The Challenges of Educational LeadershipSAGE Publications, 2004 M10 6 - 228 páginas This book will help educational leaders and aspiring educational leaders to examine their own values and practice. |
Dentro del libro
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Página 33
... concept of globalization within heavily contested territory . Some interpretations ( e.g. Ohmae , 1995 ; LeGraine , 2002 ) suggest that globalization is essentially a force for good , that through opening up new markets , extending ...
... concept of globalization within heavily contested territory . Some interpretations ( e.g. Ohmae , 1995 ; LeGraine , 2002 ) suggest that globalization is essentially a force for good , that through opening up new markets , extending ...
Página 55
... concept consumerism may not only be undermining rich and diverse concepts of culture , but also re - defining individual self - concepts , and thereby undermining social conceptions of citizenship . - - The fragmentation of the economy ...
... concept consumerism may not only be undermining rich and diverse concepts of culture , but also re - defining individual self - concepts , and thereby undermining social conceptions of citizenship . - - The fragmentation of the economy ...
Página 170
... concept , but a number of key themes constantly occur : These organizations are united by a set of shared beliefs and values ; they develop agreed projects based upon such beliefs and values ; Such beliefs , values and projects create a ...
... concept , but a number of key themes constantly occur : These organizations are united by a set of shared beliefs and values ; they develop agreed projects based upon such beliefs and values ; Such beliefs , values and projects create a ...
Contenido
The books intentions | 1 |
1 Eight Essential Educational Objectives and their | 8 |
the need for ecological | 12 |
Derechos de autor | |
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Términos y frases comunes
ability achieve activity agendas argues become beliefs Bottery capitalism challenges chapter citizens citizenship commitment concept concerned consumer consumerism consumption context Council of Europe critical critique cultural democratic developmental stage theories dialectician dominant educational leaders educational leadership educational system effects epistemological ethical external facilitate Falmer feel flexibility forces forms fragmentation functional fundamentalist governments greater groups identity impact implement increased increasingly individual institutions intellectual capital issues kinds knowledge economy lead learning communities learning organization live London means ment moral nation-state neo-liberal objectivist organizational paradoxical particular policy makers political position practice private sector problems production professional provisionalist public sector reality reason recognize relationships requirements responsibility Ritzer role schools seen skills social social capital society standardization strategies suggests targets teachers transformational leadership trust underpinned understanding values vision welfare western world workers workforce