Subjects -> EDUCATION (Total: 2333 journals)
    - ADULT EDUCATION (22 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (31 journals)
    - EDUCATION (2002 journals)
    - HIGHER EDUCATION (141 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (35 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (38 journals)
    - TEACHING METHODS AND CURRICULUM (36 journals)

EDUCATION (2002 journals)            First | 3 4 5 6 7 8 9 10     

Showing 1201 - 857 of 857 Journals sorted alphabetically
Jurnal Basicedu : Journal of Elementary Education     Open Access  
Jurnal Bimbingan Konseling     Open Access   (Followers: 4)
Jurnal Biologi Edukasi     Open Access  
Jurnal Candrasangkala Pendidikan Sejarah     Open Access  
Jurnal Curricula     Open Access  
Jurnal Dinamika Pendidikan     Open Access  
Jurnal Dinamika Penelitian : Media Komunikasi Penelitian Sosial Keagamaan     Open Access  
Jurnal Educatio : Jurnal Pendidikan Indonesia     Open Access  
Jurnal Edukasi Khatulistiwa : Pembelajaran Bahasa dan Sastra Indonesia     Open Access  
Jurnal Hadhari : An International Journal     Open Access   (Followers: 2)
Jurnal Ilmiah KORPUS     Open Access  
Jurnal Ilmiah Potensia     Open Access  
Jurnal Ilmiah Sekolah Dasar     Open Access  
Jurnal Ilmu Pendidikan     Open Access   (Followers: 3)
Jurnal Ilmu Sosial dan Humaniora     Open Access  
Jurnal Inovasi Teknologi Pendidikan     Open Access   (Followers: 4)
Jurnal IPA & Pembelajaran IPA     Open Access  
Jurnal Kajian Bimbingan dan Konseling     Open Access   (Followers: 1)
Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya     Open Access   (Followers: 2)
Jurnal Kependidikan     Open Access   (Followers: 5)
Jurnal Kependidikan : Penelitian Inovasi Pembelajaran     Open Access   (Followers: 2)
Jurnal Keperawatan Profesional     Open Access  
Jurnal Konseling dan Pendidikan     Open Access  
Jurnal Manajemen dan Supervisi Pendidikan (JMSP)     Open Access  
Jurnal Pelangi     Open Access  
Jurnal Pembangunan Pendidikan Fondasi dan Aplikasi     Open Access  
Jurnal Pencerahan     Open Access   (Followers: 1)
Jurnal Pendidikan Bahasa dan Sastra     Open Access  
Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access   (Followers: 4)
Jurnal Pendidikan Biologi     Open Access  
Jurnal Pendidikan Biologi Indonesia     Open Access  
Jurnal Pendidikan Bisnis dan Manajemen     Open Access  
Jurnal Pendidikan Edutama     Open Access  
Jurnal Pendidikan Ekonomi     Open Access  
Jurnal Pendidikan Fisika     Open Access   (Followers: 4)
Jurnal Pendidikan Fisika Indonesia (Indonesian Journal of Physics Education)     Open Access   (Followers: 2)
Jurnal Pendidikan Humaniora : Journal of Humanities Education     Open Access   (Followers: 1)
Jurnal Pendidikan IPA Indonesia     Open Access   (Followers: 2)
Jurnal Pendidikan Islam     Open Access   (Followers: 2)
Jurnal Pendidikan Karakter     Open Access   (Followers: 1)
Jurnal Pendidikan Malaysia     Open Access   (Followers: 1)
Jurnal Pendidikan Matematika Raflesia     Open Access  
Jurnal Pendidikan Nonformal     Open Access  
Jurnal Pendidikan Sains     Open Access   (Followers: 2)
Jurnal Pendidikan Teknologi dan Kejuruan     Open Access  
Jurnal Pendidikan Vokasi     Open Access  
Jurnal Penelitian dan Evaluasi Pendidikan     Open Access  
Jurnal Penelitian Pembelajaran Matematika Sekolah     Open Access  
Jurnal Penelitian Pendidikan     Open Access  
Jurnal Pengabdian Kepada Masyarakat (Indonesian Journal of Community Engagement)     Open Access  
Jurnal PGSD     Open Access  
Jurnal Prima Edukasia     Open Access   (Followers: 1)
Jurnal Pro-Life     Open Access  
Jurnal PROMKES : Jurnal Promosi Kesehatan dan Pendidikan Kesehatan Indonesia (The Indonesian Journal of Health Promotion and Health Education)     Open Access  
Jurnal Psikoedukasi dan Konseling     Open Access  
Jurnal Psikologi Pendidikan dan Konseling : Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling     Open Access   (Followers: 1)
Jurnal Riset Pendidikan Matematika     Open Access  
Jurnal Sosiologi Pendidikan Humanis     Open Access  
Jurnal Taman Vokasi     Open Access  
Jurnal Tatsqif     Open Access  
Jurnal Varidika     Open Access  
Jurnal Visi Ilmu Pendidikan     Open Access  
K-12 STEM Education     Open Access   (Followers: 2)
Kappa Delta Pi Record     Hybrid Journal   (Followers: 2)
Karaelmas Eğitim Bilimleri Dergisi     Open Access  
Kasuari : Physics Education Journal     Open Access  
