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  • 1.
    Aas, Marit
    et al.
    Oslo universitet.
    Törnsen, Monika
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Norske og svenske skolelederprogram: en sammenligning2016Ingår i: Bedre Skole, ISSN 0802-183X, nr 2, s. 56-61Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [no]

    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.

  • 2.
    Aas, Marit
    et al.
    Oslo universitet.
    Törnsén, Monika
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Examining Norwegian and Swedish Leadership training programs in light of international research2016Ingår i: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 36, nr 2, s. 173-187, artikel-id 10.18261Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    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.

  • 3.
    Ahlström, Björn
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Med hänsyn till både tid och rum: systematiskt kvalitetsarbete i fyra dimensioner2018Ingår i: Att leda skolor med stöd i forskning: exempel, analyser och utmaningar / [ed] Niclas Rönnström & Olof Johansson, Stockholm: Natur och kultur, 2018, 1, s. 297-322Kapitel i bok, del av antologi (Refereegranskat)
  • 4.
    Ahlström, Björn
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Mobbning i svensk forskning2014Ingår i: Framgångsriks skolor: mer om struktur, kultur, ledarskap / [ed] Jonas Höög & Olof Johansson, Lund: Studentlitteratur AB, 2014, s. 217-233Kapitel i bok, del av antologi (Refereegranskat)
  • 5.
    Ahlström, Björn
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Rektorers syn på mobbning: eller "Vi är som alla andra"2014Ingår i: Framgångsrika skolor: mer om struktur, kultur, ledarskap / [ed] Jonas Höög & Olof Johansson, Lund: Studentlitteratur AB, 2014, s. 197-216Kapitel i bok, del av antologi (Refereegranskat)
  • 6.
    Ahlström, Björn
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Rektors ansvar: Att ta ställning?2014Ingår i: Skolledare i mötet mellan nationella mål och lokal policy / [ed] Elisabet Nihlfors & Olof Johansson, Malmö: Gleerups Utbildning AB, 2014, s. 179-191Kapitel i bok, del av antologi (Refereegranskat)
  • 7.
    Ahlström, Björn
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Sociologiska institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Höög, Jonas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Sociologiska institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Measuring the social and civic objectives of schools2010Ingår i: School leadership: international perspectives / [ed] Stephan Huber, Bern: Peter Lang Publishing Group, 2010, s. 19-37Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    This study is part of a Swedish project "Structure, Culture, Leadership – prerequisites for successful schools?" The study presents a tool for the analysis of school outcomes. How can social and civic objectives be measured and what differences between schools can be found when it comes to achieving these objectives? The aim is to assess the pupils' development through a questionnaire based on the curriculum in areas like: democratic values, communication, respect for human differences, self-consciousness, responsibility, critical evaluation, creativity. The study is conducted among 2128 pupils in 24 secondary schools in 12 municipalities. Results show that it is possible to develop an instrument based on the Swedish steering documents. It's also obvious that school differences can be assessed with the Social and Civic Objectives Scale (SCOS) Using the SCOS instrument helps us to broaden the definition of a "successful school" by incorporating academic as well as social and civic objectives.

  • 8. Arvidsson, Inger
    et al.
    Leo, Ulf
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Larsson, Anna
    Håkansson, Carita
    Persson, Roger
    Björk, Jonas
    Burnout among school teachers: quantitative and qualitative results from a follow-up study in southern Sweden2019Ingår i: BMC Public Health, ISSN 1471-2458, E-ISSN 1471-2458, Vol. 19, artikel-id 655Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: Teachers are at high risk of stress-related disorders. This longitudinal study aimed to (a) identify which occupational, sociodemographic and life-style factors and self-efficacy at baseline that were of importance for burnout, (b) explore associations between changes in the studied factors versus changes in burnout, and (c) by interviews increase the understanding of perceived job demands among teachers.

