Abstract
Forces of globalisation tend towards shaping social phenomena uniformly due to the emergence of one global market place; because of the formation of very large political and economical unions and, because of information technology, many states now frame their legislation in much the same way. At the same time many states adopt new forms of public management strategies. These often are rooted in the American/British forms of New Public Management. But local conditions and local cultures are the foundation, the basis and the cornerstones for the lives and relationships everywhere.
Keywords
- School Leader
- Educational Leadership
- American Educational Research Association
- English Teacher
- Symbolic Capital
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Bauman, Z. (1998). Globalisation: The human consequences. (Danish edition). Publisher?
Beek, U. (1997). The Society of risk (in Danish). Copenhagen: Hans Reitzel.
Begley, P. (1999). Cultural isomorphs of educational administration: Reflections on western-centric approaches to values and leadership. Asia Pacific Journal of Education, 20(2), 23–33.
Berg, G. (1995). Skolkultur: Nyckeln tillskolans utveckling. Göteborg: Gothia.
Berg, G. (1996). Steering, school leadership and the invisible contract. In J. Kalous, J. & F. van Wieringen (Eds.), Improving educational management: Educational policy and administration series. De Lier: Academish Boeken Centrum, ABC.
Biott, C, Moos, L., & Moeller, J. (2001). Studying headteachers’ professional lives: Getting the life history. Scandinavian Journal of Educational Research, 45(4), 395–410.
Black, J.S., et al. (1990). Cross-cultural training effectiveness: A review and a theoretical framework for future research. Academy of Management Review, 15(1), 113–136.
Bossert, S., et al. (1982). The instructional management role of the principal. Educational Management Quarterly, 18(3), 34–64.
Bourdieu, P. (1977). Outline of a theory of practice. Cambridge: Cambridge University Press.
Bourdieu, P. (1990). The logic of practice. Stanford, CA: Stanford University Press.
Bourdieu, P, & Wacquant, L.J.D. (1996a). Refleksiv sociologi. Copenhagen: Hans Reitzels Forlag (In English (1992) An invitation to reflexive sociology. Campbridge: Polity Press).
Bourdieu, P. (1996b). Understanding. Theory, Culture & Society, 13(2), 17–37.
Bourdieu, P. (1998). Practical reason. Stanford, CA: Stanford University Press.
Bourdieu, P. (1977). Outline of a theory of practice. Cambridge: Cambridge University Press.
Cerney, P (1990). The changing architecture of politics: Structure, agency and the future of the state. London: Sage.
Cordeiro, P.A. (2000, April). National cultural values and their role in school leadership: A cross-case analysis of high-school principals in six nations. Paper presented at the annual conference of the American Educational Research Association, New Orleans.
Dalin, P (1998). School development: Theories and strategies. New York: Cassell
Day, C, Harris, A., Hadfield, M., Tolly, H., & Beresford, J. (2000). Leading schools in times of change. Buckingham, UK: Open University Press.
Dimmock, C, & Walker, A (2000a). Developing comparative and international educational leadership and management: A cross-cultural model. School Leadership & Management, 20(2), 143–160.
Dimmock, C, & Walker, A. (2000b, April). Developing a cross-cultural approach to comparative school leadership, management and policy: Some considerations of methodology. Paper presented at the annual conference of the American Educational Research Association, New Orleans.
Dimmock, C. (2000). Designing the learning-centered school: A cross-cultural perspective. London: Falmer.
Fiedler, B. (2000). Editorial: International comparisons and contingency theory. School Leadership & Management, 20(1), 5–7.
Gerstner, C., & Day, D. (1994). Cross-cultural comparison of leadership prototypes. Leadership Quarterly, 5(2), 121–134.
Giddens, A. (1979). Central problems in Social Theory. London: MacMillan.
Goodson, I. (Ed.) (1992). Studying teachers’ lives. London: Routledge.
Goodson, I. (1995). The story so far: Personal knowledge and the political. In T. Tiller, A. Sparkes, S. Kärhus & F. Dowling Naess (Eds.), The qualitative challenge: Reflections on educational research (pp. xx–xx). Bergen: Caspar.
Hallinger, P, & Leithwood, K. (1996). Culture and educational administration. Journal of Educational Administration, 34(5), 98–116.
Hextall, I., & Mahony, P. (1998). Effective teachers for effective schools. In R. Slee, S. Tomlinson & G. Weiner (Eds.), Effective for Whom? (pp. xx–xx). London: Falmer.
Hofstede, G.H. (1994). Cultural constraints in management theories. International Review of Strategie Management, 5, 27–48.
Hofstede, G.H. (1991). Cultures and organizations. London: Harper Collins.
Hoggett, P. (1996). New modes of control in the public service. Public Administration, 74(Spring), 9–32.
Hood, C. (1991). A public management for all seasons. Public Administration, 69(spring), 3–19.
Hughes, O.E. (1998). Public management and administration. London: MacMillan.
Johansson, O., Moos, L., & Møller, J. (2000). A Scandinavian perspective on the culture of educational leadership. Paper prepared for the NERA conference, Kristianstad.
Johansson, O., Moos, L., & Møller, J. (2000). Visions on a democratie reflecting leadership In L. Moos, et al. (Eds.), Scandinavian school leaders’ work (pp. 312–333). Copenhagen, Nordic Ministers’ Council.
Klausen, K.K. (1998). Offentlig organisation, strategi og ledelse [Public organisation, strategies and leadership ]. Odense: Odense University Press.
