References
- Aas, M. 2017a. “Understanding Leadership and Change in Schools: Expansive Learning and Tensions.” International Journal of Leadership in Education 20 (3): 278–296. doi:10.1080/13603124.2015.1082630.
- Aas, M. 2017b. “Leaders as Learners: Developing New Leadership Practices.” Professional Development in Education 43 (3): 439–453. doi:10.1080/19415257.2016.1194878.
- Aas, M., and B. Flückiger. 2016. “The Role of a Group Coach in the Professional Learning of School Leaders.” Coaching: an International Journal of Theory, Research and Practice 9 (1): 38–52. doi:10.1080/17521882.2016.1143022.
- Aas, M., K.F. Vennebo, and K.A. Halvorsen. 2019. “Benchlearning – An Action Research Program for Transforming Leadership and School Practices.” Educational Action Research 1–17. doi:10.1080/09650792.2019.1566084.
- Argyris, C., and D.A. Schön. 1978. Organizational Learning: A Theory of Action Perspective. Reading, Mass.: Addison-Wesley.
- Berg, P. J. 2015. “Kommunal styring av skolen - en studie av styring som kommunikasjon i lys av Luhmanns systemteori.” [Municipal Governance of the School - A Study of Governance as Communication in Light of Luhmann’s System Theory]. PhD diss., NTNU - Norwegian University of Science and Technology.
- Brandmo, C., M. Aas, T. Colbjørnsen, and R. Olsen. 2019. “Group Coaching that Promotes self-Efficacy and Role Clarity among School Leaders.” Scandinavian Journal of Educational Research. doi:10.1080/00313831.2019.1659406.
- Brown, J.S., and P. Duguid. 1991. “Organizational Learning and Communities-of-Practice: Towards a Unified View of Working, Learning and Innovation.” Organization Science 2 (1): 40–57. doi:10.1287/orsc.2.1.40
- Brown, J.S., and P. Duguid. 2001. “Knowledge and Organization: A Social-Practice Perspective.” Organization Science 12 (2): 198–213. doi:10.1287/orsc.12.2.198.10116
- Carr, W., and S. Kemmis. 1986. Becoming Critical: Education, Knowledge, and Action Research. London: Falmer Press.
- Costa, A.L., and B. Kallick. 1993. “Through the Lens of a Critical Friend.” Educational Leadership 51 (2): 49–51.
- Creswell, J.W. 2012. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. 4th ed. Boston, Mass: Pearson.
- Engeland, Ø., G. Langfeldt, and K. Roald. 2008. “Kommunalt handlingsrom: Hvordan forholder norske kommuner seg til ansvarsstyring iskolen? [Municipal Room for Action: How Do Norwegian Municipalities Relate to Responsibility Management in Schools?].” In Ansvarlighet i skolen [Accountability in Schools], edited by G. Langfeldt, E. Elstad, and S. Hopmann, 178–203. Oslo: Cappelen akademisk.
- Engeström, Y. 1987. “Learning by Expanding: An Activity-theoretical Approach to Developmental Research.” PhD diss., Helsinki University. http://lchc.ucsd.edu/mca/Paper/Engestrom/expanding/
- Fluckiger, B., S. Lovett, and N. Dempster. 2014. “Judging the Quality of School Leadership Learning Programmes: An International Search.” Professional Development in Education 40 (4): 561–575. doi:10.1080/19415257.2014.902861.
- Goleman, D. 2006. Social Intelligence: The New Science of Human Relationships. New York: Bantam Books.
- Gunter, H., S. Rayner, G. Butt, A. Fielding, A. Lance, and H. Thomas. 2007. “Transforming the School Workforce: Perspectives on School Reform in England.” Educational Change 8 (1): 25–39. doi:10.1007/s10833-006-9017-3.
- Gurr, D., and M. Huerta. 2013. “The Role of the Critical Friend in Leadership and School Improvement.” Procedia - Social and Behavioral Sciences 106: 3084–3090. doi:10.1016/j.sbspro.2013.12.356.
- Hargreaves, A., and M. Fullan. 2012. Professional Capital: Transforming Teaching in Every School. London: Routledge.
- Henriksen, Ø.H. 2018. “Making Sense across Levels in Local School Governance: Dialogue Meetings between a Superintendent and Subordinated School Leaders.” Nordic Journal of Comparative and International Education 2 (2–3): 119–133. doi:10.7577/njcie.2752.
