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The edited volume provides multiple lens to view school governance practices, exploring its modernization, ethical review, future trend, as well as the reciprocal influence of educational policy.
Drawing on a wide-spread experience in the field of education governance from leading scholars, emerging scholars, doctoral research students and school principals, this book includes insights from 11 countries and economies across four continents: Asia, Europe, North America and Oceanic. Most of them are high achievers in the OECD's PISA 2018 worldwide ranking in mathematics, science and reading. The book not only lifts to the forefront school governance educational thinking, but also acknowledges their complex evolution, especially under the current impact of COVID-19 Pandemic.
This book will be of interest to academics, professionals and policymakers in education and school governance, and any scholars who engage in historical studies of education and debates about educational governance.
List of contents
1. School Governance in a Globalized Complex World School Governance in the European Context 2. Contracts in Governance 3. Educational Policy and School Governance in the Era of Digital Education - The Case of Sweden 4. Understanding the Space for Parental Voices in School Governance - Perspectives from Norway 5. School Governance in a Postcolonial World: Exploring Decolonising Approaches in the English School System School Governance in the Asia-Pacific Context 6. The Synergistic Triplex Relationship Between School Governance, Education Policies and Teacher Learning: The Singapore Example 7. School Governance and Leadership Challenges in Indonesian Islamic Senior High Schools 8. Education Governance and Principals' Leadership in Japan 9. Hidden, Yet in Demand: Voices of Principals Who Are Governing Deliberately Different Australian Schools 10. Insights into School Governance and Autonomy: The Charter School Movement in America School Governance in the Chinese Context 11. Basic Education Governance in China: Policy Evolution, Challenges and Development Trends 12. Network Governance of Education: The Transformation of Ownership in a Chinese Railway SOE School 13. Collaborative School Governance in the COVID-19 Pandemic: A Case Study in Changzhou, China 14. From Government to Governance: School Coalition for Promoting Educational Quality and Equity in China 15. Restructuring School Governance in Hong Kong SAR: Coping with the Challenges from Globalization
About the author
Nicholas Sun Keung Pang is GaoFeng Chair Professor, Department of Education, Faculty of Education, East China Normal University (ECNU), Shanghai, China. He was the Professor and former Chairman of the Department of Educational Administration and Policy at The Chinese University of Hong Kong. He specializes in educational administration, management and leadership, as well as school effectiveness and improvement.
Philip Wing Keung Chan is a Senior Lecturer in the Faculty of Education, Monash University. His research focuses on network governance, public education reform and Asia as method. His recent book is
Public Education Reform and Network Governance: Lesson from the Chinese State-owned Enterprise School (Routledge, 2019).
Summary
The edited volume provides multiple lens to view school governance practices, exploring its modernization, ethical review, future trend, as well as the reciprocal influence of educational policy.
Drawing on a wide-spread experience in the field of education governance from leading scholars, emerging scholars, doctoral research students and school principals, this book includes insights from 11 countries and economies across four continents: Asia, Europe, North America and Oceanic. Most of them are high achievers in the OECD’s PISA 2018 worldwide ranking in mathematics, science and reading. The book not only lifts to the forefront school governance educational thinking, but also acknowledges their complex evolution, especially under the current impact of COVID-19 Pandemic.
This book will be of interest to academics, professionals and policymakers in education and school governance, and any scholars who engage in historical studies of education and debates about educational governance.
