Flertydig og emergerende ledelse i folkeskolen: Et aktør-netværksteoretisk ledelsesstudie af politiske evalueringsreformers betydning for ledelse i den danske folkeskole

Translated title of the contribution: Ambiguous and Emergent Leadership in the Danish folk skole : An ANT Leadership Study of Political Accountability Reform and Leadership in the Danish Primary and Lower Secondary School

Kristian Gylling Olesen

Research output: Book/ReportPh.D. thesisResearch

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Abstract

Since the late 80s Danish politicians have with a number of accountability reforms tried to do away with teachers' autonomous learning by introducing accountability so as to improve student learning. In the 90s, among other things, voluntary quality programs and team work were introduced, and in the 00s followed the national learning achievement goals, tests and written student plans.
More power to the school leader has been seen as a political response to how the accountability reforms can be carried out in schools so that students learn more. Meanwhile, the evidence-based school leadership research has provided a number of answers to which general leadership practices and successful personality traits among school leaders that promote student learning and academic achievement in primary and lower secondary school.
According to this PhD thesis the political and evidence-based understanding of school leadership lack a sense of the shifting contexts and local conditions that give meaning to school leadership. The thesis argues that school leadership does not emerge as clearly when politicians introduce new accountability reforms. Rather, school leadership emerge in different ways and with varying actors - school leadership emerges ambiguously. In local contexts local conditions and issues emerge that have an impact on who leads who, how, where and when. Based on a two-year study in two schools in the area of Copenhagen and with the use of Actor- Network Theory the PhD thesis examines how different practical devices and tactical maneuvers with local agendas translates political accountability reforms in schools and what these translations mean for ambiguous and emergent leadership in schools. The schools have been studied with interviews, photos and logs and observations.
Translated title of the contributionAmbiguous and Emergent Leadership in the Danish folk skole : An ANT Leadership Study of Political Accountability Reform and Leadership in the Danish Primary and Lower Secondary School
Original languageDanish
Place of PublicationFrederiksberg
PublisherCopenhagen Business School [Phd]
Number of pages441
ISBN (Print)9788793155527
ISBN (Electronic)9788793155534
Publication statusPublished - 2014
SeriesPh.d. Serie
Number26.2014
ISSN0906-6934

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