Kasvatus & Aika     Open Access  
Kerygma und Dogma     Hybrid Journal  
Kimün. Revista Interdisciplinaria de Formación Docente     Open Access  
Kleio     Full-text available via subscription   (Followers: 1)
Konfigurasi : Jurnal Pendidikan Kimia dan Terapan     Open Access  
KONSELI : Jurnal Bimbingan dan Konseling     Open Access  
Koulu ja menneisyys     Open Access  
Kreano, Jurnal Matematika Kreatif-Inovatif     Open Access   (Followers: 5)
Kronos : The Language Teaching Journal     Open Access  
KULA : knowldge creation, dissemination, and preservation studies     Open Access  
Kuramsal Eğitimbilim Dergisi / Journal of Theoretical Educational Science     Open Access  
L'Orientation scolaire et professionnelle     Open Access   (Followers: 1)
L2 Journal     Open Access   (Followers: 4)
Land Forces Academy Review     Open Access  
Language and Education     Hybrid Journal   (Followers: 18)
Language Literacy : Journal of Linguistics, Literature, and Language Teaching     Open Access   (Followers: 3)
Language Teaching     Hybrid Journal   (Followers: 32)
Language Teaching Research     Hybrid Journal   (Followers: 24)
Language Testing in Asia     Open Access   (Followers: 2)
Language, Culture and Curriculum     Hybrid Journal   (Followers: 9)
Language, Speech, and Hearing Services in Schools     Full-text available via subscription   (Followers: 13)
Laplage em Revista     Open Access   (Followers: 1)
Large-scale Assessments in Education     Open Access  
Latin American Journal of Content & Language Integrated Learning     Open Access  
LATISS Learning and Teaching in the Social Sciences     Hybrid Journal  
Law Teacher     Hybrid Journal   (Followers: 11)
Le Pédagogue     Open Access  
Leadership and Policy in Schools     Hybrid Journal   (Followers: 10)
Leading and Managing     Full-text available via subscription   (Followers: 3)
Learning & Behavior     Full-text available via subscription   (Followers: 4)
Learning : Research and Practice     Hybrid Journal  
Learning and Individual Differences     Hybrid Journal   (Followers: 11)
Learning and Instruction     Hybrid Journal   (Followers: 29)
Learning and Motivation     Hybrid Journal   (Followers: 17)
Learning and Teaching     Full-text available via subscription   (Followers: 3)
Learning and Teaching : The International Journal of Higher Education in the Social Sciences     Full-text available via subscription   (Followers: 10)
Learning and Teaching Mathematics     Full-text available via subscription   (Followers: 7)
Learning Disabilities Research & Practice     Hybrid Journal   (Followers: 14)
Learning, Culture and Social Interaction     Hybrid Journal   (Followers: 3)
Learning, Media and Technology     Hybrid Journal   (Followers: 53)
Lectura : Jurnal Pendidikan     Open Access  
Legal Education Review     Full-text available via subscription   (Followers: 4)
Les dossiers des sciences de l’éducation     Open Access  
Lidil     Open Access  
LingTera     Open Access  
Lingua Franca : Jurnal Bahasa, Sastra, dan Pengajarannya     Open Access  
Linguistics and Education     Hybrid Journal   (Followers: 12)
Linhas Criticas     Open Access  
Lisanul' Arab : Journal of Arabic Learning and Teaching     Open Access   (Followers: 1)
LITERA     Open Access  
Literacy     Hybrid Journal   (Followers: 5)
Literacy in Composition Studies     Open Access  
Literacy Learning: The Middle Years     Full-text available via subscription   (Followers: 6)
Literacy Research : Theory, Method, and Practice     Full-text available via subscription   (Followers: 5)
Literacy Research and Instruction     Hybrid Journal   (Followers: 3)
LLT Journal : A Journal on Language and Language Teaching     Open Access  
LO SCALPELLO-OTODI Educational     Hybrid Journal  
LOEX Quarterly     Full-text available via subscription   (Followers: 22)
LOGIKA Jurnal Ilmiah Lemlit Unswagati Cirebon     Open Access  
London Review of Education     Open Access   (Followers: 5)
Longitudinal and Life Course Studies     Full-text available via subscription   (Followers: 2)
LUMAT : International Journal on Math, Science and Technology Education     Open Access  
LUMAT-B : International Journal on Math, Science and Technology Education     Open Access  
MADARASAH Jurnal Pendidikan dan Pembelajaran Dasar     Open Access   (Followers: 1)
Maestro y Sociedad     Open Access  
Magister : Revista de Formación del Profesorado e Innovación Educativa     Open Access  