- Herr, K., and G.L. Anderson. 2005. Action Research Dissertation: A Guide for Students and Faculty. Thousand Oaks, CA.: SAGE. doi:10.4135/9781452226644
- Hindberg, K. 2009. “Kommunen som skoleutvikler. Historier fra to kommuner [The Municipality as School Developer. Stories from Two Municipalities].” In Kvalitet i skolen [Quality in Schools], edited by L. Monsen, H. Bjørnsrud, L. Nyhus, and B. Aasland, 165–180. Oslo: Cappelen akademisk.
- Hjertø, K.B., J.M. Paulsen, and S.P. Thiveräinen. 2014. “Social-cognitive Outcomes of Teachers’ Engagement in Learning Communities.” Journal of Educational Administration 52 (6): 775–791. doi:10.1108/JEA-07-2013-0074.
- Johansson, O., E. Nihlfors, L.J. Steen, and S. Karlsson. 2016. “Superintendents in Sweden: Structures, Cultural Relations and Leadership.” In Nordic Superintendents: Agents in a Broken Chain, edited by L. Moos, E. Nihlfors, and J.M. Paulsen, 139–173. Dordrecht: Springer. doi:10.1007/978-3-319-25106-6_5
- Jøsendal, J.S., and D. Langfjæran. 2009. “Kom nærmere!: Sluttrapport fra FOU-prosjektet “Hvordan lykkes som skoleeier? Om kommuner og fylkeskommuners arbeid for å øke elevenes læringsutbytte [Get Closer!: Final Report from the R&D Project 'How Succeed as a Local Education Authority? about Municipalities and Regional Authorities’ Efforts to Increase Pupils’ Learning Outcomes'].“ PricewaterhouseCoopers/KS. https://www.ks.no/contentassets/622fdc4d66a2422e838ad30c3739af77/084013rapport-hvordan-lykkes-som-skoleeier.pdf
- Kember, D., T.-S. Ha, B.-H. Lam, A. Lee, N. Sandra, L. Yan, and J.C.K. Yum. 1997. “The Diverse Role of the Critical Friend in Supporting Educational Action Research Projects.” Educational Action Research 5 (3): 463–481. doi:10.1080/09650799700200036.
- Kemmis, S. 2009. “Action Research as a Practice‐based Practice.” Educational Action Research 17 (3): 463–474. doi:10.1080/09650790903093284.
- Kolb, D.A. 1984. Experiential Learning Experience as the Source of Learning and Development. Englewood Cliffs, N.J.: Prentice-Hall.
- Lee, M., K.S. Louis, and S. Anderson. 2012. “Local Education Authorities and Student Learning: The Effects of Policies and Practices.” School Effectiveness and School Improvement 23 (2): 133–158. doi:10.1080/09243453.2011.652125.
- Leithwood, K., S.E. Anderson, and K.S. Louis. 2011. “Principal Efficacy: District-Led Professional Development.” In Linking Leadership to Student Learning, edited by K. Leithwood and K.S. Louis, 119–141. Hoboken: John Wiley & Sons.
- Louis, K.S. 2015. “Linking Leadership to Learning: State, District and Local Effects.” Nordic Journal of Studies in Educational Policy 2015 (3): 7–17. doi:10.3402/nstep.v1.30321.
- MacBeath, J. 2006. “The Talent Enigma.” International Journal of Leadership in Education 9 (3): 183–204. doi:10.1080/13603120600741474
- Ministry of Education and Research. 2013. På Rett Vei [On the Right Track]. Oslo: Ministry of Education and Research.
- Møller, J., and E. Ottesen. 2012. “Kunnskapsinformert ledelse i skolen - en utfordring for skoleeier [Knowledge Informed Leadership in Schools - a Challenge for the Local Education Authority].” In Skoleeier som kvalitetsutvikler: Hvordan kommuner og fylkeskommuner skaper gode læringsresultater [Local Education Authorities as Quality Developers: How Municipalities and Regional Authorities Create Good Learning Results], edited by J.S. Jøsendal, G. Langfeldt, and K. Roald, 171–187. Oslo: Kommuneforl.
- Moos, L., K.K. Kofod, and U. Brinkkjær. 2016. “Danish Superintendents as Players in Multiple Networks.” In Nordic Superintendents: Agents in a Broken Chain, edited by L. Moos, E. Nihlfors, and J.M. Paulsen, 25–63. Dordrecht: Springer. doi:10.1007/978-3-319-25106-6_2
- Nonaka, I., and H. Takeuchi. 1995. The Knowledge-Creating Company: How Japanese Companies Create the Dynamics of Innovation. New York: Oxford University Press.
