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Successful School Leadership in Sweden and the U.S.: Contexts of Social Responsibility and Individualism
Department of Educational Leadership and Policy Studies, University of Texas at San Antonio, San Antonio, Texas, USA.
Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling. Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
Department of Educational Leadership and Policy Studies, University of Texas at San Antonio, San Antonio, Texas, USA.
Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
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2012 (Engelska)Ingår i: International Journal of Educational Management, ISSN 0951-354X, E-ISSN 1758-6518, Vol. 26, nr 5, s. 428-441Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Purpose – The purpose of this cross-cultural study of schools in Sweden and Texas is to examine the cultural contexts of schools in both settings, and the leadership role of principals in creating and sustaining inclusive schools for diverse populations.

Design/methodology/approach – The data were drawn from two studies; the first involving school visits, classroom observations, and interviews conducted in researcher exchanges between both countries. The second source of data comes from the authors’ participation in a multi-national longitudinal study, the International Successful School Principals’ Project (ISSPP). A common survey instrument, individual interviews, school visits and observations provide the data for this study.

Findings – The seven themes that emerged were manifested in ways that reflected the differing philosophies of each country: engagement and pride, high expectations, student autonomy, early student learning and development, teamwork, diversity and integration, and international focus on academic rankings. It is concluded that the creation of inclusive schools in a diverse context requires that principals maintain a focus on academic accountability while also working consciously to address social and civic issues.

Research limitations/implications – Current migration and immigration patterns create a need for research, like this study, that examines how the social philosophies of different countries might support or hinder the success of various efforts to develop leadership for inclusive schools with diverse populations.

Originality/value – Examining the leadership of inclusive schools within two countries that differ substantially in their relative emphases on individualism and socialism provides valuable insights into how national philosophies are reflected in the ways school systems respond to diversity.

Ort, förlag, år, upplaga, sidor
Emerald Group Publishing Limited, 2012. Vol. 26, nr 5, s. 428-441
Nyckelord [en]
comparative education, Diversity, Inclusive schools International education, Lwadership, School leadership, Social responsibilitly, Sweden, United States of America
Nationell ämneskategori
Statsvetenskap
Identifikatorer
URN: urn:nbn:se:umu:diva-60373DOI: 10.1108/09513541211240228OAI: oai:DiVA.org:umu-60373DiVA, id: diva2:559642
Tillgänglig från: 2012-10-10 Skapad: 2012-10-10 Senast uppdaterad: 2018-06-08Bibliografiskt granskad

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Ärlestig, HeleneJohansson, OlofTörnsén, Monika

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