Flere kommuner har valgt å slå sammen barnehager til større virksomheter. Det har resultert i en endret ledelsesstruktur. Hvilken betydning har denne endringen for rollen som pedagogisk leder i barnehagen? Spørsmålet belyses ut fra intervjuer med pedagogiske ledere i Stavanger kommune om deres erfaringer med en ny organisasjons- og ledelsesstruktur innenfor de kommunale barnehagene. Studien…

This paper explores the role of middle leaders in realizing the reform intentions of the Norwegian national curriculum, “Læreplanverket for Kunnskapsløftet 2020” (LK20). The study focuses on how middle leaders navigate the complex interplay of central policy demands while fostering collaboration within the school system. (pdf)

Vi har undersökt effekter av Rektorsprogrammet genom att analysera data från 3 783 deltagare under åren 2009–2021. Studien tyder på att programmet inte ger märkbara förbättringar i elevresultat eller lärares bedömningar av rektorers pedagogiska ledarskap. (pdf)

Att rektorer går Rektorsprogrammet tycks inte medföra några tydliga förbättringar av elevernas studieresultat eller av rektorernas pedagogiska ledarskap, vare sig under programmet eller under de första åren efteråt. Det visar en ny rapport från IFAU.

While research in educational leadership often relies on surveys and interviews that capture participants’ reflections after the fact, fewer studies examine how innovative thinking is co-constructed or unfolds during interaction. This paper introduces linkography, a protocol analysis method from design research, as a method to study the moment-to-moment interactions and conversations during collaborative problem solving. (pdf)

Based on the premise that the successful implementation of inclusion is largely dependent on the educators’ commitment to inclusive ideals, this study sought to examine the ways principals promote an inclusive vision and foster the development of associated practices in their school community. (pdf)

This essay examines six persistent myths: that the principal is ‘the instructional leader’; that instructional leadership is the principal’s only responsibility; that it is enacted through top-down authority; that it directly influences student learning; that it focuses on teaching rather than learning; and that it is at odds with social justice leadership. (pdf)