Lejf Moos – författare

The time has come to challenge many of the age-old assumptions about schools and school learning. In this timely book leading thinkers from around the world offer a different vision of what schools are for. They suggest new ways of thinking about citizenship, lifelong learning and the role of schools in democratic societies. They question many of the tenets of school effectiveness studies which have been so influential in shaping policy, but are essentially backward looking and premised on school structures as we have known them. Each chapter confronts some of the myths of schooling we have cherished for too long and asks us to think again and to do schools differently. Chapters include:* Democratic learning and school effectiveness* Learning democracy in an age of mangerial accountability* Democratic leadership for school improvement in challenging contexts.This book will be of particular interest to anyone involved in school improvement and effectiveness, including academics and researchers in this field of study. Headteachers and LEA advisers will also find this book a useful resource.

The time has come to challenge many of the age-old assumptions about schools and school learning. In this timely book leading thinkers from around the world offer a different vision of what schools are for. They suggest new ways of thinking about citizenship, lifelong learning and the role of schools in democratic societies. They question many of the tenets of school effectiveness studies which have been so influential in shaping policy, but are essentially backward looking and premised on school structures as we have known them. Each chapter confronts some of the myths of schooling we have cherished for too long and asks us to think again and to do schools differently. Chapters include:* Democratic learning and school effectiveness* Learning democracy in an age of mangerial accountability* Democratic leadership for school improvement in challenging contexts.This book will be of particular interest to anyone involved in school improvement and effectiveness, including academics and researchers in this field of study. Headteachers and LEA advisers will also find this book a useful resource.

This book analyses selected critical concepts of policy and practice in educational leadership in five European countries. The editors and contributors cover Croatia, Slovenia, Lithuania, Denmark and Norway, spanning a wide geographical region as well as diverse historical and political contexts. The analyses primarily consider the issues of convergence and divergence in local educational leadership policies and practice that are developing and emerging from traditional structures and discourses under global, trans-national and regional influences. Focusing on both the macro and micro levels, this book examines a range of topics including international benchmarking, inclusive education practices and digital transformation. It will be of interest and value to scholars of educational leadership in Europe, particularly within smaller countries.“Today’s local educational leadership policies and practice are connected with the historical roots of five small European countries. In the analysis, perspectives from within each country and comparisons are used interestingly. Both levels of analysis bring out new understandings of the relationship between policy and practice and how they have been related to leadership in a historical discourse. In my opinion the different country chapters and the comparisons represent important new knowledge and I recommended the book as reading for school leaders and policy makers in the field of educational leadership.”—Professor Olof Johansson, Umeå University, Sweden “The book fills a gap in the research of cross-national research, comparing school leadership issues in two Balkan countries, Croatia and Slovenia, one Baltic country, Lithuania, and two Scandinavian countries, Norway and Denmark. To my knowledge it is the first time there has been this sort of cross-investigation of commonalities and differences in school leadership conditions between these countries in the age of globalization. I am sure that many scholars and practitioners can benefit from this book and hereby recommend it. “—Associate Professor Emeritus Klaus Kasper Kofod, Aarhus University, Denmark

This book analyses selected critical concepts of policy and practice in educational leadership in five European countries. The editors and contributors cover Croatia, Slovenia, Lithuania, Denmark and Norway, spanning a wide geographical region as well as diverse historical and political contexts. The analyses primarily consider the issues of convergence and divergence in local educational leadership policies and practice that are developing and emerging from traditional structures and discourses under global, trans-national and regional influences. Focusing on both the macro and micro levels, this book examines a range of topics including international benchmarking, inclusive education practices and digital transformation. It will be of interest and value to scholars of educational leadership in Europe, particularly within smaller countries.“Today’s local educational leadership policies and practice are connected with the historical roots of five small European countries. In the analysis, perspectives from within each country and comparisons are used interestingly. Both levels of analysis bring out new understandings of the relationship between policy and practice and how they have been related to leadership in a historical discourse. In my opinion the different country chapters and the comparisons represent important new knowledge and I recommended the book as reading for school leaders and policy makers in the field of educational leadership.”—Professor Olof Johansson, Umeå University, Sweden “The book fills a gap in the research of cross-national research, comparing school leadership issues in two Balkan countries, Croatia and Slovenia, one Baltic country, Lithuania, and two Scandinavian countries, Norway and Denmark. To my knowledge it is the first time there has been this sort of cross-investigation of commonalities and differences in school leadership conditions between these countries in the age of globalization. I am sure that many scholars and practitioners can benefit from this book and hereby recommend it. “—Associate Professor Emeritus Klaus Kasper Kofod, Aarhus University, Denmark

This volume contributes significantly to the ongoing international and Nordic paradigm shift in educational leadership research.

This volume contributes significantly to the ongoing international and Nordic paradigm shift in educational leadership research.

