AvÐÔ°®

GU 2025/2043

Obligatorisk litteratur 

Adolfsson, C., & Alvunger, D. (2017). The nested systems of local school development: Understanding improved interaction and capacities in the different sub-systems of schools. Improving Schools, 20(3), 195-208. (13 s.)

Adolfsson, C., & Håkansson, J. (2021). Mötet mellan den statliga och kommunala kvalitetsstyrningen inom ramen för Samverkan för bästa skola. Pedagogisk forsknings i Sverige, 26(1), 15-41. 

Adolfsson, C., & Håkansson, J. (2023). Data analysis for school improvement within coupled local school systems: Which data and with what purposes? Leadership and Policy in Schools, 22(3), 714-727.  (13 s.)

Argyris, C. (1991). Teaching smart people how to learn. Harvard Business Review, 69(3), 99-109. (10 s.)

Blossing, U. (2022). The Hierarchist Way of School Development in Sweden. I C. Brown & J. R. Malin (Red.), The Emerald Handbook of Evidence-Informed Practice in Education (s. 97-106). Emerald Publishing Limited.  (9 s.)

Bolman, L., & Deal, T. (2024). Nya perspektiv på organisation och ledarskap (7e uppl.). Studentlitteratur. (560 s.)

Forssten Seiser, A., & Blossing, U. (2020). Actions and practice architectures for realising sustainable development by restructuring school organisations. Forskning & Forandring, 3(2), 69-88.  (19 s.)

Grootenboer, P. (2018). Theories and Models of Educational Leadership. I: P. Grootenboer, The Practices of School Middle Leadership: Leading Professional Learning (s. 21-41). Singapore: Springer. (20 s.)

Hallinger, P., Gümüş, S., & Bellibaş, M. (2020). Are principals instructional leaders yet? A science map of the knowledge base on instructional leadership, 1940–2018. Scientometrics, 122(3), 1629-1650. (21 s.)

Hallinger, P., & Heck, R. H. (2011). Exploring the journey of school improvement: classifying and analyzing patterns of change in school improvement processes and learning outcomes. School Effectiveness and School Improvement, 22(1), 1–27. (27 s.)

Hirsh, Å., & Bergmo-Prvulovic, I. (2019). Teachers leading teachers–understanding middle-leaders’role and thoughts about career in the context of a changed division of labour. School Leadership & Management, (39)3-4, 352-371. (19 s.)

Hirsh, &., & Segolsson, M. (2019). Enabling teacher-driven school-development and collaborative learning: An activity theory-based study of leadership as an overarching practice. Educational Management, Administration & Leadership, 47(3), 400-420. (20 s.)

Hopkins, D., Stringfield, S., Harris, A., Stoll, L., & Mackay, T. (2014). School and system improvement: A narrative state-of-the-art review. School Effectiveness and School Improvement, 25(2), 257-281. (24 s.)

Jarl, M. (2024). Using Unintended Consequences to Produce Intended Results: The Governance of Education in Sweden 1991-2020. Public Performance & Management Review, 48(1), 35–59.

Jarl, M., Andersson, K., & Blossing, U. (2021). Organizational characteristics of successful and failing schools: A theoretical framework for explaining variation in student achievement. School Effectiveness and School Improvement, 32(3), 448-464. (16 s.)

Jerdborg, S. (2022). Educating school leaders: Engaging in diverse orientations to leadership practice. International Journal of Leadership in Education, 25(2), 287-309. (21 s.)

Jerdborg, S. (2023). School principal re-positioning in a system of professional relations: The case of newly appointed principals in Sweden. Journal of Educational Administration and History, 55(4), 456-480. (24 s.)

Johannesson, P., & Olin, A. (2023). Teachers’ action research as a case of social learning: Exploring learning in between research and school practice. Scandinavian Journal of Educational Research, online print. (15 s.)

Kotter, J. (1995). Leading change – Why transformation efforts fail. Harvard Business Review, 73(2), 59-67. (8 s.)

Langelotz, L., & Olin, A. (2022). Action Research and Curriculum Development with Consideration of the Nordic Context. Oxford Research Encyclopedia of Education
(18 s.)

Larsson, P., & Löwstedt, J. (2023). Distributed school leadership: Making sense of the educational infrastructure. Educational Management, Administration & Leadership, 51(1), 138-156. (18 s.)

Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5-22. (17 s.)

Liljenberg, M. (2020). Drivers of Improvement at Local Level – Tension and Support from Coexisting Logics. Scandinavian Journal of Educational Research, 66(2), 225-237. (13 s.)

Moos, L., Skedsmo, G., Höög, J., Olofsson, A., & Johnson, L. (2011). The Hurricane of Accountabilities? Comparison of Accountability Comprehensions and Practices. I L. Moos, O. Johansson & C. Day (Red.), How School Principals Sustain Success over Time (Studies in Educational Leadership, (s. 199-222). Springer. (23 s.)

Nehez, J., & Blossing, U. (2022). Practices in different school cultures and principals' improvement work. International Journal of Leadership in Education, 25(2), 310-330. (20 s.)

Nehez, J., Sülau, V., & Olin, A. (2023). A web of leading for professional learning - leadership from a decentring perspective. Journal of Educational Administration and History, 55(1), 23-38. (15 s.)

Nordholm, D., Wermke, W., & Jarl, M. (2022). In the eye of the storm? Mapping out a story of principals’ decision-making in an era of decentralisation and re-centralisation. Journal of Educational Administration and History, Online print. (21 s.)

Rönnerman, K., Grootenboer, P., & Edwards-Groves, C. (2017). The practice architectures of middle leading in early childhood education. International Journal of Child Care and Education Policy, 11(1), 1-20. (20 s.)

Weick, K. E., Sutcliffe, K. M., & Obstfeld, D. (2005) Organizing and the Process of Sensemaking. Organization AvÐÔ°®, 16(4), 409–421. (12 s.)

Wilkinson, J. (2021). Educational Leadership Through a Practice Lens: Practice Matters. Singapore: Springer. Kap 3 & 7. (39 s.)

Obligatorisk valbar litteratur 

Litteratur som väljs i samråd med kursens lärare. (ca 300 s.)