Suchergebnisse

School evaluation trends and directions -- Values based evaluation : the experiences of two schools in England -- Exploring a journey in school evaluation : a Spanish secondary school -- A tangled tale? : teachers making sense of school evaluation in the Republic of Ireland -- Working against the grain : a values based school in Norway -- Lost in translation : challenges in educational evaluation in Poland -- What can case studies tell us about evaluation and assessment? -- Reflective practice, its role in evaluation and challenges for teacher professionalism -- Evaluation with a purpose.

Increasingly, school leaders and teachers are being expected to use digital technologies to collect data to analyze, plan and organize teaching and learning. Such expectations can be traced to a number of policy initiatives over the last decade. This study is concerned with how educational policy puts forward ambitions of digital school leadership and teaching practices by deploying the concept of policy assemblage. We analyzed six policy documents from Ireland and Norway to identify the actors assembled to fulfill governmental ambitions and practices with digital technologies in schools. The unpacking of actors that may partake in such assemblages was visualized and analyzed using visual network analysis. The findings indicate digital school leadership and teaching practices in Ireland and Norway have the potential to be steered by digital actors that facilitate multiple activities at once and shed light on the diverse and multifaceted relationships that make up these governing practices.

Over hele verden fremmes internasjonalisering som en viktig dimensjon for studiekvalitet, og internasjonalisering løftes som en sentral dimensjon i skolelederutdanning. Et viktig mål for Erasmus-programmene er å fremme studentmobilitet. Antallet studenter på slike utvekslingsprogram har økt gradvis gjennom en årrekke, men vi har per i dag lite kunnskap om på hvilken måte slike program bidrar til økt kvalitet, og hvilken betydning deltakelse i slike program har for studenters læring. I denne artikkelen undersøker vi et Erasmus Intensive Programme (EIP), Leadership for Democratic Citizenship in European Schools. Deltakerne var masterstudenter i utdanningsledelse fra Spania, Tyrkia, Polen, Norge, England og Irland. Hensikten med denne artikkelen er å undersøke studentenes muligheter for kunnskapsutvikling. Vi tar utgangspunkt i Wells' læringssyklus når vi analyserer survey-data, intervjuer og kursmateriell. Tre områder viser seg å være vesentlige for studentenes læring: kommunikasjon, kritisk tenkning og studieinnholdet. I artikkelen diskuterer vi hvordan ulike aspekter ved disse områdene bidro til, og i noen tilfeller begrenset, studentenes muligheter for å utvikle lederkompetanse.Analysen viser at designet av dette EIPet hadde et potensial for å gi gode muligheter for studentenes læring. Men den viser også at i et internasjonalt program er det utfordringer knyttet til kommunikasjon og utvelgelse av innhold. Dessuten tyder resultatene på at for å nå målsettingen om å bidra til at studentene utvikler kritisk tenkning kreves et lengre forløp enn et to-ukers internasjonalt program.Nøkkelord: internasjonalisering, skolelederutdanning, Erasmus Intensive ProgrammeAbstractInternationalisation in higher education is promoted as positive and important in education policies world wide, and an international perspective is regarded as crucial in leadership research and education. A central aim of the Erasmus Programmes is to increase student mobility, and although the number of students in such programmes has increased steadily over the years, we know less about the challenges and benefits for students and staff who participate, and how the experience of studying abroad may contribute to students' learning. The focus in this paper is on the Erasmus Intensive Programme (EIP) Leadership for Democratic Citizenship in European Schools for master students in educational leadership from Spain, Turkey, Poland, Norway, Ireland, and England. The aim is to explore the students' opportunities for learning. Wells' cycle of knowing is used as an analytical approach in an analysis of survey data, interviews and course material. The findings suggest that three key areas were pivotal for the students' opportunities for knowledge building: communication, critical thinking and the course curriculum. In the paper we discuss how aspects within these three areas enhance, and in some cases hinder, the development of the students as critical change agents able to lead democratic schools and engage in improvement.The analysis indicates that the EIP had a potential to create learning opportunities. However, we point to challenges related to language and communication and choice of curriculum content. Moreover, our study indicates that designing for criticality is problematic in short term international programmes.Keywords: internationalisation, leadership education, Erasmus Intensive Programme