This study explores how school leaders engage with Improvement Science as a Continuous Improvement (CI) method to build leadership capacity and drive educational change in Scotland. (pdf)

Educating multilingual learners (MLs) is a pressing policy challenge across the globe. In the US, district and school leaders are tasked with the urgent need to promote equity-informed policies and practices that transform educational outcomes for MLs. Drawing on a qualitative study of leadership practices and policy in a California school district, this paper focuses…

This study uses multilevel structural equation modelling to investigate the microfoundations of OI in schools. (pdf)

The aim of the study is to explore associations between perceived positive or negative changes in the work situation during the past 12 months and principals’ intentions to leave their workplace within the next two years. (pdf)

This scoping review examines 61 peer-reviewed studies (1984–2024) on followership in compulsory schooling to map existing research and highlight future research areas. Findings show a predominance of quantitative studies, with limited attention to relational and co-constructive frameworks. (pdf)

This study examines the power dynamics experienced by superintendents (SIs) in Swedish municipalities, highlighting how their power is influenced by various local factors. (pdf)

This article examines the design and enactment of a Media and Information Literacy (MIL) curriculum within the decentralised, federalist Swiss school system. It explores how national and state actors shape the design and implementation of education policy. (pdf)

Formulaic language accounts for a substantial part of any language. Learning formulaic language accounts for a substantial part of any language. Learning formulaic language has therefore been identified as important for successful language learning, as it provides a basis from which more advanced grammar can develop. So far, few studies have focused on to what…

This study explores preservice teachers’ perceptions of the importance of children’s early approaches to learning. The study was conducted at a local university in the western region of the Kingdom of Saudi Arabia. (pdf)

Attending Forest School benefits children’s cognition and behaviour, but there is little research on preschool children. Our exploratory study investigated whether attending Forest School, compared to traditional nursery, helps preschool children’s developing nature connection, emotional regulation, social confidence and mood. (pdf)

The language introduction programme and the paths of newly arrived youths through the Swedish educational system. This article analyses organisational aspects of the Swedish language introduction programme for newly arrived youths and the implications for their following transitions and career paths. This article draws on 52 interviews with students, teachers, career counsellors and principals. (pdf)

School-age educare as an insurance institution: The caregiver’s perspective on the organisation. How do caregivers speak about school-age educare in Sweden today? While their voices are seldom given space in either the media or research, this study reveals knowledge of caregivers regarding the purpose and societal function of school-age educare. (pdf)