and Didaktik : (Record no. 306776)
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| fixed length control field | 12323nam a22004813i 4500 |
| 001 - CONTROL NUMBER | |
| control field | EBC6422909 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240122001311.0 |
| 006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS | |
| fixed length control field | m o d | |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
| fixed length control field | cr cnu|||||||| |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 231124s2017 xx o ||||0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9783319586502 |
| Qualifying information | (electronic bk.) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| Canceled/invalid ISBN | 9783319586489 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (MiAaPQ)EBC6422909 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (Au-PeEL)EBL6422909 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (OCoLC)1013477805 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | MiAaPQ |
| Language of cataloging | eng |
| Description conventions | rda |
| -- | pn |
| Transcribing agency | MiAaPQ |
| Modifying agency | MiAaPQ |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LB2806.15 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Uljens, Michael. |
| 245 10 - TITLE STATEMENT | |
| Title | Bridging Educational Leadership, Curriculum Theory and Didaktik : |
| Remainder of title | Non-Affirmative Theory of Education. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 1st ed. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Cham : |
| Name of producer, publisher, distributor, manufacturer | Springer International Publishing AG, |
| Date of production, publication, distribution, manufacture, or copyright notice | 2017. |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Date of production, publication, distribution, manufacture, or copyright notice | �2017. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 1 online resource (483 pages) |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Content type code | txt |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Media type term | computer |
| Media type code | c |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | online resource |
| Carrier type code | cr |
| Source | rdacarrier |
| 490 1# - SERIES STATEMENT | |
| Series statement | Educational Governance Research Series ; |
| Volume/sequential designation | v.5 |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Intro -- Foreword by William F. Pinar -- References -- Foreword by Carolyn M. Shields -- References -- Foreword by Tomas Englund -- Contents -- Part I: Re-theorizing the Field: Foundations of a Research Program -- Chapter 1: Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership -- Challenges for Policy, Educational Leadership Research, Curriculum Theory and Didaktik -- Approach and Guiding Questions -- The Modern Roots of Education: Cultural-Historical Grounding of Theory -- The Return of Cosmopolitanism and Nationalism -- A Comparative Perspective -- Aim of This Chapter -- Theorizing in Didaktik and Curriculum Studies -- Historical Developments: From Pre-modern to Modern Didaktik -- Didaktik as Theory About Educational Interaction -- Didaktik as Theory About the Relation Between Education and Society -- Sociocultural Reproduction and Transformation Perspectives in Curriculum and Didaktik -- Post-Structuralism and Merging of Traditions: Postmodern Epistemology -- Didaktik, Curriculum and Educational Leadership -- Educational Leadership: Theoretical Roots and Empiricism -- National Contexts for Educational Leadership Research in the USA and Europe -- Theory Versus Theorizing: Disconnected Roots of Leadership Studies -- Social Reproduction and Social Transformation -- The Empirical Turn -- Systems-Theoretical and Functionalist Research into Educational Leadership -- Critical, Transformative Oriented Approaches -- Interpretive or Hermeneutic Approaches -- Leadership as a Multi-level and Transnational Phenomenon -- Conclusions Regarding Curriculum, Didaktik and Educational Leadership -- Different Focus and Concepts on Different Levels -- Reproduction and Transformations Oriented Approaches Dominate -- Leadership and Didaktik/Curriculum: Mutual More and Less Blind Spots. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Beyond Prescription and Description? -- Non-affirmative Education Theory: Bridging Traditions and Grounding Comparative Research -- Theory of Bildung and Theory of Education -- Didaktik and Education -- Epistemology or Ontology First? -- Ethics -- Education as a Discipline of Its Own -- Three Questions as Core Topics -- Understanding Pedagogical Interaction -- How Pedagogical Interaction is Explained: Summoning to Self-­Activity and Bildsamkeit -- Non-affirmative Theory and Critical Hermeneutics -- The Other and Summons as Responsible Response -- A Non-hierarchical Relation Between Education and Politics, Economy and Culture -- Organizational and Institutional Theories: Leaders and Actors -- Discursive Institutionalism -- Cosmopolitanism as an Educational Ideal and as Transnational Relations in an Increasingly Plural World -- Educational Core Concepts for Understanding Intercultural and International Relations -- Toward a Non-affirmative Hermeneutic Approach for Studying Educational Leadership, Curriculum and Didaktik -- Overview of Book Structure -- An Invitation to a Cross-National Dialogue -- References -- Part II: Transnational Developments Challenging Leadership and Curriculum -- Reference -- Chapter 2: Neo-liberal Governance Leads Education and Educational Leadership Astray -- Introduction -- New State Model -- Influences from Supra- and Transnational Agencies -- Governance and Leadership -- Social Technologies: Governing by Numbers -- Education Is Also About Content -- Organisation or Organising -- Diverse Visions of Education -- Democratic Bildung for Deliberation: The Core of Education and Schooling -- Conclusion -- References -- Chapter 3: Lead Learner or Head Teacher? Exploring Connections Between Curriculum, Leadership and Evaluation in an 'Age of Measurement' -- Introduction -- Leadership for What?. