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1.	Höög, Jonas, 1948-, et al. (författare) Swedish Successful schools revisited 2009 Ingår i: Journal of Educational Administration. - England : Emerald. - 0957-8234 .- 1758-7395 .- 0022-0639. ; 47:6, s. 742-752 Tidskriftsartikel (refereegranskat)abstract Abstract: Purpose – The purpose of this paper is to describe the results of a follow-up study of two Swedish schools in which, five years previously, the principals had been successful leaders. Had this success been maintained? Design/methodology/approach – Two schools were revisited to enable the authors to interview principals and teachers as well as conducting observations of the schools in operation. Findings – The identification of sustained leadership success was compromised because the original principals were no longer at the schools, their replacements had also left and their (“third generation”) replacements had just arrived. Strong teacher teams had served to maintain school standards. Originality/value – The paper adds to the literature on the vital role of the principal in determining a school's success and also points to the value of strong, cohesive teacher teams.
2.	Johansson, Maria E I, 1961, et al. (författare) Autism spectrum disorder and underlying brain mechanism in the oculoauriculovertebral spectrum. 2007 Ingår i: Developmental Medicine and Child Neurology. - : Wiley. - 0012-1622 .- 1469-8749. ; 49:4, s. 280-288 Tidskriftsartikel (refereegranskat)abstract As part of a multidisciplinary study, the rate of autism spectrum disorder (ASD), learning disability (LD), and brain abnormalities was examined in 20 participants (12 males, 8 females; age range 8mo-17y, mean age 8y 1mo) diagnosed as falling within the oculoauriculovertebral spectrum (OAV). A neuropsychiatric examination was performed, including standardized autism diagnostic interviews. Two individuals met diagnostic criteria for autism, one for autistic-like condition, and five for autistic traits. Four patients had mild LD, three severe LD, two profound LD, and two borderline intellectual functioning. Neuroimaging indicated cerebral abnormalities in more than half of the patients. Abnormalities of white/grey matter were found in more than half of examined individuals; enlargement of ventricles in more than a third. Results indicate that at least a subgroup of ASD may be associated with errors in early embryonic brain development. Awareness of the coexistence of OAV/ASD is important in habilitation care of individuals with OAV.
3.	Andersson, Anderz, 1953-, et al. (författare) Olika aktörers ansvar och befogenheter i skolans styrkedja 2020. - 3 Ingår i: Att leda mot skolans mål. - Malmö : Gleerups Utbildning AB. - 9789151101613 ; , s. 63-80 Bokkapitel (refereegranskat)
4.	Att förbättra skolor med stöd i forskning : exempel, analyser och utmaningar 2021. - 1 Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)
5.	Att leda mot skolans mål 2016. - 2 Samlingsverk (redaktörskap) (refereegranskat)abstract Forskning visar att förskolechefer och rektorer är viktiga för verksamhetens välbefinnande och framgång. Deras ledningsuppgift handlar om att vårda och ta till vara lärarnas engagemang, vara lyhörd för och värna elevernas rätt till en god utbildning och samtidigt hävda skolans demokratiska uppdrag och dess kunskapsuppdrag. Det är enkelt sagt, men svårare att genomföra så att det når barngrupper och klassrum.Att leda mot skolans mål belyser ett dynamiskt tvärvetenskapligt kunskapsområde - utbildningsledning. De olika kapitlen anknyter till rektorsprogrammets kunskapsområden och behandlar förskolans och skolans legala förutsättningar, målstyrning och utbildningsledarskap. Bokens första del tar sin utgångspunkt i skolans kontext och övergripande skeenden. Del två belyser ledarskapsfrågor. I bokens avslutande del ger författarna olika ledarperspektiv på skolans praktik.I denna andra upplaga har det tillkommit fyra helt nya kapitel fördelade mellan antologins temaområden. De flesta av bokens övriga kapitel är omarbetade och uppdaterade med aktuell forskning.Olof Johansson är professor i statsvetenskap, Umeå universitet, och leder Centrum för skolledarutveckling. Lars Svedberg är docent och legitimerad psykolog och arbetar vid Karlstads universitet. Bokens övriga författare är rektorsutbildare från olika utbildningsorter.
