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Håkansson, J. (2020). Att leda det systematiska kvalitetsarbetet - hur ska komplexiteten hanteras? (2ed.). In: Ulf Blossing (Ed.), Rektor i fokus: Kunskap, värden och verktyg (pp. 105-137). Lund: Studentlitteratur AB
Öppna denna publikation i ny flik eller fönster >>Att leda det systematiska kvalitetsarbetet - hur ska komplexiteten hanteras?
2020 (Svenska)Ingår i: Rektor i fokus: Kunskap, värden och verktyg / [ed] Ulf Blossing, Lund: Studentlitteratur AB, 2020, 2, s. 105-137Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Lund: Studentlitteratur AB, 2020 Upplaga: 2
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap, Pedagogik
Identifikatorer
urn:nbn:se:lnu:diva-92741 (URN)978-91-44-12782-8 (ISBN)
Tillgänglig från: 2020-03-06 Skapad: 2020-03-06 Senast uppdaterad: 2020-03-12Bibliografiskt granskad
Adolfsson, C.-H. & Håkansson, J. (2019). Evaluating teacher and school development by learning capital: a conceptual contribution to a fundamental problem. Improving Schools, 22(2), 130-143
Öppna denna publikation i ny flik eller fönster >>Evaluating teacher and school development by learning capital: a conceptual contribution to a fundamental problem
2019 (Engelska)Ingår i: Improving Schools, ISSN 1365-4802, E-ISSN 1475-7583, Vol. 22, nr 2, s. 130-143Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

In light of an international policy movement to increase focus on students’ academic achievement, the question of how to improve schools has become an important issue at all levels in the school system. Substantial resources have been invested in reforms to improve conditions for pupils’ learning. Great expectations and responsibility are often placed on teachers in terms of their professional development (PD), the aim being to improve their teaching practices. Consequently, the question of how to evaluate the results of school improvement programmes, including teachers’ PD, has arisen. However, there is a lack of theoretical concepts that can capture the outcomes of such development in a qualified way. Taking inspiration from the research on teachers’ PD and theories relating to teachers’ knowledge and capabilities, the aim of this study is to outline a conceptual framework that can serve as an analytical tool when evaluating both school improvement initiatives in general and school actors’ learning in particular. Four types of learning capital that are intended to reflect the central aspects of teachers’ and school organisations’ learning and the capabilities linked to teaching practice and its development are outlined. This conceptual framework is applied and exemplified based on the results of a three-year research project evaluating a school improvement programme in a Swedish municipality. Finally, some conclusions are drawn regarding the different types of analysis possible with the current conceptual framework related to the evaluation of school improvement efforts.

 

Ort, förlag, år, upplaga, sidor
Sage Publications, 2019
Nyckelord
School improvement, Teachers’ Professional Development, Learning Capital, Evaluation
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-74724 (URN)10.1177/1365480218784039 (DOI)000469861900003 ()2-s2.0-85049639247 (Scopus ID)
Tillgänglig från: 2018-05-30 Skapad: 2018-05-30 Senast uppdaterad: 2019-08-29Bibliografiskt granskad
Håkansson, J. (2019). Leadership for learning in the preschool: preschool managers’ perspectives on strategies and actions in the systematic quality work. Educational Management Administration & Leadership, 47(2), 241-258
Öppna denna publikation i ny flik eller fönster >>Leadership for learning in the preschool: preschool managers’ perspectives on strategies and actions in the systematic quality work
2019 (Engelska)Ingår i: Educational Management Administration & Leadership, ISSN 1741-1432, E-ISSN 1741-1440, Vol. 47, nr 2, s. 241-258Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This article presents the results of a qualitative study with the aim of contributing to an under- standing of preschool managers’ leadership in systematic quality work in a Swedish context. In line with the Education Act and the preschool curriculum, systematic quality work is compulsory in all Swedish preschools. This consists of several steps, including data collection, documentation and self-evaluation for the purpose of professional development and quality improvement. With the aid of interviews, preschool managers’ perspectives on leadership actions, with an emphasis on a leadership for learning, have been analysed in relation to local conditions and previous research. The results show that preschool managers balance the demands for loyalty to the municipality’s quality system’s requirements with their own preschool’s independence in the systematic quality work. In different ways they emphasise the organisational, content-related and methodological aspects of their long-term strategies, but also use relational and organisational leadership actions and feedback to show how they expect the staff to carry out their work with the children and collaborate with colleagues. The preschool’s conditions, such as the staff’s education levels, affect how the systematic quality work is organised and led. The importance of preschool managers’ professional knowledge – a content-related dimension – is discussed in relation to previous research on the concept of leadership for learning. One of the study’s conclusions is that the preschool’s leadership emphasis on organisational solutions could impede the preschool’s quality development. 

