lnu.sePublikasjoner
Endre søk
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
The nested systems of local school development: Understanding improved interaction and capacities in the different sub-systems of schools
Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV). (SITE)ORCID-id: 0000-0002-1911-6615
Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV). (SITE)ORCID-id: 0000-0003-4243-2496
2017 (engelsk)Inngår i: Improving Schools, ISSN 1365-4802, E-ISSN 1475-7583, Vol. 20, nr 3, s. 195-208Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In school systems around the world, there is an increasing focus on students’ academic achievement. The challenge of how to improve schools is an important issue for all levels in the school system. However, a central question of both practical and theoretical relevance is how it is possible to understand why (or why not) school-development efforts are successful. The purpose of this article is to explore the ecology of local school development through the case of a medium-sized municipality in Sweden, based on empirical data from two follow-up research projects. The analytical framework draws from organisational theory and new institutional theory, where focus is directed towards how different sub-systems of the school organisation interact with and respond to aspects of development work and the implications for outcomes of school-development initiatives. Findings show that great investment of resources from the central level in the local school organisation necessarily does not lead to changes in teaching practice. School-development initiatives are unlikely to be successful unless they engage and re-couple the involved sub-systems. Finally, we discuss how the introduction of Expert Teachers as a new sub-system has the ability to work as a link between other sub-systems and to promote school development.

sted, utgiver, år, opplag, sider
Sage Publications, 2017. Vol. 20, nr 3, s. 195-208
Emneord [en]
Loose coupling, Nested systems, School development, School organisation
HSV kategori
Forskningsprogram
Pedagogik och Utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:lnu:diva-64789DOI: 10.1177/1365480217710874ISI: 000414740100002Scopus ID: 2-s2.0-85033452202OAI: oai:DiVA.org:lnu-64789DiVA, id: diva2:1105606
Tilgjengelig fra: 2017-06-05 Laget: 2017-06-05 Sist oppdatert: 2020-06-05bibliografisk kontrollert

Open Access i DiVA

Fulltekst mangler i DiVA

Andre lenker

Forlagets fulltekstScopus

Personposter BETA

Adolfsson, Carl-HenrikAlvunger, Daniel

Søk i DiVA

Av forfatter/redaktør
Adolfsson, Carl-HenrikAlvunger, Daniel
Av organisasjonen
I samme tidsskrift
Improving Schools

Søk utenfor DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric

doi
urn-nbn
Totalt: 576 treff
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf