Main Content
Session Information
26 SES 09 A, Leading and Organizing the Educating for Citizenship of the World
Symposium
Contribution
The starting point of this paper is that contemporary reforms in the Nordic countries mirror two seemingly incompatible governing strategies labelled respectively external control versus professional commitment of which mutual trust between governance actors is a key component (Rowan, 1990). The tensions between these models can also be interpreted as part of a larger battlefield between a “Building” versus an outcome discourse (Moos, 2017). The analysis, mainly based on a review of Nordic research, supplemented with more recent observations, reveal that state bodies, municipal school owners and school boards employ elements of both control and professional trust when they interact with school principals at the street level of the governance chain (Paulsen & Høyer, 2016), and superintendents mainly act as mediators. On the other hand, the review also shows that school superintendents and principals to a large extent activate professional learning forums and inter-personal day-to-day relations (Moos, Nihlfors, & Paulsen, 2016), in order to make collective sense of ambiguous and uncertain national reforms. Important learning conditions that emerge from the publications, on which the reviewed research is based, seem to cluster and cohere round learning climate, interpersonal trust, leadership support and a shared knowledge base between the school leaders and the municipal apparatus (Paulsen & Henriksen, 2017). More recent findings from a Norwegian action research study of municipal dialogue meetings populated by superintendent and school leaders support this notion. Finally, inferences from a Finnish study, where basic schoolteachers were observational units, also indicate that moral leadership exerted by principals paired with distributed leadership practices, where teachers were involved in pedagogical decision-making processes, to be a cornerstone of a trust-based school development strategy. Implications for school governance, school leadership and professional development are discussed.
References
Moos, L. (2017). Dannelse. Kontekster, visioner, temaer og processer. Copenhagen: Hans Reitzels Forlag. Moos, L., Nihlfors, E., & Paulsen, J. M. (2016). Nordic Superintendents: Agents in a Broken Chain. Dordrecht: Springer. Paulsen, J. M., & Henriksen, Ø. (2017). Mediation, Collaborative Learning and Trust in Norwegian School Governing: Synthesis from a Nordic Research Project. Nordic Journal of International and Comparative Education, 1(1), 68-84. doi: org/10.7577/njcie.1952 Paulsen, J. M., & Høyer, H. C. (2016). External Control and Professional Trust in Norwegian School Governing: Synthesis from a Nordic Research Project. Nordic Studies in Education, 36(2), 86–102. doi: 0.18261/issn.1891-5949-2016-02-02 Rowan, B. (1990). Commitment and control: Alternative strategies for the organizational design of schools. In C. B. Cazden (Ed.), Review of research in education (Vol. 16). Washington DC: American Educational Research Association.
Programme by Network 2019
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
The programme is updated regularly (each day in the morning)
Marginal Content
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.