Magister : Revista de Investigación Educativa     Full-text available via subscription  
Management in Education     Hybrid Journal   (Followers: 11)
Management Teaching Review     Hybrid Journal   (Followers: 1)
Manajemen Pendidikan     Open Access  
Manajer Pendidikan     Open Access  
MaPan : Jurnal Matematika dan Pembelajaran     Open Access  
MarcoELE     Open Access  
Marketing of Scientific and Research Organizations     Open Access  
Mask     Full-text available via subscription   (Followers: 1)
Matemáticas, Educación y Sociedad     Open Access  
Mathematical Methods in the Applied Sciences     Hybrid Journal   (Followers: 4)
Mathematics Education Journal     Open Access   (Followers: 1)
Mathematics Education Research Journal     Partially Free   (Followers: 17)
McGill Journal of Education / Revue des sciences de l'éducation de McGill     Open Access   (Followers: 3)
Media Practice and Education     Hybrid Journal   (Followers: 8)
Medical Education     Hybrid Journal   (Followers: 73)
Medical Education Development     Open Access   (Followers: 14)
Medical Education Online     Open Access   (Followers: 33)
Medical Science Educator     Hybrid Journal   (Followers: 2)
MEDICC Review     Open Access  
Medienwelten - Zeitschrift für Medienpädagogik     Open Access  
Mediterranean Journal of Social Sciences     Open Access  
Mentoring & Tutoring: Partnership in Learning     Hybrid Journal   (Followers: 8)
Mesure et évaluation en éducation     Full-text available via subscription   (Followers: 1)
Metacognition and Learning     Hybrid Journal   (Followers: 9)
Method & Theory in the Study of Religion     Hybrid Journal   (Followers: 10)
Metro Magazine: Media & Education Magazine     Full-text available via subscription   (Followers: 3)
Michigan Journal of Community Service Learning     Free   (Followers: 3)
Mid-Atlantic Education Review     Open Access   (Followers: 1)
MIDA : Jurnal Pendidikan Dasar Islam     Open Access  
Middle Grades Review     Open Access  
Millenium : Journal of Education, Technologies, and Health     Open Access  
Mimbar Pendidikan : Jurnal Indonesia untuk Kajian Pendidikan     Open Access  
MIMBAR PENDIDIKAN : Jurnal Indonesia untuk Kajian Pendidikan (Indonesian Journal for Educational Studies)     Open Access  
Mind, Brain, and Education     Hybrid Journal   (Followers: 6)
Minerva     Hybrid Journal   (Followers: 14)
Miscelánea Comillas. Revista de Ciencias Humanas y Sociales     Open Access  
Modelling in Science Education and Learning     Open Access   (Followers: 1)
Modulema : Revista Científica sobre Diversidad Cultural     Open Access   (Followers: 1)
Morphologie     Full-text available via subscription  
Movimento     Open Access  
MSOR Connections     Open Access   (Followers: 1)
Muaddib : Studi Kependidikan dan Keislaman     Open Access  
MULTIárea : Revista de didáctica     Open Access  
Multicultural Perspectives     Hybrid Journal   (Followers: 6)
Multidisciplinary Journal of Educational Research     Open Access   (Followers: 3)
Multilingual Education     Open Access   (Followers: 3)
Muróbbî : Jurnal Ilmu Pendidikan     Open Access  
Music Education Research     Hybrid Journal   (Followers: 14)
Music Educators Journal     Hybrid Journal   (Followers: 8)
Musica Docta     Open Access   (Followers: 1)
MUST : Journal of Mathematics Education, Science and Technology     Open Access   (Followers: 1)
Nadwa : Jurnal Pendidikan Islam     Open Access  
NALS Journal     Open Access  
NASPA Journal About Women in Higher Education     Hybrid Journal   (Followers: 3)
NASSP Bulletin     Hybrid Journal   (Followers: 1)
National Identities     Hybrid Journal   (Followers: 6)
National Institute Economic Review     Hybrid Journal   (Followers: 10)
Natural Science     Open Access   (Followers: 9)
Nature Methods     Full-text available via subscription   (Followers: 420)
Near and Middle Eastern Journal of Research in Education     Open Access   (Followers: 1)
Netla     Open Access  
New Directions for Adult & Continuing Education     Hybrid Journal   (Followers: 7)
New Directions for Community Colleges     Hybrid Journal   (Followers: 3)
New Directions for Higher Education     Hybrid Journal   (Followers: 17)
New Directions for Institutional Research     Hybrid Journal   (Followers: 4)
New Directions for Student Services     Hybrid Journal  
New Directions for Teaching & Learning     Hybrid Journal   (Followers: 13)

