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dc.contributor.authorPaulsen, Jan Merok
dc.contributor.authorHenriksen, Øyvind H.
dc.date.accessioned2018-02-20T09:15:51Z
dc.date.accessioned2018-08-14T13:05:53Z
dc.date.available2018-02-20T09:15:51Z
dc.date.available2018-08-14T13:05:53Z
dc.date.issued2017
dc.identifier.citationPaulsen JMP, Henriksen ØH. Mediation, Collaborative Learning and Trust in Norwegian School Governing: Synthesis from a Nordic Research Project. Nordic Journal of Comparative and International Education (NJCIE). 2017;1(1):68-84en
dc.identifier.issn2535-4051
dc.identifier.issn2535-4051
dc.identifier.urihttps://hdl.handle.net/10642/6051
dc.description.abstractThis paper analyses productive patterns through which school superintendents and subordinated principals collaborate at the local levels of implementation in the Nordic countries. The underlying theoretical premise is that the school governance systems in the Nordic countries, as a function of strengthened state steering and a variety of local political conditions, entail a series of loose couplings—described by the broken chain metaphor. The analysis is based on a review of findings from a comparative Nordic research project. The review reveals that school superintendents and principals to a large extent activate professional learning forums as integration mechanism—to make collective sense of ambiguous national reforms. Important learning conditions that emerge from the country reports, on which the reviewed research is based, seem to cluster and cohere around learning climate, interpersonal trust, leadership support and a shared knowledge base between the school leaders and the municipal apparatus. Implications for research and practice are discussed.en
dc.language.isoenen
dc.publisherHøgskolen i Oslo og Akershusen
dc.relation.ispartofseriesNordic Journal of Comparative and International Education;Vol. 1 (1)
dc.rightsAuthor can archive publisher's version/PDF This article is licenced with CC-BY (Attribution 4.0 International (CC BY 4.0) )en
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectSchool governanceen
dc.subjectProfessional developmentsen
dc.subjectInterpersonal trusten
dc.subjectSchool leadershipsen
dc.titleMediation, Collaborative Learning and Trust in Norwegian School Governing: Synthesis from a Nordic Research Projecten
dc.typeJournal articleen
dc.typePeer revieweden
dc.date.updated2018-02-20T09:15:51Z
dc.description.versionpublishedVersionen
dc.identifier.doihttp://dx.doi.org/10.7577/njcie.1952
dc.identifier.cristin1549545
dc.source.journalNordic Journal of Comparative and International Education (NJCIE)


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Author can archive publisher's version/PDF
This article is licenced with CC-BY (Attribution 4.0 International (CC BY 4.0) )
Med mindre annet er angitt, så er denne innførselen lisensiert som Author can archive publisher's version/PDF This article is licenced with CC-BY (Attribution 4.0 International (CC BY 4.0) )