| 1. |
- Aas, Marit, et al.
(författare)
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Benchlearning as professional development of school leaders in Norway and Sweden
- 2018
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Ingår i: Professional Development in Education. - : Taylor & Francis. - 1941-5257 .- 1941-5265. ; 44:1, s. 62-75
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we investigate a new national collaborative Benchlearning program for principals in Norway and Sweden. Four process leaders have been running the program. The aim is to give the participants the knowledge to develop a leadership practice and school environment that are more innovative. The program includes theoretical inputs, sharing experiences, school visits, training, and trialing of new leadership practices. Drawing on data from surveys, participants’ reflections, and the leaders’ descriptions of new leadership practice, we examine and identify successful and critical aspects of the learning process. The findings show that principals’ motivation and willingness to start change processes can be created in a synergy between structured school visits, work in learning groups, and a theoretical foundation. Working in groups across schools in two countries seems to enhance principals’ sense of efficacy, which in turn is shown to have a positive effect on their willingness to trial new practices. Two implications of the study are suggested. First, in the design of principal programs, systematic and critical reflection about authentic practice should be the basis. Second, educators should be trained to be process leaders who can support principals’ learning during a critical and social construction of a new practice.
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| 2. |
- Aas, Marit, et al.
(författare)
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Examining Norwegian and Swedish Leadership training programs in light of international research
- 2016
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Ingår i: Nordic Studies in Education. - Oslo : Universitetsforlaget. - 1891-5914 .- 1891-5949. ; 36:2, s. 173-187
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Tidskriftsartikel (refereegranskat)abstract
- This article examines and compares principal training programs in Sweden and Norway, the two Nordic countries with national leadership programs for already active school leaders. To investigate the knowledge base and design of the programs we draw on two research-derived tools about successful professional learning programs for school leaders. Based on the examinations, we suggest that the programs reflect international research both in terms of content and process factors. In addition, we identify topics and issues, such as balancing democratic participation with managerial decision-making, which can be characterized as making up a Nordic profile.
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| 3. |
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| 4. |
- Aas, Marit, et al.
(författare)
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Norske og svenske skolelederprogram : en sammenligning
- 2016
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Ingår i: Bedre Skole. - Oslo. - 0802-183X. ; :2, s. 56-61
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- De nasjonale lederprogrammene i Sverige og Norge blir sammenlignet ved hjelp av et forskningsbasert internasjonalt rammeverk for hva som kjennetegner god ledelse. Målet er å undersøke om og i hvilken grad de nordiske programmene er influert av internasjonal forskning om profesjonsutvikling av skoleledere. Noen områder for videreutvikling av de nordiske lederprogrammene blir foreslått.
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| 5. |
- Ahlström, Björn, 1972-, et al.
(författare)
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Leadership in low- and underperforming schools : two contrasting Scandinavian cases
- 2024
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Ingår i: International Journal of Leadership in Education. - : Routledge. - 1360-3124 .- 1464-5092. ; 27:1, s. 157-178
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we investigate how professional cultures and situated, material and external contexts relate to dynamic low- and underperforming schools in Scandinavia, particularly how the leadership is constructed through the leader, the followers and the situation. The first school studied was a low-performing school in Norway called ‘Toppen’, which has shown improved student outcomes. The other school, Seaside, is a Swedish school that is considered underperforming because student outcomes are lower than expected based on the contextual prerequisites. Our results show that Toppen can be described as a turnaround school and Seaside can be described as a cruising school. Analysis reveals that, at Toppen, the principal has been developing a culture that can be described in terms of community and motivation. At Seaside, on the other hand, the culture can be described in terms of individuality and conservatism. From this analysis, we can detect how different contexts impact two low- and underperforming schools and how they are affected by different prerequisites linked to the situated, material, external and professional contexts. However, the development of a collective professional culture with a shared sense of commitment seems to be an important tool to plan and communicate organizational improvement strategies.
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| 6. |
- Espen Yttri, Karl, et al.
(författare)
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Trends, composition, and sources of carbonaceous aerosol at the Birkenes Observatory, northern Europe, 2001-2018
- 2021
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Ingår i: Atmospheric Chemistry and Physics. - : Copernicus GmbH. - 1680-7316 .- 1680-7324. ; 21:9, s. 7149-7170
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Tidskriftsartikel (refereegranskat)abstract
- We present 18 years (2001-2018) of aerosol measurements, including organic and elemental carbon (OC and EC), organic tracers (levoglucosan, arabitol, mannitol, trehalose, glucose, and 2-methyltetrols), trace elements, and ions, at the Birkenes Observatory (southern Norway) - a site representative of the northern European region. The OC=EC (2001-2018) and the levoglucosan (2008-2018) time series are the longest in Europe, with OC=EC available for the PM10, PM2:5 (fine), and PM10-2:5 (coarse) size fractions, providing the opportunity for a nearly 2-decade-long assessment. Using positive matrix factorization (PMF), we identify seven carbonaceous aerosol sources at Birkenes: mineraldust- dominated aerosol (MIN), traffic/industry-like aerosol (TRA/IND), short-range-transported biogenic secondary organic aerosol (BSOASRT), primary biological aerosol particles (PBAP), biomass burning aerosol (BB), ammoniumnitrate- dominated aerosol (NH4NO3), and (one low carbon fraction) sea salt aerosol (SS). We observed significant (p < 0:05), large decreases in EC in PM10 (-3:9%yr-1) and PM2:5 (-4:2%yr-1) and a smaller decline in levoglucosan (-2:8%yr-1), suggesting that OC=EC from traffic and industry is decreasing, whereas the abatement of OC=EC from biomass burning has been slightly less successful. EC abatement with respect to anthropogenic sources is further supported by decreasing EC fractions in PM2:5 (-3:9%yr-1) and PM10 (-4:5%yr-1). PMF apportioned 72% of EC to fossil fuel sources; this was further supported by PMF applied to absorption photometer data, which yielded a two-factor solution with a low aerosol ngstr m exponent (AAED0.93) fraction, assumed to be equivalent black carbon from fossil fuel combustion (eBCFF), contributing 78% to eBC mass. The higher AAE fraction (AAED2.04) is likely eBC from BB (eBCBB). Source-receptor model calculations (FLEXPART) showed that continental Europe and western Russia were the main source regions of both elevated eBCBB and eBCFF. Dominating biogenic sources explain why there was no downward trend for OC. A relative increase in the OC fraction in PM2:5 (C3:2%yr-1) and PM10 (C2:4%yr-1) underscores the importance of biogenic sources at Birkenes (BSOA and PBAP), which were higher in the vegetative season and dominated both fine (53 %) and coarse (78 %) OC. Furthermore, 77 %-91% of OC in PM2:5, PM10-2:5, and PM10 was attributed to biogenic sources in summer vs. 22 %- 37% in winter. The coarse fraction had the highest share of biogenic sources regardless of season and was dominated by PBAP, except in winter. Our results show a shift in the aerosol composition at Birkenes and, thus, also in the relative source contributions. The need for diverse offline and online carbonaceous aerosol speciation to understand carbonaceous aerosol sources, including their seasonal, annual, and long-term variability, has been demonstrated.
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