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Göteborgs universitets publikationer

Leading for Learning: Implications for School Improvement

Författare och institution:
Anette Olin (Institutionen för pedagogik och specialpedagogik); Ulf Blossing (Institutionen för pedagogik och specialpedagogik)
Publicerad i:
Educational Leadership in Transition - the Global Perspectives, conference at Uppsala university,
Konferensbidrag - refereegranskat abstract
Sammanfattning (abstract):
In this paper we examine an example of educational leadership in transition in a municipal initiative, in which middle leadership positions were created in order to enhance learning and teaching practices. The paper aims to examine how the practice of leading for professional learning developed over time in school sites. We explore the agency evident when working towards joint and democratic goals. The inquiry is based on a Swedish case, employing organisation development theory (Burke, 2008) and practice architectures theory (Kemmis et al., 2014) as the basis for analysis. The case consists of interviews with sixteen principals and a survey of 59 process leaders. In a later phase a cross-analyses will be conducted with an Australian case. Organisational development theory is used to describe and analyse emerging practices of process leaders in terms of micro and macro processes and whether or not they take place in the operating or developing parts of the organisation. The practice architecture theory on the other hand is used to analyse existing practices in the sites where practices of process leaders are developing. Existing architectures is according to Kemmis et al. (2014) arranged in three dimensions; 1) cultural and discursive, 2) material and economic, and 3) social and political. Primary data used to obtain these arrangements are the interviews with the principles and statements from the teachers through the survey. Secondary data are current educational policy documents. Our findings suggest that leading for learning as praxis emerges in sites of productive tension, where existing practice architectures come into conflict with agendas of democratic actions for change. This paper contributes to a deepened understanding of the dynamic and complex change processes necessary to address leading for professional learning. References Burke, W. W. (2008). A Contemporary View of Organization Development. In T. G. Cummings (Ed.), Handbook of Organization Development (pp. 13-38). Los Angeles, London, New Dehli, Singapore: SAGE Publications. Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P. & and Bristol, L. (2014). Changing practices, changing education. Springer: Singapore.
Ämne (baseras på Högskoleverkets indelning av forskningsämnen):
Utbildningsvetenskap ->
Leading for learning, process leaders, practice architectures
Postens nummer:
Posten skapad:
2014-11-11 15:13

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