  First | 3 4 5 6 7 8 9 10     

Similar Journals
Journal Cover
Nordic Journal of Comparative and International Education
Number of Followers: 0  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2535-4051
Published by Oslo Metropolitan University Homepage  [10 journals]
  • Leading and Organising Education for Citizenship of the World

    • Authors: Lejf Moos, Elisabet Nihlfors, Jan Merok Paulsen
      Pages: 1 - 6
      Abstract: This special issue discusses governance, leadership and education in the light of Nordic ideas about general education and citizenship of the world. Particular focus is placed on the battle between two very different discourses in contemporary educational policy and practice: an outcomes/standard-based discourse, and a general education-based discourse of citizenship of the world.
      Our point of departure is that we need to analyse the close relations between the core and purpose of schooling (the democratic Bildung of students) and the leadership of schools and relations to the outer world. On the one hand, society produces a discourse based on outcomes, with a focus on the marketplace, governance, bureaucracies, account-ability and technocratic homogenisation. On the other hand, society focuses on culture in the arts, language, history, relations and communication, producing a discourse based on democratic Bildung and citizenship of the world.
      PubDate: 2018-11-07
      DOI: 10.7577/njcie.2891
      Issue No: Vol. 2, No. 2-3 (2018)
       
  • Editorial

    • Authors: Tony Burner
      Pages: 1 - 2
      PubDate: 2018-06-12
      DOI: 10.7577/njcie.2747
      Issue No: Vol. 2, No. 2-3 (2018)
       
  • Educating and Leading for World Citizenship

    • Authors: Lejf Moos
      Pages: 7 - 24
      Abstract: Two perspectives on local and global societies, and therefore also on education, are explored and discussed in this paper. On one hand, society as a civilisation is producing an outcome-based discourse with a focus on marketplaces, governance, bureaucracies and accountability. On the other hand, society focuses on cul-ture through arts, language, history, relations and communication, producing a democratic Bildung dis-course. At a global level, I see those discourses shaping discourses of world citizenship and of global mar-ketplace logics with technocratic homogenisation. Those trends and tendencies are found through social analytic strategies in these categories: context of discourses, visions, themes, processes, and leadership.
      PubDate: 2018-11-07
      DOI: 10.7577/njcie.2758
      Issue No: Vol. 2, No. 2-3 (2018)
       
