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  • 1.
    Aas, Marit
    et al.
    Oslo universitet.
    Törnsen, Monika
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Norske og svenske skolelederprogram: en sammenligning2016In: Bedre Skole, ISSN 0802-183X, no 2, 56-61 p.Article in journal (Other academic)
    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 University, Faculty of Social Sciences, Centre for Principal Development.
    Examining Norwegian and Swedish Leadership training programs in light of international research2016In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 36, no 2, 173-187 p., 10.18261Article in journal (Refereed)
    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 University, Faculty of Social Sciences, Centre for Principal Development.
    Mobbning i svensk forskning2014In: Framgångsriks skolor: mer om struktur, kultur, ledarskap / [ed] Jonas Höög & Olof Johansson, Lund: Studentlitteratur AB, 2014, 217-233 p.Chapter in book (Refereed)
  • 4.
    Ahlström, Björn
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Rektorers syn på mobbning: eller "Vi är som alla andra"2014In: Framgångsrika skolor: mer om struktur, kultur, ledarskap / [ed] Jonas Höög & Olof Johansson, Lund: Studentlitteratur AB, 2014, 197-216 p.Chapter in book (Refereed)
  • 5.
    Ahlström, Björn
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Rektors ansvar: Att ta ställning?2014In: Skolledare i mötet mellan nationella mål och lokal policy / [ed] Elisabet Nihlfors & Olof Johansson, Malmö: Gleerups Utbildning AB, 2014, 179-191 p.Chapter in book (Refereed)
  • 6.
    Backlund, Christoffer
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Lärande organisation: Är systematiskt kvalitetsarbete i skolan grunden till en lärande organisation?2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 7. Begley, P.T.
    et al.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    The values of school administation: preferences, ethics, and conflicts2008In: Journal of School Leadership, ISSN 1052-6846, Vol. 18Article in journal (Refereed)
  • 8.
    Brauer-Markgren, Charlotte
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Pedagogiskt ledarskap: En intervjustudie om rektorers tankar kring ett svårfångat begrepp2014Independent thesis Advanced level (degree of Master (One Year)), 5 credits / 7,5 HE creditsStudent thesis
  • 9.
    Bredeson, Paul V.
    et al.
    University of Wisconsin-Madison.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Ethical School Leadership: Examining the Work of School Principals and Superintendents2005In: The Annual Meeting of American Educational Research Association, Montreal, Canada, 2005Conference paper (Refereed)
  • 10.
    Bredeson, Paul V.
    et al.
    University of Wisconsin-Madison.
    Klar, Hans
    Chemson University.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Context-Responsive Leadership: Examining Superintendent Leadership in Context2011In: Education Policy Analysis Archives, ISSN 1068-2341, E-ISSN 1068-2341, Vol. 19, no 18Article in journal (Refereed)
    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.

  • 11.
    Bredeson, Paul V.
    et al.
    University of Wisconsin-Madison.
    Klar, Hans
    University of Wisconsin-Madison.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Superintendents as collaborative learnes in communities of practice: A socio-cultural perspective on professional learning2009In: Journal of School Public Relations, Vol. 30, no 2, 128-149 p.Article in journal (Refereed)
    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.

  • 12.
    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 University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Leading Organizational Learning and Capacity Building2011In: 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, 29-49 p.Chapter in book (Other academic)
    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.

  • 13.
    Day, Christopher
    et al.
    University of Nottingham.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Leadership with a difference in schools serving disadvantaged communities: Arenas for success2008In: Educating moral sensibilities in urban schools, Rotterdam, Netherlands: Sense Publishers, 2008, 19-34 p.Chapter in book (Other academic)
  • 14.
    Day, Christopher
    et al.
    School of Education, University of Nottingham.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Møller, Jorunn
    Department of Teacher Education and School Research, University of Oslo.
    Sustaining Improvements in Student Learning and Achievement: The Importance of Resilience in Leadership2011In: How School Principals Sustain Success over Time: International Perspectives / [ed] Lejf Moos, Olof Johansson and Christopher Day, DORDRECHT: Springer Netherlands, 2011, Vol. 14, 167-181 p.Chapter in book (Other academic)
    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.

