| 1. |
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A decade of research on school principals : cases from 24 countries
- 2016. - 1
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- This book provides a unique map of the focus and directions of contemporary research on school leadership since 2000 in 24 countries. Each of these directions has its own particular cultural, educational and policy history. Taken together, the various chapters in the volume provide a rich and varied mosaic of what is currently known and what is yet to be discovered about the roles and practices of principals, and their contributions to the improvement of teaching and the learning and achievement of students. The particular foci and methodological emphases of the research reported illustrate the different phases in the development of educational policies and provision in each country. This collection is an important addition to existing international research that has shown beyond any reasonable doubt that the influence of school principals is second only to that of teachers in their capacity to impact students’ progress and achievement and to promote equity and social justice.
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| 2. |
- Brauckmann, Stefan, et al.
(författare)
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Bringing context and educational leadership together : fostering the professional development of school principals
- 2023
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Ingår i: Professional Development in Education. - : Routledge. - 1941-5257 .- 1941-5265. ; 49:1, s. 4-15
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Tidskriftsartikel (refereegranskat)abstract
- Policy makers increasingly acknowledge that problems and challenges arising at the school level should be resolved on site. At the same time, the political expectation to delegate more responsibility to the individual school is rather heavily contrasted with the weak knowledge about how this new public management approach can be translated into successful leadership practices. Thus, considering that there is a close relationship between context and leadership, principal preparation programmes should be guided by a deeper examination of contextual factors. Against this background, we aim to critically examine existing views of practitioners and researchers on the challenge of establishing more context-sensitive school leadership preparation programmes in an era of New Public Management in Education. In doing so, we introduce the Swedish Model of principal preparation as an example for a more context-sensitive leadership preparation program. To that end, we argue that a differentiated perspective about contextual conditions and their role as facilitators or obstacles to effective leadership must be further explored. Moreover, school leaders should be encouraged to consider the relevance of such approaches to their own needs.
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| 3. |
- Grimm, Frida, 1978-
(författare)
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Ledarskap för lärares lärande : förstelärare som lärarledare
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Today, new teacher leader functions are emerging in several parts of the world. Previous research has highlighted the potential of teacher leadership to enhance teacher learning, but also recorded resistance among teachers to being collectively led in efforts to improve teaching and learning. The aim of this thesis is to draw attention to, and contribute knowledge about, local school actors’ explicit and implicit teacher leadership constructions in schools. Three overarching research questions are addressed: 1) How is teacher leadership constructed in schools? 2) How do these constructions enhance and constrain possibilities to lead teacher learning? 3) How can visualising explicit and implicit teacher leadership practices contribute to learning about leadership for teacher learning?Spillane’s model of distributed leadership and Wenger’s theories of social learning are used to study, analyse, and create knowledge about teacher leadership constructions. Empirically, the thesis is based on material collected in two qualitative studies conducted in Swedish schools in 2019 and 2021/22. This included interviews (58) with visual material and video-observations (6) designed to capture relevant understandings and practices, both explicit and implicit. The results show that egalitarian and autonomous norms strongly influence teacher leadership constructions, while ‘first teachers’, whose roles are supposed to include leadership, are solely regarded as teachers, not leaders, with unrecognized functions and practices. The mainly acknowledging and facilitative teacher leader practices both enhance and constrain teachers’ learning. On one hand, teachers are encouraged to share ideas and try out alternative teaching methods, while on the other hand, current methods and perspectives on teaching and learning tend to be conserved rather than challenged. Supportive and acknowledging leadership practices therefore need to be combined with challenging of perspectives and a habit of inquiry. By visualising explicit and implicit understandings and teacher leadership practices, local school actors and researchers can gain new insights about ways to develop and improve teacher leadership to promote learning. Four conclusions are drawn: 1) Local school actors’ understandings of teacher leadership need to be nuanced, challenged, and developed. 2) Leaders for learning need to manage learning as both individual and collective, concrete and abstract, acknowledging and challenging. 3) Conscious choices and changes are needed at all organisational levels to utilise teacher leaders’ capacities. 4) Visualisation of, and reflection on, explicit and implicit understandings and practices contribute to more conscious choices and changes in leadership for learning.
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| 4. |
- Gunnulfsen, Ann Elisabeth, et al.
(författare)
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Introduction
- 2023
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Ingår i: Education and Democracy in the Nordic Countries. - Cham : Springer. - 9783031331947 - 9783031331954 ; , s. 1-9
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Bokkapitel (refereegranskat)
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| 5. |
- Gunnulfsen, Ann Elisabeth, et al.
