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Norberg, Katarina
Publications (10 of 37) Show all publications
Norberg, K. (2019). The Swedish national principal training programme: a programme in constant change. Journal of Educational Administration & History, 51(1), 5-14
Open this publication in new window or tab >>The Swedish national principal training programme: a programme in constant change
2019 (English)In: Journal of Educational Administration & History, ISSN 0022-0620, E-ISSN 1478-7431, Vol. 51, no 1, p. 5-14Article in journal (Refereed) Published
Abstract [en]

In the mid-1970s, a systematic national principal training programme was introduced in Sweden. The aim was to guarantee better-equipped principals in their mission to lead and develop schools in accordance with national steering documents. Since then, the programme has been subjected to changes, but its focus has remained the same. The three-year programme is currently directed at already-employed principals whose efforts are estimated to consume about 20% of their working time. Six universities provide the programme with content that corresponds to thirty higher-education credits. Consequently, the academy has to balance its fundamental role as a critical independent institution and its mission to provide an education that is crucial in the educational steering system. This article presents an historical overview of the programme’s development as well as the current programme’s design and challenges, and it discusses the expected future demands for change.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
administration, curricula, leadership, pedagogy, principal training programme, Sweden
National Category
Pedagogy
Research subject
educational leadership
Identifiers
urn:nbn:se:umu:diva-152032 (URN)10.1080/00220620.2018.1513912 (DOI)000470284200002 ()
Available from: 2018-09-24 Created: 2018-09-24 Last updated: 2019-06-20Bibliographically approved
Norberg, K. & Gross, S. J. (2019). Turbulent Ports in a Storm: The Impact of Newly Arrived Students Upon Schools in Sweden. Values And Ethics in Educational Administration, 14(1), 1-7
Open this publication in new window or tab >>Turbulent Ports in a Storm: The Impact of Newly Arrived Students Upon Schools in Sweden
2019 (English)In: Values And Ethics in Educational Administration, ISSN 1703-5759, Vol. 14, no 1, p. 1-7Article in journal (Other academic) Published
Abstract [en]

In the last decade war, social conflicts, and environmental catastrophes in Asia, the Middle East and Africa have contributed to an increased stream of refugees to Europe. Sweden was no exception and the increased number of asylum seekers made heavy demands on municipalities, including school systems. School leaders and teachers in Europe experienced increasing diversity followed by new and complex challenges (see Tuters & Portelli, 2017). This exploratory study takes place in Sweden and includes interviews with four principals whose schools received a variety influx of refugee students, many of whom arrived as unaccompanied minors, during fall 2015 through spring 2016. We use Turbulence Theory as our theoretical framework. The article’s purpose is to explore how school leaders managed to adjust their organization in order to fulfill their responsibilities concerning newly arrived students during that period.

Place, publisher, year, edition, pages
University of Oklahoma, 2019
National Category
Social Sciences
Identifiers
urn:nbn:se:umu:diva-158627 (URN)
Available from: 2019-05-03 Created: 2019-05-03 Last updated: 2019-05-08Bibliographically approved
Norberg, K. (2017). Educational leadership and im/migration: preparation, practice and policy - the Swedish case. International Journal of Educational Management, 31(5), 633-645
Open this publication in new window or tab >>Educational leadership and im/migration: preparation, practice and policy - the Swedish case
2017 (English)In: International Journal of Educational Management, ISSN 0951-354X, E-ISSN 1758-6518, Vol. 31, no 5, p. 633-645Article in journal (Refereed) Published
Abstract [en]

Purpose: Migration to Sweden dramatically increased in 2015 and challenged the reception system at all levels and societal institutions, one of which was the school. As a response to the lack of a comprehensive educational strategy for newly arrived students, new regulations were passed in January 2016, the purpose of which was to guarantee equity and equality in education for all students, irrespective of their background. The regulations make demands on local politicians and the school leaders to adjust the reception, organization and teaching to support the newly arrived students' learning. The purpose of this paper is to explore school leadership practices in turbulent times.