    Methods: A cohort of 310 Swedish teachers in school-years 4–9 responded to a questionnaire of occupational, sociodemographic and life-style factors, self-efficacy and burnout, at baseline and at follow-up (mean 30 months later). A combined measure with four levels of burnout was crafted, based on exhaustion, cynicism and professional efficacy (Maslach Burnout Inventory-General Survey). Quantitative data were analysed with multiple ordinal regression, and qualitative data were analysed with content analysis of interview responses from a subgroup of the teachers (n = 81).

    Results: The occurrence of high burnout (level 2 and 3 combined) were similar at baseline and follow-up (14% vs. 15%). However, many teachers fluctuated between the levels of burnout (28% increased and 24% decreased). Burnout at baseline was of importance for change of work or being off duty at follow up. In the multi-exposure model, low self-efficacy [OR 0.42; CI 0.26–0.68] and high job demands [OR 1.97; CI 1.02–3.8] were the strongest explanatory variables. Low self-efficacy remained as the strongest explanatory factor after adjustment for burnout at baseline. Increased job demands during follow-up was associated with an increased level of burnout [OR 3.41; CI 1.73–6.69], whereas increased decision latitude was associated with a decreased level of burnout [OR 0.51; CI 0.30–0.87]. Two major categories of demands emerged in the qualitative analysis; i.e. too high workload and a sense of inadequacy.

    Conclusions: A substantial proportion of teachers showed signs of burnout at both occasions. Low self-efficacy and high job demands was of importance for burnout, and changes in burnout was further associated with changes in decision latitude. The results points to the need of actions on individual, organizational and a societal levels.

  • 9.
    Backlund, Christoffer
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Lärande organisation: Är systematiskt kvalitetsarbete i skolan grunden till en lärande organisation?2016Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 10. Begley, P.T.
    et al.
    Johansson, Olof
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    The values of school administation: preferences, ethics, and conflicts2008Ingår i: Journal of School Leadership, ISSN 1052-6846, Vol. 18Artikel i tidskrift (Refereegranskat)
  • 11.
    Brauer-Markgren, Charlotte
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Pedagogiskt ledarskap: En intervjustudie om rektorers tankar kring ett svårfångat begrepp2014Självständigt arbete på avancerad nivå (magisterexamen), 5 poäng / 7,5 hpStudentuppsats (Examensarbete)
  • 12.
    Bredeson, Paul V.
    et al.
    University of Wisconsin-Madison.
    Johansson, Olof
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Norberg, Katarina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Ethical School Leadership: Examining the Work of School Principals and Superintendents2005Ingår i: The Annual Meeting of American Educational Research Association, Montreal, Canada, 2005Konferensbidrag (Refereegranskat)
  • 13.
    Bredeson, Paul V.
    et al.
    University of Wisconsin-Madison.
    Klar, Hans
    Chemson University.
    Johansson, Olof
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Context-Responsive Leadership: Examining Superintendent Leadership in Context2011Ingår i: Education Policy Analysis Archives, ISSN 1068-2341, E-ISSN 1068-2341, Vol. 19, nr 18Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    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.

  • 14.
    Bredeson, Paul V.
    et al.
    University of Wisconsin-Madison.
    Klar, Hans
    University of Wisconsin-Madison.
    Johansson, Olof
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Superintendents as collaborative learnes in communities of practice: A socio-cultural perspective on professional learning2009Ingår i: Journal of School Public Relations, Vol. 30, nr 2, s. 128-149Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    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.

  • 15.
    Day, Christopher
    et al.
    School of Education, University of Nottingham.
    Jacobson, Stephen L.
    University at Buffalo, State University of New York, Buffalo, NY, USA.
    Johansson, Olof
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling. Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Leading Organizational Learning and Capacity Building2011Ingår i: US and Cross-National Policies, Practices, and Preparation: Implications for Successful Instructional Leadership, Organizational Learning, and Culturally Responsive Practices / [ed] Rose M Ylimaki & Stephen L Jacobson, Dordrecht: Springer Netherlands, 2011, s. 29-49Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    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.

