| 1. |
- 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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| 2. |
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| 3. |
- 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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| 4. |
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| 5. |
- Merchant, Betty, et al.
(författare)
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Successful School Leadership in Sweden and the U.S. : Contexts of Social Responsibility and Individualism
- 2012
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Ingår i: International Journal of Educational Management. - : Emerald Group Publishing Limited. - 0951-354X .- 1758-6518. ; 26:5, s. 428-441
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The purpose of this cross-cultural study of schools in Sweden and Texas is to examine the cultural contexts of schools in both settings, and the leadership role of principals in creating and sustaining inclusive schools for diverse populations.Design/methodology/approach – The data were drawn from two studies; the first involving school visits, classroom observations, and interviews conducted in researcher exchanges between both countries. The second source of data comes from the authors’ participation in a multi-national longitudinal study, the International Successful School Principals’ Project (ISSPP). A common survey instrument, individual interviews, school visits and observations provide the data for this study.Findings – The seven themes that emerged were manifested in ways that reflected the differing philosophies of each country: engagement and pride, high expectations, student autonomy, early student learning and development, teamwork, diversity and integration, and international focus on academic rankings. It is concluded that the creation of inclusive schools in a diverse context requires that principals maintain a focus on academic accountability while also working consciously to address social and civic issues.Research limitations/implications – Current migration and immigration patterns create a need for research, like this study, that examines how the social philosophies of different countries might support or hinder the success of various efforts to develop leadership for inclusive schools with diverse populations.Originality/value – Examining the leadership of inclusive schools within two countries that differ substantially in their relative emphases on individualism and socialism provides valuable insights into how national philosophies are reflected in the ways school systems respond to diversity.
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| 6. |
- Murakami, Elisabeth, et al.
(författare)
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School Principals’ Standards and Expectations in Three Educational Contexts
- 2014
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Ingår i: Comparative and International Education / Éducation Comparée et Internationale. - 2369-2634. ; 43:1
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Tidskriftsartikel (refereegranskat)abstract
- Principals play a key role in schools influencing academic improvement through a campus vision, goals, and objectives. They are also charged with the task of supervising and supporting students, teachers, and families in the community, with the intent of guiding students toward their future. The principals are guided in their efforts by standards and expectations designed by states, provinces, or governments. Current policy-makers and officials in charge of re-designing these standards and practices for principals are known for observing other countries, in efforts to improve local schooling, using information technology’s widespread access and international exchanges. These standards and expectations are meant to address the need of the local community, but may updated or borrowed from school systems in other countries. The purpose of this cross-country comparative study is to explore standards and expectations for school principals and the role of educational leadership observing global contexts of attraction for policy borrowing in three sites—Ontario, Canada; Texas, USA; and Sweden. We explore, “To what extent policy borrowing philosophies and ideologies influence standards and expectations for principals?”
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| 7. |
- Ramalho, Elizabeth Murakami, et al.
(författare)
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Importing and exporting knowledge of successful educational leadership between Sweden and the United States
- 2011
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Ingår i: International Studies in Educational Administration. - 1324-1702 .- 1839-2768. ; 39:2, s. 97-112
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Tidskriftsartikel (refereegranskat)abstract
- This study explores the learning of a delegation of 41 Swedish principals during their visit to schools in Texas. Particularly, the study explores the similarities and differences in both educational systems as well as different characteristics in principal leadership. The exchange focused on the various questions Swedish principals sought to have answered during their visit and their first impressions of US schools. The observation and analysis of principals' perceptions was developed in this study using a phenomenological approach, sensitive to collaborative cultures and international inquiry. The findings present aspects of US and Sweden education and elements principals in Sweden saw as important to import to their country, as well what they saw important to export to the US in order to enhance school improvement.
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| 8. |
- Skott, Pia, et al.
(författare)
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Kalejdoskop : om skolledare i lokala kontexter
- 2016. - 1
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Ingår i: Ledarskap, utveckling, lärande. - Stockholm : Natur och kultur. - 9789127147065 ; , s. 135-160
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Törnsén, Monika, 1952-, et al.
(författare)
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Avslutning
- 2014. - 1
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Ingår i: Ledarskap i centrum. - Malmö : Gleerups Utbildning AB. - 9789140688361 ; , s. 213-218
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 10. |
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