  • 15.
    Drysdale, Lawrie
    et al.
    The University of Melbourne.
    Bennett, Jeffrey
    University of Arizona.
    Murakami, Elizabeth T.
    Texas A&M University .
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Gurr, David
    The University of Melbourne.
    Heroic leadership in Australia, Sweden and the United States2014In: International Journal of Educational Management, ISSN 0951-354X, E-ISSN 1758-6518, Vol. 28, no 7, 785-797 p.Article in journal (Refereed)
    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.

     

  • 16.
    Edvardsson, Jenny
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    "Det handlar ju om förutsättningar": En studie om IT-satsningar i svensk skola2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    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.

  • 17.
    Eklund, Niklas
    et al.
    Umeå University, Faculty of Social Sciences, Department of Political Science.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Repa, Theodore
    Touro College New York, NY.
    School leadership in changing times: the case of Belarus2009In: Leadership and intercultural dynamics / [ed] John Collard & Anthony N. Normore, Charlotte: Information Age Publishing, 2009, 259-279 p.Chapter in book (Other academic)
  • 18.
    Ersson, Svante
    et al.
    Umeå University, Faculty of Social Sciences, Department of Political Science.
    Eklund, Niklas
    Umeå University, Faculty of Social Sciences, Department of Political Science.
    Kolam, Kerstin
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Uppbyggnad, expansion och utblick: 1980-20002015In: 50 år med Statsvetenskap i Umeå / [ed] Anders Lidström och Gunnel Gustafsson, Umeå: Statsvetenskapliga institutionen, Umeå universitet , 2015, 37-52 p.Chapter in book (Other (popular science, discussion, etc.))
  • 19.
    Fredriksson, Annelie
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Säg det!: En undersökning om hur rektor kan synliggöra lärares undervisningsförmågor likväl som läraren kan synliggöra elevens lärande – en parallellprocess2014Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    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.

  • 20.
    Goddard, Tim J.
    et al.
    Faculty of Education University of Prince Edward Island Charlottetown, PE C1A 4P3 CANADA.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Managing equity: experiences from Canada and Sweden2010In: International Studies in Educational Administration, ISSN 1324-1702, E-ISSN 1839-2768, Vol. 38, no 3, 3-17 p.Article in journal (Refereed)
    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.

  • 21.
    Gustafsson, Gunnel
    et al.
    Umeå University, Faculty of Social Sciences, Department of Political Science.
    Lundmark, Kjell
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Politiken på Fidjiöarna är lika viktig som politiken i Västerbotten: Om statsvetenskaperna i Umeå förr, nu och i framtiden2010In: Statsvetenskaplig Tidskrift, ISSN 0039-0747, Vol. 112, no 5, 179-191 p.Article in journal (Other (popular science, discussion, etc.))
  • 22.
    Hedström, Marcus
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Hinder för elevinflytande2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 23.
    Holmgren, Mikael
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Johanson, Olof
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science. olof.johansson@pol.umu.se.
    Nihlfors, Elisabet
    Umeå University, Faculty of Social Sciences, Department of Political Science.
    Att bygga en rondell i rusningstrafik?: ppföljning av Skolverkets informationsinsatser vid implementeringen av skollagen2012Report (Refereed)
  • 24.
    Holmgren, Mikael
    et al.
    Department of Political Science, University of Gothenburg, Gothenburg, Sweden.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Nihlfors, Elisabet
    Umeå University, Faculty of Social Sciences, Department of Education.
    Sweden: centralization and decentralization as implementation strategies2013In: Transnational influences on values and practices in Nordic educational leadership: is there a Nordic model? / [ed] Lejf Moos, Dordrecht: Springer, 2013, 73-85 p.Chapter in book (Refereed)
    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.

