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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.
    Merchant, Betty
    et al.
    Department of Educational Leadership and Policy Studies, University of Texas at San Antonio, San Antonio, Texas, USA.
    Ärlestig, Helene
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Garcia, Encarnacion
    Department of Educational Leadership and Policy Studies, University of Texas at San Antonio, San Antonio, Texas, USA.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Murakami Ramalho, Elizabeth
    Department of Educational Leadership and Policy Studies, University of Texas at San Antonio, San Antonio, Texas, USA.
    Törnsén, Monika
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Successful School Leadership in Sweden and the U.S.: Contexts of Social Responsibility and Individualism2012In: International Journal of Educational Management, ISSN 0951-354X, Vol. 26, no 5, 428-441 p.Article in journal (Refereed)
    Abstract [en]

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

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

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

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

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

  • 4.
    Murakami, Elisabeth
    et al.
    Texas A&M University-San Antonio, USA.
    Törnsén, Monika
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Pollock, Katina
    Faculty of Education, Western University, London, Ontario, Canada.
    School Principals’ Standards and Expectations in Three Educational Contexts2014In: Comparative and International Education / Éducation Comparée et Internationale, Vol. 43, no 1, 7Article in journal (Refereed)
    Abstract [en]

    Principals play a key role in schools influencing academic improvement through a campus vision, goals, and objectives. They are also charged with the task of supervising and supporting students, teachers, and families in the community, with the intent of guiding students toward their future. The principals are guided in their efforts by standards and expectations designed by states, provinces, or governments. Current policy-makers and officials in charge of re-designing these standards and practices for principals are known for observing other countries, in efforts to improve local schooling, using information technology’s widespread access and international exchanges. These standards and expectations are meant to address the need of the local community, but may updated or borrowed from school systems in other countries. The purpose of this cross-country comparative study is to explore standards and expectations for school principals and the role of educational leadership observing global contexts of attraction for policy borrowing in three sites—Ontario, Canada; Texas, USA; and Sweden. We explore, “To what extent policy borrowing philosophies and ideologies influence standards and expectations for principals?”

  • 5.
    Norberg, Katarina
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Törnsén, Monika
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    In the name of honor: Swedish school leaders’ experiences of honor-related dilemmas2013In: Journal of Educational Administration, ISSN 0957-8234, Vol. 51, no 6, 855-867 p.Article in journal (Refereed)
    Abstract [en]

    Purpose – The purpose of this paper is to examine honor-related dilemmas that principals encounter in daily practice. Such dilemmas illustrate how special demands from parents can collide with the school's democratic mission.

    Design/methodology/approach –In total, 53 principals who participated in an in-service program, which aimed to enhance consciousness and knowledge concerning honor-related issues, were asked to describe their experiences of honor-related dilemmas. The paper uses the understanding of the honor culture as an analytic probe in studying and understanding the dilemmas and how these collide with the school's inner work in accordance with democratic values.

    Findings – The major findings illustrate that the participating principals have to deal with honor-related issues in their daily practice. The dilemmas include parents’ demands for restrictions affecting girls, young women, boys, and young men from preschool up to adult education. These restrictions limit their right to participate in all school subjects and activities and to live a life free of oppression.

    Practical implications – The paper reveals the importance of enhanced consciousness and knowledge concerning honor-related issues. Principals must have the ability to identify and recognize at-risk students and organize the necessary support for those students without stigma and exclusion. How the school's structure and culture support intercultural practice and inclusion is important to avoid a contribution to marginalization and a rejection of the school's value base.

    Originality/value – A number of research studies have been done regarding culture clashes in the multicultural school context. This paper identifies dilemmas that can be related to the honor culture and how these are expressed in the principal's office.