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Education, Measurement and the Professions -- In Conclusion -- References -- Chapter 4: Against the Epistemicide. Itinerant Curriculum Theory and the Reiteration of an Epistemology of Liberation -- References -- Part III: Curriculum Theory and Didaktik in US and Europe -- Chapter 5: The Didaktik/Curriculum Dialogue: What Did We Learn? -- The Centrality of Content -- Levels of Curriculum Discourse -- Societal Level Curriculum Discourse -- Institutional Curriculum Discourse -- Classroom Enactment -- Summary -- References -- Chapter 6: School Leadership as Gap Management: Curriculum Traditions, Changing Evaluation Parameters, and School Leadership Pathways -- Introduction -- The German Tradition of Didaktik -- Changing Times -- School Leadership as Gap Management -- School Leaders as a Target for Educational Policies -- The Implementation of Educational Standards and National Testing in Austria -- Mixed Messages: School Leaders Re-framing the Feedback from National Testing: Results from the Interview Study -- Gap Management in Testing Times -- References -- Chapter 7: Curriculum Theory in Contestation? American Curriculum, European Didaktik, and Chinese Wisdom Traditions as Hybrid Platforms for Educational Leadership -- Introduction -- A Brief Intellectual History of Present Transnational Education and Curriculum Policy and Leadership Crisis -- The Sputnik Shock and the "Educationalization of the Cold War" as a Precursor for the Current Neoliberal Education Policy -- Travelling Curriculum Discourses: From Herbart to American Psychologized Curriculum -- Neoliberal Cause as the Rule of Education -- Toward Genuine Theorization and Reactivation of the Past in Education: The Educational Landscape of Internationalization Between West and East (China) as a Reaction to Neoliberal Globalization -- References. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Part IV: Leadership, Didaktik, and Curriculum Studies -- Chapter 8: Forging the Needed Dialogue Between Educational Leadership and Curriculum Inquiry: Placing Social Justice, Democracy, and Multicultural Perspectives into Practice -- Overview -- Where We Are -- Understanding USA Uniqueness: The USA Philosophy and Culture of Pragmatism -- Re-examining USA Histories as an Unfinished Agenda -- The Emergence of Public Education -- An Historical Convergence -- The Way Forward: A Tentative USA Framework -- Curriculum Options for Democracy, Multiculturalism, and Social Justice -- Conclusions for Complicated Conversations That Must Result in Action -- References -- Chapter 9: Curriculum and School Leadership - Adjusting School Leadership to Curriculum -- Introduction -- School Leadership in Germany -- Curriculum in Germany -- A Brief Historical Look at Recent Curriculum History -- Empirical Insights: Preferences and Strains in School Leadership Practices and the Importance of Curriculum -- Instructional Leadership -- Organizational Education -- Conclusion -- References -- Chapter 10: Teachers and Administrators as Lead Professionals for Democratic Ethics: From Course Design to Collaborative Journeys of Becoming -- Introduction -- Jim Henderson: Course Design -- Finding a Middle Way -- Pedagogical Roots -- The Interplay of Administrative and Teacher Leadership -- Conclusion -- References -- Chapter 11: Codification of Present Swedish Curriculum Processes: Linking Educational Activities over Time and Space -- Introduction -- Changes in the Swedish Educational System -- The Swedish Democratic Welfare State -- Changes in Governance on Both Vertical and Horizontal Axes -- Two Waves of Reforms -- From Frame Factor Theory to Code, Context and Curriculum Processes -- Social Engineering: A Basis for Curriculum Studies. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Educational Policy, School Development and Curriculum Research -- The Frame Factor Theory: A Step Towards Educational Sociology -- Curriculum Codes: The Socio-economic and Historical Context of Education -- Curriculum as a Political Problem and the Linguistic Turn -- Curriculum as a Sociological Problem and Phenomenography -- Curriculum as a Governance Problem -- Educational Leadership in a Curriculum Tradition -- Steering, Leading and Leadership: Context Dependent Concepts? -- Codes, Arenas, Curriculum Processes and Leading -- Research on Curriculum Processes and Leading -- Key Actors for Leading -- Case I: A Shifting National Assessment Culture -- Assessment Cultures and Key Actor Arenas -- Assessment: A Multilevel and Multifunctional Phenomenon -- Assessment: A Boundary Object Connecting Actors, Activities and Places -- International Large-Scale Assessments as Practice and Discourse -- Grading, Leaving Certificates and Exams -- National Tests: Professional Guidance or Guardian of the Meritocratic Ideology -- Reformed Tasks and Activities for National Agencies -- Case II: Curriculum Leadership in a Changing Educational Landscape -- National Demands on Cooperation -- Leading and Communication in Different Local Contexts -- Multilevel Structures of Leading in Municipalities -- Curriculum and Leadership Research: Concluding Remarks -- The Context of Education in the New Millennium -- The Changing Educational System of Governance, Framing and Steering -- The Comparative Curriculum Code -- Looking into the Future: Research to Come -- References -- Chapter 12: Rethinking Authority in Educational Leadership -- Introduction -- Relationships -- Parrhesia -- Conclusion -- References -- Part V: Discursive and Multi-level Perspectives -- Chapter 13: National Curriculum Development as Educational Leadership: A Discursive and Non-affirmative Approach. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Introduction. |
| 588 ## - SOURCE OF DESCRIPTION NOTE | |
| Source of description note | Description based on publisher supplied metadata and other sources. |
| 590 ## - LOCAL NOTE (RLIN) | |
| Local note | Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. |
| 655 #4 - INDEX TERM--GENRE/FORM | |
| Genre/form data or focus term | Electronic books. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Ylimaki, Rose M. |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY | |
| Relationship information | Print version: |
| Main entry heading | Uljens, Michael |
| Title | Bridging Educational Leadership, Curriculum Theory and Didaktik |
| Place, publisher, and date of publication | Cham : Springer International Publishing AG,c2017 |
| International Standard Book Number | 9783319586489 |
| 797 2# - LOCAL ADDED ENTRY--CORPORATE NAME (RLIN) | |
| Corporate name or jurisdiction name as entry element | ProQuest (Firm) |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE | |
| Uniform title | Educational Governance Research Series |
| 856 40 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://ebookcentral.proquest.com/lib/bacm-ebooks/detail.action?docID=6422909">https://ebookcentral.proquest.com/lib/bacm-ebooks/detail.action?docID=6422909</a> |
| Public note | Click to View |
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