  • 25.
    Holmgren, Mikael
    et al.
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Nihlfors, Elisabet
    Umeå University, Faculty of Social Sciences, Department of Education.
    Skott, Pia
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Local School Governance in Sweden: Boards, Parents and Democracy2012In: Journal of School Public Relations, ISSN 0741-3653, Vol. 33, no 1, 8-28 p.Article in journal (Refereed)
  • 26.
    Hover, Hans Christian
    et al.
    Norway.
    Merok Paulsen, Jan
    Norway.
    Nihlfors, Elisabet
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Uppsala Universitet .
    Kofod, Klaus Kasper
    Denmark.
    Kanervio, Pekka
    Finland.
    Pulkkinen, Seppo
    Finland.
    Control and trust in local school governance2014In: School Boards in the Governance Process  / [ed] Lejf Moos & Jan Merok Paulsen, Dordrecht: Springer, 2014Chapter in book (Refereed)
  • 27.
    Hörnqvist, Maj-Lis
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Besök i "verkigheten": om verksamhetsobservationer som ledningsredskap2014In: Ledarskap i centrum: om rektor och förskolechef / [ed] Monia Törnsén & Helene Ärlestig, Malmö: Gleerups Utbildning AB, 2014, 67-83 p.Chapter in book (Other academic)
  • 28.
    Hörnqvist, Maj-Lis
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Education on a scientific basis in Sweden: principals’ understanding and preparedness2013Conference paper (Refereed)
  • 29.
    Hörnqvist, Maj-Lis
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Interspaces for learning: A study of corridors in some Swedish schools in a historical perspective2011In: Educational Dimensions of School Buildings / [ed] Jan Bengtsson, Frankfurt am Main: Peter Lang Publishing Group, 2011, 75-97 p.Chapter in book (Refereed)
  • 30.
    Hörnqvist, Maj-Lis
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Principals' understandings of education based on research: A Swedish perspective2014In: Multidimensional Perspectives on Principal Leadership Effectiveness / [ed] Kadir Beycioglu & Petros Pashiardis, IGI Global, 2014, 147-169 p.Chapter in book (Refereed)
    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.

  • 31.
    Hörnqvist, Maj-Lis
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Skolledarskap och vetenskaplig grund2014In: Skolledare i mötet mellan nationella mål och lokal policy / [ed] Olof Johansson & Elisabet Nihlfors, Malmö: Gleerups Utbildning AB, 2014, 191-210 p.Chapter in book (Refereed)
  • 32.
    Hörnqvist, Maj-Lis
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Leffler, Eva
    Umeå University, Faculty of Social Sciences, Department of Education.
    Fostering an entrepreneurial attitude: challenges in the leadership of school principals2014In: Education + Training, ISSN 0040-0912, E-ISSN 1758-6127, Vol. 56, no 6, 551-561 p.Article in journal (Refereed)
    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.

  • 33.
    Hörnqvist, Maj-Lis
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Leffler, Eva
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Principals’ leadership in nurturing an entrepreneurial attitude2013Conference paper (Refereed)
  • 34.
    Höög, Jonas
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Elevhälsan i skolan: teman med variationer2014Report (Refereed)
  • 35.
    Höög, Jonas
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Sociology.
    Elevhälsans dilemman: struktur, kultur, politik, individ2013In: Att leda mot skolans mål / [ed] Olof Johansson & Lars Svedberg, Malmö: Gleerups Utbildning AB, 2013, 205-224 p.Chapter in book (Refereed)
  • 36.
    Höög, Jonas
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Epilog: skolans dimensioner, rektors ledarskap och skolans framgång2014In: Framgångsrika skolor: mer om struktur, kultur, ledarskap / [ed] Jonas Höög & Olof Johansson, Lund: Studentlitteratur AB, 2014, 233-238 p.Chapter in book (Refereed)
  • 37.
    Höög, Jonas
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Rektorer som integrerar skolans struktur och kultur blir framgångsrika2014In: Framgångsrika skolor -: mer om struktur, kultur, ledarskap / [ed] Jonas Höög, Olof Johansson, Lund: Studentlitteratur AB, 2014, 47-75 p.Chapter in book (Refereed)
    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.