Leithwood, K., & Hallinger, P. (Eds.) (1998). Leading schools in a global era: A cultural perspective. Peabody Journal of Education, 73(2), 1–10.
MacBeath, J., Moos, L., & Riley, K. (1996). Leadership in a changing world. In: K. Leithwood, P. Hallinger, J. Chapman, D. Corson & A. Hart (Eds.), International Handbook of Educational Leadership and Administration (pp. 223–250). Dordrecht, The Netherlands: Kluwer Academie Press.
MacBeath, J., Moos, L., & Riley, K. (1998). Time for a change. In J. MacBeath (Ed.), Effective school leadership: Responding to change (pp. 20–31). London: Paul Chapman.
MacBeath, J. (1999). Schools must speak for themselves: The case for self-evaluation. London: Routledge.
MacBeath, J. (Ed.) (1998). Effective school leadership: Responding to change. London: Paul Chapman.
Mahony, P, & Hextrall, I. (1997). The policy context and impact of the TTA: A summary. London: Roehampton Institute.
Mahony, P, MacBeath, J., & Moos, L. (1998). Who really runs the schools? In J. MacBeath (Ed.), Effective school leadership: Responding to change (pp. 112–124). London: Paul Chapman.
Martin, H.P, & Schumann, H. (1997). The trap of globalisation. Copenhagen: Borgen.
Moeller, J. (1999, July). The self-managing school within a Norwegian context: Between professional autonomy and bureaucratie accountability. Paper presented at the International Study Association on Teachers & Teaching 9th International Conference, Dublin, Ireland.
Moelier, J. (2000). The work of school principals in transition: Conflicting expectations, demands and desires. In C. Day, A. Fernandez, T. Hauge, & J. Möller (Eds.), The life and work of teachers: Internationalperspectives in changing times. London: Falmer Press.
Moeller, J. (1996). Learn and/to lead. Oslo: Cappeln.
Moos, L., Carney, S., Johansson, O., & Mehlbye, J. (Eds.) (2000). School leaders in Scandinavia. Copenhagen: Nordic Council (in Danish).
Moos, L., & Carney (2000). Leadership in The Scandinavian context: Realities, possibilities and restrictions. In L. Moos, et al. (Eds), School leaders in Scandinavia (pp. 8–72). Copenhagen: Nordic Ministers’ Council.
Moos, L., & Dempster, N. (1998). Some comparative learnings from the study In J. MacBeath (Ed.), Effective school leadership: Responding to change (pp. 98–111). London: Paul Chapman.
Moos, L. (1999). New dilemmas in school leadership. Leading & Managing, 5(1), 41–59.
Moos, L. (2000, April). Watch — Don’t Copy. Paper presented at the annual conference of the American Educational Research Association, New Orleans.
Moos, L., Carney, S., Johansson, O., & Mehlbye, J. (2000). School leaders in Scandinavia: A mapping of the working conditions, conditions and tasks of the Scandinavian school leaders. Copenhagen: Nordic Council of Ministers.
Moos, L., Mahony, P, & Reeves, J. (1998). What teachers, parents, governors and pupils want from their heads In J. MacBeath (Ed.), Effective school leadership: Responding to change (pp. 60–79). London: Paul Chapman.
Moos, L., & MacBeath, J. (1997). Uddannelse af skoleledere: I et internationalt perspektiv. Copenhagen: DLH.
Mortimore, P. (2000). Globalisation, effectiveness and improvement. Keynote address at ICSEI 2000 Conference, Hong Kong.
Osborne, A., & Graebler, T. (1992). Reinventing government: How the entrepreneurial spirit is transforming the public sector. Reading, MA: Addison-Wesley.
Shand, D. (1996). The new public management: An international perspective. Paper presented at the Public Service Management 2000 Conference, University of Glamorgan.
Southworth, G. (2000, April). School leadership in English schools at the close of the 20th century: Puzzles, problems and cultural insights. Paper presented at the annual conference of the American Educational Research Association, New Orleans.
Thomassen, J., Ulholm, P, & Moos, L. (1998). Kommunal skoleudvikling I Danmark. Copenhagen: CLUE.
Weiler, H.N. (1990). Decentralisation in educational governance: An exercise in contradiction? In M. Granheim, M. Kogan, & U. Lundgren (Ed.), Evaluation aspolicymaking: Introducing evaluation into a national decentralised educational System. London: Jessica Kingsley Publishers.
Weir, S., & Hall, W. (1994) Ego trip: Extra-governmental organisations in the United Kingdom and their accountability. London: Charter 88 Trust.
Wells, A.S., Carnochan, S., Slayton, J., Allen, R.L., & Vasudeva, A. (1998). Globalization and educational change. In A. Hargreaves et.al. (Eds.), International handbook of educational change (pp. 322–348). Dordrecht, The Netherlands: Kluwer Academie Publishers.
Wenger, E. (1999). Communities ofpractice: Learning, meaning, and Identity. Cambridge: Cambridge University Press.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2002 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Moos, L. (2002). Cultural Isomorphs in Theories and Practice of School Leadership. In: Leithwood, K., et al. Second International Handbook of Educational Leadership and Administration. Springer International Handbooks of Education, vol 8. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0375-9_14
Download citation
DOI: https://doi.org/10.1007/978-94-010-0375-9_14
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-010-3920-8
Online ISBN: 978-94-010-0375-9
eBook Packages: Springer Book Archive