6.	Att leda mot skolans mål 2013. - 1 Samlingsverk (redaktörskap) (refereegranskat)abstract Forskning visar att förskolechefer och rektorer är viktiga för verksamhetens välbefinnande och framgång. Deras ledningsuppgift handlar om att vårda och ta till vara lärarnas engagemang, vara lyhörd för och värna elevernas rätt till en god utbildning och samtidigt hävda skolans demokratiska uppdrag och dess kunskapsuppdrag. Det är enkelt sagt, men svårare att genomföra.Att leda mot skolans mål belyser ett dynamiskt tvärvetenskapligt kunskapsområde - utbildningsledning. De olika kapitlen anknyter till rektorsprogrammets kunskapsområden och behandlar förskolans och skolans legala förutsättningar, målstyrning och utbildningsledarskap. Bokens första del tar sin utgångspunkt i skolans kontext och övergripande skeenden. Del två belyser ledarskapsfrågor. I bokens avslutande del ger författarna olika ledarperspektiv på skolans praktik.Olof Johansson är professor i statsvetenskap, Umeå universitet, och leder Centrum för skolledarutveckling. Lars Svedberg är docent och legitimerad psykolog och arbetar som utbildningschef vid rektorsutbildningen, Uppsala universitet. Deras medförfattare är rektorsutbildare från olika utbildningsorter.
7.	Att leda mot skolans mål : Vägval och möjligheter 2020. - 3 Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract Forskning visar att rektorer är har en avgörande betydelse för verksamhetens välbefinnande och framgång. Deras ledningsuppgift handlar om att vårda och ta till vara lärarnas engagemang, vara lyhörd för och värna elevernas rätt till en god utbildning och samtidigt hävda skolans demokratiska uppdrag och dess kunskapsuppdrag. I en lekmans öron kan det förefalla enkelt, men givet olika målkonflikter och logikträngsel är det en kvalificerad uppgift som ska genomföras så att det når elever, barn, förskolor och klassrum. Boken belyser ett dynamiskt tvärvetenskapligt kunskapsområde – utbildningsledning. De olika kapitlen anknyter till rektorsprogrammets kunskapsområden och behandlar förskolans och skolans legala förutsättningar, styrning och utbildningsledarskap. Bokens första del tar sin utgångspunkt i skolans kontext och dess demokratiuppdrag och särskilt likvärdighet. Del två belyser styrning, organisering och kvalitetsfrågor inom utbildning. I bokens avslutande del ger författarna olika ledarperspektiv på skolans praktik.
8.	Begley, P.T., et al. (författare) The values of school administation : preferences, ethics, and conflicts 2008 Ingår i: Journal of School Leadership. - 1052-6846. ; 18 Tidskriftsartikel (refereegranskat)
9.	Björk, Lars G., et al. (författare) International Comparison of the Influence of Educational Reform on Superintendent Leadership 2014 Ingår i: Leadership and Policy in Schools. - : Routledge. - 1570-0763 .- 1744-5043. ; 13:4, s. 466-473 Tidskriftsartikel (refereegranskat)abstract During recent decades, the rise of the global economy launched a wide array of social, economic, and political changes in nations throughout the world. Heightened concern about the quality of schools launched what is arguably the most pervasive, intense, and protracted attempts at educational reform in recent history. Examinations of the fundamental assumptions about how schools are organized, governed, and led contributed to shifts in educational policies in Sweden, Finland, Norway, Denmark, and the United States. Findings from national superintendent studies provide insights into changes in political ideology, devolution of responsibility for education, and the changing nature of superintendents’ leadership.
