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  • 1.
    Ahlström, Björn
    Umeå universitet, Samhällsvetenskaplig fakultet, Sociologi.
    Bullying and social objectives: A study of prerequisites for success in Swedish schools2009Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    This thesis examines the relationship between organizations structure, culture and leadership. The specific organization that has been studied is Swedish secondary schools. The Swedish schools have a divided task, first to develop the students academic skills and secondly to develop the students socially and civically. This thesis has its interest on the schools social environment with special interest focused on questions regarding bullying and insulting behaviour. The data that has been used consists of interviews and questionnaires with students, teachers and principals in 24 Swedish schools that have been studied in a larger study. This work is a part of a project called Structure, Culture and Leadership – prerequisites for successful schools?.  The 24 schools that took part in the SCL study were divided in to four different groups depending on how well they are succeeding in reaching the social and academic objectives formulated in the steering documents. The main result show that principals that succeed to align structure and culture in relation to both the social and academic objectives are the ones that can be perceived as successful. It is these schools that have the lowest level of bullying and the highest grades. The principal takes social responsibility and takes questions in relation to bullying and insulting behaviour seriously. By doing that the principal can communicate the seriousness of the topic in order to develop awareness within the organization and a preventive work can therefore be possible. In schools that work with the students’ ability to be participative seems to develop the students both socially and academically.

  • 2.
    Ahlström, Björn
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Med hänsyn till både tid och rum: systematiskt kvalitetsarbete i fyra dimensioner2018Inngår i: Att leda skolor med stöd i forskning: exempel, analyser och utmaningar / [ed] Niclas Rönnström & Olof Johansson, Stockholm: Natur och kultur, 2018, 1, s. 297-322Kapittel i bok, del av antologi (Fagfellevurdert)
  • 3.
    Ahlström, Björn
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Mobbning i svensk forskning2014Inngår i: Framgångsriks skolor: mer om struktur, kultur, ledarskap / [ed] Jonas Höög & Olof Johansson, Lund: Studentlitteratur AB, 2014, s. 217-233Kapittel i bok, del av antologi (Fagfellevurdert)
  • 4.
    Ahlström, Björn
    Umeå universitet, Samhällsvetenskapliga fakulteten, Sociologiska institutionen.
    Mobbning och skolans sociala mål2011Inngår i: Struktur, kultur och ledarskap: Förutsättningar för framgångsrika skolor / [ed] Jonas Höög, Olof Johansson, Lund: Studentlitteratur , 2011, 1, s. 153-174Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 5.
    Ahlström, Björn
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Rektorers syn på mobbning: eller "Vi är som alla andra"2014Inngår i: Framgångsrika skolor: mer om struktur, kultur, ledarskap / [ed] Jonas Höög & Olof Johansson, Lund: Studentlitteratur AB, 2014, s. 197-216Kapittel i bok, del av antologi (Fagfellevurdert)
  • 6.
    Ahlström, Björn
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Rektors ansvar: Att ta ställning?2014Inngår i: Skolledare i mötet mellan nationella mål och lokal policy / [ed] Elisabet Nihlfors & Olof Johansson, Malmö: Gleerups Utbildning AB, 2014, s. 179-191Kapittel i bok, del av antologi (Fagfellevurdert)
  • 7.
    Ahlström, Björn
    Umeå universitet, Samhällsvetenskapliga fakulteten, Sociologiska institutionen.
    Student participation and school success: A study about participation, grades and bullying among 9th grade students in Sweden2010Inngår i: Education Inquiry, ISSN 2000-4508, Vol. 1, nr 2, s. 97-115Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In the Swedish school law and curriculum it is stated that students shall be participative in their work. They should work in a participative manner and the pedagogical idea is that influence and participation has multiple benefits for the students’ development. In this article the relationship between student participation and school success is examined. By using a theoretically based participation index eight schools were chosen to be closer examined. Success was measured by the schools grades and the level of perceived bullying among the students. Student participation seems to have beneficial effects on the students’ academic and social development. In schools that have higher level of student participation the grades were higher and the level of perceived bullying among the students was lower than schools with a lower level of participation.

  • 8.
    Ahlström, Björn
    Umeå universitet, Samhällsvetenskaplig fakultet, Sociologi.
    "We are no different": Swedish Principals views on their SchoolsInngår i: Power and education, ISSN 1757-7438Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article focuses on principals and their leadership and this is related to perceived level of bullying among the students. Eight schools were chosen in this study, the four schools with the lowest amount and the four schools with the highest amount of students that perceived that bullying occurred at their school. At these schools interviews made with the principals where analysed. One specific question where analysed where the principals answered if they had any bullying at their school. The conclusion is that schools that seem to have a high level of bullying have principals that give two types of responses, one that mitigates the problem by responding that the level of bullying is at a “normal” level or just like “any other school”. The second response is a one of denial where the principals responds with a “no problem”-response that indicates that it does not occur bullying at their school. The schools that have a low level of bullying on the other hand have principals that acknowledge that it occurs. Schools that have a high level of bullying have principals that do not acknowledge that. On schools with a low level of bullying the principals perceives the level of bullying as problem and acknowledge its existence.

  • 9.
    Ahlström, Björn
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Danell, Mats
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Rolling the dice in a game of trust: Organizational effects on trust, efficacy and motivation when using economic incentives as a driving force for development in Swedish schools2019Inngår i: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    For a long time, the Swedish government has tried different reforms to counteract declining student results. One action was to implement a salary-lift for teachers perceived as especially skilled. However, changes within socially complex systems tend to create tensions and resistance among the staff. In this reform, a majority of teachers were excluded from the payroll raise, which led to a renegotiation of roles, rules and commitments within the faculty. In this study, the principals’ perception of the teachers’ initial reactions and responses to the implementation is the focus. The data for this study contain four narratives from principals who implemented the salary lift within their organizations. The analysis shows that the reform challenged the principals as heads of the organizations. They stated that the salary lift created conflicts and insecurities among the teachers related to their motivation, sense of trust and self-efficacy. These conflicts and insecurities seemed to fuel a spiral of mistrust within the schools in the wake of the reform.

  • 10.
    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 schools2010Inngår i: School leadership: international perspectives / [ed] Stephan Huber, Bern: Peter Lang Publishing Group, 2010, s. 19-37Kapittel i bok, del av antologi (Annet vitenskapelig)
    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.

  • 11.
    Sundström, Eva
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Sociologiska institutionen.
    Ahlström, Björn
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Rektorer i korselden: rektorers upplevelser av stöd, krav och eget beslutsutrymme2014Inngår i: Ledarskap i centrum: om rektor och förskolechef / [ed] Monika Törnsén & Helene Ärlestig, Malmö: Gleerups Utbildning AB, 2014, s. 145-162Kapittel i bok, del av antologi (Annet vitenskapelig)
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