| 1. |
- Blossing, Ulf, et al.
(författare)
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Schools as Curriculum Agencies
- 2008
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Ingår i: The European Conference on Educational Research in Gothenburg.
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Konferensbidrag (populärvet., debatt m.m.)
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| 2. |
- Blossing, Ulf, et al.
(författare)
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Skolförbättring: en skola för alla
- 2003
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Ingår i: Skolutvecklingens många ansikten. - Stockholm : Liber Distribution.
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Bokkapitel (refereegranskat)
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| 3. |
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| 4. |
- Ekholm, Mats, et al.
(författare)
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Forskning om rektor - en forskningsöversikt
- 2000
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Bok (refereegranskat)abstract
- En forskargrupp vid Karlstads universitet som undersöker hur ledarskap i skolan förändras i samband med samhällsförändringawr, presenterar resultaten av en bred läsning. I Forskning om rektor presenteras både rön ur forskningslitteraturen och egna undersökningar.Ledarskap i skolan är beroende av det inre liv som finns i skolor likaväl som av det som händer och sker i det omgivande samhället. Forskningen om rektorer har förändrats i takt med att förutsättningarna för såväl skolor som för ledarskapet i skolor ändrats. I boken tillbakavisas allmänna myter som att starkt ledarskap på skolan direkt leder till bra resultat i elevernas inlärning. Tonvikten i litteraturöversikten har lagts på förhållanden mellan rektorers insatser ochy skolors förmåga att förbättra sig.
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| 5. |
- Ekholm, Mats, et al.
(författare)
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Schools as Curriculum Agencies in Sweden
- 2010
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Ingår i: Schools as Curriculum Agencies.Asian and European Perspectives on School-Based Curriculum Development. - Rotterdam, Boston, Taipei : Sense Publishers. - 9789460912795
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Bokkapitel (refereegranskat)abstract
- Svenska skolors sätt att förhålla sig till läroplaner beskrivs och diskuteras. Skolors svar på politikers reformkrav belyses och skolors lärande i nätverk med sikte på förbättringar beskrivs
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| 6. |
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| 7. |
- Kristiansson, Martin, 1967-
(författare)
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Skolan och den politiska offentligheten - öppning eller tillslutning? : Styrning och skolutveckling utifrån "försöket utan timplan"
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study concerns school-development and the political public sphere in a Swedish context. It draws on an earlier study in which school-leaders expressed political signals in relation to school-development as being ambiguous and contradictive. On one hand they saw a political support for openness and dialogue in school. On the other hand they perceived control and competition. Another point of departure for the study is what tentatively was suggested as a shift in focus for the state government of schools during the 1990:s, from decentralization as such to an increased emphasis on control of its consequences. The overriding aim of the study was to illuminate how this shift could be understood regarding the relation between school-development and the political public sphere.The study was conducted within a larger, national project where almost 900 schools worked without the national time table. Policy texts behind the governments’ decision on starting the project were used in order to describe and analyse school policy. School-leaders´ accounts on school-work and school-development in the project was used for analysis and description of school practice.Habermas’ theory of communicative action, particularly his notions on “the welfare-state crisis” as an opening for a revitalized political public sphere grounded upon communicative action, was used as a theoretical frame for the study.The results support the assumption that school policy, as formulated in the studied documents, did shift over time from a focus on decentralization to an emphasis on control of its consequences. The school-leaders, however, gave voice to a school practice where the importance of a communicative direction was emphasized. The overall conclusion is that while a vital political public sphere in Habermas´ terms is supported in school practice, school policy seems to direct school development in the opposite direction, thereby closing the opportunity for school to support a revitalized public sphere.
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| 8. |
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| 9. |
- Mogren, Anna
(författare)
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Implementering av lärande för hållbar utveckling : En studie av rektors förståelse av kvalitet i skolans organisation
- 2017
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Student outcomes of Education for Sustainable Development (ESD) is reported to be weak and empirical studies investigating the underlying causes have been called for. School organization is pointed out as essential, which highlights the role of school leaders in realizing ESD. This study aims to identify characteristic features of ESD active school organizations, by investigating how school leaders maintain high quality in their organizations. ESD is thus studied from an internal organizational perspective. Fourteen school leaders at ten upper secondary schools, active in ESD implementation, were interviewed and qualitative data quantified. A special focus was on school leaders’ transformative statements, in response to earlier criticism that ESD implementation has been too structural. Results consist of 26 identified quality criteria. By means of cluster analysis, the quality criteria were merged into four principal quality criteria: collaborative interaction and school development, student-centred education, cooperation with local society and proactive leadership and continuity. The school leaders’ quality strategies were identified through correlation analysis of their principal quality criteria. The quality strategies reveal a difference in the schools’ internal or external focus. An analysis of the school leaders’ quality statements in relation to their quality strategy implementation indicates that ESD to a large degree is introduced from a transformative perspective. One school in the study stands out as highly transformation-oriented, and has a quality strategy combining an internal and external focus, thus making it a possible benchmark for successful ESD-implementation. The study contributes a suggestion on how a progression of ESD implementation can take place and as well as possible obstacles.
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| 10. |
- Mogren, Anna, et al.
(författare)
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Whole school approaches to education for sustainable development : A model that links to school improvement
- 2019
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Ingår i: Environmental Education Research. - : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 25:4, s. 508-531
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Tidskriftsartikel (refereegranskat)abstract
- This study applies a model of school organisation developed by one of the authors to investigate school improvement processes leading to a whole school approach in Education for Sustainable Development (ESD) literature. The model is operationalized to a survey instrument and distributed to Swedish upper secondary teachers. The instrument provides empirical indications of teachers’ perceptions of their schools in terms of four major dimensions of an ESD whole school approach, the importance assigned to a holistic vision, routines and structures, professional knowledge creation, and practical pedagogical work. The aims of the study are to compare the teachers’ perception of their school organisation. We compare perceptions of teachers working in schools actively implementing ESD and teachers in comparable reference schools. Comparisons are also made between teachers from schools applying different strategies and quality approaches in implementing ESD. The results indicate that, relative to teachers in ordinary schools, those in ESD schools perceive their school organisations to have higher quality and coherence, with greater potential to support teaching and pedagogical work in practice. However, there is substantial variation in perceptions of teachers from different ESD schools. The model’s robustness is validated by coherence of earlier results in the same schools.
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