10.	Björkman, Conny, 1950- (författare) Internal capacities for school improvement : Principals' views in Swedish secondary schools 2008 Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract The aim of this thesis was to describe and analyse principals´ views of collaboration forms, staff development and leadership, as critical internal capacities for school improvement, in five more successful and four less successful Swedish secondary schools, and compare the qualitative similarities and/or differences in the principals´ views at the level of schools. A successful school is understood to be a school where pupils accomplish both the academic objectives and the social/civic objectives in the National Curriculum. The empirical materials used were collected through semi-structured interviews with the principals and deputy principals, and through general school observations in the nine schools. The perspective of principals´ views was used as the unit for analysis, in order to reflect the principals´ way of thinking about the internal capacities, as principals´ views were expected to be an important indication of how principals act and interact with teachers in their specific context. To create such a model for analysis meant creating views, generated from empirical text, that deepened the understanding of the meaning of collaboration forms, staff development, and leadership, as critical internal capacities for school improvement. These views were then interpreted with the help of two theoretical concepts; structure and culture. The creation of the model made it possible to analyse and describe the school observations and the principals´ views of the three critical internal capacities, in the same usage. The question of what is decided helped to describe and understand the structure in a school, which in educational sociology is understood as the division of labour. The question of how the decisions are realised helped to describe and understand the culture in a school, the distribution of work. By using the theoretical concepts of structure and culture it was possible to unfold the power relations and the modes of control in the schools, regarding the three internal capacities for school improvement. One part of the result was the constructed view types for collaboration forms, staff development and leadership. It was possible to construct three qualitatively different view types: A principal distributed and team-based/involving view type, a principal distributed and teacher-based/traditional view type, and a politically distributed and principal-based view type. The last view type only appears in relation to staff development. When connecting the principals´ views of the three internal capacities in the different schools to the different view types, the results show that the ´team-based` view type dominates in all of the more successful schools, as well as in one of the less successful schools. In two of the less successful schools the ´team-based´ view type has become a vision for the principals to strive for in relation to the experienced reality of the ´teacher-based´ view type. The remaining less successful school is dominated by the ´teacher-based´ view type. Principals´ views of external collaboration forms, the connections with the world outside the school-house, are interesting, as all schools no matter the level of success, are ´teacher-based´.
11.	Bredeson, Paul V., et al. (författare) Context-Responsive Leadership : Examining Superintendent Leadership in Context 2011 Ingår i: Education Policy Analysis Archives. - : Arizona State University. - 1068-2341. ; 19:18 Tidskriftsartikel (refereegranskat)abstract It is widely acknowledged that context matters, that it affects leadership practices. A large body of descriptive studies documents common elements in the work of school superintendents. What is less well known is how superintendents’ leadership may be expressed very differently given the varying contexts in which they work. The purpose of this cross-national study was to identify the specific variations in context which influence superintendents’ leadership, and to examine how superintendents respond to these variations in context. Structured, in-depth interviews were conducted with 12 superintendents- six from across Sweden and six from Wisconsin, in the United States. The findings illustrate that the work of superintendents is paradoxically similar but different. Superintendents described common primary work priorities, challenges and contextual variations which influenced their practice. Yet, differences in district size, organizational culture, community characteristics, and geographic location significantly influenced their leadership practices. Despite their challenges, all superintendents responded to and shaped the context of their work. The study provides illustrative examples of superintendent leadership in situ, and supports the argument that leadership is both embedded in and influenced by context. The study also furthers the authors’ emerging theory of context-responsive leadership.
12.	Bredeson, Paul V., et al. (författare) Superintendents as collaborative learnes in communities of practice : A socio-cultural perspective on professional learning 2009 Ingår i: Journal of School Public Relations. ; 30:2, s. 128-149 Tidskriftsartikel (refereegranskat)abstract This cross-national empirical study examines superintendents' professional learning and leadership in Sweden and the United States. Based on a sociocultural perspective, the study highlights the superintendents' preferences for collaborative forms of learning for enhancing their professional knowledge and for building organizational capacity. Findings from the study underscore the importance of professional work as the primary opportunity to develop professional knowledge and practice, as well as the potential of collaborative forms of learning to create shared meaning and strengthen organizational capacity.
13.	Day, Christopher, et al. (författare) Leadership with a difference in schools serving disadvantaged communities : Arenas for success 2008 Ingår i: Educating moral sensibilities in urban schools. - Rotterdam, Netherlands : Sense Publishers. - 9789087906856 - 9789087906863 - 9789087906870 ; , s. 19-34 Bokkapitel (övrigt vetenskapligt/konstnärligt)
14.	Day, Christopher, et al. (författare) Leading organizational learning and capacity building 2011 Ingår i: US and cross-national policies, practices, and preparation. - Dordrecht : Springer Netherlands. - 9789400705418 - 9789400705425 ; , s. 29-49 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.
