Titlebook: Bridging Educational Leadership, Curriculum Theory and Didaktik; Non-affirmative Theo Michael Uljens,Rose M. Ylimaki Book‘‘‘‘‘‘‘‘ 2017 The

过于光泽

https://doi.org/10.1007/978-3-663-08122-7ws that school leaders in Germany regard themselves as education professionals deriving from the teaching profession. Instruction and pedagogical tasks and developing a collaborative school improvement culture is what they prefer. Administrative tasks and certain controlling aspects of management ar

covert

Umsatzsteuerfragen bei TX-Bankleistungenation, and overspecialization. Not surprisingly, such ways of thinking, acting, and being infiltrate our educational institutions and can have a dehumanizing effect on local teachers, their pedagogies, and their students (Noddings .; Nussbaum .). Such habits of mind and body can additionally reinfor

dearth

弄皱

摇曳的微光

Klaus Bellmann,Udo Mildenbergercourses and research. A transnational perspective on leadership confirms the applicability of reforms across geographical territories, relating to wider societal and cultural contexts. Following an institutional-discursive approach, we argue that the ways in which social and educational questions be

才能

Codification of Present Swedish Curriculum Processes: Linking Educational Activities over Time and S

与野兽博斗者

Bridging Educational Leadership, Curriculum Theory and DidaktikNon-affirmative Theo

气候

包租车船

良心

978-3-319-86446-4The Editor(s) (if applicable) and The Author(s) 2017