C2 Toimitettu kirja, kokoomateos, konferenssijulkaisu tai lehden erikoisnumero
Leadership in Educational Contexts in Finland : Theoretical and Empirical Perspectives (2024)
Ahtiainen, R., Hanhimäki, E., Leinonen, J., Risku, M., & Smeds-Nylund, A.-S. (Eds.). (2024). Leadership in Educational Contexts in Finland : Theoretical and Empirical Perspectives. Springer. Educational Governance Research, 23. https://doi.org/10.1007/978-3-031-37604-7
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Ahtiainen, Raisa; Hanhimäki, Eija; Leinonen, Jaana; Risku, Mika; Smeds-Nylund, Ann-Sofie
Emojulkaisun toimittajat: Ahtiainen Raisa; Hanhimäki Eija; Leinonen Jaana; Risku Mika; Smeds-Nylund Ann-Sofie
ISBN: 978-3-031-37603-0
eISBN: 978-3-031-37604-7
Lehti tai sarja: Educational Governance Research
ISSN: 2365-9548
eISSN: 2365-9556
Julkaisuvuosi: 2024
Sarjan numero: 23
Kirjan kokonaissivumäärä: 390
Kustantaja: Springer
Kustannuspaikka: Cham
Julkaisumaa: Sveitsi
Julkaisun kieli: englanti
DOI: https://doi.org/10.1007/978-3-031-37604-7
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Kokonaan avoin julkaisukanava
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/89601
Tiivistelmä
It discusses the phenomenon of leadership in educational contexts through several novel empirical and theoretical research designs. It includes themes such as distributed leadership and collaborative governance, changing aspects in the leadership profession, and contradictions in everyday organizational practices and realities. The work also combines conceptual discussions in educational and pedagogical leadership to analyze and to clarify the theoretical and conceptual multidimensionality and ambiguities.
YSO-asiasanat: COVID-19; koulut; koulutus; koululaiset; kouluikäiset; opettajat; opettajuus; opetus; pedagoginen johtaminen; johtaminen; palvelumuotoilu; hyvinvointi; työhyvinvointi; päätöksenteko
Vapaat asiasanat: open access; educational leadership development; Finnish pedagogical leadership; pedagogical leadership in Finnish education; educational leadership models; moral professionalism; diversity in school communities; everyday educational leadership; service design thinking; principals’ occupational wellbeing; COVID-19 epidemic; participating teachers in decision-making; multiagency collaboration; wellbeing of school-aged children; wellbeing of school-aged adolescents; teachers’ collaborative leadership; school well-being
Liittyvät organisaatiot
OKM-raportointi: Kyllä
VIRTA-lähetysvuosi: 2024
Alustava JUFO-taso: 2
Tähän julkaisuun sisältyvät artikkelit, joissa JYU:n tekijöitä:
- Ahtiainen, R., Hanhimäki, E., Leinonen, J., Risku, M., & Smeds-Nylund, A.-S. (2024). Challenges and Reflections for Developing Leadership in Educational Contexts. In R. Ahtiainen, E. Hanhimäki, J. Leinonen, M. Risku, & A.-S. Smeds-Nylund (Eds.), Leadership in Educational Contexts in Finland (pp. 381-390). Springer. Educational Governance Research, 23. https://doi.org/10.1007/978-3-031-37604-7_19
- Jantunen, A., Heikonen, L., Ahtiainen, R., Fonsén, E., & Kallioniemi, A. (2024). Conceptions of Diversity Among Finnish Principals. In R. Ahtiainen, E. Hanhimäki, J. Leinonen, M. Risku, & A.-S. Smeds-Nylund (Eds.), Leadership in Educational Contexts in Finland : Theoretical and Empirical Perspectives (pp. 217-234). Springer. Educational Governance Research, 23. https://doi.org/10.1007/978-3-031-37604-7_11
- Alava, J., Kola-Torvinen, P., & Risku, M. (2024). Educational Policy, Governance, and Leadership. In R. Ahtiainen, E. Hanhimäki, J. Leinonen, M. Risku, & A.-S. Smeds-Nylund (Eds.), Leadership in Educational Contexts in Finland : Theoretical and Empirical Perspectives (pp. 11-39). Springer. Educational Governance Research, 23. https://doi.org/10.1007/978-3-031-37604-7_2
- Ahtiainen, R., Hanhimäki, E., Leinonen, J., Risku, M., & Smeds-Nylund, A.-S. (2024). Introduction. In R. Ahtiainen, E. Hanhimäki, J. Leinonen, M. Risku, & A.-S. Smeds-Nylund (Eds.), Leadership in Educational Contexts in Finland : Theoretical and Empirical Perspectives (pp. 1-8). Springer. Educational Governance Research, 23. https://doi.org/10.1007/978-3-031-37604-7_1
- Hanhimäki, E. (2024). Moral Professionalism in the Context of Educational Leadership. In R. Ahtiainen, E. Hanhimäki, J. Leinonen, M. Risku, & A.-S. Smeds-Nylund (Eds.), Leadership in Educational Contexts in Finland : Theoretical and Empirical Perspectives (pp. 201-216). Springer. Educational Governance Research, 23. https://doi.org/10.1007/978-3-031-37604-7_10
- Elomaa, M., Pakarinen, E., Eskelä-Haapanen, S., & Lerkkanen, M.-K. (2024). Principals’ Perceptions of Their Work During the COVID-19 Pandemic. In R. Ahtiainen, E. Hanhimäki, J. Leinonen, M. Risku, & A.-S. Smeds-Nylund (Eds.), Leadership in Educational Contexts in Finland : Theoretical and Empirical Perspectives (pp. 281-299). Springer. Educational Governance Research, 23. https://doi.org/10.1007/978-3-031-37604-7_14
- Yada, T. (2024). Prosociality in Shared Leadership from the Finnish Principals’ Viewpoint. In R. Ahtiainen, E. Hanhimäki, J. Leinonen, M. Risku, & A.-S. Smeds-Nylund (Eds.), Leadership in Educational Contexts in Finland : Theoretical and Empirical Perspectives (pp. 339-357). Springer. Educational Governance Research, 23. https://doi.org/10.1007/978-3-031-37604-7_17
- Fonsén, E., & Lahtero, T. (2024). The Theory of Pedagogical Leadership: Enhancing High-Quality Education. In R. Ahtiainen, E. Hanhimäki, J. Leinonen, M. Risku, & A.-S. Smeds-Nylund (Eds.), Leadership in Educational Contexts in Finland : Theoretical and Empirical Perspectives (pp. 159-177). Springer. Educational Governance Research, 23. https://doi.org/10.1007/978-3-031-37604-7_8
- Hanhimäki, E., Alho, J., Nuora, P., Risku, M., Fonsén, E., Mäkiharju, A., Smeds-Nylund, A.-S., Autio, P., & Korva, S. (2024). Towards a Multi-form Professional Development of Educational Leadership. In R. Ahtiainen, E. Hanhimäki, J. Leinonen, M. Risku, & A.-S. Smeds-Nylund (Eds.), Leadership in Educational Contexts in Finland : Theoretical and Empirical Perspectives (pp. 61-80). Springer. Educational Governance Research, 23. https://doi.org/10.1007/978-3-031-37604-7_4