15.	Drysdale, Lawrie, et al. (författare) Heroic leadership in Australia, Sweden and the United States 2014 Ingår i: International Journal of Educational Management. - : Emerald Group Publishing Limited. - 0951-354X .- 1758-6518. ; 28:7, s. 785-797 Tidskriftsartikel (refereegranskat)abstract Purpose: The purpose of this paper is to draw from data collected as part of the International Successful School Principalship Project (ISSPP) and present cases of democratic and heroic leadership from three countries, discussing to what extent successful school principals in each of their research sites (Melbourne, Australia; Umeå, Sweden; Arizona and Texas in the USA) carry old and new perspectives of heroism in their leadership. In particular the paper explores two questions: first, how do school principals describe aspects of heroic and post-heroic leadership in their practices? and second, how do these heroic and post-heroic leadership practices meet contemporary demands such as accountability standards and build inclusive and collaborative school communities in challenging contexts?Design/methodology/approach: Multiple-perspective case studies involving semi-structured individual and group interviews with principals, teachers, students, parents and school board members were used to understand the contribution of principals and other leadership to school success.Findings: The definitions of heroic and post-heroic leadership are inadequate in defining successful principal leadership. The Australian, Swedish and American principals showed characteristics of both heroic and post-heroic leadership. They showed heroic qualities such as: inspiring and motivating others; challenging the status quo; showing integrity in conflicting situations; putting duty before self; taking risks to champion a better way; showing courage to stand up to those in authority; advocating for students in struggling neighbourhoods under the scrutiny of both district and public expectations; and, showing uncommon commitment. Yet our principals showed post-heroic leadership such as involving others in decision making and recognising that school success depended on collective effort, and being sensitive to community needs through a deep respect for the local culture.Originality/value: The research shows that we may need to redefine and recast our images of who school principals are today, and what they do to generate academic success for students. Both heroic and post-heroic images of leadership are needed to explain successful school leadership.
16.	Framgångsrika skolor : mer om kultur, struktur, ledarskap 2014. - 1 Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract Begreppen struktur, kultur och ledarskap bildar tillsammans ett skarpt verktyg i analysen av en skolas förmåga att uppnå sina mål. Denna tes har varit vägledande i ett forskningsprojekt som författarna bedrivit, och som 2011 resulterade i en bok med titeln: Struktur, kultur, ledarskap – förutsättningar för framgångsrika skolor. Föreliggande bok fördjupar våra kunskaper om vad som kännetecknar framgångsrika skolor, och ska ses som en vidareutveckling av resultaten från 2011.
17.	Goddard, Tim J., et al. (författare) Managing equity : experiences from Canada and Sweden 2010 Ingår i: International Studies in Educational Administration. - : Commonwealth Council for Educational Administration and Management (CCEAM). - 1324-1702 .- 1839-2768. ; 38:3, s. 3-17 Tidskriftsartikel (refereegranskat)abstract Both Canada and Sweden are experiencing major demographic changes that have an impact on the organisation of schools. Here we report on an exploratory study which sought to examine the ways in which principals from each of those two countries manage questions of equity. The findings of this small-scale preliminary investigation suggest that principals actively resist any attempts to recognize diversity and difference. Where diversity and difference were recognised, it was in the sense of a deficit model. Further, we found a consistent superficiality with respect to discussions of values or of alternative pedagogical or organ isational approaches. Rather, respondents gave the impression of being pragmatic and situation-based, using avoidance strategies to minimise differences with the intention of creating equitable access and opportunity for all students. Further and more comprehensive research is required to determine the extent to which these findings may be replicated in other jurisdictions.
18.	Gu, Qing, et al. (författare) Sustaining school performance: School contexts matter 2013 Ingår i: International Journal of Leadership in Education. - : Routledge. - 1360-3124 .- 1464-5092. ; 16:3, s. 301-326 Tidskriftsartikel (refereegranskat)abstract Drawing upon empirical data from a pan-Europe wide study on successful school leadership in challenging circumstances, the paper discusses an analytical model designed as a framework of analysis to investigate the dynamic relationships between challenges in schools internal and external contexts and how leadership interventions mediate these and transform the nature of their influences on school improvement over time. Illustrative narratives of one English school and one Swedish school are used to show that the nature and intensity of challenges embedded in apparently similar school contexts vary across different school improvement phases. The analytical model connects the interactions between different dimensions of school contexts with the dynamic (and sometimes unstable) change and development of school performance.