Ort, förlag, år, upplaga, sidor
London: Sage Publications, 2019
Nyckelord
Preschool manager, leadership, systematic quality work, strategies, expectations
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap, Pedagogik
Identifikatorer
urn:nbn:se:lnu:diva-68281 (URN)10.1177/1741143217732794 (DOI)000458861800006 ()
Tillgänglig från: 2017-10-10 Skapad: 2017-10-10 Senast uppdaterad: 2019-03-15Bibliografiskt granskad
Adolfsson, C.-H. & Håkansson, J. (2019). The Local Education Authority’s Implementation of a Capacity-building model for school improvement – obstacles and possibilities. In: Presented at ECER 2019: . Paper presented at ECER 2019, "Education in an Era of Risk – the Role of Educational Research for the Future", Hamburg, 2-6 September 2019.
Öppna denna publikation i ny flik eller fönster >>The Local Education Authority’s Implementation of a Capacity-building model for school improvement – obstacles and possibilities
2019 (Engelska)Ingår i: Presented at ECER 2019, 2019Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

General description on research questions, objectives and theoretical framework (600 words)

In school systems around the world, there is an increasing focus on pupils’ academic achievements and school results. This has resulted in an intensified control of pupils’ levels of achievement (cf. PISA) and increasing demands for school actors and decision-makers to improve schools. In this respect, Sweden is no exception. Ages of declining student achievement, decreased equality between schools have spurred an intensive critique against the Swedish school system and triggered a more state-regulated governing of the school system in terms of several national reforms, which altogether aim to take control over the schools’ outcome (Wahlström & Sundberg, 2017; Adolfsson, 2018). In light of such a policy movement the Local Education Authorities (LEA) and schools’ responsibility for pupils’ achievement and equality have been highlighted and strengthened in Swedish policy. In addition, to ensure the quality of the teaching and the professionalism of the teachers, a revision of the Swedish Education Act was carried out in 2010. This revision stipulated, among other things, that all schools and local school authorities must conduct a systematic improvement work. This had led to a discussion of how school on a local basis can build capacity to improve themselves. In this context, LEA, in the Swedish municipalities, have become important policy actors (Wahlström & Sundberg, 2017b). To strengthen the schools own capacity for improvement, but also to increase the control over the schools’ processes and outcomes, the construction and implementation of different quality systems has been an important strategy for the local education authorities (Adolfsson & Alvunger, 2017; Håkansson & Sundberg, 2016).

In this paper, we will put this ‘meso-level’, i.e. the relationship between LEA and the schools, in focus. We mean that this is an important, but many times overlooked, relationship when it comes to understand processes and outcomes related to the implementation of local quality systems and school improvement initiatives (Rorrer, Skrla & Scheurich, 2008). Based on an ongoing three-year research project in a major municipality in Sweden, the overall aim is to investigate a LEA: s attempt to implement a new quality system at the schools in the municipality, as a way to control and strengthen the schools’ improvement work. The following research questions are addressed in the paper:

1. How and which central aspects of the schools’ improvement work tries LEA control and strengthened through the implementation of a new quality system?

