Springer Educational Leadership in Policy: Challenges and Implementation Within Europe

Product Description This book analyzes the challenges of developing and implementing effective policies for educational leadership in South-East Europe (SEE) and the Nordic-Baltic region. While individual countries from the Nordic-Baltic region are praised for their educational achievements, the SEE region could be considered as a (post)transitional landscape: these two educational contexts present their own unique challenges, notably international benchmarking and the ‘Europeization’ of educational policy. Seamlessly integrating theoretical framework with the goals and experiences of actors and practitioners, the editors and contributors build an accessible overview of existing policy research and its conflicting theoretical perspectives. Often disregarded by the mainstream literature, the countries and regions chosen provide a snapshot into the challenges of developing policies for educational leadership. This thoughtful yet practical volume will be of interest and value not only to students and scholars of educational leadership in these regions, but to practitioners and policy makers more widely. Review “This book represents perhaps the first step taken to 'unpack' the diversity of educational leadership and management in Europe. The emerging acceptance of educational leadership as situated in particular national contexts demands that we give greater attention to documenting, analyzing and synthesizing this diversity. This volume begins to fill in a key blank spot in global scholarship by placing the spotlight on Europe in educational leadership.”(Professor Philip Hallinger, Mahidol University, Thailand) “This is an important book that makes a magnificent contribution to the field of education policy and leadership. It is an intellectual tour de force that is a must read for anyone interested in the education policy discourse across Europe. It is a contemporary, critical, and cutting-edge book that showcases a wealth of leadership expertise and knowledge.”(Professor Alma Harris, University of Bath, UK)   About the Author Ágúst Hjörtur Ingþórsson is Head of the Education and Culture Division at RANNIS (The Icelandic Centre for Research), Iceland.   Nikša Alfirević is Professor in the Faculty of Economics, Business and Tourism at the University of Split, Croatia, and Researcher at the Scientific Center of Excellence for School Effectiveness and Management, Croatia.   Jurica Pavičić is Professor at the University of Zagreb, Croatia and Principal Researcher at the Scientific Center of Excellence for School Effectiveness and Management, Croatia.   Dijana Vican is Professor at the Department of Education at the University of Zadar, Croatia.