19.	Holmgren, Mikael, et al. (författare) Local School Governance in Sweden : Boards, Parents and Democracy 2012 Ingår i: Journal of School Public Relations. - Lanham : Rowman & Littlefield Publishers. - 0741-3653. ; 33:1, s. 8-28 Tidskriftsartikel (refereegranskat)
20.	Holmgren, Mikael, et al. (författare) Sweden : centralization and decentralization as implementation strategies 2013 Ingår i: Transnational influences on values and practices in Nordic educational leadership. - Dordrecht : Springer. - 9789400762268 - 9789400762251 ; , s. 73-85 Bokkapitel (refereegranskat)abstract From the 1930s to 1980s, Swedish education was generally governed much in the same way as the rest of the social democratic welfare state. Policy was to be formulated at the national level through negotiation between leading politicians and representatives of major organised interests, implemented by neutral, rule-following civil servants and carried out by local authorities and professionals in the municipalities. In stark contrast, the past few decades have seen Sweden gain a reputation for having one of the most decentralised educational systems in the world, as decision-making powers previously held by the national parliament have been generously transferred to local authorities, quasi-markets, school leaders and other actors. At the same time, however, the state has not so much vanished as it has taken up a new set of core activities: centralised quality control through statutory regulations, oversight and sanctions. In this chapter, we document these changes and consider how the dual focus on centralisation and decentralisation has impacted on Swedish education. First, we provide an overview of the formal governing structure at the local level, focusing on how authority previously held by the state has been delegated to municipalities and independent schools. Second, we examine some of the new steering mechanisms enacted at the national level to control the performance of local actors. Third, we consider the role of educational leadership in the current system. This chapter concludes by assessing the implications of the reforms for the distribution of power between the state, the municipalities and the schools.
21.	How school principals sustain success : international perspectives 2011 Samlingsverk (redaktörskap) (refereegranskat)
22.	Höög, Jonas, et al. (författare) Att bygga skolans processer : struktur, kultur, ledarskap 2014. - 1 Ingår i: Framgångsrika skolor. - : Studentlitteratur AB. - 9789144102993 ; , s. 9-22 Bokkapitel (övrigt vetenskapligt/konstnärligt)
23.	Höög, Jonas, et al. (författare) Conformity to new global imperatives and demands : the case of Swedish school principals 2006 Ingår i: European Educational Research Journal. - : SAGE Publications. - 1474-9041. ; 5:3, s. 263-275 Tidskriftsartikel (refereegranskat)abstract Over the past three decades, the forces of globalisation – economic, political and cultural – have significantly affected institutions and people across the world: altering in some ways the very terrain of public and private life. Public education has in no small way been challenged by new realities and new demands in an increasingly interdependent yet competitive world environment. School principals are uniquely positioned as formal leaders of diverse and complex educational systems to mediate the often times opposing forces of globalisation and localism with their communities. This article examines school leaders’ understanding of their work and their work role priorities, especially with regard to teaching and learning, within a policy environment characterised by increasingly convergent policy and leadership discourse. Two major questions are addressed, theoretically and empirically: in what ways do school principals in Sweden, which has strong democratic traditions, address the tension between localism and national interests and the press for conformity to new global imperatives and demands; and to what degree, if any, has globalisation created a new hegemony in school leadership? It is concluded that school principals in Sweden respond to questions about their schools without any reference to new global imperatives and demands. Their attention was generally related to national demands. Also, we see no clear evidence that globalisation has created a new hegemony in school leadership in Sweden.
