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The aim of this research project is to explore, describe and analyse challenges and possibilities in Swedish governing and educational policies, on a state authority, municipal and local preschool level, concerning preschool principals and their responsibility for systematic quality work. 

The following research questions are addressed:- How is preschool principals’ responsibility for systematic quality work transformed and accounted, within and between, governing policies and local educational policies?  - What support does the preschool principal need during his or her education to be able to take responsibility that are aligned with the governing policies for preschools?

The conceptual framework intertwines (a) internal and external frames (frame factor theory); (b) transformation and realisation arena (arenas with roots in curriculum theory); and (c) curriculum alignment and instructional alignment (alignment theory). 

With the concepts of internal and external frames (see for example Ivarsson Jansson, 2001; Lundgren, 1999, 2006), the idea is to make visible the process that is created when preschool principals' professional responsibility and accountability for systematic quality work is to be controlled and supported. Frames in the form of structural conditions outside the preschool principles’ control, i.e., frames that shape preschool principals’ responsibility, together with the internal frames, the preschool principal’s leeway, both constitute conditions analysed in the research project. 

Three arenas – formulation, transformation, and realisation – (see for example Linde, 2021; Spjut, 2021a), provide the research project with a possibility to generate an in-depth insight and understanding of the complex process of implementing the curriculum at different levels. In specific, the relationship between the transformation and realisation arena is here in focus.

Alignment – both curriculum alignment (see for example Pianta et al., 2009; Spjut, 2021b), and instructional alignment (see for example Cohen-Vogel et al., 2020; La Marca et al., 2001) – is used as an analytical tool to investigate whether the interpretations of the curriculum made by state authorities, municipalities and local preschools are connected to each other. By using alignment as a theoretical tool, the research project can analysis who interprets the curriculum and thereafter decides an approving quality of principal’s systematic work in practise. 

The data will consist of governing- and educational policies on a state level (the Swedish School Inspectorate as well as from Swedish universities); a municipality level; and a local preschool level. Data will also be collected by means of qualitative semi-structured interviews with preschool principals’ part of university-based Swedish National School Leadership Training programs as well as educators working at the programs. 

Data will be analysed using a Qualitative Comparative Analysis (see for example Bingham et al, 2019; Toots & Lauri, 2015). The analysis is planned to put emphasis on external frames given by state authorities and municipalities.

Expected Outcomes or Findings In relation to the preschool principal’s professional responsibility and accountability, the main expected outcome is to provide examples illustrating in what way(s) preschool principals in Sweden are accounted for as well as supported in their responsibility for systematic quality work. 

The conceptual framework presented above together with the empirical data have the potential to contribute with a deepened, as well as broadened, understanding of challenges and possibilities framing the Swedish preschool principals' responsibility for systematic quality work as well as the connections between state, state authorities, municipalities, and local preschools. 

Attending the Summer School would be highly beneficial to my doctoral studies because of the opportunity for academic enrichment. First, the opportunity to become acquainted with educational research projects developed by CEAD. The focus on adult education benefits my research project in terms of providing the possibility to develop a broaden perspective and understanding of challenges and opportunities connected to conducting research in the field of adult education. Second, as a junior researcher, points of departure concerning epistemology and methodology are still emergent in my research. The aim of the Summer School to provide an arena for debates around such current epistemological and methodological viewpoints in educational research will support my own work. It will be an international platform for my research project, it will be an opportunity to learn from other research contexts and to discuss my work with both senior researchers and PhD candidates sharing my educational research interest and focus. Put differently, it will in that way also be highly beneficial in terms of establishing new research networks that in a short-term perspective can provide new perspective, advice, and support and a in a long-term perspective be the foundation for future collaborative research activities after my dissertation.