A distributed leadership perspective on the Finnish curriculum reform 2014

References

• Aho, E., Pitkanen, K., & Sahlberg, P. (2006). Policy development and reform principles of basic and secondary education in Finland since 1968. Washington, DC.: World Bank: Human Development Network Education Sector.
   Google Scholar
• Apple, M. W. (1990). Ideology and curriculum. New York, NY: Routledge.
   Google Scholar
• Bernstein, B. (2003). Class, Codes and Control: Towards a Theory of Educational Transmissions (Vol. 3). London: Routledge.
   Google Scholar
• Bolden, R. (2011). Distributed leadership in organizations: A review of theory and research. International Journal of Management Reviews, 13(3), 251–269.
   Web of Science ®Google Scholar
• Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40.
   Google Scholar
• Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational Research Review, 10, 45–65.
   Web of Science ®Google Scholar
• Finnish National Board of Education. (2016). National core curriculum for basic education 2014. Helsinki: Author.
   Google Scholar
• Grek, S. (2009). Governing by numbers: The pisa ‘effect’ in Europe. Journal of Education Policy, 24(1), 23–37.
   Web of Science ®Google Scholar
• Gronn, P. (2008). The future of distributed leadership. Journal of Educational Administration, 46(2), 141–158.
   Google Scholar
• Gunter, H., Hall, D., & Bragg, J. (2013). Distributed leadership: A study in knowledge production. Educational Management Administration & Leadership, 41(5), 555–580.
   Web of Science ®Google Scholar
• Hämäläinen, K., Taipale, A., Salonen, M., Nieminen, T., & Ahonen, J. (2002). Oppilaitoksen Johtaminen [Leading An Educational Institution]. Helsinki: WSOY.
   Google Scholar
• Hellström, M. (2008). Sata sanaa opetuksesta Keskeisten käsitteiden käsikirja. [One hundred words on education Handbook of central concepts].  Jyväskylä:  PS-kustannus.
   Google Scholar
• Hirsjärvi, S. (1983). Kasvatustieteen käsitteistö [Concepts of educational sciences]. Helsinki: Otava.
   Google Scholar
• Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288.
   PubMed Web of Science ®Google Scholar
• Isosomppi, L. (1996). Johtaja vai juoksupoika. Suomalaisen yleissivistävän koulun johtamiskulttuurin ja sen determinanttien tarkastelua. [Leader or errand boy. Examination on leadership culture and its determinants in Finnish general education]. Tampere: Acta Universitatis Tamperensis ser A vol. 514.
   Google Scholar
• Kanervio, P., & Risku, M. (2009). Tutkimus kuntien yleissivistävän koulutuksen opetustoimen johtamisen tilasta ja muutoksista Suomessa. Opetus- ja Kulttuuriministeriö. Retrieved from http://julkaisut.valtioneuvosto.fi/handle/10024/78862
   Google Scholar
• Karseth, B., & Sivesind, K. (2010). Conceptualizing curriculum knowledge within and beyond the national context. European Journal of Education, 45(1), 103–120.
   Web of Science ®Google Scholar
• Krippendorff, K. (2013). Content analysis: An introduction to its methodology (3rd ed.). Los Angeles; London: SAGE.
   Google Scholar
• Kupiainen, S., Hautamäki, J., & Karjalainen, T. (2009). The Finnish education system and PISA. Opetus-ja Kulttuuriministeriö. Retrieved from https://julkaisut.valtioneuvosto.fi/handle/10024/75640
   Google Scholar
• Lawrence, P. R., & Lorsch, J. W. (1967). Organization and environment. Boston: Harvard Business School.
   Google Scholar
• Levo, T. (2014). Leadership in Finnish comprehensive school core curricula since the 1970s. University of Jyväskylä, Finland, Jyväskylä. Retrieved from https://jyx.jyu.fi/dspace/handle/123456789/44647
   Google Scholar
• Lumby, J. (2013). Distributed leadership: The uses and abuses of power. Educational Management Administration & Leadership, 41(5), 581–597.
   Web of Science ®Google Scholar
• Mayring, P. (2000). Qualitative content analysis. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 1(2), Retrieved from http://www.qualitative-research.net/index.php/fqs/article/view/1089
   Google Scholar
• McCarthy, C., Weis, L., & Dimitriadis, G., (ed). 2006. Ideology, Curriculum, and the new sociology of education: Revisiting the work of Michael Apple. New York: Routledge. Retrieved from https://www.taylorfrancis.com/books/e/9781136284243.
   Google Scholar
• Meklin, P., & Pekola-Sjöblom, M. (2013). Municipalities Measured. Evaluation of the initial situation and development potential of local authorities participating in the PARAS reform. Abstract. Summary report on Evaluation Research Programme ARTTU 2010 Evaluation Research Programme ARTTU Studies No. 4. An Acta Plus.
   Google Scholar
• Mintzberg, H. (1979). The structuring of organizations: A synthesis of the research. Englewood Cliffs, NJ: Prentice-Hall.
   Google Scholar
• Mølstad, C. E., & Karseth, B. (2016). National curricula in Norway and Finland: The role of learning outcomes. European Educational Research Journal, 15(3), 329–344.
   Web of Science ®Google Scholar
• Nikki, M.-L. (2011). Hallinto- ja toimintakulttuurin kehittyminen perusopetusta antavissa kouluissa 2000-luvun alkuun [Development of administrative and operational culture in comprehensive education schools till the beginning of the 2000s]. In J. Kari, P. Moilanen, & P. Räihä (Eds.), Opettajan taipaleelle [For Teacher’s Journey] (pp. 169–186). Jyväskylä: University of Jyväskylä.
