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201. Ever-Morphing Relations Between the Global, Supranational and the National in Schooling Policy: A Reflection on Some European Cases

202. England: Neo-Liberalism, Regulation and Populism in the Educational Reform Laboratory

203. Education Policies and Reforms in Slovenia and Croatia: Shared History, Diverging Paths

204. School Reform Policy and Governance in Germany Between National and Transnational Expectations: With Outlooks on Austria and Switzerland

205. French Education Policies and the PISA Paradigm: The Strong Republican State Absorbing External Influences

206. Changing School Policies in Italy: From Welfare Equity Model to the New Public Management Instrumentations

207. Introduction: School Policy Reform in Europe Between Transnational Alignment and National Contestation

208. Principals’ Autonomy in the Nordic Countries: Governing Positions, Responsibilities, and Expectations

209. Principals’ Roles in a Nordic Education Context: Shared Responsibility and Pedagogical Engagement

210. Principals’ Preparation and Professional Development in Nordic Countries

211. Policy Demands, Expectations, and Changed Leadership Roles During the COVID-19 Crisis: Critical Comparative Case Studies from Denmark and Iceland

212. Making Sense of Nordic School Leadership – Four Perspectives on Similarities and Variations

213. Sweden – Good Will on All Governance Levels Is Not Enough to Create Sustainable Improvement

214. Non-affirmative Theory of Education and Cultural-Historical Activity Theory: Where Do They Meet?

215. Finland: A Structure of Trust

216. School Leadership in Denmark: Leading Education and Leading a School

217. School Leaders within the Icelandic Education System: Complex Roles, Multilevel Relations, and Fragmented Support

218. Understanding Municipal Education Leaders in the Tension Between Politics, Professionals and Parents

219. On the Normativity of Data-Driven Curriculum Policy-Making: A Discursive and Non-affirmative Approach

220. School Leadership in Norway: Key Characteristics and Current Challenges

221. Introduction

222. Operating in an Outcomes-Based and a Democratic Bildung Discourse

223. From ‘Didactics’ to ‘Curriculum-and-Didactics’ and Beyond: A Non-affirmative Approach to the Analysis of the Changes in Didactics in Mainland China

224. Non-affirmative Education Theory as a Language for Global Education Discourse in the Twenty-First Century

225. Bildung and Twenty-First Century Competences: In Need of Mutual Recognition?

226. Pedagogical Experimentalism and the Principle of Verification. A Quest for Non-affirmative Educational Research

227. Hermeneutics in the Non-affirmative Theory of Education

228. Between Doxa and Transformational Bildung: A Phenomenological and Social-Theoretical Rehabilitation of the Formation of Opinions with Egon Schütz and Pierre Bourdieu

229. Bildung-Centred Non-affirmative School Didactics

230. On Affirmativity and Non-affirmativity in the Context of Theories of Education and Bildung

231. Herbart’s Educative Teaching in Times of Big Data-Based Measurement and Assessment

232. Dewey, Existential Uncertainty and Non-affirmative Democratic Education

233. Forgotten Relations Between Justice and Education: A Non-affirmative Education Approach

234. Knowledge, Values and Subject-ness: Educative Teaching as a Regulative Idea of School Development in the Twenty-First Century

235. Non-affirmative Theory of Education: Problems, Positionings and Possibilities

236. ESSAY REVIEW.

238. Correction to: Principals’ Perceptions of Their Work during the COVID-19 Pandemic

239. Subjectivizing Effects of Graduate Outcome Data

240. Governance Hybridity and Its Implications for Education and Research on Educational Governance

241. Quantifying Higher Education with Graduate Outcome Metrics

242. 'It Is Not All About Studying'. General Upper Secondary Schools’ Institutional Habitus Shaping Students’ Educational Choice Making

243. Educational Development Effects of Graduate Outcome Metrics

244. The Governing Properties of Numbers

245. The Rise of Outcome Indicators in Educational Governance

246. Selection for Whom? Upper Secondary School Choice in the Light of Social Justice

247. Calculative Governance Instruments

248. Graduate Outcome Metrics and the Economization of Education

249. Methodological Approaches: Studying Graduate Outcome Metrics and Educational Governance

250. The Janus Face of ‘Freedom of Choice’ in Upper Secondary School Markets

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