  • 6.
    Ramalho, Elizabeth Murakami
    et al.
    Elisabeth University of Texas, San Antonio, USA.
    Ärlestig, Helene
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Törnsén, Monika
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Importing and exporting knowledge of successful educational leadership between Sweden and the United States2011In: International Studies in Educational Administration, ISSN 1324-1702, Vol. 39, no 2, 97-112 p.Article in journal (Refereed)
    Abstract [en]

    This study explores the learning of a delegation of 41 Swedish principals during their visit to schools in Texas. Particularly, the study explores the similarities and differences in both educational systems as well as different characteristics in principal leadership. The exchange focused on the various questions Swedish principals sought to have answered during their visit and their first impressions of US schools. The observation and analysis of principals' perceptions was developed in this study using a phenomenological approach, sensitive to collaborative cultures and international inquiry. The findings present aspects of US and Sweden education and elements principals in Sweden saw as important to import to their country, as well what they saw important to export to the US in order to enhance school improvement.

  • 7.
    Skott, Pia
    et al.
    Stockholms universitet.
    Törnsén, Monika
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Kalejdoskop- om skolledare i lokala kontexter2016In: Ledarskap, utveckling, lärande: Grundbok för rektorer och förskolechefer / [ed] Maria Jarl & Elisabet Nihlfors, Stockholm: Natur och kultur, 2016, 1, 135-160 p.Chapter in book (Other academic)
  • 8.
    Törnsén, Monika
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Har framgångsrika skolor framgångsrika rektorer?2010In: Struktur, kultur, ledarskap: Förutsättningar för framgångsrika skolor / [ed] Johansson, O, & Höög, J., Studentlitteratur , 2010Chapter in book (Other academic)
    Abstract [sv]

    Fem av tjugofyra 7-9 skolor i forskningsprojektet "Struktur, kultur, ledarskap - förutsättningar för framgångsrika skolor?" bedöms vara framgångsrika. Dessa fem skolor har höga meritvärden avseende kunskapsmål och bedriver, enligt eleverna i år 9, ett framgångsrikt arbete med skolans sociala mål. I detta kapitel ställs frågan om dessa framgångsrika skolor har framgångsrika rektorer. 

  • 9.
    Törnsén, Monika
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Har framgångsrika skolor framgångsrika rektorer?2015In: Struktur, kultur, ledarskap: Förutsättningar för framgångsrika skolor / [ed] Jonas Höög & Olof Johansson, Lund: Studentlitteratur AB, 2015, 2, 73-96 p.Chapter in book (Other academic)
    Abstract [sv]

    Fem av tjugofyra 7-9 skolor i forskningsprojektet "Struktur, kultur, ledarskap - förutsättningar för framgångsrika skolor?" bedöms vara framgångsrika. Dessa fem skolor har höga meritvärden avseende kunskapsmål och bedriver, enligt eleverna i år 9, ett framgångsrikt arbete med skolans sociala mål. I detta kapitel ställs frågan om dessa framgångsrika skolor har framgångsrika rektorer. 

  • 10.
    Törnsén, Monika
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Keys to successful leadership: High support for capable and versatile principals2010In: The Educational Forum, ISSN 0013-1725, Vol. 74, no 2, 90-103 p.Article in journal (Refereed)
    Abstract [en]

    What are the prerequisites for principals' success within a decentralized and deregulated Swedish policy environment characterized by democratic equity values and neo-liberal practices? Twenty-four secondary school principals identified internal and external factors that promote and/or inhibit principals' success. The discussion concerns whether the current crossfire of demands produces superficiality and threats to democracy due to the working conditions described by the principals.

  • 11.
    Törnsén, Monika
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Ledarskap i skolan - det möjligas konst!: Individuell erfarenhet och internationell forskning2000In: Görandets lov - lov att göra: om den nya tidens rektor / [ed] Lundberg, Leif, Umeå: Umeå universitet, Centrum för skolledarutveckling , 2000, 133-147 p.Chapter in book (Other academic)
  • 12.
    Törnsén, Monika
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Principal leadership, national responsibilities and successful school outcomes2009In: International Studies in Educational Administration, ISSN 1324-1702, Vol. 37, no 3, 37-52 p.Article in journal (Refereed)
    Abstract [en]

    This study builds on research undertaken for the Swedish research project "Structure, Culture, Leadership - prerequisites for successful schools?" As mandated by the national curriculum, the criteria of a successful school are that it produces good academic and social outcomes. Twenty-four secondary schools were chosen. Five were identified as successful (strong academic, strong social). The purpose here is to draw a link between a) school success in terms of both outcomes and b) the degree to which the school principal adheres to goals set out in the curriculum. In response to a questionnaire, teachers in the twenty-four schools assessed to what extent their principals fulfil national responsibilities. The conclusion drawn is that the principals in the five successful schools carried out the responsibilities to a greater degree than principals in less successful schools. The findings are discussed within the context of national policy implementation in the Swedish decentralized educational system.

