Titlebook: Educational Authorities and the Schools; Organisation and Imp Helene Ärlestig,Olof Johansson Book 2020 The Editor(s) (if applicable) and Th

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California, USA: “The California Way”: The Golden State’s Promise to Empower Principals and De-emphaheir goals as, despite their good intentions and the reform’s great promise, these aims and the entire reform itself may prove to be too complex for effective implementation. Finally, the chapter examines possible adjustments to the role of the school leader as a result of the reform, specifically i

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Minnesota, USA: Minnesota: Finance and Policy in a High Performing U.S. Statends versus maintaining local control; and (3) it has increased state legislative response to national discourses. Minnesota also represents our contention that there are 50 distinct structures and patterns of educational governance in the United States. While systemic reform has been the mantra for

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South Carolina, USA: Educational Authorities and the Schools: Conflict and Cooperation in South Caroevel educational authorities in one U.S. state. In particular, the aim of this study is to understand how the lack of interaction between education authorities and practitioners around the development and implementation of the policy resulted in conflict. We conclude the chapter with an example of a

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https://doi.org/10.1007/978-1-4020-5032-9the education system is given. International influences are considered and analysed, particularly in relation to policy making by the Scottish Government. Various theoretical frameworks are used for analysis and the chapter concludes by considering the limitations of minority government on education.

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Educational Governance Researchhttp://image.papertrans.cn/e/image/302577.jpg

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Scotland: The Scottish School Systemthe education system is given. International influences are considered and analysed, particularly in relation to policy making by the Scottish Government. Various theoretical frameworks are used for analysis and the chapter concludes by considering the limitations of minority government on education.

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A. Pinet,D. Lyonnet,P. Maillet,J. M. Groleaurch has looked at what happens in schools and classrooms. At the same time, national governance and politics as well as local prerequisites are well-known to influence schools and their results to a high degree. Societal priorities, problems and traditions provide variety in how governance is execut