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

A1 Journal article (refereed)


Internal Authors/Editors


Publication Details

List of Authors: Michael Uljens, Rolf Sundqvist, Ann-Sofie Smeds-Nylund
Publisher: Universitetsforlaget AS
Place: Oslo
Publication year: 2016
Journal: Nordic Studies in Education / Nordisk Pedagogik
Volume number: 36
Issue number: 2
Start page: 103
End page: 124
eISSN: 1891-5949


Abstract

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.


Keywords

educational leadership, school development

Last updated on 2019-16-09 at 08:22