  • 13.
    Törnsén, Monika
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Rektors förändringsledarskap2014In: Framgångsrika skolor: mer om struktur, kultur, ledarskap, Lund: Studentlitteratur AB, 2014, 1, 101-120 p.Chapter in book (Other academic)
    Abstract [sv]

    En rektor i en framgångsrik skola beskriver sitt pedagogiska ledarskap som ett framåtriktat ledarskap, om att driva skolutvecklingsfrågor, om dom frågorna som verkligen utvecklar barnen. och förbättrar saker för eleverna.

    Enligt skollagen ska rektor verka för att utbildningen utvecklas. Detta kapitel behandlar strategier och ledarstilar för förändring i skolan som organisation. Först presenteras två huvudstrategier för förändring av organisationer, strategi E och strategi O. Strategi E sätter organisationens behov i centrum och inriktar sig på strukturer, strategi och system. Strategi O har fokus på människor, deras förmåga att lära och på kultur. Strategierna relateras till utövandet av ledarskap genom ledarstil E respektive O. För att långsiktigt skapa en organisation som klarar av förändring, håller och utvecklas över tid förordas båda strategierna och ledarstilarna. Därefter analyseras rektors roll och uppdrag i styrdokumenten och som agent i ett mål- och resultatstyrt utbildningssystem i förhållande till strategierna och ledarstilarna E och O. Slutligen presenteras, problematiseras och diskuteras vilken ledarstil som svenska rektorer föredrar när de vill åstadkomma utveckling av verksamheten, baserat på svensk forskning om rektor. Eftersom rektors uppdrag är att utveckla utbildningen är detta kapitel om hur förändringsledarskap kan utövas lämpligt att använda i utbildningen av rektorer.

  • 14.
    Törnsén, Monika
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Rektors ledning och styrning av elevhälsan2013In: Att leda mot skolans mål / [ed] Olof Johansson & Lars Svedberg, Malmö: Gleerups Utbildning AB, 2013, 1, 187-203 p.Chapter in book (Other academic)
  • 15.
    Törnsén, Monika
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Rektors ledning och styrning av elevhälsan2013In: Att leda mot skolans mål / [ed] Olof Johansson & Lars Svedberg, Malmö: Gleerups Utbildning AB, 2013, 187-204 p.Chapter in book (Refereed)
  • 16.
    Törnsén, Monika
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Rektors ledning och styrning av elevhälsan2016In: Att leda mot skolans mål / [ed] Olof Johansson & Lars Sverdberg, Malmö: Gleerups Utbildning AB, 2016, 2, 303-320 p.Chapter in book (Other academic)
  • 17.
    Törnsén, Monika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Strategies, accountability and democratic values: a successful principal in a Swedish school2009In: Values and Ethics in Educational Administration, ISSN 1703-5759, Vol. 7, no 4, 1-8 p.Article in journal (Refereed)
    Abstract [en]

     Previous research has indicated that principals who are successful engage in multiple practices to meet the needs of changing educational settings. For example, the "International Successful School Principal Project" (ISSPP) identified a core set of basic leadership.  This article presents research that identifies the leadership strategies of a successful principal in Sweden and examines those against the ISSPP's leadership practices. It should be noted that, while these practices have value in almost all educational contexts, they may have to be adapted to local circumstances. The identified strategies are analyzed first from the perspective of Swedish principals being held accountable for both financial matters and for teachers/student performances. Then the strategies are analyzed against the obligation of Swedish principals to instil democratic values and provide democratic leadership. And finally, the essential question of this study is: Do the leadership strategies of our successful principal reflect the values of democracy as the basis of Swedish education and leadership?