(författare)
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Making Sense of Nordic School Leadership – Four Perspectives on Similarities and Variations
- 2023
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Ingår i: Education and Democracy in the Nordic Countries. - Cham : Springer. - 9783031331947 - 9783031331954 ; , s. 173-182
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Bokkapitel (refereegranskat)abstract
- This book can be regarded as a follow up to the series of Springer-editions about the Nordic perspectives on studies in educational leadership. Lejf Moos is a prominent forerunner with the first “Nordic” edition of Transnational Influences on Values and Practices in Nordic Educational Leadership: Is there a Nordic Model? published 10 years ago. In his edition, Moos (2013) stated that the Nordic countries are similar in many respects. The similarities are expressed through their differences from the UK and USA, where democratic thinking is built upon so-called liberal democracy, which values the idea that the purpose of society is to advantage the individual in her/his development (Louis, 2003). In contrast, Nordic social democracies focus on the welfare state perspective of social rights and equality (Andersen et al. 2007), a unified society where democracy and social welfare systems build on the necessity of a strong state that is willing and able to redistribute some of the wealth. This is combined with ideas of free speech and participation where citizens in a society are expected to participate in conversations on matters of mutual interest as a mean to strengthen all individual’s rights and well-being. This current book aimed to examine perspectives of contemporary school leadership practices and thinking based on the premise that schools play a vital role in forming societies. Moreover, the purpose of this book is to address and discuss principal prerequisites and work within democratic welfare states in Nordic countries.
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| 6. |
- Gunnulfsen, Ann Elisabeth, et al.
(författare)
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Preface
- 2023
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Ingår i: Education and Democracy in the Nordic Countries. - Cham : Springer. - 9783031331947 - 9783031331954 ; , s. xv-xvi
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Johansson, Olof, 1950-, et al.
(författare)
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Bringing support structures to scale : the role of the state and the municipality
- 2021
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Ingår i: Evidence-based school development in changing demografic contexts. - Dordrecht : Springer Publishing Company. - 9783030768362 - 9783030768393 - 9783030768379 ; , s. 117-131
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Bokkapitel (refereegranskat)abstract
- This chapter explores the “theory of action” underlying the Swedish government’s national school improvement program called Cooperation for Better Schools. We discuss particularly the assumptions about the roles and responsibilities of key stakeholders, including schools, school districts, and universities. Our analysis focuses on the issue of institutional capacity for sustained system improvement. In this regard, our approach draws on the perspectives associated with contemporary policy analysis, which includes greater attention to qualitative and interpretive methods to understand the complexity of policy-induced change in contemporary society. We start by describing the project structure and our method. Thereafter, we analyze the government’s understanding and arguments for why it is important to help underperforming schools, before we give examples about how involved actors define problems and solutions in project documents. In the conclusion, we highlight strengths and deficits in the improvement process.
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| 8. |
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| 9. |
- Johansson, Olof, 1950-, et al.
(författare)
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Comparative Analysis of Central Aspects
- 2020
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Ingår i: Educational Authorities and the Schools. - Cham : Springer. - 9783030387587 - 9783030387594 ; , s. 409-420
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Bokkapitel (refereegranskat)abstract
- It is well known that schools and their work are highly dependent on and influenced by the societal values, history and political situation in the specific country where they are located (Ärlestig et al. 2016). School agencies and their role are not as well described in research as school districts and the impact of school communities. One reason for this disparity might be the considerable variation between different countries, with respect to the earlier little-studied aspects of school agencies and their role.
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| 10. |
- Johansson, Olof, 1950-, et al.
(författare)
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Culture, Structure and Leadership in Sweden : National Accountability and Local Trust
- 2021
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Ingår i: The Cultural and Social Foundations of Educational Leadership. - Cham : Springer Science+Business Media B.V.. - 9783030744960 - 9783030744977 ; , s. 45-65
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Bokkapitel (refereegranskat)abstract
- Analysis of Swedish educational policy will start the importance of some state commissions on education. The first one was published in 1946 (SOU, 1948:27) and the second in 2017 (SOU, 2017:35). The first commission’s main aim was to form democratic citizens, while the second focused on equity in learning opportunities. Both state commissions had the ambition to contribute to reforms that would help to widen support for students from low socioeconomic backgrounds to achieve academic success. In between the commissions, there was another important state investigation between 1970 and 1974 called The school’s inner work (SOU, 1974:53). Based on the report, the parliament took important decisions in relation to students in need of extra support. These ideas can also be found in the reformed Educational act and curricula from the 1990s, including analysis of the independent school reform that was introduced in 1991.
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