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  • 1. 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)
  • 2.
    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)
  • 3.
    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.

  • 4.
    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, p. 128-149Article 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.

  • 5.
    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, p. 29-49Chapter 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.

  • 6.
    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, p. 19-34Chapter in book (Other academic)
  • 7.
    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, p. 167-181Chapter 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.

  • 8.
    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, p. 785-797Article 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.

     

  • 9.
    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, p. 259-279Chapter in book (Other academic)
  • 10.
    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, p. 3-17Article 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.

  • 11.
    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)
  • 12.
    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, p. 73-85Chapter 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.

  • 13.
    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, p. 8-28Article in journal (Refereed)
  • 14.
    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, p. 263-275Article 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.

  • 15.
    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, p. 9-22Chapter in book (Other academic)
  • 16.
    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)
  • 17.
    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.

  • 18.
    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)
  • 19.
    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)
  • 20.
    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)
  • 21.
    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, p. 62-66Chapter in book (Other academic)
  • 22.
    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, p. 742-752Article 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.

  • 23.
    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, p. 87-101Chapter in book (Refereed)
  • 24.
    Höög, Jonas
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. 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.
    Olofsson, Anders
    Department of Education, Mid Sweden University, Härnösand, Sweden.
    Successful principalship: the Swedish case2005In: Journal of Educational Administration, ISSN 0022-0639, ISSN 0957-8234, Vol. 43, no 6, p. 595-606Article in journal (Other (popular science, discussion, etc.))
    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.

  • 25.
    Höög, Jonas
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Olofsson, Anders
    Department of Education, Mid Sweden University.
    Swedish successful schools revisited2011In: How school principals sustain success over time: International perspectives / [ed] Moos, L, Johansson, O, & Day, C., Springer Netherlands, 2011, p. 73-89Chapter in book (Other academic)
    Abstract [en]

    This study is a case study conducted over 6 years. In the first round of visits to schools 6 years ago, in the ISSPP context (Höög et al. J Educ Adm 43(6): 595–606, 2005), we found two very self-confident and successful principals who had created, over the last 3–4 years, very successful schools out of schools in challenging situations. Their students had started to produce good marks over the national average.

    We went back to the schools in 2008/2009 and found that the successful principals were not there any more but the schools were still producing good student outcomes with mean grades over the national average.

    Strong teacher teams in both schools had kept the good connection to the local society and the parents of the children. Their definition of a successful school was in line with the parents’ ideas and was based on the slogan “good is good enough.”

    The second principal in one school had already left and the principal in the other was about to leave. They both had not been able to get connected to and inspire the teacher teams to improve their work. Their leadership style deviated from a leadership based on trust, dialogue, and collaboration and they both decided to leave their position. The third principal at the River school struggled to keep the school on a good academic level, despite the decreasing numbers of students, and in his vision he said that he will strive to increase the outcomes.

    In 2010, the two schools still present good results over the national average and also better than expected, considering the socioeconomic background of students. Again, this was possible not only because of qualified teachers and support from the local community but also a strengthened focus on outcomes on behalf of the principals. They both strived to develop new structures for the division of labor among the teachers. Due to decreasing student numbers this has to be done, but a complementing reason is to create a more result-oriented school organization. There was a lot of opposition against those plans; so, a leadership combining structural and cultural changes based on a developed dialog both on a group and on an individual level was required. In all though, the prognosis for the new principals seem to be good and even better student performance could be expected over the coming years.

  • 26.
    Jacobson, Stephen L.
    et al.
    University at Buffalo, State University of New York, Buffalo, NY, USA.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Day, Christopher
    School of Education, University of Nottingham.
    Preparing School Leaders to Lead 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, p. 103-123Chapter in book (Other academic)
    Abstract [en]

    This chapter examines the leadership development of principals /head teachers in England , Sweden and the United States with a particular focus on organizational learning and capacity building in leadership preparation programs. The authors note that leadership preparation varies across the three countries, with the longest history of formal training in the United States. At the same time, several similarities and trends in organizational learning preparation and professional development exist. Further, this chapter considers how these various elements of leadership preparation could be employed to better prepare aspiring and current principals to successfully lead organizational learning and capacity building in their schools. The chapter concludes with three recommendations regarding (1) candidate selection, (2) curricula design and (3) professional and social support that could enhance school leadership preparation and subsequent on-the-job performance.

  • 27. Johansson, O
    et al.
    Höög, J
    Umeå University, Faculty of Social Sciences, Sociology.
    Leadership and Compulsory Schooling in Sweden - what´s going on?2004Report (Other academic)
  • 28.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Political Science. Centre for Principal Development.
    A democratic, learning and communicative leadership2004In: Journal of Educational Administration, Emerald Group Pulishing Limited, England , 2004, p. 697-707Chapter in book (Refereed)
  • 29.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Political Science. Centre for Principal Development.
    Democracy and leadership2004Collection (editor) (Other academic)
  • 30.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Forskning om rektorsledarskap: med nordiska och europeiska utblickar2011In: Rektor: en forskningsöversikt 2000-2010 / [ed] Olof Johansson, Stockholm: Vetenskapsrådet , 2011, p. 16-26Chapter in book (Refereed)
  • 31.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Political Science. Centre for Principal Development.
    Introduction: Democracy and leadership – or training for democratic leadership2004Chapter in book (Refereed)
  • 32.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Rektor: en forskningsöversikt 2000-20102011Collection (editor) (Refereed)
  • 33.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Rektor: ett stabilt yrke i ständig förändring2009In: Skoljuridik / [ed] Viola Boström & Kjell Lundmark, Malmö: Liber, 2009, 1, p. 17-36Chapter in book (Other academic)
    Abstract [sv]

    Kapitlet inleds med en genomgång av rektorsbegreppet. Därefter redogörs för hur rektors roll och funktion har utvecklats sedan mitten på 1950-talet. Den avslutande delen behandlar skolledarutbildningen från 1970-talet och fram till dagens utbildning - Rektorsprogrammmet.

  • 34.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Rektor: ett stabilt yrke i ständig förändring2011In: Skoljuridik / [ed] Viola Boström & Kjell Lundmark, Malmö: Liber, 2011, 2, p. 17-37Chapter in book (Other academic)
  • 35.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Rektor: ett stabilt yrke i ständig förändring2016In: Skoljuridik / [ed] Viola Boström & Kjell Lundmark, Malmö: Liber, 2016, 4, p. 19-38Chapter in book (Other academic)
  • 36.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Rektor: ett stabilt yrke i ständig förändring2012In: Skoljuridik / [ed] Viola Boström & Kjell Lundmark, Malmö: Liber, 2012, 3, p. 17-37Chapter in book (Other academic)
  • 37.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Skolchefens funktion och ställning2011In: Struktur, kultur, ledarskap: förutsättningar för framgångsrika skolor / [ed] Jonas Höög och Olof Johansson, Lund: Studentlitteratur, 2011, p. 221-235Chapter in book (Refereed)
  • 38.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Skolchefens roll och ställning2011In: Struktur, Kultur, Ledarskap: förutsättningar för framgångsrika skolor? / [ed] Jonas Höög & Olof Johansson, Lund: Studentlitteratur , 2011Chapter in book (Other academic)
  • 39.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Successful schools, successful leaders: Introduction2012In: The Routledge International Handbook of Teacher and School Development / [ed] Christopher Day, Routledge, 2012, p. 421-426Chapter in book (Refereed)
  • 40.
    Johansson, Olof
    et al.
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Bredeson, Paul V.
    University of Wisconsin-Madison.
    Framtida forskningsperspektiv på rektor: vilken forskning saknas?2011In: Rektor: en forskningsöversikt 2000-2010 / [ed] Olof Johansson, Vetenskapsrådet , 2011, p. 61-74Chapter in book (Refereed)
  • 41.
    Johansson, Olof
    et al.
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Bredeson, Paul V.
    University of Wisconsin-Madison.
    Research on principals: future perspectives and what's missing?2011In: Rektor: en forskningsöversikt 2000-2010 / [ed] Olof Johansson, Stockholm: Vetenskapsrådet , 2011, p. 295-308Chapter in book (Refereed)
  • 42.
    Johansson, Olof
    et al.
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Bredeson, Paul V.
    University of Wisconsin-Madison.
    Klar, Hans
    University of Wisconsin-Madison.
    Leadership in Context: How Superintendents Understand, Take Action and Shape the Context of Their Work2008Conference paper (Refereed)
  • 43.
    Johansson, Olof
    et al.
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Bredeson, Paul V.
    University of Wisconsin-Madison.
    Klar, Hans
    University of Wisconsin-Madison.
    Responding to Context: Strategies for Effective Superintendent Leadership2008Conference paper (Refereed)
  • 44.
    Johansson, Olof
    et al.
    Umeå University, Faculty of Social Sciences, Department of Political Science.
    Bredeson, Paul V.
    University of Wisconsin-Madison.
    Klar, Hans W
    University of Wisconsin-Madison.
    Superintendents as Collaborative Learners in Communities of Practice: A Socio-cultural Perspective on Professional Learning2009Conference paper (Refereed)
  • 45.
    Johansson, Olof
    et al.
    Umeå University, Faculty of Social Sciences, Political Science. Centre for Principal Development.
    Davis, Anna
    Umeå University, Faculty of Social Sciences, Political Science. Centre for Principal Development.
    Gender and School Leadership in Sweden2005In: Leadership, Gender & Culture in Education: Male and Female perspectives, McGraw-Hill Education, Open University Press , 2005Chapter in book (Refereed)
  • 46.
    Johansson, Olof
    et al.
    Umeå University, Faculty of Social Sciences, Political Science. Centre for Principal Development.
    Davis, Anna
    Umeå University, Faculty of Social Sciences, Political Science. Centre for Principal Development.
    Geijer, Luule
    Umeå University, Faculty of Social Sciences, Political Science. Centre for Principal Development.
    A perspective of diversity and equity in Swedish schools2007In: School Leadership and Management, Vol. 27, no 1, p. 21-33Article in journal (Refereed)
  • 47.
    Johansson, Olof
    et al.
    Umeå University, Faculty of Social Sciences, Department of Political Science.
    Gustafsson, Gunnel
    Umeå University, Faculty of Social Sciences, Department of Political Science.
    In search of a road map for gender equality: On leadership and policy learning2009In: "The Substantive Representation of Women – theoretical and methodological problems": panel 333, 2009Conference paper (Refereed)
  • 48.
    Johansson, Olof
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Holmgren, Mikael
    Department of Political Science, University of Gothenburg, Gothenburg, Sweden.
    Nihlfors, Elisabet
    Umeå University, Faculty of Social Sciences, Department of Education.
    Moos, Lejf
    Department of Education (DPU), Aarhus University, Copenhagen, Denmark .
    Skedsmo, Guri
    Department of Teacher Education and School Research, University of Oslo, Oslo, Norway .
    Paulsen, Jan Merok
    Volda University College, Volda, Norway.
    Risku, Mika
    Institute of Educational Leadership, University of Jyväskylä, Jyväskylä, Finland .
    Local Decisions Under Central Watch: A Nordic Quality Assurance System2013In: Transnational Influences on Values and Practices in Nordic Educational Leadership: Is there a Nordic Model? / [ed] Lejf Moos, Amsterdam: Springer Netherlands, 2013, p. 173-192Chapter in book (Refereed)
    Abstract [en]

