| 1. |
- Goddard, Tim J., et al.
(författare)
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Managing equity : experiences from Canada and Sweden
- 2010
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Ingår i: International Studies in Educational Administration. - : Commonwealth Council for Educational Administration and Management (CCEAM). - 1324-1702 .- 1839-2768. ; 38:3, s. 3-17
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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.
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| 2. |
- Gross, Steven
(författare)
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Applying turbulence theory to respond effectively to critical incidents
- 2019
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Ingår i: Applying turbulence theory to educational leadership in challenging times. - London : Routledge. - 9781138046702 - 9781138046726 - 9781315171357 ; , s. 47-62
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Bokkapitel (refereegranskat)abstract
- Educational leaders have a background in Turbulence Theory, the stage is set to learn how to use it in practice. This means it's time to make a transition to the steps and mechanics in putting Turbulence Theory to work in real educational contexts. In order to do this, this chapter suggests following this five-step process: reflect deeply on the turbulent incident; determine the role of the three drivers of turbulence: positionality, cascading, and stability; and decide on a general level of turbulence. The steps are including: consider whether to escalate or tone down the turbulence level; and organize constructive advice that responds to the turbulent incident that includes an effective way to share with key individuals and groups. Each of the three drivers has an impact on the turbulent situation at hand: positionality, cascading and stability.
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| 3. |
- Lapointe, Claire, et al.
(författare)
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An International Cross-Cultural Validation of the Ethical Leadership Questionnaire (ELQ)
- 2016
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Ingår i: International Studies in Educational Administration. - 1324-1702 .- 1839-2768. ; 44:2, s. 55-76
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Tidskriftsartikel (refereegranskat)abstract
- Abstract: By investigating the ethical perspectives of school principals in five different countries and verifying the cultural invariance of the Ethical Leadership Questionnaire (ELQ), this paper addresses the need to develop cross-cultural research instruments to better understand the work of school leaders in different contexts. In order to verify the invariance of the ELQ according to culture, school leaders from Canada (n=668), Israel (n=117), Malta (n=130), Sweden (n=260), and Turkey (n=460) completed the ELQ. A measurement invariance analysis was then conducted using the multiple indicators multiple causes (MIMIC) approach, followed by a verification of item translation and equivalence of meaning. Invariance analyses demonstrated some differences in factor loadings (i.e. the regression coefficients indicating the strength of the relation between the items and the constructs they are assumed to measure). Results showed that the ELQ was culturally invariant, and that only one item out of 23 needed to be modified.
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| 4. |
- Löfqvist, Åsa, 1957-
(författare)
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Projekt som strategi för skolutveckling : - en fjärils färdväg, men ingen dagslända...
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- School is an important institution charged with the task of contributing to the economic, cultural and social development of the community, and of nurturing democratic citizens. Countless state-sponsored measures have therefore been initiated in order to affect the quality of schooling. One example is a state-financed school development project, which is the focus of this thesis. The overall purpose of the study was to improve awareness of whether, and if so how, using projects as a strategy for improving school contributes to sustainable changes, as well as what has been both advantageous and disadvantageous to this end. Two projects were studied with a focus on the participant's perceptions of and experiences from this project. A number of headmasters and educators were interviewed on two occasions, once in connection with the final phases of the projects, and then again three years later. The analysis of the empirical data was guided by The Frame Factor Model (Lundgren, 1994, 1999), and by Hoy and Miskel's (2008) organisational model. In summary, the study shows that the ambitions of both of the school projects were greater than the sustainable results. Moreover, it was clear that the conditions placed upon the school organisation by the outside world constituted both promoted and encumbered the results of the school projects. State funds contributed to the improvement of schools, while at the same time, other state regulations delimited what the sustainable changes were. The desirable changes were also affected by processes within the organisation and can be connected with structures, cultures and individuals. Above all, current structures within the organisation need to be changed so that the employees have an in-depth involvement in a project and for a protracted period of time. Changed structures allow for common expertise and values to be improved with regard to venturing into a project. Furthermore, the various skills of the employees, as well as their attitudes toward projects within the organisation, were also significant to the sustainable changes. One suggestion for continued research is to improve the knowledge on how structures can be changed within a school organisation so as to enable the organisation's employees to be engaged in such a way as to make collective learning possible.