- Paulsen, J.M., and Ø.H. Henriksen. 2017. “Mediation, Collaborative Learning and Trust in Norwegian School Governing: Synthesis from a Nordic Research Project.” Nordic Journal of Comparative and International Education 1 (1): 68–84. doi:10.7577/njcie.1952.
- Paulsen, J.M., and H.C. Høyer. 2016. “Norwegian Superintendents are Mediators in the Governance Chain.” In Nordic Superintendents: Agents in a Broken Chain, edited by L. Moos, E. Nihlfors, and J.M. Paulsen, 99–138. Dordrecht: Springer. doi:10.1007/978-3-319-25106-6_4
- Paulsen, J.M., O. Johansson, L. Moos, E. Nihlfors, and M. Risku. 2014a. “Superintendent Leadership under Shifting Governance Regimes.” International Journal of Educational Management 28 (7): 812–822. doi:10.1108/IJEM-07-2013-0103.
- Paulsen, J.M., M. Strand, E. Nihlfors, U. Brinkkjær, P. Kanervio, and S. Pulkkinen. 2014b. “Multilevel Governance.” In School Boards in the Governance Process, edited by L. Moos and J.M. Paulsen, 149–153. Dordrecht: Springer. doi:10.1007/978-3-319-05494-0_10
- Pors, J.G. 2012. “Avoiding Unambiguity: Tensions in School Governing.” In Hybrid Forms of Governance: Self-Suspension of Power, edited by N.Å. Andersen and I.-J. Sand, 30–45. Basingstoke: Palgrave Macmillian. doi:10.1057/9780230363007_3
- Printy, S.M. 2007. “Leadership for Teacher Learning: A Community of Practice Perspective.” Educational Administration Quarterly 44 (2): 187–226. doi:10.1177/0013161X07312958.
- Roald, K., and A. Øydvin. 2009. “Kvalitetsvurdering - eit lærande møte mellom skole og skoleeigar [Quality Assessment - a Learning Meeting between School and Local Education Authority].” In Kvalitet i skolen [Quality in Schools], edited by L. Monsen, H. Bjørnsrud, L. Nyhus, and B. Aasland, 126–147. Oslo: Cappelen akademisk.
- Robertson, J. 2013. “Learning Leadership.” Leading & Managing 19 (2): 54–69.
- Schön, D.A. 1983. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
- Seibert, K.W., and M.W. Daudelin. 1999. Role of Reflection in Managerial Learning: Theory, Research & Practice. Westport, CT: Greenwood.
- Stoll, L., R. Bolam, A. McMahon, M. Wallace, and S. Thomas. 2006. “Professional Learning Communities: A Review of the Literature.” Journal of Educational Change 7 (4): 221–258. doi:10.1007/s10833-006-0001-8.
- Swaffield, S. 2008. “Critical Friendship, Dialogue and Learning, in the Context of Leadership for Learning.” School Leadership & Management 28 (4): 323–336. doi:10.1080/13632430802292191.
- Swaffield, S. 2015. “Support and Challenge for School Leaders: Headteachers’ Perceptions of School Improvement Partners.” Educational Management Administration & Leadership 43 (1): 61–76. doi:10.1177/1741143213494884.
- Thomson, P., C. Hall, and K. Jones. 2013. “Towards Educational Change Leadership as a Discursive Practice—or Should All School Leaders Read Foucault?” International Journal of Leadership in Education: Theory and Practice 16 (2): 155–172. doi:10.1080/13603124.2012.693204.
- Tiller, T. 1999. Aksjonslæring: forskende partnerskap i skolen. [Action Learning: Research Partnership in School]. Kristiansand: Høyskoleforl.
- Toledano, N., and A.R. Anderson. 2017. “Theoretical Reflections on Narrative in Action Research.” Action Research. doi:10.1177/1476750317748439.
- Tschannen-Moran, M., and B. Tschannen-Moran. 2011. “Taking a Strengths-based Focus Improves School Climate.” Journal of School Leadership 21 (3): 422–448. doi:10.1177/105268461102100305.
- Wenger, E. 1998. Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press. doi:10.1017/CBO9780511803932
- Wennergren, A.-C. 2016. “Teachers as Learners – With a Little Help from a Critical Friend.” Educational Action Research 24 (2): 260–279. doi:10.1080/09650792.2015.1058170.