2. In what w   ay do school actors respond to LES’s attempt to implement the quality system?

3. Which different factors can be distinguished as notably important for the outcome of the implementation process?

The relationship between the LED and the current schools are understood and analysed from a neo-institutional theoretical perspective (Scott, 2008). From this perspective, three dimensions can be highlighted regarding how institutions (in this case the LED and the current schools) seek to control and affect other institutions, respond to external pressure and seek legitimacy: regulative (rules and sanctions), normative (prevalent norms, expectations and ideals ), and cognitive-cultural/discursive (shared conceptions and frames of meaning-making). This perspective enable us to elucidate the character of the different strategies and actions that LED undertake in the implementation of the new quality model. To understand the implementation processes that occurred at the different schools, theoretical inspiration is acquired from implementation theory (Fixen et al. 2005; Lundquist, 1987; Lipsky, 1980). This theory put analytical focus on central implementation factors such as clarity, school actors knowledge, legitimacy, time, leadership, organisation, school culture etc, which thus help us to understand the result of the implementation processes of the different schools. 

Methods/methodology (400 words)

The overall research project, which this specific study is conducted within, has a mixed-method inspired design. The aim with such an approach is to deepening the understanding of the current research questions being addressed through obtaining different, but complementary data on the phenomenon that stand in focus for the study (Cresswell, 2010; Cresswell and Clark, 2007). In this specific sub-study, we have followed the education authority’s implementation process at six different schools in the current municipality. The current schools are located in areas with differences in socioeconomic and ethnic backgrounds and each school was followed for a school year, which made it possible to contextually place and understand the implementation process within the structure, organization and culture of the schools.

In line with the theoretical points of departure and the general aim to elucidate patterns of the local school authority’s implementation of the new quality system and school actors’ understanding and response of the quality system, following methods and empirical data have been used. i) content analysis of central policy documents ii)  observations (n=xx) iii) 24 semi-structured interviews with key actors at the different schools (n=50). Accordingly, an extensive empirical material have been collected. To conduct a contextual understanding of each school, central documents regarding the local schools’ organisation, policy and vision, leading and management structure, pupils’ achievement, school improvement strategies were at a first step analysed. This contextual understanding was important for the next step, when data related to LEA implementation of the new quality system at the single schools were collected. This was carried out through participating observations at the different kinds of meetings that occurred amongst LEA and the current schools. Finally, as a way to deepen the understanding of the school actors’ response to the new quality system, semi-structured interviews with central key actors at the single school were carried out.

 

Expected outcomes (300 words)

The relationship between the LEA and the schools will finally be discussed and problematized in light of the following preliminary results:

-          The implementation of the quality system occurred through a number of steps: 1. an introduction meeting between represents from the LEA and key actors from the schools 2. a quality dialogue two months later and 3. a quality seminary arranged by the LEA where the principals from the involving schools were participating. In contrast to a more traditional ‘regulative’ strategy of governing the schools, the LEA’s implementation of the current quality system, in terms of these different activities, was characterized by a more normative and discursive way of controlling the schools’ improvement work (i.e. soft governance).

-          We could distinguish a variety in the initial stage of the implementation process regarding in what degree the school actors consider the LEA’s quality system as legitimate. The same variety between the schools was notably concerning how they perceived the idea and the purpose behind the new quality system but also how LEA’s system should be incorporated with their own local quality systems.

-          Factors that may explain these differences in the implementation process is firstly, a notably ‘knowledge-gap’, that existed between the schools. That is, principals and other key actors’ knowledge and competencies about local systematic quality work in terms of, for example, data collection, interpretation and using different methods of analysis, seem to be crucial for the implementation process. A second crucial factor seems to be how the principals organized his or her school improvement work, including delegation of responsibility and how different school actors’ knowledge and competencies were used in an appropriate way.

