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  • 1.
    Krejsler, John
    Aarhus Universitet.
    Från professionell lärare till kompetensnomad?: ett epistemologiskt perspektiv på förändringar i lärares och skolans arbete2008In: Läraren i blickpunkten: olika perspektiv på lärares liv och arbete / [ed] Carola Aili, Ulf Blossing & Ulrika Tornberg (red.), Stockholm: Lärarförbundets förlag , 2008, p. 251-268Chapter in book (Other academic)
  • 2.
    Krejsler, John B.
    School of Education, University of Aarhus.
    Epistemologi, evidensbevægelse og folkesundhed2009In: Folkesundhed: i et kritisk perspektiv / [ed] Glasdam, Stinne, Köpenhamn: Dansk sygeplejeråd, Nyt Nordisk Forlag Arnold Busck , 2009, p. 117-143Chapter in book (Other academic)
    Abstract [da]

    Set fra et epistemologisk perspektiv omstruktureres medicin, social velfærd og uddannelse af evidensdiskursen, om end dette sker på forskellig vis. Vilkårene for folkesundhedsarbejde er følgelig under forandring. Inden for medicin er evidensdiskursen i høj grad vokset op internt i professionen. Med inspiration herfra overføres den af toneangivende politiske og administrative interessenter til social velfærd og uddannelse som krav oppefra. Denne policy-drevne spredning af evidensdiskursen skyldes i høj grad, at statslig befolkningspolitik og hermed folkesundhed er blevet del af en såkaldt global vidensøkonomi. Forskningsmæssig viden og mulige interventioner, som politikere og administratorer skal prioritere begrænsede skatteressourcer ud fra, stiger eksplosivt. Derfor stiger efterspørgslen efter instrumenter, der gør det muligt at foretage valg om, 'hvad der virker'. Og her synes evidensdiskursen på forførende vis at levere svaret. Denne udvikling synes at true mange professionsgrupper og deres særlige vidensformer. I kapitlet opfordres professionelle og andre derfor til at udfordre mulighederne i evidensdiskursen. Denne ingenlunde lette opgave foreslås påbegyndt ved at tage evidens til sig som en flydende betegner, der potentielt også dækker professionel og anden viden om, hvad der måtte virke i arbejdet med folkesundhed. En skelnen mellem eksterne og interne evidensformer foreslås for at synliggøre den kulturkamp, som kampen om evidensen og kriterierne for ‘hvad der virker' repræsenterer.

  • 3.
    Krejsler, John B.
    Danmarks Pædagogiske Universitetsskole, Århus Universitet.
    Forhandlerbarnet2009In: Fordi jeg siger det!: 21 tankevækkere om børneopdragelse / [ed] Madsen Kvols, Anja, Breum Jakobsen, Michael, Lilleheden, Peter, Rosenlund, Anders, Århus: Siesta , 2009, p. 72-73Chapter in book (Other (popular science, discussion, etc.))
  • 4.
    Krejsler, John B.
    Danish School of Education, Aarhus University.
    Klasseledelse gennem sociale teknologier2008In: Klasseledelse: magtkampe i praksis, pædagogik og politik / [ed] Krejsler, J. & Moos, L, Frederikshavn: Dafolo , 2008, p. 230-243Chapter in book (Other academic)
  • 5.
    Krejsler, John B.
    Danish School of Education, University of Aarhus.
    The student plan: a social technology balancing reflection and control2009In: Nordisk Pedagogik, ISSN 0901-8050, E-ISSN 1504-2995, Vol. 29, no 1, p. 93-105Article in journal (Refereed)
  • 6.
    Krejsler, John B.
    et al.
    Danish School of Education, Aarhus University.
    Moos, LejfDanish School of Education, Aarhus University.
    Klasseledelse: magtkampe i praksis, pædagogik og politik2008Collection (editor) (Other academic)
  • 7.
    Krejsler, John B.
    et al.
    Danish School of Education, Aarhus University.
    Moos, Lejf
    Danish School of Education, Aarhus University.
    Magtkampe i praksis, pædagogik og politik: en introduktion til klasseledelse2008In: Klasseledelse: magtkampe i praksis, pædagogik og politik / [ed] Krejsler, J. & Moos, L, Frederikshavn: Dafolo , 2008, p. 7-22Chapter in book (Other academic)
  • 8.
    Moos, Lejf
    et al.
    Danish School of Education, Aarhus University.
    Krejsler, John B.
    Danish School of Education, Aarhus University.
    Kofod, Kasper
    Danish School of Education, Aarhus University.
    Social technologies in comprehensive schooling (Editorial)2009In: Nordisk Pedagogik, ISSN 0901-8050, E-ISSN 1504-2995, Vol. 29, no 1, p. 73-78Article in journal (Other academic)
  • 9.
    Moos, Lejf
    et al.
    Danish School of Education, Aarhus University.
    Krejsler, John B.
    Danish School of Education, Aarhus University.
    Kofod, Kasper
    Danish School of Education, Aarhus University.
    Successful principals: telling or selling? On the importance of context for school leadership2008In: International Journal of Leadership in Education, ISSN 1360-3124, E-ISSN 1464-5092, Vol. 11, no 4, p. 341-352Article in journal (Refereed)
    Abstract [en]