  • 18.
    Törnsén, Monika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Success as equivalence: The Swedish case2008In: Nordisk Pedagogik, ISSN 0901-8050, Vol. 28, no 3, 204-218 p.Article in journal (Refereed)
    Abstract [en]

    This article aims to conceptualize and investigate perceptions of success in two public schools in one school district. Are there similarities and differences in perceptions? And if so, what are they? Principals and teachers were interviewed and their responses were analyzed according to a national governing perspective and the concept of equivalence in particular. The findings show strong consensus within schools, but a remarkable distinction between schools. The main similarity between schools concerns success as good academic grades. The main difference concerns structure, culture and leadership. Critical questions are raised: How different can processes inside schools be, and still be considered successful as long as good academic results are produced? How differently can schools be led, and principals still be considered successful?

  • 19.
    Törnsén, Monika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Successful Principal Leadership:: Prerequisites, Processes and Outcomes2009Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis' main theme is successful principal leadership in secondary schools within the Swedish education system. Successful principal leadership is examined from three perspectives: What are the processes of a successful principal? Do the leadership processes relate to successful academic and social outcomes of schools? What are the prerequisites for successful principal leadership? The Frame Factor Model and the three concepts of prerequisites, processes and outcomes constitute an overarching framework. The prerequisites are categorized as internal prerequisites (the particular characteristics of individual principals) and external prerequisites operating within the Swedish educational environment. The successful principal processes are viewed as pedagogical leadership processes, on one hand as providing prerequisites for teaching and learning and, on the other hand as leading the core processes of teaching and learning. The definitions build on the empirical data, on the Swedish national curriculum and demands for pedagogical leadership, and on international findings on what successful principals do. The outcomes of successful principal leadership are here defined as the academic and the social outcomes of schools. The research undertaken is part of the research project 'Structure, Culture, Leadership - Prerequisites for Successful Schools?' The empirical data for this thesis are gathered in twenty-six Swedish secondary schools whereof five are regarded successful schools based on both academic and social outcomes. The findings, reported on in four articles, derive from interviews and questionnaires to principals and teachers. The principals in the main identify prerequisites of importance that are within their own realm of influence, such as themselves, teachers and school district level. They consider a limited area of responsibility and support from district level specialists as providing possibilities for their success. The principals accept the national governance of schools and principals via the national curriculum. The principals in the five successful schools however take a higher degree of responsibility for setting direction towards national goals, for processes inside schools and for school outcomes than do principals in less successful schools.They as pedagogical leaders attend to a higher degree both to providing prerequisites for teaching and learning and to leading the core processes of teaching and learning than do principals in less successful schools. In schools with a successful implementation of social goals, which shows as successful social outcomes, the principals, according to teachers, overall take responsibility for their national objectives and obligations to a higher degree than principals in schools with a less successful implementation of social goals. The implementation of social goals is of importance not only from an outcome perspective but also from a process perspective. It requires collaborative interpretation which can promote principal-staff professional relations and ultimately student learning. The identified overall differences between principals' leadership processes and processes in the twenty-six schools raise questions around consequences for equivalence in education.

