Bilingual education is burgeoning in Asia, and most bilingual practices are impacted by national language policies. However, top-down policy implementation and bottom-up practices may spark mismatches, constraints, or possibilities. Taiwan was selected as a research context to investigate the perceptions of administrators and teachers (including…

This paper reports on a study that explored the roles of district and community-based education structures (DCES) in preparing, implementing, and communicating education policy initiatives at the district and school levels. A descriptive multiple-case survey design involving three purposefully selected districts was employed. The study used a…

This article examines attempts to professionalize the teaching workforce in the Pacific Islands (PI) in response to the United Nation Sustainable Development Goal 4c -- "Increase the Supply of Qualified Teachers in Developing Countries." The experience of PI educators provides insight into the clash between global standard agendas,…

Based on an in-depth analysis of newspaper articles and internal documents, in this article I examine the formation of a new collective and glocal identity for the Israeli principals' organisation, "Manhigim," which was established in October 2018. I show how, in the process of establishing the organisation, the leaders formed a…

During recent years, we have seen an increase in the complexity of school leadership as knowledge work. The new forms of knowledge available to school leadership, such as performance data and survey-based data, raise the expectation that leaders make relevant use of these knowledge resources. Theory and policy claim that new knowledge is of…

The fall of the Berlin Wall in 1989 ushered in a period of change in higher-education systems across the former Eastern bloc. Reform-minded leaders in the region sought to introduce western models and policies promoted by foreign development aid agendas. Private higher-education institutions emerged. This qualitative multiple case study examines…

Uganda is a linguistically diverse nation where plurilingualism is common. Its language education policy dictates that, except in large urban areas, one local language be selected as the medium of instruction (MoI), to Primary 3, transitioning to English MoI, in Primary 4. Yet, as Ramanathan and Morgan ([Ramanathan, V., 2007]) argue, "the…