  • Historical Amnesia

    • Authors: Eirik Johannes Irgens
      Pages: 25 - 38
      Abstract: A number of initiatives have been put forth over the last decade to improve quality in Norwegian schools. Many have been nationwide government-initiated programs. However, several studies express concern about the actual effect of these programs, and some also point to a lack of local anchoring and involvement of teachers. In this article, I draw on studies of one such program. Ungdomstrinn i utvikling (Lower Sec-ondary in Development) was a five-year school-based competence development program in more than 1200 lower-secondary level schools. We found that the local start-up phase and the co-determination of the teach-ers were crucial, and few schools drew on knowledge from the 1960s in Norway on how to organize dia-logue seminars so teachers might have a chance to participate in the local design of the program and estab-lish a shared understanding and knowledge of the challenges at hand. Instead, we found examples of a transaction perspective and an “order and deliver” model of competence development. I discuss this as a possible consequence of the influence of instrumental management theory and why the Nordic cooperation model, even though challenging for school leaders, local union representatives and teachers, would be a better approach to school development. Lastly, I argue that we should avoid historical amnesia and that we would probably be better off if we revived the knowledge from the 1960s and after on co-generation and collaboration.
      PubDate: 2018-11-07
      DOI: 10.7577/njcie.2806
      Issue No: Vol. 2, No. 2-3 (2018)
       
  • The Principle of Singularity

    • Authors: Marianne Döös, Lena Wilhelmson, Jenny Madestam, Åsa Örnberg
      Pages: 39 - 55
      Abstract: This paper provides insight into the legislative process behind the current Education Act of Sweden. The aim is to shed light on how and why it came to prohibit joint leadership for principals. Joint leadership is a sub-form of shared leadership between managers characterised by complete formal authority, hierarchic equality and merged work tasks. The sharing of a principal’s position is, in previous research, identified as potentially favourable for principals and schools as it decreases principals’ often heavy workload. Five retrospective interviews were done with people involved in the legislative process. The analysis points out both distrust in the governing line and uninformed notions of leadership among legislators as explanations behind the prohibition. In the legislative work, joint leadership was at most a marginal issue. Thus the legal prohibition was an unintended side-effect, yet completely in line with traditional and uninformed notions of leadership. The principle of singularity ruled and joint leadership was extinguished for principals without considering whether this favoured or harmed the overarching aims of the Education Act: increased peda-gogical responsibility and leadership with a focus on the students’ learning, results and democratic upbring-ing.
      PubDate: 2018-11-02
      DOI: 10.7577/njcie.2757
      Issue No: Vol. 2, No. 2-3 (2018)
       
  • Educational Leadership at Municipality Level

    • Authors: Sigríður Margrét Sigurðardóttir, Anna Kristín Sigurðardóttir, Börkur Hansen
      Pages: 56 - 71
      Abstract: The purpose of this study is to explore the roles and responsibilities that national education legislation in Iceland imposes on municipalities in terms of leadership. A qualitative content analysis was applied to explore the relevant national legislation—that is, education acts, regulations, and curriculum guides—and identify themes by looking for specific words that are characteristic in leadership practices. The findings reveal that policy ends concerning educational leadership of municipalities are somewhat tacit in current national legislation. Yet, the roles and responsibilities that the state delegates to municipalities comprise leadership functions that are distributed in nature and, to a large extent, harmonize with desired leadership practices as emphasized in the literature. Legislation emphasizes comprehensive education, but also in-cludes signs of technocratic homogenization. In the discussion of our findings, we argue that the educational system is quite dependent on the political emphasis at each given time, making it difficult for both munic-ipalities and the state to facilitate a cohesive leadership emphasis. We suggest that closer attention to the local level, and a recognition of it as an important unit and agency for educational development, is of sig-nificant importance. These observations will be followed by a further investigation into the actual practice of leadership at the local level.
      PubDate: 2018-11-07
      DOI: 10.7577/njcie.2760
      Issue No: Vol. 2, No. 2-3 (2018)
       