    This article will argue that diverse national, regional and local contexts leave different rooms for manoeuvre for school principals. The social technologies applied by the authorities (like accountability systems) can be 'tight' or 'loose' and so leave little or much room for principals' interpretations of what a good school is and what successful school principalship is. Thus it is important for their choice of forms of influence in exercising leadership. We will outline the relations between the state, local authorities and schools in each of eight countries participating in the International Successful School Principal Project (ISSPP): the USA, UK, Canada, Australia, China, Norway, Sweden and Denmark, based on previosly published case studies. We want to obtain a deeper and more nuanced understanding of the social technologies used and the room for interpretation of the purposes and objectives left to the schools. Principals choose the forms of influence they can exercise when setting directions for the school. The arguments on which principals base their decisions are also diverse, but heavily flavoured by the contexts in which the schools function. Comparing education and educational leadership and the values and practices of school principals is a contested enterprise because the contexts in which the values are constructed and practice developed is often forgotten. In posing the questions from above and below the level of principal, we try to take account of the findings from many leadership studies, which indicate that educational leadership and its successes are highly contextually dependent even within educational systems.

  • 10.
    Moos, Lejf
    et al.
    Danmarks Pædagogiske Universitetsskole, University of Aarhus.
    Krejsler, John B.
    Danmarks Pædagogiske Universitetsskole, University of Aarhus.
    Laursen, Per Fibæk
    Danmarks Pædagogiske Universitetsskole, University of Aarhus.
    Denmark (the Case of)2009In: Informal learning of active citizenship at school: an international comparative study in seven European countries / [ed] Scheerens, Jaap, Dordrecht: Springer Publishing Company , 2009, p. 75-104Chapter in book (Other academic)
  • 11.
    Moos, Lejf
    et al.
    Danish School of Education, University of Aarhus.
    Krejsler, John Benedicto
    The Danish School of Education,University of Aarhus.
    Kofod, Klaus Kasper
    Danish School of Education, University of Aarhus.
    Sense-making in distributed leadership2009In: Ejournal of All India Association for Educational Research, ISSN 0970-9327, Vol. 21, no 1, p. 9-25Article in journal (Refereed)
    Abstract [en]

    This article describes and discusses cases of distributed leadership at several levels in schools in the light of changing political discourses and changing relations between the state and its institutions. It focuses on relations, leadership influences and communication in the whole school and in the classroom and by extension also discuss relations, influences and modes of instruction in the classroom. The empirical basis for the discussion is school leadership in the Danish context. It explores how contemporary government and management manifests itself in schools, how agents in schools react to it and how room for manoeuvre is being formed in order to give students conditions and frameworks so they can develop a ‘Democratic Bildung’.

  • 12.
    Moos, Lejf
    et al.
    Danish School of Education, Aarhus University.
    Krejsler, John
    Danish School of Education, Aarhus University.
    Kofod, Klaus Kasper
    Danish School of Education, Aarhus University.
    How distributed leadership emerges within danish schools: experiences with new systems of governance2008In: The elusive what and the problematic how: the essential leadership questions for school leaders and educational researchers / [ed] T. Townsend & I. Bogotch (Eds.), Rotterdam: Sense Publishers , 2008, p. 151-163Chapter in book (Other academic)
  • 13.
    Moos, Lejf
    et al.
    Danish School of Education, Aarhus University.
    Krejsler, John
    Danish School of Education, Aarhus University.
    Kofod, Klaus Kasper
    Danish School of Education, Aarhus University.
    What is successful leadership?2008In: The elusive what and the problematic how: the essential leadership questions for school leaders and educational researchers / [ed] T. Townsend & I. Bogotch (Eds.), Rotterdam: Sense Publishers , 2008, p. 57-71Chapter in book (Other academic)
  • 14.
    Petersson, Kenneth
    et al.
    Linkoping University.
    Olsson, Ulf
    Stockholm University.
    Krejsler, John Benedicto
    Kristianstad University.
    Popkewitz, Thomas
    University of Wisconsin/Madison.
    European governance of teacher education: the creation of new futures for nordic education2010In: Active citizenship: abstracts, Malmö: Nordic Educational Research Association (NERA) , 2010, p. 294-295Conference paper (Other academic)
1 - 14 of 14
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