藕床生厌倦
发表于 2025-3-23 10:52:26
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Promotion
发表于 2025-3-23 14:14:38
Andrea M. Beck Ph.D.,John W. Robinson Ph.D.luding school boards and their role with regard to principals, are also described, along with the existing governance practices. The findings of qualitative research conducted in Montenegro are compared to the recommendations from literature, describing the educational landscape and practices of cou
广口瓶
发表于 2025-3-23 21:52:53
Book 2019ic-Baltic region. While individual countries from the Nordic-Baltic region are praised for their educational achievements, the SEE region could be considered as a (post)transitional landscape: these two educational contexts present their own unique challenges, notably international benchmarking and
单色
发表于 2025-3-23 23:46:07
Tourism: Counting the Overlooked,tructure for leadership development in terms of objectives, results and impact based on the example of the ‘Time for Leaders’ project—and ends with some generalisations on how to have a positive impact on ongoing change in educational reform in a small country.
捕鲸鱼叉
发表于 2025-3-24 04:37:41
Lithuanian Education Policy for School Leadershiptructure for leadership development in terms of objectives, results and impact based on the example of the ‘Time for Leaders’ project—and ends with some generalisations on how to have a positive impact on ongoing change in educational reform in a small country.
独轮车
发表于 2025-3-24 09:26:27
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凶残
发表于 2025-3-24 13:31:13
on often neglected educational contexts to analyse the chalThis book analyzes the challenges of developing and implementing effective policies for educational leadership in South-East Europe (SEE) and the Nordic-Baltic region. While individual countries from the Nordic-Baltic region are praised for
atopic-rhinitis
发表于 2025-3-24 17:57:28
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出价
发表于 2025-3-24 20:59:31
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dowagers-hump
发表于 2025-3-24 23:51:50
The Cyber Operational Environment, EU cannot exclude the context of internationalisation, globalisation or Europeanisation. It is important to analyse the normative framework set by international organisations (UNESCO, the OECD, the EU). Finally, the chapter offers a review of ideal-type models for the comparative analysis of education policies in reference to school leadership.