  • Conceptualizing Professional Commitment-Based School Strategy

    • Authors: Jan Merok Paulsen
      Pages: 72 - 85
      Abstract: Core values inherent in the Finnish comprehensive education system can in many respects be interpreted to cluster and cohere around a Bildung discourse, which is paradoxically seen against the backdrop of the system’s stable high rank in PISA, the hallmark of an outcome discourse. Yet the point is that within the frames of a Bildung discourse, the themes in focus for curricula go beyond basic skills with a similarly strong focus on societal values and culture. At the process level, Finland is more deeply and strongly infused with a policy culture that is more compatible with the Bildung tradition than the Anglo-Saxon outcome discourse—with its core values of organizing and leading for relations and teaching. As noted by Finnish scholars, such cultural traits of the Finnish system are viable and can be interpreted as associated with institutional path dependency, anchored in longstanding agrarian and social-democratic values. The current paper interprets these cultural traits also as manifest at the local level around a school strategy model close to the one characterized as a professional commitment strategy in the early 1990s by the American scholars Susan Rosenholtz and Brian Rowan. The purpose of the paper, however, is to advance this theoretical understanding a step further towards a conceptual model of commitment-based school strategy. This paper is, thus, a pure conceptual piece. To elaborate the early insights from the 1990s further, a case drawn from Helsinki primary school is used as an empirical illustration.
      PubDate: 2018-10-25
      DOI: 10.7577/njcie.2750
      Issue No: Vol. 2, No. 2-3 (2018)
       
  • Creating Cultures of Equity and High Expectations in a Low-Performing
           School

    • Authors: Jorunn Møller
      Pages: 86 - 102
      Abstract: The literature on successful schools has revealed that a school culture of high expectations is beneficial for student achievement and that leaders may exercise significant influence on their school’s success trajectory. However, less information is known about how leaders at different levels interact to build such cultures in local schools or how standards of professional work and new demands interact to support teachers’ com-mitment to quality education for a diverse student population. This study aimed to examine the interplay between district and school leadership in creating cultures of equity and high expectations for all students in a Norwegian low-performing school. Methods included interviews with the principal and the superin-tendent, focus group interviews with deputies, teachers and students, and a survey among all students in grade 10 at the selected school. The study demonstrated how leading teachers’ effort to raise academic and social standards among students was a complex endeavour and how a productive interplay between district level leadership and school-level leadership became one of the key enabling factors. A main argument is that promoting quality education for all begins with the question of purpose and requires understanding how principals’ and teachers’ work is embedded in broader social structures of power.
      PubDate: 2018-11-02
      DOI: 10.7577/njcie.2802
      Issue No: Vol. 2, No. 2-3 (2018)
       
  • Leadership Strategies in Diverse Intake Environments

    • Authors: Brit Bolken Ballangrud, Jan-Merok Paulsen
      Pages: 103 - 118
      Abstract: The case study subjected in this paper was designed to illuminate how school leadership strategies and interventions mediate external demands, in the form of the academic press, for raised outcomes, imposed from the policy environment on a school with a heterogeneous pupil population. The Norwegian research site is situated in a demographic environment of low pupil socioeconomic status, a group of factors that in other systems predicts 60%—70% of academic achievement. More specifically, the intake environment in which the school is situated is characterized by high ethnic heterogeneity and, for some parts, low scores on parents’ social welfare indicators. Data was collected from a school characterized as low performing, defined by pupil achievement on national tests, yet these outcomes had been progressing over time. Find-ings are based on observations as well as interviews with school leaders, teachers, the superintendent in the municipality, and pupils, together with a pupil survey. The paper analyzes various leadership strategies and interventions as mediating functions between the external academic press from the school district level and the internal cultural context of the school. Specifically, the findings suggest that building a core culture of inclusive ethos for all pupils, paired with pedagogical collaboration, and democratic and servant leadership, are important devices for mastering this form of diversity. The leadership practices and collaborative focus were furthermore anchored in a systemic and more integrative school organization that purposefully com-bined hierarchical structure with horizontal elements in a matrix-like design.
      PubDate: 2018-11-02
      DOI: 10.7577/njcie.2784
      Issue No: Vol. 2, No. 2-3 (2018)
       
