John Benedicto Krejsler is professor at the Danish School of Education, Aarhus University. His research on ‘New conditions for (pre-)school and teacher education – in a transnational perspective’ brings together education policy, new conditions for producing ’truths’(evidence) and social technologies. He has published extensively within the field. He was president of the Nordic Educational Research Association (2019-22) and is council member of the European Educational Research Association (2009-2018, and 2022 -). He was visiting professor at Kristianstad University (Sweden) (2009-2010), and visiting scholar at University of California Los Angeles - UCLA (USA) (2015-2016), and University of Strathclyde (Scotland, UK) (2023). He has a background as teacher educator and school teacher. Lejf Moos is associate professor emeritus in education, leadership and governance. He has authored and edited many articles and books on these subjects. He is thefounder of the Springer book series on Educational Governance Research, of which he is the co-chief editor. Most of his work has been carried out in collaboration with Nordic and international colleagues. He has been the president of NERA (Nordic Educational Research Association), ICSEI (The International Conference on School Effectiveness and Improvement) and EERA (The European Educational Research Association).

• Part 1. Introduction.- Chapter 1. School Policy Reform in Europe between Transnational Alignment and National Contestation (John Benedicto Krejsler).- Part 2. National Cases.- Chapter 2. Danish school policy: remaining Nordic while going transnational (John Benedicto Krejsler).- Chapter 3. England: Neo-liberalism, regulation and populism in the educational reform laboratory (David Hall).- Chapter 4. School Reform Policy and Governance in Germany between National and Transnational Expectations – with outlooks to Austria and Switzerland (Bettina-Maria Gördel).- Chapter 5. Transnational forces in Dutch educational policies and practices (Theo Wubbels).- Chapter 6. French education policies and the PISA paradigm: the strong republican State absorbing external influences (Romuald Normand).- Chapter 7. Changing School Policies in Italy: From Welfare Equity model to the New Public Management instrumentations (Paolo Landri).- Chapter 8. Multi-scalar interactions and school policy:  The trajectory of educational reform in Catalonia within the Spanish state (Antoni Verger).- Chapter 9. School Policy and Reforms in Poland in the light of decentralisation – between democratisation and centralisation (Joanna Madalińska-Michalak).- Chapter 10. Czech School Reforms: Between East and West (Petr Novotný).- Chapter 11. Education policies and reforms in Slovenia and Croatia: shared history, diverging paths (Eva Klemenčič Mirazchiyski).- Part 3. Discussions.- Chapter 12. Ever-morphing relations between the global, supranational and the national in schooling policy: A reflection on some European cases (Bob Lingard).- Chapter 13. Europe as the exterior interiorized in the infrastructures of policy (Thomas S. Popkewitz).- Chapter 14. How context matters in European school policy reforms (Lejf Moos).

John Benedicto Krejsler is professor at the Danish School of Education, Aarhus University. His research on ‘New conditions for (pre-)school and teacher education – in a transnational perspective’ brings together education policy, new conditions for producing ’truths’(evidence) and social technologies. He has published extensively within the field. He was president of the Nordic Educational Research Association (2019-22) and is council member of the European Educational Research Association (2009-2018, and 2022 -). He was visiting professor at Kristianstad University (Sweden) (2009-2010), and visiting scholar at University of California Los Angeles - UCLA (USA) (2015-2016), and University of Strathclyde (Scotland, UK) (2023). He has a background as teacher educator and school teacher. Lejf Moos is associate professor emeritus in education, leadership and governance. He has authored and edited many articles and books on these subjects. He is thefounder of the Springer book series on Educational Governance Research, of which he is the co-chief editor. Most of his work has been carried out in collaboration with Nordic and international colleagues. He has been the president of NERA (Nordic Educational Research Association), ICSEI (The International Conference on School Effectiveness and Improvement) and EERA (The European Educational Research Association).