Design/methodology/approach: The study is situated in the field of post-migration ecology, as newly arrived students move from pre-migration to transmigration to post-migration contexts, the latter for this paper's interest, when they arrive to their new schools. Seven principals in a transit municipality for migrants were interviewed to obtain a picture of how they are prepared for diversity in leadership and how policy and practice coincide.

Findings: The study reveals how policy and practice coincide due to a lack of intercultural and bilingual competences among the staff. The principal's responsibility for a school structure and culture that support newly arrived students' learning raises new demands on how principals are trained for diversity.

Originality/value: The study is a contribution to the little-researched field concerning school leadership and newly arrived students which raises new demands regarding how principals are trained for diversity.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2017
Keywords
School leadership, Diversity, Newly arrived students, Swedish educational policy
National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-135987 (URN)10.1108/IJEM-08-2016-0162 (DOI)000402900800007 ()
Note

Special issue.

Available from: 2017-06-22 Created: 2017-06-22 Last updated: 2018-06-09Bibliographically approved
Lapointe, C., Langlois, L., Valois, P., Aksu, M., Arar, K., Bezzina, C., . . . Oplatka, I. (2016). An International Cross-Cultural Validation of the Ethical Leadership Questionnaire (ELQ). International Studies in Educational Administration, 44(2), 55-76
Open this publication in new window or tab >>An International Cross-Cultural Validation of the Ethical Leadership Questionnaire (ELQ)
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2016 (English)In: International Studies in Educational Administration, ISSN 1324-1702, E-ISSN 1839-2768, Vol. 44, no 2, p. 55-76Article in journal (Refereed) Published
Abstract [en]

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.

