| 1. |
- Höög, Jonas, 1948-, et al.
(författare)
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Swedish Successful Schools Revisted
- 2011. - 1:a
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Ingår i: How School Prinicipals Sustain Success over Time. - London, New York : Springer. - 9789400713345 - 9400713347 - 9789400713352 ; , s. 73-89
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Aronsson, Thomas, 1963-, et al.
(författare)
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Veblen’s theory of the leisure class revisited : Implications for optimal income taxation
- 2010
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Almost all previous studies on public policy under relative consumption concerns have ignored the role of leisure for status comparisons. Inspired by Veblen (1899), this paper considers a two-type optimal income tax model, where people care about their relative consumption, and where the importance of relative consumption increases with the use of leisure due to increased consumption visibility. We show that increased consumption positionality typically implies higher marginal income tax rates for both ability-types. Using a leisure-weighted measure of reference consumption, rather than a measure where leisure plays no role as in the previous literature, increases the marginal income tax rate implemented for the low-ability type and decreases the marginal income tax rate implemented for the high-ability type, i.e., it gives rise to a regressive tax component.
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| 3. |
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| 4. |
- Aronsson, Thomas, 1963-, et al.
(författare)
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State-variable public goods when relative consumption matters : a dynamic optimal taxation approach
- 2011
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This paper concerns the optimal provision of a state-variable public good, where the global climate is the prime example. The analysis is based on a two-type optimal income tax model with overlapping generations, where people care about their relative consumption. We consider both keeping-up-with-the-Joneses preferences (where people compare their own current consumption with others’ current consumption) and catching-up-with-the-Joneses preferences (where people compare their own current consumption with others’ past consumption). The extent to which the rule for public provision ought to be modified is shown to depend crucially on the preference elicitation format.
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| 5. |
- Day, Christopher, et al.
(författare)
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Leading organizational learning and capacity building
- 2011
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Ingår i: US and cross-national policies, practices, and preparation. - Dordrecht : Springer Netherlands. - 9789400705418 - 9789400705425 ; , s. 29-49
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Recently, the building of personal, interpersonal and organisational capacity through the restructuring of schools as learning organisations and professional learning communities have been identified as promising developments in school-based administrative theory (Louis et al. 1996; Senge 2000; Mitchell and Sackney 2000). Yet, capacity-building theories are complex and require administrators to be conversant with new approaches to leadership, change theory, instruction and professional development, whilst maintaining that which is already effective within schools (Silins et al. 2002). The purpose of this chapter is to explore the capacity-building strategies used by principals and headteachers to improve and sustain improvements in student achievement in US, British and Swedish contexts.
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| 6. |
- Day, Christopher, et al.
(författare)
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Sustaining Improvements in Student Learning and Achievement : The Importance of Resilience in Leadership
- 2011
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Ingår i: How School Principals Sustain Success over Time. - DORDRECHT : Springer Netherlands. - 9789400713345 - 9789400713352 ; , s. 167-181
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Over the years, much has been written internationally about leadership purposes, values, practices and effectiveness. More recently, issues of succession planning, capacity building, distributed leadership, sustainability and systems leadership have been the focus of policy and policy-related research. Yet, relatively little research has focused upon how resilience contributes to the success of school leaders, principals in particular, in sustaining their values, motivation, commitment and sense of effectiveness over time in changing personal, social, organisational and policy contexts.This chapter aims at exploring leadership resilience for sustainable and improved learning and achievement for students. The strategies successful local school principals chose to foster learning and sustained success at the local schools are analysed through the theoretical framework of leadership for democratic education. It offers a lens to understanding associations between leaders who are driven by a belief in the basic values and rights of each individual; taking the standpoint of others into consideration; deliberation in making decisions; embracing plurality and difference; who promote equity and social justice and have a lasting impact on other people within and beyond the organisation and a capacity for resilience. Resilient leadership for improved learning for children is characterised by a clear sense of moral/ethical purpose related to how to create a learning environment in which all students and staff may not only feel they belong to, but also in which they may be successful. Yet, such leadership requires that leaders are beacons of hope, engage in risk, distribute trust progressively in a wise and timely manner and are able to be resilient and build the capacities of others to be resilient.
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| 7. |
- Jacobson, Stephen L., et al.