Nyckelord
Local education authority (LEA), School improvement, Quality system, implementation theory
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-89195 (URN)
Konferens
ECER 2019, "Education in an Era of Risk – the Role of Educational Research for the Future", Hamburg, 2-6 September 2019
Tillgänglig från: 2019-09-19 Skapad: 2019-09-19 Senast uppdaterad: 2019-11-12Bibliografiskt granskad
Håkansson, J. (2018). Att leda lärande som förskolechef - pedagogiska möjligheter och utmaningar. In: Krantz, Joakim & Sundberg, Daniel (Ed.), Att leda lärande: En vänbok till Per Gerrevall (pp. 233-258). Kalmar, Växjö: Linnaeus University Press
Öppna denna publikation i ny flik eller fönster >>Att leda lärande som förskolechef - pedagogiska möjligheter och utmaningar
2018 (Svenska)Ingår i: Att leda lärande: En vänbok till Per Gerrevall / [ed] Krantz, Joakim & Sundberg, Daniel, Kalmar, Växjö: Linnaeus University Press, 2018, s. 233-258Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Kalmar, Växjö: Linnaeus University Press, 2018
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-79467 (URN)978-91-88761-70-5 (ISBN)
Tillgänglig från: 2019-01-15 Skapad: 2019-01-15 Senast uppdaterad: 2019-01-15Bibliografiskt granskad
Adolfsson, C.-H. & Håkansson, J. (2018). Evaluating School Improvement Efforts: Pupils as Silent Result Suppliers, or Audible Improvement Resources?. International Journal of Learning, Teaching and Educational Research, 17(6), 34-50
Öppna denna publikation i ny flik eller fönster >>Evaluating School Improvement Efforts: Pupils as Silent Result Suppliers, or Audible Improvement Resources?
2018 (Engelska)Ingår i: International Journal of Learning, Teaching and Educational Research, ISSN 1694-2493, E-ISSN 1694-2116, Vol. 17, nr 6, s. 34-50Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This article contributes to a perspective of school development, where pupils‟ experiences of the teaching they encounter are regarded as a result of improvement work. In a three-year research collaboration with four nine-year compulsory schools in a large Swedish municipality, researchers have continuously conducted group interviews with different actors, collected relevant documentation and reported their preliminary analyses to the schools. In the light of previous research, the results show that the development areas that have been in focus in the schools have in some cases had an impact on the teaching. However, no homogenous change is evident. Rather, the variation between classrooms, teachers and subjects is great, especially if the pupils‟ perspectives are taken into consideration. The pupils‟ experiences and voices on how the improvement work materialises in the classroom contribute to explaining the connections, or lack of them, between the school and classroom levels. 

Ort, förlag, år, upplaga, sidor
Flacq: Society for Research and Knowledge Management, 2018
Nyckelord
school improvement; teaching; evaluation; pupils voice; learning experiences
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-76684 (URN)10.26803/ijlter.17.6.3 (DOI)2-s2.0-85061225996 (Scopus ID)
Tillgänglig från: 2018-07-05 Skapad: 2018-07-05 Senast uppdaterad: 2019-08-29Bibliografiskt granskad
Håkansson, J. (2018). Resultatanalyser på vetenskaplig grund - men vilken?. In: Rönnström, Niclas & Johansson, Olof (Ed.), Att leda skolor med stöd i forskning: Exempel, analyser och utmaningar (pp. 191-231). Stockholm: Natur och kultur
Öppna denna publikation i ny flik eller fönster >>Resultatanalyser på vetenskaplig grund - men vilken?
2018 (Svenska)Ingår i: Att leda skolor med stöd i forskning: Exempel, analyser och utmaningar / [ed] Rönnström, Niclas & Johansson, Olof, Stockholm: Natur och kultur, 2018, s. 191-231Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Stockholm: Natur och kultur, 2018
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap, Pedagogik
Identifikatorer
urn:nbn:se:lnu:diva-78193 (URN)978-91-27-81952-8 (ISBN)
Tillgänglig från: 2018-10-06 Skapad: 2018-10-06 Senast uppdaterad: 2019-02-21Bibliografiskt granskad
Håkansson, J. & Sundberg, D. (2018). Utmärkt ledarskap i skolan: Forskning om att leda för elevers måluppfyllelse (1ed.). Stockholm: Natur och kultur
Öppna denna publikation i ny flik eller fönster >>Utmärkt ledarskap i skolan: Forskning om att leda för elevers måluppfyllelse
2018 (Svenska)Bok (Övrigt vetenskapligt)
Abstract [sv]

Runt om i världen har ett nytt fjärde generationens paradigmkring skolförbättring gett forskningsresultat medstor potential för ökad måluppfyllelse. Vissa avtryck börjar nu ta form i svenska skolor, men ännu har inga större resultatförbättringar märkts. Så hur väl håller internationellt etablerade modeller som Timperleys för kollegialt lärande, eller andra metoder för utveckling av undervisningen?

