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School Leadership in Norway: Key Characteristics and Current Challenges
This chapter discusses the role and practices of Norwegian school principals in a policy context of increased monitoring and regulation and in a...
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Teachers’ and principals’ perceptions of school climate: the role of principals’ leadership style in organizational quality
In this paper, we report on teachers’ and principals’ shared perceptions regarding beliefs, rules, trust, and encouragement of new initiatives....
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School Leadership in Denmark: Leading Education and Leading a School
In this chapter, we elucidate tendencies in and prerequisites for school leadership in Denmark. School leadership is often constructed within a...
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Why is school leadership key to transforming education? Structural and cultural assumptions for quality education in diverse contexts
Failing to recognize the role of leaders in quality and equitable schooling is unfortunate and must be redressed. Leadership is fundamentally about...
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Teacher Leadership in Cross-National Perspective
Teacher leadership is a relatively new field of academic study in the USA (Wenner and Campbell, Review of Educational Research 87:134–171, 2017)....
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Exploring a Whole-School Approach at Nonformal Folk High Schools in Norway Through Common Goals and Action Learning
Over the last 9 years, the Norwegian Folk High Schools (FHSs) have engaged in implementation of the Sustainable Development Goals (SDGs) through...
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The Whole-School Alignment Model: Facilitating a Teacher Team in Sustainable Entrepreneurship Education
In this chapter, we explore a whole-school alignment model (WSAM) as a tool for facilitating a team of teachers in develo** their sustainable...
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Making Sense of Nordic School Leadership – Four Perspectives on Similarities and Variations
This book can be regarded as a follow up to the series of Springer-editions about the Nordic perspectives on studies in educational leadership. Lejf...
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Critical Engagement and Commitment to the Field of Educational Leadership
This chapter recognises and responds to Professor Helen M. Gunter’s work on theorising critical educational leadership and her analysis of the...
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What Can British Catholic Schools Learn About Leadership from OECD Data? Part 1: Teachers and School Leaders as Lifelong Learners
Much of the literature on leadership in Catholic schoolsLeadership in Catholic schools refers to the Catholic identityCatholic identity of the...
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School–University Partnership for School Development: Risks and Realities of a National Policy Initiative in Norway
Studies have found that school–university partnership collaboration is time-consuming and that strong institutional support is needed if this kind of...
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Trend analyses of TIMSS 2015 and 2019: school factors related to declining performance in mathematics
Gaining knowledge of what contextual factors may contribute to changes in student achievement across cycles of international large-scale assessments...
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‘Open Sesame’: Skilled Immigrants’ Experiences with Bridging Programmes in the Validation Process in Norway
International agreements on the mutual exchange of skill and labour transcend national borders. Occupational regulations, however, maintain them....
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Teacher Leadership in Cross-National Perspective
Teacher leadership is a relatively new field of academic study in the USA (Wenner and Campbell, Review of Educational Research 87:134–171, 2017)....
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Cognitive map** of critical global citizenship education: Conversations with teacher educators in Norway
In light of recent changes within Norway’s teacher education and its perceived global position as a champion of human rights and equality, this...
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The Research Context: Leadership Policy in Early Childhood Education in England and Australia
This chapter describes the policy contexts in which our research into learning-rich leadership in early childhood education was conducted. Here we...
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Implementing school-based assessment reforms to enhance student learning: a systematic review
Viewpoints on different assessment systems used in many educational bureaucracies are diverse and continually evolving. Schools are tasked with...
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The role of school identification and self-efficacy in school satisfaction among Norwegian high-school students
School satisfaction is a key indicator of education quality in addition to academic achievement and student’s co** efficacy, as well as an...
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Bringing a Global Teacher Education Model to Scandinavia: Examining Teach First in Norway
Teach For All (TFAll) represents a unique private–public partnership model of fast-track teacher education. This chapter explores TFAll’s expansion...
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Leadership in Professional Learning Communities: A Review of Literature
Professional learning communities have been the subject of a considerable amount of research in the schooling sector; however, there is a scarcity of...