Keywords
ethical leadership, cultures, questionnaire, invariance, ethic of care, ethic of critique, ethic of justice, ethical sensitivity
National Category
Pedagogy Educational Sciences
Identifiers
urn:nbn:se:umu:diva-128812 (URN)
Available from: 2016-12-15 Created: 2016-12-15 Last updated: 2018-06-09Bibliographically approved
Norberg, K. (2016). Rektor, förskolechef, etik och beslutsfattande (4ed.). In: Viola Boström, Kjell Lundmark (Ed.), Skoljuridik: (pp. 407-419). Malmö: Liber
Open this publication in new window or tab >>Rektor, förskolechef, etik och beslutsfattande
2016 (Swedish)In: Skoljuridik / [ed] Viola Boström, Kjell Lundmark, Malmö: Liber, 2016, 4, p. 407-419Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Liber, 2016 Edition: 4
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-145061 (URN)978-91-47-11243-2 (ISBN)
Available from: 2018-02-20 Created: 2018-02-20 Last updated: 2018-06-09Bibliographically approved
Norberg, K. & Johansson, O. (2014). Det pedagogiska ledarskapets etiska dimension (1ed.). In: Monika Törnsén & Helene Ärlestig (Ed.), Ledarskapet i centrum: om rektor och förskolechef (pp. 99-112). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Det pedagogiska ledarskapets etiska dimension
2014 (Swedish)In: Ledarskapet i centrum: om rektor och förskolechef / [ed] Monika Törnsén & Helene Ärlestig, Malmö: Gleerups Utbildning AB, 2014, 1, p. 99-112Chapter in book (Refereed)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2014 Edition: 1
National Category
Political Science Educational Sciences Pedagogy
Identifiers
urn:nbn:se:umu:diva-93731 (URN)9789140688361 (ISBN)
Available from: 2014-09-30 Created: 2014-09-30 Last updated: 2018-06-07Bibliographically approved
Norberg, K., Ärlestig, H. & Angelle, P. S. (2014). Global conversations about social justice: The Swedish-US example. Management in Education, 28(3), 101-105
Open this publication in new window or tab >>Global conversations about social justice: The Swedish-US example
2014 (English)In: Management in Education, ISSN 0892-0206, Vol. 28, no 3, p. 101-105Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Sage Publications, 2014
Keywords
global context; international leadership; international principals; social justice; social justice context
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-91602 (URN)10.1177/0892020614535949 (DOI)
Available from: 2014-08-12 Created: 2014-08-12 Last updated: 2018-06-07Bibliographically approved
Norberg, K. (2014). Skolledarskap i mångkulturella miljöer (1ed.). In: Jonas Höög, Olof Johansson (Ed.), Framgångsrika skolor: mer om struktur, kultur, ledarskap (pp. 181-196). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Skolledarskap i mångkulturella miljöer
2014 (Swedish)In: Framgångsrika skolor: mer om struktur, kultur, ledarskap / [ed] Jonas Höög, Olof Johansson, Lund: Studentlitteratur AB, 2014, 1, p. 181-196Chapter in book (Refereed)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2014 Edition: 1
Keywords
Skolledning, Skoladministration
National Category
Educational Sciences Pedagogy
Identifiers
urn:nbn:se:umu:diva-93733 (URN)9789144102993 (ISBN)
Available from: 2014-09-30 Created: 2014-09-30 Last updated: 2018-06-07Bibliographically approved
Norberg, K. & Johansson, O. (2014). The ethical demands of multiculturalism. In: Christopher M. Branson & Steven Jay Gross (Ed.), Handbook of ethical educational leadership: (pp. 426-438). New York: Routledge
Open this publication in new window or tab >>The ethical demands of multiculturalism
2014 (English)In: Handbook of ethical educational leadership / [ed] Christopher M. Branson & Steven Jay Gross, New York: Routledge, 2014, p. 426-438Chapter in book (Refereed)
Place, publisher, year, edition, pages
New York: Routledge, 2014
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-89532 (URN)000342993100026 ()978-0-415-85391-0 (ISBN)978-0-203-74758-2 (ISBN)978-0-415-85390-3 (ISBN)
Available from: 2014-06-04 Created: 2014-06-04 Last updated: 2018-06-07Bibliographically approved
Norberg, K. & Törnsén, M. (2013). In the name of honor: Swedish school leaders’ experiences of honor-related dilemmas. Journal of Educational Administration, 51(6), 855-867
Open this publication in new window or tab >>In the name of honor: Swedish school leaders’ experiences of honor-related dilemmas
2013 (English)In: Journal of Educational Administration, ISSN 0957-8234, E-ISSN 1758-7395, Vol. 51, no 6, p. 855-867Article in journal (Refereed) Published
Abstract [en]

Purpose – The purpose of this paper is to examine honor-related dilemmas that principals encounter in daily practice. Such dilemmas illustrate how special demands from parents can collide with the school's democratic mission.

Design/methodology/approach –In total, 53 principals who participated in an in-service program, which aimed to enhance consciousness and knowledge concerning honor-related issues, were asked to describe their experiences of honor-related dilemmas. The paper uses the understanding of the honor culture as an analytic probe in studying and understanding the dilemmas and how these collide with the school's inner work in accordance with democratic values.

Findings – The major findings illustrate that the participating principals have to deal with honor-related issues in their daily practice. The dilemmas include parents’ demands for restrictions affecting girls, young women, boys, and young men from preschool up to adult education. These restrictions limit their right to participate in all school subjects and activities and to live a life free of oppression.

Practical implications – The paper reveals the importance of enhanced consciousness and knowledge concerning honor-related issues. Principals must have the ability to identify and recognize at-risk students and organize the necessary support for those students without stigma and exclusion. How the school's structure and culture support intercultural practice and inclusion is important to avoid a contribution to marginalization and a rejection of the school's value base.

Originality/value – A number of research studies have been done regarding culture clashes in the multicultural school context. This paper identifies dilemmas that can be related to the honor culture and how these are expressed in the principal's office.

Keywords
Democratic values, Honour, Principals, School leadership, Schooling, Sweden
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-80534 (URN)10.1108/JEA-08-2012-0090 (DOI)
Available from: 2013-09-20 Created: 2013-09-20 Last updated: 2018-06-08Bibliographically approved
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