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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
Open this publication in new window or tab >>Evaluating teacher and school development by learning capital: a conceptual contribution to a fundamental problem
2019 (English)In: Improving Schools, ISSN 1365-4802, E-ISSN 1475-7583, Vol. 22, no 2, p. 130-143Article in journal (Refereed) 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.

 

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
School improvement, Teachers’ Professional Development, Learning Capital, Evaluation
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-74724 (URN)10.1177/1365480218784039 (DOI)000469861900003 ()2-s2.0-85049639247 (Scopus ID)
Available from: 2018-05-30 Created: 2018-05-30 Last updated: 2019-08-29Bibliographically approved
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
Open this publication in new window or tab >>Leadership for learning in the preschool: preschool managers’ perspectives on strategies and actions in the systematic quality work
2019 (English)In: Educational Management Administration & Leadership, ISSN 1741-1432, E-ISSN 1741-1440, Vol. 47, no 2, p. 241-258Article in journal (Refereed) 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. 

Place, publisher, year, edition, pages
London: Sage Publications, 2019
Keywords
Preschool manager, leadership, systematic quality work, strategies, expectations
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-68281 (URN)10.1177/1741143217732794 (DOI)000458861800006 ()
Available from: 2017-10-10 Created: 2017-10-10 Last updated: 2019-03-15Bibliographically approved
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
Open this publication in new window or tab >>Att leda lärande som förskolechef - pedagogiska möjligheter och utmaningar
2018 (Swedish)In: Att leda lärande: En vänbok till Per Gerrevall / [ed] Krantz, Joakim & Sundberg, Daniel, Kalmar, Växjö: Linnaeus University Press, 2018, p. 233-258Chapter in book (Other academic)
Place, publisher, year, edition, pages
Kalmar, Växjö: Linnaeus University Press, 2018
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-79467 (URN)978-91-88761-70-5 (ISBN)
Available from: 2019-01-15 Created: 2019-01-15 Last updated: 2019-01-15Bibliographically approved
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
Open this publication in new window or tab >>Evaluating School Improvement Efforts: Pupils as Silent Result Suppliers, or Audible Improvement Resources?
2018 (English)In: International Journal of Learning, Teaching and Educational Research, ISSN 1694-2493, E-ISSN 1694-2116, Vol. 17, no 6, p. 34-50Article in journal (Refereed) 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. 

Place, publisher, year, edition, pages
Flacq: Society for Research and Knowledge Management, 2018
Keywords
school improvement; teaching; evaluation; pupils voice; learning experiences
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-76684 (URN)10.26803/ijlter.17.6.3 (DOI)2-s2.0-85061225996 (Scopus ID)
Available from: 2018-07-05 Created: 2018-07-05 Last updated: 2019-08-29Bibliographically approved
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
Open this publication in new window or tab >>Resultatanalyser på vetenskaplig grund - men vilken?
2018 (Swedish)In: Att leda skolor med stöd i forskning: Exempel, analyser och utmaningar / [ed] Rönnström, Niclas & Johansson, Olof, Stockholm: Natur och kultur, 2018, p. 191-231Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2018
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-78193 (URN)978-91-27-81952-8 (ISBN)
Available from: 2018-10-06 Created: 2018-10-06 Last updated: 2019-02-21Bibliographically approved
Håkansson, J. & Sundberg, D. (2018). Utmärkt ledarskap i skolan: Forskning om att leda för elevers måluppfyllelse (1ed.). Stockholm: Natur och kultur
Open this publication in new window or tab >>Utmärkt ledarskap i skolan: Forskning om att leda för elevers måluppfyllelse
2018 (Swedish)Book (Other academic)
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.

Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2018. p. 302 Edition: 1
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-78198 (URN)9789127823204 (ISBN)
Available from: 2018-10-06 Created: 2018-10-06 Last updated: 2019-02-19Bibliographically approved
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.
Open this publication in new window or tab >>Leadership for learning in the preschool: preschool managers' perspectives on strategies and actions in the systematic quality work
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
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.

National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-67924 (URN)
Conference
ECER-konferensen 2017 Köpenhamn
Available from: 2017-09-12 Created: 2017-09-12 Last updated: 2018-02-28Bibliographically approved
Adolfsson, C.-H. & Håkansson, J. (2017). Lärande grundskolor i Stockholm stad: En slutrapport. Kalmar/Växjö: Linnéuniversitetet
Open this publication in new window or tab >>Lärande grundskolor i Stockholm stad: En slutrapport
2017 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Kalmar/Växjö: Linnéuniversitetet, 2017. p. 63
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-62090 (URN)
Available from: 2017-04-05 Created: 2017-04-05 Last updated: 2017-04-05Bibliographically approved
Håkansson, J. (2017). Lärarkvalitet ur forskningens perspektiv (1ed.). In: Per Gerrevall (Ed.), Att bedöma lärarkvalitet: Skicklighet, lämplighet & kompetens (pp. 31-40). Stockholm: Natur och kultur
Open this publication in new window or tab >>Lärarkvalitet ur forskningens perspektiv
2017 (Swedish)In: Att bedöma lärarkvalitet: Skicklighet, lämplighet & kompetens / [ed] Per Gerrevall, Stockholm: Natur och kultur, 2017, 1, p. 31-40Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2017 Edition: 1
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
urn:nbn:se:lnu:diva-61334 (URN)978-91-27-81878-1 (ISBN)
Available from: 2017-03-14 Created: 2017-03-14 Last updated: 2017-05-08Bibliographically approved
Håkansson, J. (2017). Systematiskt kvalitetsarbete i förskola, skola och fritidshem: Strategier och metoder (2ed.). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Systematiskt kvalitetsarbete i förskola, skola och fritidshem: Strategier och metoder
2017 (Swedish)Book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017. p. 173 Edition: 2
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-72037 (URN)978-91-44-12113-0 (ISBN)
Available from: 2018-03-29 Created: 2018-03-29 Last updated: 2018-04-19Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1157-7932

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