  • 38.
    Höög, Jonas
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Vad är en framgångsrik skola?2011In: Struktur, kultur, ledarskap: förutsättningar för framgångsrika skolor / [ed] Jonas Höög & Olof Johansson, Lund: Studentlitteratur, 2011, 15-24 p.Chapter in book (Refereed)
  • 39.
    Höög, Jonas
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Är skolan en organisation: vad säger svensk utbildningsforskning2014In: Framgångsrika skolor: mer om struktur, kultur, ledarskap / [ed] Jonas Höög & Olof Johansson, Lund: Studentlitteratur AB, 2014, 23-45 p.Chapter in book (Refereed)
  • 40.
    Höög, Jonas
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Över- och underpresterande kommuner: vad skiljer dem åt?2014In: Skolledare i mötet mellan nationella mål och lokal policy / [ed] Elisabeth Nihlfors och Olof Johansson, Malmö: Gleerups Utbildning AB, 2014, 113-137 p.Chapter in book (Refereed)
  • 41.
    Höög, Jonas
    et al.
    Umeå University, Faculty of Social Sciences, Department of Sociology. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Bredeson, Paul V.
    University of Wisconsin-Madison.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Conformity to new global imperatives and demands: the case of Swedish school principals2006In: European Educational Research Journal, ISSN 1474-9041, Vol. 5, no 3, 263-275 p.Article in journal (Refereed)
    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.

  • 42.
    Höög, Jonas
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Sociology.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Att bygga skolans processer: struktur, kultur, ledarskap2014In: Framgångsrika skolor: mer om struktur, kultur, ledarskap / [ed] J. Höög och O. Johansson, Studentlitteratur AB, 2014, 1, 9-22 p.Chapter in book (Other academic)
  • 43.
    Höög, Jonas
    et al.
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Sociology.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Epilog2011In: Struktur, Kultur, Ledarskap: förutsättningar för framgångsrika skolor? / [ed] Jonas Höög & Olof Johansson, Lund: Studentlitteratur , 2011Chapter in book (Other academic)
  • 44.
    Höög, Jonas
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Sociology.
    Johansson, OlofUmeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Framgångsrika skolor: mer om kultur, struktur, ledarskap2014Collection (editor) (Other academic)
    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.

  • 45.
    Höög, Jonas
    et al.
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Sociology.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Struktur, kultur, ledarskap: ett projekt och dess resultat2011In: Struktur, Kultur, Ledarskap: förutsättningar för framgångsrika skolor? / [ed] Jonas Höög & Olof Johansson, Lund: Studentlitteratur , 2011Chapter in book (Other academic)
  • 46.
    Höög, Jonas
    et al.
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Struktur, kultur, ledarskap: förutsättningar för framgångsrika skolor?2012In: Kvalitet och kollegialitet: en vänbok till Leif Lindberg / [ed] Martin Stigmar & Thomas Sandstedt, Växjö: Institutionen för pedagogik, psykologi och idrottsvetenskap, Linnéuniversitetet , 2012Chapter in book (Refereed)
  • 47.
    Höög, Jonas
    et al.
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Johansson, OlofUmeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Struktur, kultur, ledarskap: förutsättningar för framgångsrika skolor?2011Collection (editor) (Refereed)
  • 48.
    Höög, Jonas
    et al.
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Sociology.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Struktur, kultur, ledarskap: förutsättningar för framgångsrika skolor?2009In: Resultatdialog 2009: aktuell forskning om lärande, Bromma: Vetenskapsrådet , 2009, 62-66 p.Chapter in book (Other academic)
  • 49.
    Höög, Jonas
    et al.
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Sociology.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Johansson, Anders
    Swedish successful schools revisited2009In: Journal of Educational Administration, ISSN 0022-0639, Vol. 47, no 6, 742-752 p.Article in journal (Refereed)
    Abstract [en]

    Purpose – The purpose of this paper is to describe the results of a follow-up study of two Swedish schools in which, five years previously, the principals had been successful leaders. Had this success been maintained?

    Design/methodology/approach – Two schools were revisited to enable the authors to interview principals and teachers as well as conducting observations of the schools in operation.

    Findings – The identification of sustained leadership success was compromised because the original principals were no longer at the schools, their replacements had also left and their (“third generation”) replacements had just arrived. Strong teacher teams had served to maintain school standards.

    Originality/value – The paper adds to the literature on the vital role of the principal in determining a school’s success and also points to the value of strong, cohesive teacher teams.

  • 50.
    Höög, Jonas
    et al.
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Olofsson, Anders
    Successful principalship: the Swedish case2007In: Successful principal leadership in times of change / [ed] Christopher Day, Kenneth Leithwood, Springer Publisher , 2007, 87-101 p.Chapter in book (Refereed)
1234 1 - 50 of 177
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