Educational leadership for sustained multi-level school development in Finland: A non-affirmative approach

A1 Originalartikel i en vetenskaplig tidskrift (referentgranskad)


Interna författare/redaktörer


Publikationens författare: Michael Uljens, Rolf Sundqvist, Ann-Sofie Smeds-Nylund
Förläggare: Universitetsforlaget AS
Förlagsort: Oslo
Publiceringsår: 2016
Tidskrift: Nordic Studies in Education / Nordisk Pedagogik
Volym: 36
Nummer: 2
Artikelns första sida, sidnummer: 103
Artikelns sista sida, sidnummer: 124
eISSN: 1891-5949


Abstrakt

This article reports an empirical reconstruction of a successful ten-year multi-level and districtled school regional developmental turnaround process (2003-2012) in Finland. Successful development was identified using PISA data. The reconstruction is based on policy documents and interviews with principals, superintendents, and district leaders. Results show that PISA 2003 shook the region while previous national policies provided a mediating frame for later development initiatives supporting a shared process. Features of the multi-level and multi-professional top-down and bottom-up process were: clear ambitions and goal-setting, commitment, care, and coherent, systematic development-driven initiatives. The study was based on non-affirmative education theory.


Nyckelord

educational leadership, school development

Senast uppdaterad 2020-27-09 vid 03:26