  • 16.
    Day, Christopher
    et al.
    University of Nottingham.
    Johansson, Olof
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling. Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Leadership with a difference in schools serving disadvantaged communities: Arenas for success2008Ingår i: Educating moral sensibilities in urban schools, Rotterdam, Netherlands: Sense Publishers, 2008, s. 19-34Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 17.
    Day, Christopher
    et al.
    School of Education, University of Nottingham.
    Johansson, Olof
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Møller, Jorunn
    Department of Teacher Education and School Research, University of Oslo.
    Sustaining Improvements in Student Learning and Achievement: The Importance of Resilience in Leadership2011Ingår i: How School Principals Sustain Success over Time: International Perspectives / [ed] Lejf Moos, Olof Johansson and Christopher Day, DORDRECHT: Springer Netherlands, 2011, Vol. 14, s. 167-181Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    Over the years, much has been written internationally about leadership purposes, values, practices and effectiveness. More recently, issues of succession planning, capacity building, distributed leadership, sustainability and systems leadership have been the focus of policy and policy-related research. Yet, relatively little research has focused upon how resilience contributes to the success of school leaders, principals in particular, in sustaining their values, motivation, commitment and sense of effectiveness over time in changing personal, social, organisational and policy contexts.

    This chapter aims at exploring leadership resilience for sustainable and improved learning and achievement for students. The strategies successful local school principals chose to foster learning and sustained success at the local schools are analysed through the theoretical framework of leadership for democratic education. It offers a lens to understanding associations between leaders who are driven by a belief in the basic values and rights of each individual; taking the standpoint of others into consideration; deliberation in making decisions; embracing plurality and difference; who promote equity and social justice and have a lasting impact on other people within and beyond the organisation and a capacity for resilience. Resilient leadership for improved learning for children is characterised by a clear sense of moral/ethical purpose related to how to create a learning environment in which all students and staff may not only feel they belong to, but also in which they may be successful. Yet, such leadership requires that leaders are beacons of hope, engage in risk, distribute trust progressively in a wise and timely manner and are able to be resilient and build the capacities of others to be resilient.

  • 18.
    Drysdale, Lawrie
    et al.
    The University of Melbourne.
    Bennett, Jeffrey
    University of Arizona.
    Murakami, Elizabeth T.
    Texas A&M University .
    Johansson, Olof
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling. Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Gurr, David
    The University of Melbourne.
    Heroic leadership in Australia, Sweden and the United States2014Ingår i: International Journal of Educational Management, ISSN 0951-354X, E-ISSN 1758-6518, Vol. 28, nr 7, s. 785-797Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    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.

     

  • 19.
    Edvardsson, Jenny
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    "Det handlar ju om förutsättningar": En studie om IT-satsningar i svensk skola2014Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Background:

    IT development has in recent decades been fast progressing. In Sweden many schools have begun to invest in IT and new technologies. What happens at the schools that are investing in IT equipment and modern technology?

    Purpose:

    The purpose of this study is to elucidate the conditions for and the success factors and barriers that principals and teachers will experience in IT. Principals' experiences are complemented and mirrored against the teachers. The following issues are in focus: 1. What basic conditions are necessary for IT equipment and modern technology to be used in education? 2. What are the success factors and how do the principals create these? 3. What are the difficulties / obstacles and how do the principals overcome these difficulties?

    Result:

    Based on the study, one can see that certain conditions are required in order for IT ventures to succeed. The most important requirement is supporting principals. Conditions such as finance, technology and effective IT support also seem to be important. Another conclusion is that is not only the principals´ responsibility to create all conditions that are needed; municipalities need to centrally decide how to organize their schools, what they want with IT and then sets the stage for it to work.

    Key words:

    IT ventures, school improvement, principals, teachers, conditions, barriers and success factors.

  • 20.
    Eklund, Niklas
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Johansson, Olof
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Repa, Theodore
    Touro College New York, NY.
    School leadership in changing times: the case of Belarus2009Ingår i: Leadership and intercultural dynamics / [ed] John Collard & Anthony N. Normore, Charlotte: Information Age Publishing, 2009, s. 259-279Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 21.
    Ersson, Svante
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Eklund, Niklas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Kolam, Kerstin
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Uppbyggnad, expansion och utblick: 1980-20002015Ingår i: 50 år med Statsvetenskap i Umeå / [ed] Anders Lidström och Gunnel Gustafsson, Umeå: Statsvetenskapliga institutionen, Umeå universitet , 2015, s. 37-52Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 22.
    Fausö, Ulrika
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling. Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Att leda det professionella lärandet2019Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    School leaders of today wrestle with vast challenges in an increasingly complex and changing world. Several research projects have been conducted the past years to identify and explain what is essential and important when it comes to develop and improve professional learning in today's schools. But how do school leaders put this into practice and implement it into their daily lives? Furthermore, what help do they get from first teachers? In this essay, I will immerse myself into what research says about professional learning, and the approaches and experiences four (4) school leaders and four (4) first teachers have had when leading the development of professional learning in their schools.

    It is crucial to have a systematic and investigative approach to how to successfully develop and personalize learning for different contexts and conditions. It is also essential to develop expertise in how to build trust and confidence by understanding each other’s’ perspective and learning processes. As a leader you must understand not only the students learning needs but also the teachers and your own needs. This different perspective seems essential to successfully meet the challenges of tomorrow.

    Research says that there are no simple, nor general, solutions or models to apply, but rather understand and interpret the context you are in and then link it to scientific methods and/or proven experience. This requires a high level of expertise and understanding of those who are set to lead this activity but also a distributed leadership shared by several, rather than just a few. Today’s complex challenges require an interaction and cooperative approach between different professions and, not the least, that we dare to share our educational leadership with the first teachers and other co-workers.

  • 23.
    Fjellström, Magnus
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling. Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Kristmansson, Per
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Constituting an apprenticeship curriculum2019Ingår i: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Apprenticeships are required for many trades and can take different forms. In Sweden, one form can be viewed as a pathway where students complete a three-year-long vocational education in upper secondary school followed by a post-secondary apprenticeship in a particular trade. Another takes the form of vocational training within the framework of upper secondary school through an apprenticeship. This study analyses how a more clearly defined apprenticeship curriculum can provide sufficient knowledge to identify and understand learning outcomes in apprenticeships. A theoretical framework of an apprenticeship curriculum is used in the analytical work. The findings show that educational goals are often overlooked during apprenticeships, and thus a deliberative education is overridden by deliberative learning that stems from and is closely connected to the individual’s own perception of what to learn. By constituting an apprenticeship curriculum, this article contributes to an enhanced understanding of how to analyse vocational learning, and thus adds important elements to the research field.

  • 24.
    Fredriksson, Annelie
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Säg det!: En undersökning om hur rektor kan synliggöra lärares undervisningsförmågor likväl som läraren kan synliggöra elevens lärande – en parallellprocess2014Självständigt arbete på avancerad nivå (magisterexamen), 20 poäng / 30 hpStudentuppsats (Examensarbete)
    Abstract [en]

    -------------------------- 4

    Abstract

    This study is a qualitative case study in order to delineate how visible learning processes in the classroom. The study draws its theory from researcher John Hattie's findings about effective teaching. Data collection is taken from a class in grade 2 in a medium-sized Swedish municipality. The result demonstrates how the communication takes place in the classroom based on the teacher's strategies and planning in relation to pupils' interests and their own initiative. Is there a mutual feedback between teachers and students while teaching? From five perspectives, and the definition of what visible learning is all about, the results shows many good examples of excellent teaching. The students are engaged and interested. They are confirmed by the teacher and the rate of learning is high. However, there is no sign of conversation between the teacher and the student about how the student learns even though the teacher knows how teaching against a specific pupil should be developed.

    As a result, the lack of this conversation prevents the students to receive a degree of self-awareness and insight into their strengths and weaknesses that according to J Hattie's research is so beneficial to their academic performance.

    What also is apparent in the results of this study is that what students learn in class must be verbalized and formulated and also repeated clearly.

    In the analysis and discussion section, useful and concrete strategies are given on how principal can make the teacher's teaching methods visible to improve teaching quality. This process, where the teacher exposes the student's knowledge and abilities, and where the principal makes visible the teacher's teaching abilities, strengths and developable skills, is called the parallel-process.