24.	Höög, Jonas, 1948-, et al. (författare) Epilog 2011 Ingår i: Struktur, Kultur, Ledarskap. - Lund : Studentlitteratur. - 9789144067544 Bokkapitel (övrigt vetenskapligt/konstnärligt)
25.	Höög, Jonas, 1948-, et al. (författare) Struktur, kultur, ledarskap : förutsättningar för framgångsrika skolor? 2012 Ingår i: Kvalitet och kollegialitet. - Växjö : Institutionen för pedagogik, psykologi och idrottsvetenskap, Linnéuniversitetet. - 9789186983383 Bokkapitel (refereegranskat)
26.	Höög, Jonas, 1948-, et al. (författare) Struktur, kultur, ledarskap : ett projekt och dess resultat 2011 Ingår i: Struktur, Kultur, Ledarskap. - Lund : Studentlitteratur. - 9789144067544 Bokkapitel (övrigt vetenskapligt/konstnärligt)
27.	Höög, Jonas, 1948-, et al. (författare) Struktur, kultur, ledarskap : förutsättningar för framgångsrika skolor? 2009 Ingår i: Resultatdialog 2009. - Bromma : Vetenskapsrådet. - 9789173071550 ; , s. 62-66 Bokkapitel (övrigt vetenskapligt/konstnärligt)
28.	Höög, Jonas, 1948-, et al. (författare) Swedish Successful Schools Revisted 2011. - 1:a Ingår i: How School Prinicipals Sustain Success over Time. - London, New York : Springer. - 9789400713345 - 9400713347 - 9789400713352 ; , s. 73-89 Bokkapitel (övrigt vetenskapligt/konstnärligt)
29.	Jacobson, Stephen L., et al. (författare) Preparing school leaders to lead organizational learning and capacity building 2011 Ingår i: US and cross-national policies, practices, and preparation. - Dordrecht : Springer Netherlands. - 9789400705418 - 9789400705425 ; , s. 103-123 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.
30.	Johansson Krogh, Elin, 1978, et al. (författare) Progression and specificity of protein oxidation in the life cycle of Arabidopsis thaliana 2004 Ingår i: Journal of Biological Chemistry. - 0021-9258. ; 279:21, s. 22204-22208 Tidskriftsartikel (refereegranskat)abstract Protein carbonylation is an irreversible oxidative process leading to a loss of function of the modified proteins, and in a variety of model systems, including worms, flies, and mammals, carbonyl levels gradually increase with age. In contrast, we report here that in Arabidopsis thaliana an initial increase in protein oxidation during the first 20 days of the life cycle of the plant is followed by a drastic reduction in protein carbonyls prior to bolting and flower development. Protein carbonylation prior to the transition to flowering targets specific proteins such as Hsp70, ATP synthases, the large subunit of ribulose-1,5-bisphosphate carboxylase/oxygenase (Rubisco), and proteins involved in light harvesting/energy transfer and the C2 oxidative photosynthetic carbon cycle. The precipitous fall in protein carbonyl levels is due to the specific reduction in the levels of oxidized proteins rather than an overall loss of chlorophyll and Rubisco associated with the senescence syndrome. The results are discussed in light of contemporary theories of aging in animals
31.	Johansson, Olof, 1950-, et al. (författare) Antologins syfte och disposition 2020. - 3 Ingår i: Att leda mot skolans mål. - Malmö : Gleerups Utbildning AB. - 9789151101613 ; , s. 11-20 Bokkapitel (övrigt vetenskapligt/konstnärligt)
32.	Johansson, Olof, 1950-, et al. (författare) Bokens upplägg och syfte 2013. - 1 Ingår i: Att leda mot skolans mål. - Malmö : Gleerups Utbildning AB. - 9789140685742 ; , s. 13-20 Bokkapitel (refereegranskat)
33.	Johansson, Olof, 1950-, et al. (författare) Bringing support structures to scale : the role of the state and the municipality 2021 Ingår i: Evidence-based school development in changing demografic contexts. - Dordrecht : Springer Publishing Company. - 9783030768362 - 9783030768393 - 9783030768379 ; , s. 117-131 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.