• Part 1. Introduction.- Chapter 1. School Policy Reform in Europe between Transnational Alignment and National Contestation (John Benedicto Krejsler).- Part 2. National Cases.- Chapter 2. Danish school policy: remaining Nordic while going transnational (John Benedicto Krejsler).- Chapter 3. England: Neo-liberalism, regulation and populism in the educational reform laboratory (David Hall).- Chapter 4. School Reform Policy and Governance in Germany between National and Transnational Expectations – with outlooks to Austria and Switzerland (Bettina-Maria Gördel).- Chapter 5. Transnational forces in Dutch educational policies and practices (Theo Wubbels).- Chapter 6. French education policies and the PISA paradigm: the strong republican State absorbing external influences (Romuald Normand).- Chapter 7. Changing School Policies in Italy: From Welfare Equity model to the New Public Management instrumentations (Paolo Landri).- Chapter 8. Multi-scalar interactions and school policy:  The trajectory of educational reform in Catalonia within the Spanish state (Antoni Verger).- Chapter 9. School Policy and Reforms in Poland in the light of decentralisation – between democratisation and centralisation (Joanna Madalińska-Michalak).- Chapter 10. Czech School Reforms: Between East and West (Petr Novotný).- Chapter 11. Education policies and reforms in Slovenia and Croatia: shared history, diverging paths (Eva Klemenčič Mirazchiyski).- Part 3. Discussions.- Chapter 12. Ever-morphing relations between the global, supranational and the national in schooling policy: A reflection on some European cases (Bob Lingard).- Chapter 13. Europe as the exterior interiorized in the infrastructures of policy (Thomas S. Popkewitz).- Chapter 14. How context matters in European school policy reforms (Lejf Moos).

John Benedicto Krejsler is professor at the Danish School of Education, Aarhus University. His research on ‘New conditions for (pre-)school and teacher education – in a transnational perspective’ brings together education policy, new conditions for producing ’truths’(evidence) and social technologies. He has published extensively within the field. He was president of the Nordic Educational Research Association (2019-22) and is council member of the European Educational Research Association (2009-2018, and 2022 -). He was visiting professor at Kristianstad University (Sweden) (2009-2010), and visiting scholar at University of California Los Angeles - UCLA (USA) (2015-2016), and University of Strathclyde (Scotland, UK) (2023). He has a background as teacher educator and school teacher. Lejf Moos is associate professor emeritus in education, leadership and governance. He has authored and edited many articles and books on these subjects. He is thefounder of the Springer book series on Educational Governance Research, of which he is the co-chief editor. Most of his work has been carried out in collaboration with Nordic and international colleagues. He has been the president of NERA (Nordic Educational Research Association), ICSEI (The International Conference on School Effectiveness and Improvement) and EERA (The European Educational Research Association).

• Part 1. Introduction.- Chapter 1. School Policy Reform in Europe between Transnational Alignment and National Contestation (John Benedicto Krejsler).- Part 2. National Cases.- Chapter 2. Danish school policy: remaining Nordic while going transnational (John Benedicto Krejsler).- Chapter 3. England: Neo-liberalism, regulation and populism in the educational reform laboratory (David Hall).- Chapter 4. School Reform Policy and Governance in Germany between National and Transnational Expectations – with outlooks to Austria and Switzerland (Bettina-Maria Gördel).- Chapter 5. Transnational forces in Dutch educational policies and practices (Theo Wubbels).- Chapter 6. French education policies and the PISA paradigm: the strong republican State absorbing external influences (Romuald Normand).- Chapter 7. Changing School Policies in Italy: From Welfare Equity model to the New Public Management instrumentations (Paolo Landri).- Chapter 8. Multi-scalar interactions and school policy:  The trajectory of educational reform in Catalonia within the Spanish state (Antoni Verger).- Chapter 9. School Policy and Reforms in Poland in the light of decentralisation – between democratisation and centralisation (Joanna Madalińska-Michalak).- Chapter 10. Czech School Reforms: Between East and West (Petr Novotný).- Chapter 11. Education policies and reforms in Slovenia and Croatia: shared history, diverging paths (Eva Klemenčič Mirazchiyski).- Part 3. Discussions.- Chapter 12. Ever-morphing relations between the global, supranational and the national in schooling policy: A reflection on some European cases (Bob Lingard).- Chapter 13. Europe as the exterior interiorized in the infrastructures of policy (Thomas S. Popkewitz).- Chapter 14. How context matters in European school policy reforms (Lejf Moos).