With a focus on grasping what the Nordic model or the Nordic dimension means in school and educational policy, the book explores in depth the school policy contexts of the five Nordic countries Denmark, Finland, Iceland, Norway and Sweden.

With a focus on grasping what the Nordic model or the Nordic dimension means in school and educational policy, the book explores in depth the school policy contexts of the five Nordic countries Denmark, Finland, Iceland, Norway and Sweden.

This book identifies the cultural and moral foundations of country-specific educational governance and school leadership and presents the principles of justice and the diversity of common goods that guide leadership practices in schools.

This book identifies the cultural and moral foundations of country-specific educational governance and school leadership and presents the principles of justice and the diversity of common goods that guide leadership practices in schools.

This book discusses national school policy reforms in a number of key European countries and shows how these are framed in transnational collaborations that meet with national particularities and contestations. It gives an overview of school policy developments that represents the diversity of Europe within a comparative framework.It takes point of departure in the fact that European countries in their school and education policies have been increasingly aligning with each other, mostly via transnational collaborations, the OECD, EU, and the Bologna Process. Even the IEA has been instrumental to motivate alignments by means of influential surveys, knowledge production and methodological development. This alignment in terms of common standards, social technologies, qualification frameworks and so forth have aimed at facilitating mobility of students, workers, business and so forth as well as fostering a European identity among citizens from Europe’s patchwork of small and medium-size countries, representing a patchwork of different languages, cultures and societal contexts. In national recontextualizations, however, alignments have been continuously contested according to the particularities of what has been possible educationally and politically in the different national contexts. Furthermore, the return of national(isms) as well as the rise of edubusiness and digitalization have been increasingly influential. This book thus concludes that increasing transnational alignments have to be observed with meticulous attention to different national contexts that matter greatly.

This book discusses national school policy reforms in a number of key European countries and shows how these are framed in transnational collaborations that meet with national particularities and contestations.

This collection focuses on transformations in the governance of education, paying attention to the trans-nationalisation of educational policies and the emergence of new actors in education. The book is a contribution to this field of research, focusing on the new roles and responsibilities of elites inside and outside the education state.

This book analyses local school district governance in a comparative, cross-cultural perspective based on national studies of local school boards in the Nordic countries, Denmark, Finland, Norway and Sweden. The overarching research question explored by the national studies contained in this volume is: How are transnational influences of standardization and accountability, alongside national policies, transformed into local policy cultures by the school boards? In all the Nordic countries, the municipalities are equivalent with the school district level, and municipalities, as such, play a role as the interface between state policies and the schools. This book discusses the variation across different national systems in the Nordic countries in the degree of decentralism, as well as the processes through which sources of political autonomy are put into practice by school boards. It explores the interplay between context and policy-making at the local level, and analyses how local discourses expressed by school boards differ from national policies and trans-national influences. The book’s analysis of the country-cases and thematic chapters shows that there are both important similarities and significant differences in governance functions, power relations and understandings of school board chairs and members between the countries studied. Moreover, the book analyses the many ways in which these similarities and differences affect the work context of school leaders and teachers in the Nordic countries.

This book analyses the superintendent position and relations and shows how the well-known policy umbrella, the New Public Management (NPM), is being adapted to national contexts. School superintendents are civil servants at the heart of the governance of municipal education. Educational governance in the Nordic countries - Denmark, Finland, Norway and Sweden - is currently undergoing comprehensive restructuring and reconceptualisation at the hands of national governments influenced by transnational agencies. Our analyses of the superintendent position and relations show that the well-known policy umbrella, the New Public Management (NPM), is moving towards focusing on soft governance and social technologies as the preferred means of influences. Thus we rename it New Public Governance (NPG).

This book analyses local school district governance in a comparative, cross-cultural perspective based on national studies of local school boards in the Nordic countries, Denmark, Finland, Norway and Sweden. The overarching research question explored by the national studies contained in this volume is: How are transnational influences of standardization and accountability, alongside national policies, transformed into local policy cultures by the school boards? In all the Nordic countries, the municipalities are equivalent with the school district level, and municipalities, as such, play a role as the interface between state policies and the schools. This book discusses the variation across different national systems in the Nordic countries in the degree of decentralism, as well as the processes through which sources of political autonomy are put into practice by school boards. It explores the interplay between context and policy-making at the local level, and analyses how local discourses expressed by school boards differ from national policies and trans-national influences. The book’s analysis of the country-cases and thematic chapters shows that there are both important similarities and significant differences in governance functions, power relations and understandings of school board chairs and members between the countries studied. Moreover, the book analyses the many ways in which these similarities and differences affect the work context of school leaders and teachers in the Nordic countries.

This book analyses the superintendent position and relations and shows how the well-known policy umbrella, the New Public Management (NPM), is being adapted to national contexts.