34.	Johansson, Olof, 1950-, et al. (författare) Changed leadership roles in Swedish schools 2002. - 1 Ingår i: Local education policies. - Basingstoke : Palgrave Macmillan. - 9780333790403 - 9780230523388 ; , s. 181-203 Bokkapitel (refereegranskat)abstract In the international movement to reform and improve the performance of education systems, various forms of decentralization are among the most popular strategies. Decentralization is thought to provide the means to cure a range of important problems, including bureaucratic rigidity, insensitivity to local needs, and lack of legitimacy and local democratic control. Even a brief review of such efforts, however, reveals that a wide variety of purposes and meanings are attached to decentralization. Indeed, a variety of terms, with varying meanings, are used to label these efforts in the English language — for example, decentralization, deconcentration, deregulation, and devolution — and other languages (and nations) have terms and special meanings of their own.
35.	Johansson, Olof, 1950-, et al. (författare) Commentary – The ISSPP expedition to a greater understanding of principalship and new challenges for tomorrow's leaders 2022 Ingår i: Journal of Educational Administration. - : Emerald Group Publishing Limited. - 0957-8234 .- 1758-7395. ; 60:1, s. 124-131 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
36.	Johansson, Olof, 1950-, et al. (författare) Comparative Analysis of Central Aspects 2020 Ingår i: Educational Authorities and the Schools. - Cham : Springer. - 9783030387587 - 9783030387594 ; , s. 409-420 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.
37.	Johansson, Olof, 1950-, et al. (författare) Culture, Structure and Leadership in Sweden : National Accountability and Local Trust 2021 Ingår i: The Cultural and Social Foundations of Educational Leadership. - Cham : Springer Science+Business Media B.V.. - 9783030744960 - 9783030744977 ; , s. 45-65 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.
38.	Johansson, Olof, 1950-, et al. (författare) Democratic governing ideals and the power of intervening spaces as prerequisite for student learning 2022 Ingår i: Journal of Educational Administration. - : Emerald Group Publishing Limited. - 0957-8234 .- 1758-7395. ; 60:3, s. 340-353 Tidskriftsartikel (refereegranskat)abstract Purpose: In the rational model of the democratic governing chain, intervening spaces at all levels are neglected in relation to the policy process. An intervening space is a group of persons with the power and responsibility to interpret policy at their level in an organization. The research question is as follows: How are democratic policy ideas visible in the intervening spaces of a governing chain in public schools.Design/methodology/approach: The study is based on two municipalities representing the 25 most populated cities in Sweden. The data are based on interviews with 66 informants with leadership roles on the district level and two schools in each municipality.Findings: Leadership is obviously more than making decisions. It is also about facilitating and creating trust, engagement, motivation and willingness to take responsibility. In this process, intervening spaces are central. They exist at all levels from the national ministry to the classroom. The empirical examples show the importance and challenges in how different leadership roles, relationships and interaction transform policy intentions to practice on the local level.Originality/value: The authors contribute by highlighting the parallel interpretation processes that take place at various leadership levels locally. There are possibilities and challenges in aligning the intervening spaces into a rational governing chain. The findings indicate that intervening spaces and policy drift is vital to support, control and use professional competence in the process to transfer political ideas to classroom practice.
39.	Johansson, Olof, 1950-, et al. (författare) Det nationella rektorsprogrammet 2013. - 1 Ingår i: Att leda mot skolans mål. - Malmö : Gleerups Utbildning AB. - 9789140685742 ; , s. 21-26 Bokkapitel (refereegranskat)
40.	Johansson, Olof, 1950- (författare) Forskning om rektorsledarskap : med nordiska och europeiska utblickar 2011 Ingår i: Rektor. - Stockholm : Vetenskapsrådet. - 9789173071956 ; , s. 16-26 Bokkapitel (refereegranskat)
41.	Johansson, Olof, 1950-, et al. (författare) Framtida forskningsperspektiv på rektor : vilken forskning saknas? 2011 Ingår i: Rektor. - : Vetenskapsrådet. - 9789173071956 ; , s. 61-74 Bokkapitel (refereegranskat)
42.	Johansson, Olof, 1950-, et al. (författare) Framtidens förskolechefer och rektorer 2013. - 1 Ingår i: Att leda mot skolans mål. - Malmö : Gleerups Utbildning AB. - 9789140685742 ; , s. 271-278 Bokkapitel (refereegranskat)
43.	Johansson, Olof, 1950-, et al. (författare) Introduction : revisiting successful schools five years later 2009 Ingår i: Journal of Educational Administration. - England : Emerald Group Publishing Limited. - 0022-0639. ; 47:6 Tidskriftsartikel (refereegranskat)
44.	Johansson, Olof, 1950-, et al. (författare) Introduction: Governing Chains – Support, Control and Intervention for Local Schools 2020 Ingår i: Educational Authorities and the Schools. - Cham : Springer. - 9783030387587 - 9783030387594 ; , s. 1-15 Bokkapitel (refereegranskat)abstract How schools become successful is important for the individual students as well as the local community and the national state. A vast quantity of research has looked at what happens in schools and classrooms. At the same time, national governance and politics as well as local prerequisites are well-known to influence schools and their results to a high degree. Societal priorities, problems and traditions provide variety in how governance is executed. There is a lack of publications that give an international overview of the similarities and differences between school agencies and how their work influences schools.