    To you who work as a Principal, you are hereby granted a tool for practical methods to visualize your teachers' teaching in order to raise student’s achievement and develop their skills.

  • 25.
    Goddard, Tim J.
    et al.
    Faculty of Education University of Prince Edward Island Charlottetown, PE C1A 4P3 CANADA.
    Johansson, Olof
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling. Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Norberg, Katarina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling. Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Managing equity: experiences from Canada and Sweden2010Ingår i: International Studies in Educational Administration, ISSN 1324-1702, E-ISSN 1839-2768, Vol. 38, nr 3, s. 3-17Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    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.

  • 26.
    Gustafsson, Gunnel
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Lundmark, Kjell
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Politiken på Fidjiöarna är lika viktig som politiken i Västerbotten: Om statsvetenskaperna i Umeå förr, nu och i framtiden2010Ingår i: Statsvetenskaplig Tidskrift, ISSN 0039-0747, Vol. 112, nr 5, s. 179-191Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 27.
    Hedström, Marcus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Hinder för elevinflytande2016Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 28.
    Holmgren, Mikael
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling. Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Johanson, Olof
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling. Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. olof.johansson@pol.umu.se.
    Nihlfors, Elisabet
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Att bygga en rondell i rusningstrafik?: ppföljning av Skolverkets informationsinsatser vid implementeringen av skollagen2012Rapport (Refereegranskat)
  • 29.
    Holmgren, Mikael
    et al.
    Department of Political Science, University of Gothenburg, Gothenburg, Sweden.
    Johansson, Olof
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling. Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Nihlfors, Elisabet
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Sweden: centralization and decentralization as implementation strategies2013Ingår i: Transnational influences on values and practices in Nordic educational leadership: is there a Nordic model? / [ed] Lejf Moos, Dordrecht: Springer, 2013, s. 73-85Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    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.

  • 30.
    Holmgren, Mikael
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Johansson, Olof
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Nihlfors, Elisabet
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Skott, Pia
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Local School Governance in Sweden: Boards, Parents and Democracy2012Ingår i: Journal of School Public Relations, ISSN 0741-3653, Vol. 33, nr 1, s. 8-28Artikel i tidskrift (Refereegranskat)
  • 31.
    Hover, Hans Christian
    et al.
    Norway.
    Merok Paulsen, Jan
    Norway.
    Nihlfors, Elisabet
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling. Uppsala Universitet .
    Kofod, Klaus Kasper
    Denmark.
    Kanervio, Pekka
    Finland.
    Pulkkinen, Seppo
    Finland.
    Control and trust in local school governance2014Ingår i: School Boards in the Governance Process  / [ed] Lejf Moos & Jan Merok Paulsen, Dordrecht: Springer, 2014Kapitel i bok, del av antologi (Refereegranskat)
  • 32.
    Hörnqvist, Maj-Lis
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Besök i "verkigheten": om verksamhetsobservationer som ledningsredskap2014Ingår i: Ledarskap i centrum: om rektor och förskolechef / [ed] Monia Törnsén & Helene Ärlestig, Malmö: Gleerups Utbildning AB, 2014, s. 67-83Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 33.
    Hörnqvist, Maj-Lis
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling. Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Education on a scientific basis in Sweden: principals’ understanding and preparedness2013Konferensbidrag (Refereegranskat)
  • 34.
    Hörnqvist, Maj-Lis
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling. Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Interspaces for learning: A study of corridors in some Swedish schools in a historical perspective2011Ingår i: Educational Dimensions of School Buildings / [ed] Jan Bengtsson, Frankfurt am Main: Peter Lang Publishing Group, 2011, s. 75-97Kapitel i bok, del av antologi (Refereegranskat)
  • 35.
    Hörnqvist, Maj-Lis
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling. Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Principals' understandings of education based on research: A Swedish perspective2014Ingår i: Multidimensional Perspectives on Principal Leadership Effectiveness / [ed] Kadir Beycioglu & Petros Pashiardis, IGI Global, 2014, s. 147-169Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Principals' responsibilities for quality in schools and preschools have, during recent years, been accentuated in Sweden. The Swedish Education Act of 2010 can be interpreted as an attempt to improve the orientation and effectiveness of teaching in schools, as it states that education should be based mainly on research and proven experience. The purpose of this chapter is to illuminate how principals understand and relate to the Education Act of 2010. The empirical foundation of the chapter consists of examining policy documents and two surveys sent to principals and heads of preschools. The findings reveal that the principals show different understandings of the term research basis. Three significant areas of manifestations emerged from the data: keeping up to date with new knowledge, building a scientific culture, and practicing research-based knowledge. However, a challenge for principals is to foster a critical evaluative approach to research.