  • Making sense across levels in local school governance

    • Authors: Øyvind Henriksen
      Pages: 119 - 133
      Abstract: Dialogues and relations between interdependent leaders working at different hierarchical levels within a given school governance system are crucial for developing shared understandings which are seen as a prerequisite for effective school development. Shared understandings among interdependent actors emerge from productive and dialogical sensemaking processes. The current study provides insight into how sensemaking plays out in dialogue meetings set up by a school superintendent and a team of subordinated school leaders, initiated at the purpose of establishing and maintaining a shared interpretation community working with important areas of pedagogy and schooling. Drawing on action research with observations, reflective conversations, and reflection notes from five key participants in the local school system, and framed within a theory of sensemaking, this issue is addressed by demonstrating how dialogue meetings strengthen the relations between a superintendent and school leadership teams. In such a context of asymmetrical power relations, the current study argues that sensemaking constitutes the pivotal activity in dialogue meetings when ensuring productive relations and bridging the gap between municipalities (as school districts) and schools. In the dialogue meetings subjected to the study, steps were taken towards shared understanding, and the involved leaders set the tone in this process by acting as role models, as facilitators of creating space for reflection.
      PubDate: 2018-11-17
      DOI: 10.7577/njcie.2752
      Issue No: Vol. 2, No. 2-3 (2018)
       
  • Sensemaking and Power

    • Authors: Merete Storgaard
      Pages: 134 - 148
      Abstract: The modernization of governance and the marketization of the Danish public education sector since the 1980s, has resulted in changes both in the constitutive conditions and in the discursive understandings framing the purpose of the public education system for educational leaders, teachers, and social educators working in schools. We know less about how the neoliberal modernization processes affect the schools at a micro-processual sensemaking level and a relational power level. In this analytical perspective, there is a scientific need to understand how these organizing and sensemaking processes are conducted through the discursive construction of power relations in modernized, institutional settings, and how these processes affect the organizational understandings, professional identities and social relations of the members in a high-achieving Danish public school. I investigate leadership from a micro-analytical perspective, as inter-action processes centered around the creation of common understanding and the enactment of policy, and mobilize a theoretical understanding of leadership processes as social sensemaking constructions that are constituted, framed and transformed in a given context of discursive and institutional power. I argue that the members of the organization holding both formal and informal leadership positions construct under-standings through social power struggles in ambiguous and contradictory discursive orders. Further, these struggles create new power relations and democratic forms of leadership within a hidden power structure of a high-achieving Danish school owing to governance transitions in the Danish public education sector.
      PubDate: 2018-11-02
      DOI: 10.7577/njcie.2772
      Issue No: Vol. 2, No. 2-3 (2018)
       
  • Making Sense of Assignment

    • Authors: Sören Augustinsson, Ulf Ericsson, Henrik Nilsson
      Pages: 149 - 164
      Abstract: The primary aim of this paper is to narrow down the description of how school leaders interpret the assign-ment (the task) and identify the markers for how they look upon the conditions of doing a good job in Sweden. The aim is in the context of practice-based and process-oriented research. We use complexity and complexity theories to frame the emerging practice of leading and organizing. This is in contrast to techno-cratic homogenization—that is, law texts, steering documents, documentation, standardized methods, plan-ning, and ceremonies. A questionnaire was conducted with three open questions (n=363 out of a possible 548 participants) and four focus groups (n=21). Complexity, dilemmas, and inconsistency emerge in the respondents’ answers the closer they are to everyday action. The results show that complexity theories put focus on a conflict between the image of schools as complicated and complex. Complicated is accompanied by generalizing and weak contextualizing of control systems, standardized methods, planning, law texts, and evidence-based education—that is, the concept of technocratic homogenization. Complexity theories emphasize the life in organizations, everyday practice as leaders, and a conflict between weak and robust contextualizing from the perspective as practice-based and process-oriented research.
      PubDate: 2018-11-07
      DOI: 10.7577/njcie.2770
      Issue No: Vol. 2, No. 2-3 (2018)
       