  • 20.
    Törnsén, Monika
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Ärlestig, Helene
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Avslutning2014In: Ledarskap i centrum: Om rektor och förskolechef / [ed] Monika Törnsén & Helene Ärlestig, Malmö: Gleerups Utbildning AB, 2014, 1, 213-218- p.Chapter in book (Other academic)
  • 21.
    Törnsén, Monika
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Ärlestig, Helene
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Barns och elevers rätt till lärande och utveckling2016In: Skoljuridik / [ed] Viola Boström, Kjell Lundmark, Malmö: Liber, 2016, 4, 181-207 p.Chapter in book (Other academic)
  • 22.
    Törnsén, Monika
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Ärlestig, Helene
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Elevers rätt till lärande2012In: Skoljuridik / [ed] Viola Boström, Kjell Lundmark, Malmö: Liber, 2012, 3, 177-203 p.Chapter in book (Refereed)
  • 23.
    Törnsén, Monika
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Ärlestig, Helene
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Elevers rätt till lärande2011In: Skoljuridik / [ed] Viola Boström och Kjell Lundmark, Malmö: Liber, 2011, 2, 173-199 p.Chapter in book (Other academic)
  • 24.
    Törnsén, Monika
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Ärlestig, Helene
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Inledning2014In: Ledarskap i centrum: Om rektor och förskolechef / [ed] Monika Törnsén & Helene Ärlestig, Malmö: Gleerups Utbildning AB, 2014, 1, 7-15 p.Chapter in book (Other academic)
  • 25.
    Törnsén, Monika
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Ärlestig, HeleneUmeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Ledarskap i centrum: om rektor och förskolechef2014Collection (editor) (Other academic)
  • 26.
    Törnsén, Monika
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Ärlestig, Helene
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Om ledarskap och pedagogiskt ledarskap2014In: Ledarskap i centrum: om rektor och förskolechef / [ed] Monika Törnsén & Helene Ärlestig, Malmö: Gleerups Utbildning AB, 2014, 17-29 p.Chapter in book (Other academic)
  • 27.
    Törnsén, Monika
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Ärlestig, Helene
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Pedagogiskt ledarskap, mål, process och resultat2014In: Framgångsrika skolor: mer om struktur, kultur, ledarskap / [ed] Jonas Höög & Olof Johansson, Lund: Studentlitteratur AB, 2014, 1, 77-99- p.Chapter in book (Other academic)
    Abstract [sv]

    Pedagogiskt ledarskap är ett begrepp som sedan länge har använts i policytexter. Det är i dag tydligt att det är stora kvalitetsskillnader i hur rektorer genomför sitt pedagogiska ledarskap. Det kan förklaras med att det råder en viss osäkerhet och ibland oenighet om vad pedagogiskt ledarskap innebär i praktiken. Så diskuteras bland annat om och hur ofta rektor bör göra verksamhetsobservationer. Syftet med kapitlet är att introducera en modell av begreppet pedagogiskt ledarskap. Att vara pedagogisk ledare innebär enligt vår definition att rektor har fokus på skolans huvuduppdrag – ett kontinuerligt lärande för elever både vad gäller kunskapsmål och sociala mål. Detta ledarskap förutsätter ett lärande även för rektor och lärare i syfte att förbättra rektors och lärares arbete så att skolans och elevers resultat förbättras. Arbetet som pedagogisk ledare består av tre interrelaterade delar – att skapa förutsättningar för lärande och undervisning, att leda lärande och undervisning och att koppla ihop det vardagliga arbetet med skolans och elevers resultat. Denna modell av pedagogiskt ledarskap åskådliggör och förklarar ett komplext uppdrag och dess många konkreta implikationer.

  • 28.
    Törnsén, Monika
    et al.
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Ärlestig, Helene
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Rektor och elevers rätt till lärande2009In: Skoljuridik / [ed] Boström, Viola och Lundmark, Kjell, Malmö: Liber , 2009, 1, 135-156 p.Chapter in book (Other academic)
  • 29.
    Ärlestig, Helene
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Törnsén, Monika
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Classroom observations and supervision - essential dimensions of pedagogical leadership2014In: International Journal of Educational Management, ISSN 0951-354X, Vol. 28, no 7, 856-868 p.Article in journal (Refereed)
    Abstract [en]

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

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

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

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

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

  • 30.
    Ärlestig, Helene
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Törnsén, Monika
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Den svenska förskolechefen och rektorn2014In: Ledarskap i centrum: om rektor och förskolechef / [ed] Monika Törnsén & Helene Ärlestig, Malmö: Gleerups Utbildning AB, 2014, 31-47 p.Chapter in book (Other academic)
  • 31.
    Ärlestig, Helene
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Törnsén, Monika
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Sweden - Teachers make the difference: a former principals retroperspective2013In: Leading Schools Successfully: Stories from the field / [ed] Christopher Day & David Gurr, Cornwell: Routledge, 2013, 140-148 p.Chapter in book (Refereed)
1 - 31 of 31
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