Michael uljens (29 Ergebnisse)

Hardcover. Zustand: Brand New. 207 pages. 9.25x6.10x9.49 inches. In Stock.

Hardcover. Zustand: Brand New. 391 pages. 9.25x6.10x0.94 inches. In Stock.

PAP. Zustand: New. New Book. Shipped from UK. Established seller since 2000.

PAP. Zustand: New. New Book. Shipped from UK. Established seller since 2000.

Hardcover. Zustand: Near Fine. 1st Edition. Author's inscription on the front free endpaper. A near fine copy with some dents on the corners. Binding is tight and the pages are clean. Text in English. 280 pp. Inscribed by Author.

Zustand: New. In English.

Zustand: New. In English.

Zustand: Good. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Zustand: New. In English.

Zustand: New. In English.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - 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.…

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering.

hardcover. Zustand: Used; Very Good. Dispatched, from the UK, within 48 hours of ordering. Though second-hand, the book is still in very good shape. Minimal signs of usage may include very minor creasing on the cover or on the spine.

Zustand: Good. This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. In good all round condition. No dust jacket. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,600grams, ISBN:9780863777004. …

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering.

Hardcover. Zustand: Brand New. 207 pages. 9.25x6.10x9.49 inches. In Stock.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - 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.…

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book is open access under a CC BY 4.0 license.This volume argues for the need of a common ground that bridges leadership studies, curriculum theory, and Didaktik. It proposes a non-affirmative education theory and its core concepts along with discursive institutionalism as an analytical tool to bridge these fields. It concludes with implications of its coherent theoretical framing for future empirical research.Recent neoliberal policies and transnational governance practices point toward new tensions in nation state education. These challenges affect governance, leadership and curriculum, involving changes in aims and values that demand coherence. 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. An additional aspect is that modern education theory was developed in relation to nation state education, which, in the meantime, has become more complicated due to issues of 'globopolitanism'. This volume examines the current state of affairs and addresses the issues involved. In doing so, it opens up a space for a renewed and thoughtful dialogue to rethink and re-theorize these traditions with non-affirmative education theory moving beyond social reproduction and social transformation perspectives.…

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book is open access under a CC BY 4.0 license.This volume argues for the need of a common ground that bridges leadership studies, curriculum theory, and Didaktik. It proposes a non-affirmative education theory and its core concepts along with discursive institutionalism as an analytical tool to bridge these fields. It concludes with implications of its coherent theoretical framing for future empirical research.Recent neoliberal policies and transnational governance practices point toward new tensions in nation state education. These challenges affect governance, leadership and curriculum, involving changes in aims and values that demand coherence. 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. An additional aspect is that modern education theory was developed in relation to nation state education, which, in the meantime, has become more complicated due to issues of 'globopolitanism'. This volume examines the current state of affairs and addresses the issues involved. In doing so, it opens up a space for a renewed and thoughtful dialogue to rethink and re-theorize these traditions with non-affirmative education theory moving beyond social reproduction and social transformation perspectives.…

Paperback. Zustand: Brand New. 1st edition. 288 pages. 9.25x5.75x0.75 inches. In Stock.

Hardcover. Zustand: Brand New. 391 pages. 9.25x6.10x0.94 inches. In Stock.

Paperback. Zustand: Brand New. reprint edition. 474 pages. 9.25x6.10x1.12 inches. In Stock.

Hardcover. Zustand: Brand New. 474 pages. 9.25x6.25x1.25 inches. In Stock.

Taschenbuch. Zustand: Neu. Multilevel Pedagogical Leadership in Higher Education | A Non-Affirmative Approach | Janne Elo (u. a.) | Taschenbuch | Educational Governance Research | viii | Englisch | 2025 | Springer | EAN 9783031551185 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu. …

Taschenbuch. Zustand: Neu. Non-affirmative Theory of Education and Bildung | Michael Uljens | Taschenbuch | Educational Governance Research | xiv | Englisch | 2023 | Springer | EAN 9783031305535 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu. …

Taschenbuch. Zustand: Neu. Bridging Educational Leadership, Curriculum Theory and Didaktik | Non-affirmative Theory of Education | Michael Uljens (u. a.) | Taschenbuch | Educational Governance Research | xx | Englisch | 2018 | Springer | EAN 9783319864464 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu. …

Zustand: Hervorragend. Zustand: Hervorragend | Sprache: Englisch | Produktart: Bücher | 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.…

Gebunden. Zustand: New. Michael UljensIn this book a new theory on instruction is presented - a reflective theory of school didactics - uniquely incorporating continental German and Nordic research traditions in the theory of didactics (Didaktik), together with Anglo-American .

Buch. Zustand: Neu. Neuware - This text presents a reflective theory of school didactics, incorporating German and Nordic research traditions in the theory of didactics, together with Anglo-American research on teaching instructional research and cognitivist theory.