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Den svåra konsten att förbättra elevernas lärmiljö: Rapport från en utvärdering av Kunnskapsløftet – fra ord till handling
Karlstad University, Faculty of Arts and Education, Department of Education.
Karlstad University, Faculty of Arts and Education, Department of Education.
2009 (Swedish)In: Kapet, ISSN 1653-4743, Vol. 1, no 1, 21-36 p.Article in journal (Other academic) Published
Abstract [en]

In this article we will present results from our ongoing evaluation of the central government program “The Knowledge Promotion Reform – from word to deed”. The aim of the program is to develop schools as organisations with the purpose of improving the learning environment in order to increase students’ social and intellectual development.  Schools apply to the program on their own initiative (open application) or after encouragement and guidance according to needs (guided application).  


An important feature of the programme is the reliance of a cooperation model that involves three parties: one or more schools, school owners and external competence partners. On the basis of qualitative interviews with teachers, headmasters, school owners and external competence partners in two case projects involving several schools, we present findings of the effect of the program on schools improvement capacity and project targets. The schools’ initial improvement capacity and the kind of development support they receive are central groups of factors that influence the outcomes. For concepts and identification of relevant factors, we rely on the school development literature (for e.g. Ekholm, 1989; Hopkins, 2009; Miles, 1965a). Furthermore we use our qualitative interviews to distinguish between various forms/roles of external support and develop concepts that may increase our understanding of how external support affect the school, particularly the role of the external competence partners. Tentatively we argue that goal-directed strategies intended to change activities directly related to pupils’ learning may lead to better results than means-directed strategies where the link to pupil-related activities is less clear.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet , 2009. Vol. 1, no 1, 21-36 p.
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URN: urn:nbn:se:kau:diva-7243OAI: diva2:406247
Available from: 2011-03-25 Created: 2011-03-25 Last updated: 2011-11-02Bibliographically approved

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Söderström, ÅsaBlossing, Ulf
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