I boken Utmärkt ledarskap i skolan får vi en sammanfattning av vad den senaste internationella skolförbättringsforskningen säger om attleda utvecklingen av undervisning och lärande. Utifrån inblickar i svenska skolor uppmärksammas såväl möjligheter som fallgropar i utvecklingsarbetets olika faser.

Genom att belysa ett hållbart ledarskap i skolan får vi de nycklar vi behöver för systematiska och långsiktiga förbättringar med fokus på elevernas lärande. I Utmärkt ledarskap i skolan får du som skolledare, förstelärare och lärare kompetensutveckling och handledning i ditt dagliga pedagogiska ledarskapsarbete.

Ort, förlag, år, upplaga, sidor
Stockholm: Natur och kultur, 2018. s. 302 Upplaga: 1
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap, Pedagogik
Identifikatorer
urn:nbn:se:lnu:diva-78198 (URN)9789127823204 (ISBN)
Tillgänglig från: 2018-10-06 Skapad: 2018-10-06 Senast uppdaterad: 2019-02-19Bibliografiskt granskad
Håkansson, J. (2017). Leadership for learning in the preschool: preschool managers' perspectives on strategies and actions in the systematic quality work. In: : . Paper presented at ECER-konferensen 2017 Köpenhamn.
Öppna denna publikation i ny flik eller fönster >>Leadership for learning in the preschool: preschool managers' perspectives on strategies and actions in the systematic quality work
2017 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

Systematic quality work is an important commitment for Swedish preschools. The latest changes to the regulations and curriculum for the Swedish preschool have increased the expectations for follow-up and documentation of each child’ s experiences and proficiencies in the curriculum’ s target areas, as well as how this is linked to quality development work in the preschool in general (cf. Sverige, 2010; The Ministry of Education 2010). Within the preschool manager function lies a special responsibility for the planning, monitoring and development of these activities and for ensuring that the systematic quality work is carried out in conjunction with the staff, guardians and children. Research on principals’ leadership in schools has generated a solid base of knowledge over time, but, in the Swedish context it seems that the research has paid less attention to the preschool manager’ s leadership. This paper focuses on preschool managers’ leadership as it relates to quality development and learning for the staff. It builds upon the results of a previous study where 18 preschool managers, in a questionnarie with open-ended questions, expressed their understanding of their own leadership in the systematic quality work (cf. Håkansson, 2016). The results from the study showed, among other things, a tension between linear and interactive forms of governance in the systematic quality work, but also that knowledge gaps among the staff could lead to uncertainties that the preschool manager has to address. In the study, there were traces of what can be characterised as leadership for learning (ibid.). The research reported in this paper is a qualitative follow-up interview study with ten of the preschool managers mentioned above. The main purpose of the paper is to contribute to a deeper understanding of preschool managers’ leadership of systematic quality work in Swedish preschools. Three research questions are adressed: 

What strategies and substantial leader actions do the preschool managers use in the systematic quality work?

How do the preschool managers handle knowledge gaps and uncertainties around the systematic quality work among the staff?

In what ways do the general governance of the systematic quality work from the municipality influence the preschool managers leadership for learning in practice?

The theoretical framework of this study is based on curriculum theory (i.e. the frame factor theory, Lundgren, 1989), which among other things, pay attention to three components in the understanding of, for example, the outcome of teaching, or in this case preschool managers leadership in the systematic quality work – frames/preconditions, processes, results. In this study it is chiefly the internal and organisational preconditions and how they influence processes and outcomes that are in focus. Other research-based points of departure for the study is the school improvement research carried out in recent decades which have helped to highlight what it is that characterises successful development work and leadership (cf. Hallinger 2011; Hargreaves and Fullan 2012), but also the knowledge base around professional and collegiate learning, which in this context is related to the preschool managers’ leadership (Stoll, 2009). Also important as a framework and related to the mentioned empirical research is the research on school principals in general but also and particularly research related to preschool managers (c.f. Hallinger, 2011; Nihlfors, Jervik Steen, and Johansson, 2015; Ang, 2011; Ho 2011). Of special interest here is for example the concept of ’leadership for learning’ developed in a British preschool context (cf. Siraj-Blatchford and Manni (2008). This study investigates in particular some aspects which relates to the preschool managers’ leadership, such as effective communication and openness around expectations, monitoring and assessment of practices and developing collegiate learning as well as a collaborative culture. 