  • 36.
    Hörnqvist, Maj-Lis
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling. Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Skolledarskap och vetenskaplig grund2014Ingår i: Skolledare i mötet mellan nationella mål och lokal policy / [ed] Olof Johansson & Elisabet Nihlfors, Malmö: Gleerups Utbildning AB, 2014, s. 191-210Kapitel i bok, del av antologi (Refereegranskat)
  • 37.
    Hörnqvist, Maj-Lis
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling. Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Leffler, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Fostering an entrepreneurial attitude: challenges in the leadership of school principals2014Ingår i: Education + Training, ISSN 0040-0912, E-ISSN 1758-6127, Vol. 56, nr 6, s. 551-561Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose – The purpose of this paper is to uncover the meaning of entrepreneurship in schools and a school leadership which aims to nurture an entrepreneurial attitude. The authors will also discuss what challenges there could be for principals to lead activities to develop an entrepreneurial attitude to learning and teaching.

    Design/methodology/approach – The paper integrates policy documents and scientific material concerning entrepreneurial attitude, leadership and school culture.

    Findings – In Sweden as well as internationally there are clear policy intentions for renewal of schoolwork in a more entrepreneurial direction. The most striking challenges for principals are to be enough creative within the boarders set by school authorities when setting vision and goals for the development of their schools to enhance an entrepreneurial attitude, building trust and distributing power among staff, along with having courage to think outside “the box”.

    Research limitations/implications – The point of departure is entrepreneurial attitude in education as understood in a Swedish context. International policies as well as research are discussed.

    Practical implications – The paper illuminates strategic ways of thinking and acting according to leadership in an entrepreneurial learning school context.

    Originality/value – The role of principals as well as the significance of culture in a school context focused on developing an entrepreneurial attitude is quite often discussed in research. School differs from business in that there are more restrictions set by school authorities. The paper shows an undeveloped area which can be useful to identify and problematize challenges for leadership.

  • 38.
    Hörnqvist, Maj-Lis
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Leffler, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Principals’ leadership in nurturing an entrepreneurial attitude2013Konferensbidrag (Refereegranskat)
  • 39.
    Höög, Jonas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Elevhälsan i skolan: teman med variationer2014Rapport (Refereegranskat)
  • 40.
    Höög, Jonas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling. Umeå universitet, Samhällsvetenskapliga fakulteten, Sociologiska institutionen.
    Elevhälsans dilemman: struktur, kultur, politik, individ2013Ingår i: Att leda mot skolans mål / [ed] Olof Johansson & Lars Svedberg, Malmö: Gleerups Utbildning AB, 2013, s. 205-224Kapitel i bok, del av antologi (Refereegranskat)
  • 41.
    Höög, Jonas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Epilog: skolans dimensioner, rektors ledarskap och skolans framgång2014Ingår i: Framgångsrika skolor: mer om struktur, kultur, ledarskap / [ed] Jonas Höög & Olof Johansson, Lund: Studentlitteratur AB, 2014, s. 233-238Kapitel i bok, del av antologi (Refereegranskat)
  • 42.
    Höög, Jonas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Rektorer som integrerar skolans struktur och kultur blir framgångsrika2014Ingår i: Framgångsrika skolor -: mer om struktur, kultur, ledarskap / [ed] Jonas Höög, Olof Johansson, Lund: Studentlitteratur AB, 2014, s. 47-75Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [sv]

    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.

