Books in the Educational Governance Research series

This book describes and analyses the organisation, functions and development of national educational authorities and agencies and the influence they have on local schools in 20 countries around the world. How schools become successful is important for the individual students as well as the local community and the national state.

This volume contributes significantly to the ongoing international and Nordic paradigm shift in educational leadership research.

This book describes and analyses the organisation, functions and development of national educational authorities and agencies and the influence they have on local schools in 20 countries around the world. How schools become successful is important for the individual students as well as the local community and the national state.

This book examines the transformations of epistemic governance in education, the way in which some actors are shaping new knowledge, and how that new knowledge impacts other actors in charge of implementing this knowledge in the context of the decision-making process and practice.

This book is a comprehensive study into and about consultants doing consultancy, and having influence in ways that generate concerns about an emerging 'consultocracy', with privileged access to governments and public services.

The second chapter describes the national reform processes of the six selected countries, giving a voice to the individual university rectors and officials who played an important role during the reform processes.

Yet, the traditionally disparate fields of educational leadership, curriculum theory and Didaktik have developed separately, both in terms of approaches to theory and theorizing in USA, Europe and Asia, and in the ways in which these theoretical traditions have informed empirical studies over time.

This book analyses the superintendent position and relations and shows how the well-known policy umbrella, the New Public Management (NPM), is being adapted to national contexts.

This volume draws together interdisciplinary approaches from political philosophy, social work, medicine and sociology to analyze the theoretical foundations and practical examples of evidence-based and evidence-informed education for the public good.

Yet, the traditionally disparate fields of educational leadership, curriculum theory and Didaktik have developed separately, both in terms of approaches to theory and theorizing in USA, Europe and Asia, and in the ways in which these theoretical traditions have informed empirical studies over time.