| 1. |
- Rapp, Stephan
(författare)
-
Headteacher as a pedagogical leader : a comparative study of headteachers in Sweden and England
- 2010
-
Ingår i: British Journal of Educational Studies. - : Taylor & Francis. - 0007-1005 .- 1467-8527. ; 58:3, s. 331-349
-
Tidskriftsartikel (refereegranskat)abstract
- This is a comparative study, drawing on data obtained from interviews conducted with headteachers, that compares the roles of Swedish and British headteachers as pedagogical leaders. For its analytical framework the study uses the qualitative research approach known as phenomenography and, in the context of the guiding legal documents related to education, examines the study's findings as frame factors and as tight and loosely coupled systems. Based on interviews with the study's subjects (five Swedish and five English headteachers), discernible differences were noted between Swedish and English headteachers in their roles as pedagogical leaders. Both groups are responsible for the administration and management of the school but, compared to the Swedish headteachers, their English counterparts have greater personal responsibility for the school's overall performance and are more focused on providing leadership in teaching and learning. In contrast, the Swedish headteachers had a greater separation of the two roles, with the headteacher taking responsibility for administration and leaving responsibility for teaching and learning to the teachers.
|
|
| 2. |
|
|
| 3. |
|
|
| 4. |
|
|
| 5. |
- Rapp, Stephan
(författare)
-
New wine in old bottles? A ciritique of Sweden's new national training programme for head teachers : does it strengthen or undermine school equality and student's educational rights and guarantees?
- 2012
-
Ingår i: School Leadership and Management. - : Taylor & Francis. - 1363-2434 .- 1364-2626. ; 32:2, s. 159-181
-
Tidskriftsartikel (refereegranskat)abstract
- This research seeks to look at the effect of the new Swedish training programme for head teachers by comparing it with the previous national training programme and does so primarily through an analysis of documents and texts that served to underpin the two different programmes. To put the Swedish teacher-training programme in an international perspective, the study makes some comparisons to the English teacher-training system. In order to compare and analyse the documents related to the training programmes, frame-factor theoretical perspective is employed. Even though the new training programme is much more intensive and comprehensive than the previous one and even though it focuses on areas with relevance to school equality and assuring students' legal rights, the study's findings show that the new training programme, like the old programme, is still not sufficient to equip all school leaders with the skills they need to fulfil the responsibilities as required in the schools' charter and to assure school equality and the legal rights and guarantees of students.
|
|
| 6. |
|
|
| 7. |
|
|
| 8. |
|
|
| 9. |
|
|
| 10. |
|
|
