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Restructuring Welfare Governance
This volume brings together cutting-edge scholarship on an under-researched and topical issue. Quasi-marketization and managerialization of welfare organizations are found to constitute common reform trends in many European countries and across social policy domains, following similar timings albeit with different intensities. The analysis, carried out at the meso and micro levels, reveals that ex-post control by states has been strengthened, managers are becoming relevant or even central actors, while professionals in public welfare institutions are seeing their role and autonomy challenged.' - Ana M. Guillén, University of Oviedo, Spain 'In the contemporary welfare state public management...
Theory and Practice in Action Research
The work of public service professionals all over the world has become more complex in recent years as they have had to manage new realities of the intensification of work, persistent demands to raise standards without the power to influence the nature, direction or pace of these, and associated increases in bureaucracy. By regularly and systematically reflecting upon their thinking and practice and the contexts in which these take place, many professionals have found 'room to manoeuvre' and have been able to rediscover, articulate and communicate a set of core values that promote the care and concern for welfare and the public good, which are essential components of work in the public servi...
Evaluation, Wissen und Nichtwissen
In den europäischen Schulsystemen spielt Evaluation eine zunehmend große Rolle: Im Rahmen neu eingeführter Schulinspektionen, regelmäßiger Schülerleistungstests und schulischer Abschlussprüfungen werden Evaluationen für und in allen Schulen durchgeführt. Solche evaluationsbasierte Steuerungsmaßnahmen implizieren die Annahme, zu einem 'mehr' an Wissen gelangen und damit Bildungssysteme insgesamt besser steuern zu können. Die Beiträge des Bandes gehen der Frage nach, welche Formen des Wissens mit Evaluationen transportiert werden, welche Akteure auf welchen Ebenen im Bildungswesen welches Wissen benötigen und letztlich, wie Wissen eine bestehende Handlungspraxis bestärkt oder aber eine neue konstituieren kann.
Neue Impulse in der Hochschuldidaktik
In Folge des Bologna-Prozesses steht für die Universitäten ein tiefgreifender Wandel der Lehr-Lern-Kulturen an. Er beinhaltet weniger Orientierung an Fachsystematiken, mehr Orientierung an einem wissensbasierten Aufbau von berufsrelevanten Kompetenzen und einen Wandel der Rolle der Lehrenden zu LernbegleiterInnen. Bisher standen zumeist die administrative und technische Umsetzung der angestrebten Reformen im Vordergrund, mit dem Anlaufen der Bachelor- und Masterstudiengänge stellt sich nun die Frage, wie die neuen Herausforderungen an die Hochschuldidaktik gelöst werden können. Ansätze, Perspektiven, erste Erfahrungen und Forschungsergebnisse sollen in diesem Band vorgestellt und diskutiert werden.
The Politics of Teacher Professional Development
The Politics of Teacher Professional Development: Policy, Research and Practice provides innovative insights into teachers’ continuing development and learning in contemporary western contexts. Rather than providing a list of "how-tos" and "must dos," this volume is premised on the understanding that by learning more about the current conditions under which teachers and other educators work and learn, it is possible to understand, and consequently improve, the learning opportunities teachers experience. Teacher professional development is not simply construed as an isolated series of events, such as day-long workshops marking the beginning of each school year or term, or individualistic "o...
Teachers Investigate Their Work
Teachers Investigate Their Work introduces the methods and concepts of action research through examples drawn from studies carried out by teachers. The book is arranged as a handbook with numerous sub-headings for easy reference and fourty-one practical methods and strategies to put into action, some of them flagged as suitable `starters'. Throughout the book, the authors draw on their international practical experience of action research, working in close collaboration with teachers. It is an essential guide for teachers, senior staff and co-ordinators of teacher professional development who are interested in investigating their own practice in order to improve it.
The Responsibility to Protect
"Explores the scope and limits of Article 4(h) of the African Union Constitutive Act"--Introd.
