Multilevel Pedagogical Leadership in Higher Education: A Non-Affirmative Approach

Elo, Janne, Uljens, Michael

Multilevel Pedagogical Leadership in Higher Education: A Non-Affirmative Approach
  • 出版商: Springer
  • 出版日期: 2024-04-14
  • 售價: $2,440
  • 貴賓價: 9.5 折 $2,318
  • 語言: 英文
  • 頁數: 199
  • 裝訂: Hardcover - also called cloth, retail trade, or trade
  • ISBN: 303155115X
  • ISBN-13: 9783031551154

    • 海外代購書籍(需單獨結帳)

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商品描述

This Open Access book addresses the theoretical grounding of the pedagogical dimensions of higher education leadership and its empirical study. The book's general point of departure is that educational leadership is a multi-level phenomenon, operating as policy work on a transnational and national level, as educational leadership on various organizational levels, and as supervision and teaching on an interactional level. It is in and through these discursive practices that policies are initiated, interpreted, translated and enacted. The volume demonstrates how Non Affirmative Theory (NAT) of education applies to understanding and dealing with the pedagogical dimensions of the multi-level and multi-actor phenomena of HE leadership in a coherent manner. It allows one to explore how the pedagogical scope of action at each level of leadership is framed or staged by the other levels, as well as how actors at different levels utilise their scope. The book starts out by exploring the pedagogical aspects of HE leadership as a multi-level and multi-actor phenomenon at a theoretical level. It continues to discuss nation state HE in a global perspective, and HE leadership in an organisational perspective. Next, the book looks at departmental leadership, management and development. Parallel with this, the volume critically explores the non-affirmative position itself by a contrasting dialogue with other theoretical approaches.

商品描述(中文翻譯)

這本開放存取的書籍探討了高等教育領導的教學維度的理論基礎及其實證研究。該書的一般出發點是教育領導是一個多層次的現象，作為跨國和國家層面的政策工作，作為各種組織層面的教育領導，以及作為互動層面的監督和教學。正是通過這些話語實踐，政策被啟動、解釋、轉化和實施。本書展示了非肯定性教育理論如何以一致的方式應用於理解和處理高等教育領導的多層次和多角色現象的教學維度。它使我們能夠探索領導的每個層次的教學行動範圍如何被其他層次框定或設置，以及不同層次的行動者如何利用他們的範圍。本書首先從理論層面探討高等教育領導作為一個多層次和多角色現象的教學方面。接下來，它繼續討論全球視角下的國家高等教育和組織角度下的高等教育領導。此外，本書還關注部門領導、管理和發展。與此同時，本書通過與其他理論方法的對話，批判性地探討非肯定性立場本身。

作者簡介


Janne Elo graduated as M.Ed. from Åbo Akademi University in 2006. In 2015 he was awarded his PhD in education from Åbo Akademi University, with a thesis titled Entrepreneurship through Sloyd (in Swedish). Elo is currently working as a university lecturer in education and educational leadership and holds a post doc position in education. He is program director in educational leadership at ÅAU and has previously worked as a project PI as well as teacher educator at ÅAU. He is currently involved in HE teacher education, principal education, as well as acting as board member in the ÅAU board (since 2021). Elo has published mainly on the topics of entrepreneurship education and educational leadership (e.g. in Higher Education).

After his appointment as chair professor in education, at University of Helsinki in the year 2000, Michael Uljens is since 2003 professor of General Education and Educational Leadership at Åbo Akademi University in Vasa, Finland. His research mediates between Nordic, German and Anglo-American approaches to educational philosophy and theory, curriculum studies, Didaktik, educational leadership and General Education (Allgemeine Pädagogik). Michael has been affiliated with various universities in Finland, Sweden, Germany, Spain, the USA and China. His most recent Open Access volumes in English are Non-affirmative theory of education and Bildung (Ed., 2023) andBridging Educational leadership, curriculum theory and Didaktik (2017, edited with R. Ylimaki).

作者簡介(中文翻譯)

Janne Elo於2006年從奧博阿卡德米大學獲得教育碩士學位。2015年，他在奧博阿卡德米大學獲得教育學博士學位，論文題為《透過Sloyd進行創業》（瑞典語）。Elo目前在教育和教育領導方面擔任大學講師，並擔任教育學的博士後職位。他是奧博阿卡德米大學教育領導的課程主任，曾在奧博阿卡德米大學擔任項目負責人和教師教育者。他目前參與高等教育教師教育、校長教育，並擔任奧博阿卡德米大學董事會成員（自2021年起）。Elo主要在創業教育和教育領導等主題上發表論文（例如在高等教育領域）。

Michael Uljens於2000年被任命為赫爾辛基大學教育學講座教授，自2003年起擔任芬蘭瓦薩奧博阿卡德米大學的綜合教育和教育領導教授。他的研究涉及北歐、德國和英美教育哲學和理論、課程研究、教育領導和綜合教育（Allgemeine Pädagogik）。Michael曾與芬蘭、瑞典、德國、西班牙、美國和中國的多所大學合作。他最近的英文開放存取著作包括《教育和Bildung的非肯定性理論》（2023年，編輯）和《橋接教育領導、課程理論和Didaktik》（2017年，與R. Ylimaki合編）。

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