The overall research approach in the study is qualitative and the main source of material consists of interview data, complemented with documents describing the tools of the preschools’ systematic quality work. Ten preschool managers have been interviewed, four of them in pairs. The preschool managers’ management teams have also been interviewed but that data is not reported in this paper. The interviews were carried out on site at the different preschools around Sweden.

The preschools are situated in municipalities of different sizes, ranging from bigger towns to smaller commuting villages. The interviewed preschool managers are experienced and educated for the task at hand, although not all of them had participated in the national educational programme for school leaders, which is not mandatory for Swedish preschool managers. The interview guide was built upon the earlier mentioned components: frames/preconditions, processes, results, which emanate from the so called frame factor theory (Lundgren, 1972; 1989). Examples of questions/themes from the interview guide are:

Preconditions: General: (external conditions; proportion of educated staff; grouping of children et cetera). Internal: Describe how the systematic quality work is organised in the preschool (quality groups; responsibility, ”key persons” et cetera).

Processes: What long-term strategies do you as a preschool manager use in the systematic quality work? What are the motives? What are your expectations on the staff’s systematic quality work and its impact on daily work? What concrete leader actions are used in the systematic quality work?

Results: Do you have examples on how the leadership leads to collegiate learning among the staff? Can you give examples on how the general governance of the systematic quality work from the municipality influence your leadership?

Each interview lasted approximately 60-70 minutes and was recorded with a dictation machine. All the preschool managers had allotted time for the interviews and the themes/questions seemed to contribute to an open dialogue and room for alternative perspectives. This is important as the study is qualitative in nature and designed to create material that is as rich and personally coloured as possible (cf. Cohen, Lawrence, and Morrison 2000 ). The transcripts of the interviews cover more than 50 pages of text and have been analyzed in several steps both deductively and inductevily. Generic categories, preliminary patterns and new questions that arose were tested interactively (cf. McDonald et al. 2014; Bryman, 2002). 

The results of the empirical analysis will be presented in terms of thematic categories related to the three research questions. Within ongoing analyses it is, for example, obvious that preschool managers use at least three different forms of long-term strategies in the systematic quality work: Long-sightedness through a) organizational solutions (staff allocated to follow-up, evalutation and improvement), b) substantial persistence (for example, recurring important content in the daily work with the children, such as reading aloud), c) systematic use of certain methods/tools in the systematic quality work (cf. replication in science). The results also show that, so far, preschool managers’ expectations on the staff proceed from several perspectives related to for example a) the content of the preschool teachers’ work and their cognitive approach view of children, values, engagement et cetera, b) different actions from the preschool manager (relational actions, formal actions, feed back et cetera). These results will in turn be related to the question of the knowledge gap around the improvement work among the staff in terms of different leader actions for different knowledge levels. When it comes to the overall governance of the systematic quality work in the preschool and how it influence preschool managers leadership that will be discussed in light of the well known concepts top-down, and bottom up (cf. Fullan, 1994; Hopkins et.al., 2014). The preliminary results show that preschool managers handle the governance in an independent way, but at the same time they need a balance between top down and bottom up strategies from the superior level to create a meaningful discussion around quality on their own preschool.

Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-67924 (URN)
Konferens
ECER-konferensen 2017 Köpenhamn
Tillgänglig från: 2017-09-12 Skapad: 2017-09-12 Senast uppdaterad: 2018-02-28Bibliografiskt granskad
Adolfsson, C.-H. & Håkansson, J. (2017). Lärande grundskolor i Stockholm stad: En slutrapport. Kalmar/Växjö: Linnéuniversitetet
Öppna denna publikation i ny flik eller fönster >>Lärande grundskolor i Stockholm stad: En slutrapport
2017 (Svenska)Rapport (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Kalmar/Växjö: Linnéuniversitetet, 2017. s. 63
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-62090 (URN)
Tillgänglig från: 2017-04-05 Skapad: 2017-04-05 Senast uppdaterad: 2017-04-05Bibliografiskt granskad
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0003-1157-7932

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