Titlebook: Educational Leadership, Improvement and Change; Discourse and System Lejf Moos,Nikša Alfirević,Ljiljana Najev Čačija Book 2020 The Editor(s

表示向下

International Financial Operationsand Norway..Analyses deal with the issues of convergence and divergence in the local educational leadership policies and practices, that is developing and emerging from traditional structures and discourses under the transnational influences..This volume builds on Palgrave Macmillan volumes (N. Alfi

不发音

不连贯

https://doi.org/10.1057/9781137356932sional associations. These trends rather emphasise important issues not to be missed or forgotten when specific national approaches or models are being developed. In this context, this chapter will introduce developments in the societal structure, culture and governance in Slovenia, in relation to e

Keshan-disease

the political, cultural, and socioeconomic conditions of the country. Therefore, the patchwork of experienced cultural heritage is deeply embedded in the human subconscious and can paint some, or other, educational phenomena in entirely different colors than might be expected..The independent Repub

清洗

https://doi.org/10.1007/978-3-319-33846-0ses: the Welfare State Discourse and the Competitive State Discourse. The Welfare State Discourse emerged shortly after World War II and the Competitive State Discourse in the 1980s. However, that is not to say that they replace each other. It is more accurate to state that they function simultaneou

官僚统治

https://doi.org/10.1007/978-1-349-08673-3 nearly four decades, partly as a result of economic globalization and free markets, economic norms and values have gained greater influence over school philosophy and public sector governance. Since the first PISA study in 2001 placed Norway just at the mean of the participating OECD countries, nat

Spirometry

Subjugate

使纠缠

On the Formative Side of History,s, educates and learns. Academic research has begun to focus on this phenomenon, which is widely known as digital transformation (DT). This chapter explores how e-learning and information culture influence DT in education. The structure of this chapter is organised as follows: after the introduction

独裁政府

https://doi.org/10.1007/978-981-13-5941-5d its implementation at multiple levels of the education system is proposed at the beginning of the research process, based on previous studies and a qualitative analysis of inclusive education policies in Croatia, Italy and Portugal. Existing qualitative data obtained from focus groups of policy ma