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  • 1.
    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.

     

  • 2.
    Merchant, Betty
    et al.
    Department of Educational Leadership and Policy Studies, University of Texas at San Antonio, San Antonio, Texas, USA.
    Ärlestig, Helene
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling. Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Garcia, Encarnacion
    Department of Educational Leadership and Policy Studies, University of Texas at San Antonio, San Antonio, Texas, USA.
    Johansson, Olof
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Murakami Ramalho, Elizabeth
    Department of Educational Leadership and Policy Studies, University of Texas at San Antonio, San Antonio, Texas, USA.
    Törnsén, Monika
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling. Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Successful School Leadership in Sweden and the U.S.: Contexts of Social Responsibility and Individualism2012Ingår i: International Journal of Educational Management, ISSN 0951-354X, E-ISSN 1758-6518, Vol. 26, nr 5, s. 428-441Artikel i tidskrift (Refereegranskat)
    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.

  • 3. Merok Paulsen, J.
    et al.
    Johansson, Olof
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling. Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Moos, Lejf
    Nihlfors, Elisabet
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling. Uppsala Universitet .
    Risku, Mika
    Superintendent leadership under shifting governance regimes2014Ingår i: International Journal of Educational Management, ISSN 0951-354X, E-ISSN 1758-6518, Vol. 28, nr 7, s. 813-822Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose

    The purpose of this paper is to analyse the superintendent position, its relation to the local political system and the function as superior of principals in the school district in order to illuminate important district-level conditions for student learning. Influences from historical legacies and policy cultures are investigated by means of cross-country case analyses.

    Design/methodology/approach

    This paper is based on data from national surveys of superintendent leadership in Sweden, Denmark, Finland and Norway.

    Findings

    A key point is the observation of a mix-mode system of hard and soft governance. Municipalities, schools, teachers and pupils are – in different degrees across the Nordic countries – subjected to external evaluation and assessment by central control agencies, where the streams of reports, assessments and performance data are assembled. However, shifts in the governance systems are only modestly reflected in the self-reports on the superintendents’ role. Overall, superintendents in the cases express a self-preferred leadership style as professional learning facilitators who focus on pupil orientation, which positions the superintendent in “crossfires” between conflicting stakeholder demands.

    Research limitations/implications

    The paper reinforces the importance of superintendent leadership in local school governance. It underscores the importance that superintendents facilitate learning conditions for school leaders, teachers and students, which we see as a promising path for further research.

    Originality/value

    The paper provides empirical evidence regarding superintendent leadership situated in local social and political contexts within the Nordic countries. The cross-country analysis illuminates how path-pendent historical legacies mediate current reform trends.

  • 4.
    Norberg, Katarina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Educational leadership and im/migration: preparation, practice and policy - the Swedish case2017Ingår i: International Journal of Educational Management, ISSN 0951-354X, E-ISSN 1758-6518, Vol. 31, nr 5, s. 633-645Artikel i tidskrift (Refereegranskat)
    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.

  • 5.
    Ärlestig, Helene
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling. Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Educational leadership: to champion improvement for all students2014Ingår i: International Journal of Educational Management, ISSN 0951-354X, E-ISSN 1758-6518, Vol. 28, nr 7, s. 782-784Artikel i tidskrift (Övrigt vetenskapligt)
  • 6.
    Ärlestig, Helene
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Törnsén, Monika
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Classroom observations and supervision - essential dimensions of pedagogical leadership2014Ingår i: International Journal of Educational Management, ISSN 0951-354X, E-ISSN 1758-6518, Vol. 28, nr 7, s. 856-868Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose– The main task of every school is to contribute to student learning and achievement. In the twenty-first century, national and international evaluations and comparisons have focussed on measurable student and school results. Not only teachers but also principals are held accountable for school results, which increase expectations of principals to work to enhance student learning and improve outcomes. In Sweden, a principal's work with a given school's core mission is labeled as pedagogical leadership, a concept that includes diverse activities related to national goals and school results. Aspects of pedagogical leadership include principals’ classroom observations and communication about teaching and learning issues. The purpose of this paper is to describe a model of pedagogical leadership as a base for principals’ experience with the aim to develop their understanding of pedagogical leadership.

    Design/methodology/approach– The paper builds on data from three groups of principals who participated in a course to learn more about pedagogical leadership.

    Findings– The participating principals performed their pedagogical leadership in different manners and with varying quality. During the course, there was a shift in what activities and duties the principals prioritized. The findings highlight the importance of democratic leadership and the improvement of teacher capacity and student outcomes.

    Practical implications– The paper gives practical examples on how principals can improve their understanding of pedagogical leadership.

    Originality/value– There are few articles on how pedagogical leadership is understood and practiced. The paper provides a model for pedagogical leadership and empirical data that shows that the concept deserves to be viewed as a qualitative concept that need interpretation.

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