Rose M Ylimaki
Biographic Data
| ID | 3454701 |
|---|---|
| NAME | Rose M Ylimaki |
| GIVEN NAMES | Rose M |
| FAMILY NAME | Ylimaki |
| SIGNATURE | YLIMAKI R M |
| AFFILIATIONS | Northern Arizona University |
| ORCID | 0000-0002-1217-4185 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
“Walking in Beauty”
Purpose Many educational leadership scholars have examined relationships among the principal's leadership, student outcomes, and school or social change, but indigenous ways of knowing, educating, and leading have received little attention. The mixed methods case study featured in this article is part of an international study of successful principals (ISSPP) and provides important knowledge about indigenous ways of knowing, educating, and leadin…
Symposium Introduction
This symposium features papers from scholars engaged in a cross-national study and dialogue about education and pedagogy. In a time of increasing politicization and instrumentalization of education, as well as increasing diversity and digitalization, we seek to go forward with education theorizing and practice by (re)considering education's scholarly, theoretical, and practical roots. The scholars in this symposium have engaged in hermeneutic rea…
A Historical Introduction to Continental Pedagogics from a North American Perspective
This article aims to serve as an introductory discussion of the European Continental tradition of pedagogics, specifically from a North American perspective. It begins with an overview of the Continental tradition and its main figures. Here, we find a philosophical and, thus, language‐sensitive attitude toward the human, the child; and a specific pedagogical terminology, i.e., descriptions and interpretations about the reality of education, such …
Successful School Leadership in the USA
This article draws on findings from a secondary analysis of selected U.S. case studies of successful school principals in the United States. All original ISSPP cases were selected with a common sampling strategy whereby we purposely selected schools with improved student outcomes and nominations by school district leaders and organizations. Data sources include semi-structured qualitative interviews with the district leaders, principal, teachers,…
La toma de riesgos políticos
Los educadores en los Estados Unidos se encuentran actualmente en una era de responsabilidad de alto nivel en el que las políticas federales y estatales imponen consecuencias graves en las escuelas que no logran un progreso adecuado en las pruebas estandarizadas de rendimiento (Allington, 2002; Shannon, 2001). Este entorno de alto nivel de responsabilidad impone enormes presiones a los educadores para que enseñen a la prueba, adopten enfoques o p…
Historical perspectives and contemporary challenges to education ( Bildung ) and citizenry in the modern nation state
In this article, we provide a comparative analysis of public education in Germany and the US, focusing on historical and contemporary challenges to education, Bildung, and citizenry in the modern nation state. In particular, we examine relations among nation building processes and education, transnational discourses, mutual influences, and relations regarding public education over time, and identity building and citizenship within and between fed…
Public education at the crossroads
This article introduces the topic of the special issue, ‘Public education at the crossroads’, by pointing to some of the debates and controversies surrounding the topic of public education and by framing the theme, while explaining the context and some components of the educational systems of the countries under examination – namely the USA and Germany. In both countries, control of public education is seen as the states’ responsibility within th…
Bridging Educational Leadership, Curriculum Theory and Didaktik
This book is open access under a CC BY 4.0 license. This volume argues for the need of a common ground that bridges leadership studies, curriculum theory, and Didaktik. It proposes a non-affirmative e
Bridging Educational Leadership, Curriculum Theory and Didaktik
Bridging Educational Leadership, Curriculum Theory and Didaktik
curriculum; educational leadership; philosophy of education; Bildung
Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership
This chapter presents non-affirmative theory of education as the foundation for a new research program in education, allowing us to bridge educational leadership, curriculum studies and Didaktik. We demonstrate the strengths of this framework by analyzing literature from educational leadership and curriculum theory/didaktik. In contrast to both socialization-oriented explanations locating curriculum and leadership within existing society, and tra…
Power and Collaboration-Consensus/Conflict in Curriculum Leadership
This exploratory article draws on multiple theoretical lenses and empirical research to focus on collaboration-consensus/conflict and power as experienced within literacy curriculum change efforts. Conflict and collaboration processes are discussed in the literature but remain dualistic and lack the nuance of deeper understanding. The article presents findings from two case studies of curriculum directors and others engaged in struggles to improv…
Sustaining the heart of education
How is it possible for those of us involved in education to bring to life the language and ways of being together in schools that sustain the heart of education, cultivating wisdom and compassion in ourselves and those in our midst, while tending to our educational responsibilities associated with standards and assessment? This inquiry led us to educators, children and classrooms in the UK and US, in urban cities and small towns, where conversati…