45.	Johansson, Olof, 1950-, et al. (författare) Local Decisions Under Central Watch : A Nordic Quality Assurance System 2013 Ingår i: Transnational Influences on Values and Practices in Nordic Educational Leadership. - Amsterdam : Springer Netherlands. - 9789400762251 - 9789400762268 ; , s. 173-192 Bokkapitel (refereegranskat)abstract Quality assurance or accountability, as we use the term, refers to when an actor, in virtue of contractual obligations, has the right to hold another actor responsible to a set of standards, to judge whether the standards have been met and to impose sanctions if the standards are deemed unfulfilled. In this chapter, we compare how (and if) these rights have been distributed and enacted in educational administration in Denmark, Finland, Norway and Sweden. By specifying contractual obligations, we wish to separate accountability from other kinds of asymmetric power relations, such as those between parent and child, and focus on acts of delegation and control.We find that there is variation between the four Nordic countries. It is clear that Sweden has gone furthest in reintroducing central command through the use of statutory regulations, oversight and sanctions, whereas Finland has largely abstained from developing a comprehensive system of national quality control. But in Finland, international evaluations and assessments are used to position the country in the global context and to identify national strengths and weaknesses. Finland also tries to take an active role in the development of international evaluations, so that they meet the needs of the Finnish education system. Denmark and Norway have positioned themselves in between the two extremes, both having developed national oversight systems with monitoring and reporting requirements, but so far without the addition of hard sanctions.
46.	Johansson, Olof, 1950-, et al. (författare) Nationell utbildningspolitik möter kommunala genomförandestrukturer 2014. - 1 Ingår i: Skolledare i mötet mellan nationella mål och lokal policy. - : Gleerups Utbildning AB. - 9789140687647 ; , s. 13-24 Bokkapitel (refereegranskat)
47.	Johansson, Olof, 1950-, et al. (författare) Policy implementations in schools : the chain of command and its intervening spaces 2022 Ingår i: School leadership in the 21th century. - New York : Nova Science Publishers, Inc.. - 9781685073688 - 9781685074234 ; , s. 247-275 Bokkapitel (refereegranskat)
48.	Johansson, Olof, 1950- (författare) Rektor : ett stabilt yrke i ständig förändring 2009. - 1 Ingår i: Skoljuridik. - Malmö : Liber. - 9789147094271 ; , s. 17-36 Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract Kapitlet inleds med en genomgång av rektorsbegreppet. Därefter redogörs för hur rektors roll och funktion har utvecklats sedan mitten på 1950-talet. Den avslutande delen behandlar skolledarutbildningen från 1970-talet och fram till dagens utbildning - Rektorsprogrammmet.
49.	Johansson, Olof, 1950- (författare) Rektor : ett stabilt yrke i ständig förändring 2011. - 2 Ingår i: Skoljuridik. - Malmö : Liber. - 9789147096275 ; , s. 17-37 Bokkapitel (övrigt vetenskapligt/konstnärligt)
50.	Johansson, Olof, 1950- (författare) Rektor : ett stabilt yrke i ständig förändring 2012. - 3 Ingår i: Skoljuridik. - Malmö : Liber. - 9789147098934 ; , s. 17-37 Bokkapitel (övrigt vetenskapligt/konstnärligt)

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