This pioneering account of a longitudinal study of successful school principals in five nations over five years will be required reading for educationalists. It contains fresh insights that take our understanding of effective school leadership to a new level.

This work represents a publishing event in education research. Genuinely groundbreaking, it is the result of longitudinal research from five nations over five years. The authors set themselves an unprecedented task: to analyze how it is that successful school principals sustain positive outcomes over a significant period of time. To find out, they initiated the International Successful School Principal Project (ISSPP) assembling 30 multinational case histories and numerous comparative analyses. In doing so, they recorded fresh perspectives on the influence school principals can have on their schools, the quality of teaching in their classrooms, and student outcomes. Revisiting the subject schools in 2007, they found many principals still in place, having steered their organizations through various minefields of political, governance and educational reform.As the most penetrating longitudinal investigation of the subject, this research has unearthed fascinating new insights into school leadership that add real substance to the sum of our knowledge. It incorporates data from educational systems in Australia, Denmark, Norway, Sweden, England and the USA. One key finding is that while all principals delegate a range of leadership tasks, successful ones distribute responsibility on a case-by-case basis founded on personal assessments of their staff as well as on organizational and policy contexts. The research also demonstrates that successful principals maintain close communication with their staff and the wider school environment, and that they are adaptive, maximizing the opportunities presented by new political contexts and expectations, yet without losing sight of their school’s core moral and ethical principles. The volume’s international thematic analysis has allowed comparative conclusions to be drawn on what the principals do to sustain and foster pedagogical and institutional success.

This book explores to what extent transnational influences change national/local values and practices in the Nordic educational systems. It provides country cases and thematic chapters that give nuanced insights into the influence of transnational agencies on national governance and discourses. It describes how national discourses and regulation influences school leadership values, culture and practice, in competition with traditional values. The transnational and global discourse on educational leadership is mostly formed according to Anglo-American thinking and tradition. Pivotal foundations of this discourse are strong hierarchical societies/class societies with liberal democracies, and clearly streamed education systems. The Nordic discourse, however, builds on a more equal society and flat hierarchies with participatory democracy, and on comprehensive schooling with strong local community roots. Leadership thinking and practices are formed by the culture and context theyare part of: they are primarily shaped by the national/local values, traditions and practices, and only partially shaped by politics, discourses and literature. Due to the fact that a great deal of the literature that is being used in the Nordic contexts is of Anglo-American origin and many of the research projects have Anglo-American foundations, it is difficult to distinguish the sources for leadership thinking and practice. This book distinguishes the Nordic from the Anglo-American thinking and presents important findings and arguments for leadership practitioners inside as well as outside the Nordic countries.​

This book presents a detailed analysis of the educational model in Nordic European countries. It describes the traditional idea of education for all, which can be characterized by the right for every child to have an education of equal quality in a common school for all pupils regardless of social class, abilities, gender, or ethnicity.  Against this background, The Nordic Education Model traces the rise of neo-liberal policies that have been enacted by those who believe the School for All ideology does not produce the knowledge and skills that students need to succeed in an increasingly competitive and global marketplace. It examines the conflict between these two ideas and shows how neo-liberal technologies affect the Nordic model in different ways.The authors also show how social technologies are being interpreted in different ways in actual school practices. This process of translating national regulations into internal sense builds on the values in the culture to which they are introduced. In the end, this book reveals that a Nordic model can constitute a delicate balance between traditional values, institutionalized practices, and contemporary, neo-liberal forms of governance and policies. It may be argued from a new institutional perspective that the main structures of the Nordic educational model will sustain as long as the deeply rooted Nordic culture survives in the globalised society.

This book explores to what extent transnational influences change national/local values and practices in the Nordic educational systems. It provides country cases and thematic chapters that give nuanced insights into the influence of transnational agencies on national governance and discourses. It describes how national discourses and regulation influences school leadership values, culture and practice, in competition with traditional values. The transnational and global discourse on educational leadership is mostly formed according to Anglo-American thinking and tradition. Pivotal foundations of this discourse are strong hierarchical societies/class societies with liberal democracies, and clearly streamed education systems. The Nordic discourse, however, builds on a more equal society and flat hierarchies with participatory democracy, and on comprehensive schooling with strong local community roots. Leadership thinking and practices are formed by the culture and context theyare part of: they are primarily shaped by the national/local values, traditions and practices, and only partially shaped by politics, discourses and literature. Due to the fact that a great deal of the literature that is being used in the Nordic contexts is of Anglo-American origin and many of the research projects have Anglo-American foundations, it is difficult to distinguish the sources for leadership thinking and practice. This book distinguishes the Nordic from the Anglo-American thinking and presents important findings and arguments for leadership practitioners inside as well as outside the Nordic countries.​