    I denna andra bok diskuteras: hur rektorer förstår sambandet mellan struktur och kultur; förståelsen av skolan som organisation; pedagogiskt ledarskap; rektors förändringsledarskap; ­modeller för rektors beslutsfattande; lärares olika identiteter som påverkar hur skolans kultur konstrueras och dess mål ­prioriteras; rektors balans mellan etik,ansvar och auktoritet; skolans mångkulturalitet; samt rektorers syn på mobbning och forskningen om mobbning.

    Framgångsrika skolor diskuterar en mängd spännande områden av betydelse för ­rektors ledarskap och ger en ökad förståelse av skolan ur ett organisatoriskt helhetsperspektiv.Boken är lämplig som kurs­litteratur på skolledarutbildningar samt inom lärarutbildningen, men passar även utmärkt som fortbildningslitteratur för verksamma skolledare och lärare.

  • 43.
    Höög, Jonas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Vad är en framgångsrik skola?2011Ingår i: Struktur, kultur, ledarskap: förutsättningar för framgångsrika skolor / [ed] Jonas Höög & Olof Johansson, Lund: Studentlitteratur, 2011, s. 15-24Kapitel i bok, del av antologi (Refereegranskat)
  • 44.
    Höög, Jonas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Är skolan en organisation: vad säger svensk utbildningsforskning2014Ingår i: Framgångsrika skolor: mer om struktur, kultur, ledarskap / [ed] Jonas Höög & Olof Johansson, Lund: Studentlitteratur AB, 2014, s. 23-45Kapitel i bok, del av antologi (Refereegranskat)
  • 45.
    Höög, Jonas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Över- och underpresterande kommuner: vad skiljer dem åt?2014Ingår i: Skolledare i mötet mellan nationella mål och lokal policy / [ed] Elisabeth Nihlfors och Olof Johansson, Malmö: Gleerups Utbildning AB, 2014, s. 113-137Kapitel i bok, del av antologi (Refereegranskat)
  • 46.
    Höög, Jonas
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Sociologiska institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Bredeson, Paul V.
    University of Wisconsin-Madison.
    Johansson, Olof
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Conformity to new global imperatives and demands: the case of Swedish school principals2006Ingår i: European Educational Research Journal, ISSN 1474-9041, Vol. 5, nr 3, s. 263-275Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    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.

  • 47.
    Höög, Jonas
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling. Umeå universitet, Samhällsvetenskapliga fakulteten, Sociologiska institutionen.
    Johansson, Olof
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling. Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Att bygga skolans processer: struktur, kultur, ledarskap2014Ingår i: Framgångsrika skolor: mer om struktur, kultur, ledarskap / [ed] J. Höög och O. Johansson, Studentlitteratur AB, 2014, 1, s. 9-22Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 48.
    Höög, Jonas
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling. Umeå universitet, Samhällsvetenskapliga fakulteten, Sociologiska institutionen.
    Johansson, Olof
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Epilog2011Ingår i: Struktur, Kultur, Ledarskap: förutsättningar för framgångsrika skolor? / [ed] Jonas Höög & Olof Johansson, Lund: Studentlitteratur , 2011Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 49.
    Höög, Jonas
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling. Umeå universitet, Samhällsvetenskapliga fakulteten, Sociologiska institutionen.
    Johansson, OlofUmeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling. Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Framgångsrika skolor: mer om kultur, struktur, ledarskap2014Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
    Abstract [sv]

    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.

  • 50.
    Höög, Jonas
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling. Umeå universitet, Samhällsvetenskapliga fakulteten, Sociologiska institutionen.
    Johansson, Olof
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Struktur, kultur, ledarskap: ett projekt och dess resultat2011Ingår i: Struktur, Kultur, Ledarskap: förutsättningar för framgångsrika skolor? / [ed] Jonas Höög & Olof Johansson, Lund: Studentlitteratur , 2011Kapitel i bok, del av antologi (Övrigt vetenskapligt)
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