  • The Potential of Positive Leadership for School Improvement

    • Authors: Karen Seashore Louis, Joseph F. Murphy
      Pages: 165 - 180
      Abstract: In this paper, we undertake four formative assignments: (1) We introduce the idea of positive school leadership (PSL) based largely on theory and research conducted outside the educational sector and introduce four orientations that anchor PSL; (2) we develop ideas about how asset-grounded concepts of leadership can be incorporated into schooling; (3) we examine how concepts underlying PSL may affect schools, classrooms, teachers, and students; and (4) using narrative research and grounded theory we introduce an overview of empirical evidence linking PSL and valued outcomes. We conclude by discussing the significance of PSL for organizational theory and leadership preparation and professional development.
      PubDate: 2018-11-11
      DOI: 10.7577/njcie.2790
      Issue No: Vol. 2, No. 2-3 (2018)
       
  • Committing to School Development

    • Authors: Eli Ottesen
      Pages: 181 - 195
      Abstract: School leaders are faced with an unprecedented growth in school data accompanied by expectations that they use this data to improve their institutions. Current technologies enable complex processes of unifying and analysing data in personalised and accessible formats. This study investigates a tool developed by the Norwegian Directorate for Education and Training called the Point of View analysis (PoV). The PoV combines outcome-based data on achievement, data from staff surveys about current practices, and the staff’s reflections. A central tenet in Actor-Network Theory (ANT) is that material tools do not just regulate the activities of humans, but have their own agency and form relationships with their human counterparts. This analysis positions the PoV as an actor that may transform, distort, or modify meaning or elements. A content analysis of the PoV instrument is conducted, and interviews with three school principals who have used the tool are analysed. An ANT-inspired analytical approach is used to demonstrate how the PoV tool connects local practices with national policies and discourses in emerging and fluctuating networks. This analysis revealed that powerful policy discourses may be compromised by their entanglement with local and regional concerns.
      PubDate: 2018-11-07
      DOI: 10.7577/njcie.2774
      Issue No: Vol. 2, No. 2-3 (2018)
       
  • Understanding Educational Leadership and Curriculum Reform

    • Authors: Michael Uljens
      Pages: 196 - 213
      Abstract: On a state level both curriculum policy work and educational leadership are increasingly challenged by new transnational phenomena in Europe, Asia, Africa and the Americas alike: expanding cultural neo-national-ism, more populist politics, economic protectionism, new forms of self-centered identity formation, reli-gious fundamentalism, mistrust in democratic political participation, and decreasing respect for knowledge institutions and established media. These developments have many roots but appear partly as consequences of neoliberally driven policy initiatives and globalization. Consequently, there is increasing mistrust as to whether curriculum, leadership, and evaluation initiatives driven by a global neoliberal policy may provide sustainable solutions for guiding reforms in the public sector, including education. Not surprisingly, also the existing curriculum and educational leadership theory are under scrutiny. This article provides openings pointing to a hermeneutic and systems-oriented, multilevel and professional approach for reorienting na-tional systems with respect to collaborative work on curriculum, leadership, and evaluation. Such a Bild-ung-centered view on human identity, growth, and citizenship is congruent with a non-affirmative educa-tion theory (NAT). It provides a conceptualization that is able to deal with curriculum and leadership gen-uinely based on an idea of education. Such a position grounds educational leadership, curriculum, and pol-icy work, as well as evaluation and school reform, in education theory. As a general education theory the non-affirmative position is able to bring together an analysis of educational aims, contents, and methods of schooling, teacher professionalism, and leadership. In addition, NAT frames an understanding of how cur-riculum work at different levels is initiated, implemented, and enacted. In bridging these perspectives, it is argued that critical and hermeneutic NAT provides a theoretically productive approach to present-day local, national, and global education problems. As a foundational frame of reference, NAT allows us to perceive curriculum discourses as different forms of mediating, hermeneutic invitations, and summoning to self-activity and self-formation (Bildung), within and for a democratic polity.
      PubDate: 2018-11-02
      DOI: 10.7577/njcie.2811
      Issue No: Vol. 2, No. 2-3 (2018)
       
 
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