(författare)
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Preparing school leaders to lead organizational learning and capacity building
- 2011
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Ingår i: US and cross-national policies, practices, and preparation. - Dordrecht : Springer Netherlands. - 9789400705418 - 9789400705425 ; , s. 103-123
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter examines the leadership development of principals /head teachers in England, Sweden and the United States with a particular focus on organizational learning and capacity building in leadership preparation programs. The authors note that leadership preparation varies across the three countries, with the longest history of formal training in the United States. At the same time, several similarities and trends in organizational learning preparation and professional development exist. Further, this chapter considers how these various elements of leadership preparation could be employed to better prepare aspiring and current principals to successfully lead organizational learning and capacity building in their schools. The chapter concludes with three recommendations regarding (1) candidate selection, (2) curricula design and (3) professional and social support that could enhance school leadership preparation and subsequent on-the-job performance.
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| 8. |
- Johansson, Olof, 1950-, et al.
(författare)
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The Nordic superintendents' leadership roles : cross national comparisons
- 2011
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Ingår i: International handbook on leadership for learning. - Dordrecht : Springer. - 9789400713499 - 9789400713505 ; , s. 529-551
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Our research problem deals with what happens when national educational policies meet structures of implementation at the school district and school level. Our focus is on the position that is directly subordinate to a municipal committee or board and with responsibility for education. This position we refer to as superintendent. By focusing on this position and the prerequisites for the person holding that position it may also be possible to investigate some of the preconditions for learning. The chapter starts with a short description of the Nordic governance system, gives some results from earlier studies about the superintendent, and is followed by findings from our Nordic survey.The findings address the power distribution between the state and the municipalities in national school governance across Nordic countries. The underlying argument posits that these system characteristics are crucial in determining the context for municipal superintendent leadership in practice. The conceptual model of the Nordic superintendent is discussed in the light of empirical data from all Nordic countries. Finally, the chapter discusses to what extent leadership for learning is a relevant perspective for analyzing Nordic superintendent leadership as it emerged from the data.
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| 9. |
- Moos, Lejf, et al.
(författare)
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Introduction to the international successful school principalship project
- 2011
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Ingår i: How school principals sustain success. - Dordrecht : Springer. - 9789400713345 - 9789400713352 ; , s. 1-13
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- When we started the International Successful School Principalship Project (ISSPP) in 2001, we were interested in finding answers to the question: What contributes to school principals’ success in leading schools so that students gain the most from their experience of school education? Teams of researchers from Sweden, Norway, Denmark, England, Canada, the United States, Australia and China participated and found a series of answers and arguments as the results from analysing a range of documentary, quantitative and qualitative data from approximately 30 schools. Five years later on, we went back to those schools which were led by the same principals in order to find out whether the success had been sustained and if so, how.This book reports our findings through country case stories and cross-cutting thematic chapters. First, we report briefly upon findings from the first phase. Following this, we describe the research methods that were used and the challenge of finding common international understandings of success in schools and in school principalship. Finally, we report findings about sustaining success from the second phase of the study.
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| 10. |
- Moos, Lejf, et al.
(författare)
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New Insights : How Successful School Leadership Is Sustained
- 2011
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Ingår i: How School Principals Sustain Success over Time. - DORDRECHT : Springer Netherlands. - 9789400713345 - 9789400713352 ; , s. 223-230
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The rich data provided in this project has enabled us to provide a unique international perspective on how successful leaders sustain their success. Our case stories encompass education in six countries and stretch over a period of 5 years. They give us new and challenging knowledge, not only about the values, qualities, skills and knowledge which successful principals hold and apply in order to achieve and sustain success, but, importantly, how they influence teachers’ teaching and in student learning and achievement. The analyses and arguments in the case stories and their further development through six thematic chapters have enabled us to view sustainability from diverse perspectives. One chapter takes a communicative perspective on leadership, sustaining success through sense-making communication in the everyday practice. Another chapter takes as its point of departure a psychological perspective on school leaders’ resilience as a precondition for sustaining success in leadership. A third chapter on sustaining improvement and leadership in challenging schools takes a systemic perspective on schools. And the fourth chapter analysed two different forms of preparation for leadership. The last chapter analysed cases from Denmark, Norway, Sweden and USA (New York) in changing policy regimes for leadership and finds that the directions towards increases in contractual accountability are broadly the same.
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