   Google Scholar
• Organisation for Economic Co-operation and Development (Ed.). (2011). Finland: Slow and steady reform for consistently high results. In strong performers and successful reformers in education: lessons from PISA for the United States (pp. 117–136). Paris: OECD publishing.
   Google Scholar
• Pietarinen, J., Pyhältö, K., & Soini, T. (2017). Large-scale curriculum reform in Finland – Exploring the interrelation between implementation strategy, the function of the reform, and curriculum coherence. The Curriculum Journal, 28(1), 22–40.
   Web of Science ®Google Scholar
• Poropudas, O., & Volanen, M. V. (Eds.). (2003). Kohti Asiantuntijayhteiskunnan Koulutuspolitiikkaa. [Towards Educational Policy of a Society of Experts]. Helsinki: Kirja kerrallaan.
   Google Scholar
• Priestley, M., Robinson, S., & Biesta, G. J. J. (2011). Mapping teacher agency: An ecological approach to understanding teachers’ work. Presented at the Oxford Ethnography and Education conference, Oxford. Retrieved from https://www.stir.ac.uk/research/hub/publication/6082
   Google Scholar
• Priestley, M., & Sinnema, C. (2014). Downgraded curriculum? An analysis of knowledge in new curricula in Scotland and New Zealand. The Curriculum Journal, 25(1), 50–75.
   Google Scholar
• Risku, M. (2012). Superintendency in the Historical Development of Education in Finland. In J. Beckman (Ed.), Effective Schools in Effective Systems (pp. 182–210). Pretoria, South Africa: Department of Education Management, University of Pretoria.
   Google Scholar
• Risku, M. (2014). A historical insight on Finnish education policy from 1944 to 2011. Italian Journal of Sociology of Education, 6(2), Retrieved from http://ijse.padovauniversitypress.it/2014/2/3
   Google Scholar
• Risku, M., & Pulkkinen, S. (2016). Finland: Finnish Principal. In H. Ärlestig, C. Day, & O. Johansson (Eds.), A decade of research on school principals : cases from 24 countries (pp. 61-75). Cham: Springer International Publishing. doi: 10.1007/978-3-319-23027-6_4
   Google Scholar
• Sahlberg, P. (2011). finnish lessons: what can the world learn from educational change in Finland. New York, NY: Teachers College Press.
   Google Scholar
• Sannino, A. (2010). Teachers’ talk of experiencing: Conflict, resistance and agency. Teaching and Teacher Education, 26(4), 838–844.
   Web of Science ®Google Scholar
• Sarjala, J. (1982). Suomalainen koulutuspolitiikka. In [finnish education policy]. Helsinki: WSOY.
   Google Scholar
• Sarjala, J. (2008). Järki Hyvä Herätetty: Koulu Politiikan Pyörteissä [Sense Good Woken: Schools in the Turmoil of Politics]. Helsinki: Kirjapaja.
   Google Scholar
• Sivesind, K., Afsar, A., & Bachmann, K. E. (2016). Transnational policy transfer over three curriculum reforms in Finland: The constructions of conditional and purposive programs (1994–2016). European Educational Research Journal, 15(3), 345–365.
   Web of Science ®Google Scholar
• Sivesind, K., & Wahlström, N. (2016). Curriculum on the European policy agenda: Global transitions and learning outcomes from transnational and national points of view. European Educational Research Journal, 15(3), 271–278.
   Web of Science ®Google Scholar
• Spillane, J. P. (2006). Distributed leadership. San Francisco: Wiley.
   Google Scholar
• Tian, M. (2016). Distributed leadership in Finnish and Shanghai schools. Jyväskylä Studies in Education, Psychology and Social Research, vol. 571. Retrieved from https://jyx.jyu.fi/dspace/handle/123456789/52197
   Google Scholar
• Tian, M., Risku, M., & Collin, K. (2016). A meta-analysis of distributed leadership from 2002 to 2013: Theory development, empirical evidence and future research focus. Educational Management Administration & Leadership, 44(1), 146–164.
   Web of Science ®Google Scholar
• Uljens, M. (2015). Curriculum work as educational leadership - paradoxes and theoretical foundations. Nordic Journal of Studies in Educational Policy, 1(1), Retrieved from http://journals.co-action.net/index.php/nstep/article/view/27010
   Google Scholar
• Uljens, M., & Rajakaltio, H. (2017). National Curriculum Development as Educational Leadership: A Discursive and Non-affirmative Approach. In M. Uljens & R. M. Ylimaki (Eds.), Bridging Educational Leadership, Curriculum Theory and Didaktik (Vol. 5, pp. 411–437). Cham: Springer International Publishing.
   Google Scholar
• Uljens, M., & Ylimaki, R. (2015). Towards a discursive and non-affirmative framework for curriculum studies, Didaktik and educational leadership. Nordic Journal of Studies in Educational Policy, 2015(3), 30–43.
   Google Scholar
• Vennebo, K. F., & Ottesen, E. (2012). School leadership: Constitution and distribution. International Journal of Leadership in Education, 15(3), 255–270.
   Google Scholar
• Vitikka, E., Krokfors, L., & Hurmerinta, E. (2012). The Finnish national core curriculum: Structure and development. In H. Niemi, A. Toom, & A. Kallioniemi (Eds.), Miracle of Education (pp. 83–96). Rotterdam: Sense Publishers.
   Google Scholar