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| 5. |
- Norberg, Katarina, 1957-
(författare)
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Bedömning i en mångkulturell skola
- 2011. - 1
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Ingår i: Utvärdering och bedömning i skolan. - Stockholm : Natur och kultur. - 9789127121980 ; , s. 105-120
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 6. |
- Norberg, Katarina, 1957-
(författare)
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Business as Usual of a State of Emergency? : School Leadership During an Unprecedented Increase in Asylum-seekers
- 2019
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Ingår i: Education, immigration and migration. - Bingley : Emerald Group Publishing Limited. - 9781787560451 - 9781787560444 ; , s. 267-284
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Bokkapitel (refereegranskat)abstract
- In 2015, there was great refugee migration towards and within Europe. Sweden was no exception. The unprecedented increase in asylum-seekers challenged the reception system at all levels including schools. This chapter, based on two studies, focuses on principals and their mission to adjust their schools in order to fulfil their responsibilities concerning newly arrived students' education during that period. The number of newly arrived students the principals received ranged from a few students over a period of months to a constant influx of 60 and 150 in total. But the reaction among the principals and staff wasn't necessarily related to the number of students in question. More telling was the school's history, the principal's leadership and the school's experience in matters of diversity important. The way the principals managed the situation had an impact on how the situation developed. The findings also revealed problematic attitudes toward the 'other' among educators, attitudes that conflict with the school's democratic mission. The reception of newly arrived students is a matter of a joint responsibility at all levels to guarantee equal education for all students, irrespective of their background.
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| 7. |
- Norberg, Katarina, 1957-
(författare)
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Constitutive values and daily practice in a Swedish school
- 2003
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Ingår i: Values and Ethics in Educational Administration. - : Center for the Study of Leadership and Ethics of UCEA Department of Education Policy Studies The Pennsylvania State University, USA. - 1703-5759. ; 1:3, s. 1-8
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Tidskriftsartikel (refereegranskat)abstract
- Schooling is always a moral practice. It takes place inspecific contexts where social regulation is justified byreference to ethical codes and their specific values.Teachers' work is constituted by these values. Teachers actmorally, steering practice in particular directions. The taskis, however, never simple. In a context where the curriculumprovides an ethical framework and schooling operateswithin a moral framework, there is a perpetual struggle toalign personal values, school practices and the constitutivevalues of the national curriculum. This paper focuses on thatstruggle. It builds on a field study which investigates therelationship between school practices and the constitutivevalues explicitly endorsed in the Swedish nationalcurriculum. Episodes of moral steering are presentedtogether with the teachers' subsequent evaluation of theseincidents. These episodes suggest that insofar as individualbeliefs and moment-by-moment responses may lead toactions which counteract constitutive values, moral practicemust also be a deliberative practice where alternatives areweighed and courses of action are adopted.
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| 8. |
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| 9. |
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| 10. |
- Norberg, Katarina, 1957-, et al.
(författare)
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Global conversations about social justice : The Swedish-US example
- 2014
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Ingår i: Management in Education. - : Sage Publications. - 0892-0206 .- 1741-9883. ; 28:3, s. 101-105
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Tidskriftsartikel (refereegranskat)abstract
- This qualitative study investigated the social justice practices of four principals − two from the United States and two from Sweden. The purpose of the study was to enhance our understanding of school leaders’ actions as they work to promote socially just practices in different national contexts. Principals were interviewed to examine their perceptions of what social justice leaders do, how they make sense of social justice, what helps and hinders the work of social justice, and how they learned to become social justice leaders. Findings from the principals’ interviews are presented as a fictional conversation to illustrate similarities and points of departure in social justice practice between the two countries. Principals emphasized the proactive nature of social justice leadership, demonstrated through decision-making, strategic planning, and daily interactions. The importance of giving voice to those who cannot speak for themselves, holding high expectations for all students, and the importance of modeling positive values was underscored. Conclusions from this study illustrate that social justice leadership in practice, despite the national context, offers more commonalities than differences.
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