    Quality assurance or accountability, as we use the term, refers to when an actor, in virtue of contractual obligations, has the right to hold another actor responsible to a set of standards, to judge whether the standards have been met and to impose sanctions if the standards are deemed unfulfilled. In this chapter, we compare how (and if) these rights have been distributed and enacted in educational administration in Denmark, Finland, Norway and Sweden. By specifying contractual obligations, we wish to separate accountability from other kinds of asymmetric power relations, such as those between parent and child, and focus on acts of delegation and control.

    We find that there is variation between the four Nordic countries. It is clear that Sweden has gone furthest in reintroducing central command through the use of statutory regulations, oversight and sanctions, whereas Finland has largely abstained from developing a comprehensive system of national quality control. But in Finland, international evaluations and assessments are used to position the country in the global context and to identify national strengths and weaknesses. Finland also tries to take an active role in the development of international evaluations, so that they meet the needs of the Finnish education system. Denmark and Norway have positioned themselves in between the two extremes, both having developed national oversight systems with monitoring and reporting requirements, but so far without the addition of hard sanctions.

  • 49.
    Johansson, Olof
    et al.
    Umeå University, Faculty of Social Sciences, Political Science. Centre for Principal Development.
    Huber, S.G
    Sweden: Split Responsibility between State and Municipalities2004In: Preparing School Leaders for the 21st Century: An International Comparison of Development Programmes in 15 Countries., Swets & Zeitlinger, Lisse , 2004, p. 106-116Chapter in book (Refereed)
  • 50.
    Johansson, Olof
    et al.
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Höög, Jonas
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Social Justice for all Children: do principal facilitate education of equivalent value?2008Conference paper (Refereed)
12 1 - 50 of 94
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