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Sustaining the heart of education
How is it possible for those of us involved in education to bring to life the language and ways of being together in schools that sustain the heart of education, cultivating wisdom and compassion in ourselves and those in our midst, while tending to our educational responsibilities associated with standards and assessment? This inquiry led us to educators, children and classrooms in the UK and US, in urban cities and small towns, where conversati…
Power and Collaboration-Consensus/Conflict in Curriculum Leadership
This exploratory article draws on multiple theoretical lenses and empirical research to focus on collaboration-consensus/conflict and power as experienced within literacy curriculum change efforts. Conflict and collaboration processes are discussed in the literature but remain dualistic and lack the nuance of deeper understanding. The article presents findings from two case studies of curriculum directors and others engaged in struggles to improv…
Bridging Educational Leadership, Curriculum Theory and Didaktik
This book is open access under a CC BY 4.0 license. This volume argues for the need of a common ground that bridges leadership studies, curriculum theory, and Didaktik. It proposes a non-affirmative e
Bridging Educational Leadership, Curriculum Theory and Didaktik
Bridging Educational Leadership, Curriculum Theory and Didaktik
curriculum; educational leadership; philosophy of education; Bildung
Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership
This chapter presents non-affirmative theory of education as the foundation for a new research program in education, allowing us to bridge educational leadership, curriculum studies and Didaktik. We demonstrate the strengths of this framework by analyzing literature from educational leadership and curriculum theory/didaktik. In contrast to both socialization-oriented explanations locating curriculum and leadership within existing society, and tra…
Historical perspectives and contemporary challenges to education ( Bildung ) and citizenry in the modern nation state
In this article, we provide a comparative analysis of public education in Germany and the US, focusing on historical and contemporary challenges to education, Bildung, and citizenry in the modern nation state. In particular, we examine relations among nation building processes and education, transnational discourses, mutual influences, and relations regarding public education over time, and identity building and citizenship within and between fed…
Public education at the crossroads
This article introduces the topic of the special issue, ‘Public education at the crossroads’, by pointing to some of the debates and controversies surrounding the topic of public education and by framing the theme, while explaining the context and some components of the educational systems of the countries under examination – namely the USA and Germany. In both countries, control of public education is seen as the states’ responsibility within th…
Successful School Leadership in the USA
This article draws on findings from a secondary analysis of selected U.S. case studies of successful school principals in the United States. All original ISSPP cases were selected with a common sampling strategy whereby we purposely selected schools with improved student outcomes and nominations by school district leaders and organizations. Data sources include semi-structured qualitative interviews with the district leaders, principal, teachers,…
La toma de riesgos políticos
Los educadores en los Estados Unidos se encuentran actualmente en una era de responsabilidad de alto nivel en el que las políticas federales y estatales imponen consecuencias graves en las escuelas que no logran un progreso adecuado en las pruebas estandarizadas de rendimiento (Allington, 2002; Shannon, 2001). Este entorno de alto nivel de responsabilidad impone enormes presiones a los educadores para que enseñen a la prueba, adopten enfoques o p…
Symposium Introduction
This symposium features papers from scholars engaged in a cross-national study and dialogue about education and pedagogy. In a time of increasing politicization and instrumentalization of education, as well as increasing diversity and digitalization, we seek to go forward with education theorizing and practice by (re)considering education's scholarly, theoretical, and practical roots. The scholars in this symposium have engaged in hermeneutic rea…
A Historical Introduction to Continental Pedagogics from a North American Perspective
This article aims to serve as an introductory discussion of the European Continental tradition of pedagogics, specifically from a North American perspective. It begins with an overview of the Continental tradition and its main figures. Here, we find a philosophical and, thus, language‐sensitive attitude toward the human, the child; and a specific pedagogical terminology, i.e., descriptions and interpretations about the reality of education, such …
“Walking in Beauty”
Purpose Many educational leadership scholars have examined relationships among the principal's leadership, student outcomes, and school or social change, but indigenous ways of knowing, educating, and leading have received little attention. The mixed methods case study featured in this article is part of an international study of successful principals (ISSPP) and provides important knowledge about indigenous ways of knowing, educating, and leadin…
Political science (9 works) · Sociology (9 works) · Pedagogy (6 works) · Global Education and Multiculturalism (5 works) · Social science (5 works) · Educational leadership (4 works) · Law (4 works) · Psychology (4 works) · Public relations (4 works) · Curriculum (3 works)