1,780
Views
7
CrossRef citations to date
0
Altmetric
Original Articles

Understanding leadership and change in schools: expansive learning and tensions

Pages 278-296 | Published online: 05 Oct 2015

References

  • Aas, M. (2009). Diskusjonens kraft. En longitudinell studie av et skoleutviklingsprosjekt der leseeksperter/forskere støtter rektorer og lærere ved sju skoler i utvikling av skolens leseundervisning [The power of discussions. A longitudinal study of a school development project where reading experts/researchers support principals and teachers in developing the reading education in their schools] (Unpublished doctoral thesis). University of Oslo, Oslo.
  • Aas, M. (2013). Ledelse av skoleutvikling [Leading school development]. Oslo: Universitetsforlaget.
  • Aas, M. (2014). Towards a reflection repertoire: Using a thinking tool to understand tensions in an action research project. Educational Action Research, 22, 441–454. doi:10.1080/09650792.2013.872572
  • Aasen, P., Telhaug, A. O., & Mediås, A. (2006). The Nordic model in education. Education as part of the political system in the last 50 years. Scandinavian Journal of Educational Research, 50(3), 245–283.
  • Ahonen, H., & Virkkunen, J. (2003). Shared challenge for learning: Dialogue between management and front-line workers in knowledge management. International Journal of Information Technology and Management, 2, 59–84.10.1504/IJITM.2003.002449
  • Black, P., & Wiliam, D. (2006). Assessment for learning in the classroom. In J. Gardner (Ed.), Assessment and learning (pp. 9–27). London: Sage.
  • Bush, T. (2009). Leadership development and school improvement: Contemporary issues in leadership development. Educational Review, 61, 375–389.10.1080/00131910903403956
  • Carlsten, C. T. (1982). Observasjonsprøve i lesing/skriving for 1. klasse introduksjon og lærerveilednin [Observation test in reading/writing for first class. Introduction and teacher guidance] (2nd ed.). Oslo: Universitetsforlaget.
  • Carr, W., & Kemmis, S. (2005). Staying critical. Educational Action Research, 13, 347–358.10.1080/09650790500200316
  • Cizek, G. J. (2001). More unintended consequences of high-stakes testing. Educational Measurement: Issues and Practice, 20, 19–27. doi:10.1111/j.1745-3992.2001.tb00072.x
  • Coburn, C. E., & Turner, E. O. (2012). The practice of data use: An introduction. American Journal of Education, 118, 99–111. doi:http://www.jstor.org/stable/10.1086/66327210.1086/663272
  • Crow, G., Lumby, J., & Pashiardis, P. (2008). Introduction: Why an international handbook on the preparation and development of school leaders. In G. Crow, L. Lumby, & P. Pashiardis (Eds.), International handbook on the preparation and development of school leaders (pp. 1–17). New York, NY: Routledge.
  • Darling-Hammond, L., LaPointe, M., Meyerson, D., & Orr, M. (2007). Preparing school leaders for a changing world: Lessons from exemplary leadership development program. Stanford, CA: Stanford University, Stanford Educational Leadership Institute.
  • Day, C., Sammons, P., Hopkins, D., Leithwood, K., & Kington, A. (2008). Research into the impact of school leadership on pupil outcomes: Policy and research contexts. School Leadership & Management: Formerly School Organisation, 28, 5–25. doi:10.1080/13632430701800045
  • Dempster, N., Lovett, S., & Fluckiger, B. (2011). Content and strategies to develop school leadership: A select literature review. Melbourne: The Australian Institute for Teaching and School Leadership.
  • Elstad, E., & Turmo, A. (2011). Obeying the rules or gaming the system? Delegating random selection for examinations to head teachers within an accountability system. Education, Knowledge and Economy, 5(1–2), 1–15. doi:10.1080/17496896.2010.546560
  • Elstad, E., Turmo, A., & Guttersrud, Ø. (2011). Achievement tests in the Norwegian school system: Types and uses. In L. E. Madsen (Ed.), Achievement tests: Types, interpretations and uses (pp. 109–124). New York, NY: Nova Science Publishers. ISBN: 978-1-61122-056-8.
  • Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research ( Ph.D. monograph). University of Helsinki, Helsinki. Retrieved from http://lchc.ucsd.edu/mca/Paper/Engestrom/expanding/contents.htm
  • Engeström, Y. (1999a). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R.-L. Punamaki (Eds.), Perspectives on activity theory (pp. 1–16). Cambridge: Cambridge University Press.10.1017/CBO9780511812774
  • Engeström, Y. (1999b). Learning by expanding: Ten years after. Introduction to the German edition of learning by expanding. Retrieved from http://lchc.ucsd.edu/MCA/Paper/Engestrom/expanding/intro.htm
  • Engeström, Y. (2000). Activity theory and the social construction of knowledge: A story of four umpires. Organization, 7, 301–310. doi:10.1177/135050840072006
  • Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14, 133–156.10.1080/13639080020028747
  • Engeström, Y. (2007). Enriching the theory of expansive learning: Lessons from journeys toward coconfiguration. Mind, Culture, and Activity, 14, 23–39.10.1080/10749030701307689
  • Engeström, Y., & Blackler, F. (2005). On the life of the object. Organization, 12, 307–330.10.1177/1350508405051268
  • Engeström, Y., & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5, 1–24.10.1016/j.edurev.2009.12.002
  • Foot, K. A. (2001). Cultural-historical activity theory as practice theory: Illuminating the development of conflict-monitoring network. Communication Theory, 11, 56–83.10.1111/comt.2001.11.issue-1
  • Foot, K. A. (2002). Pursuing an evolving object: A case study in object formation and identification. Mind, Culture, and Activity, 9, 132–149.10.1207/S15327884MCA0902_04
  • Fullan, M. (2007). The new meaning of educational change. London: Routledge.
  • Gunter, H., Rayner, S., Butt, G., Fielding, A., Lance, A., & Thomas, H. (2007). Transforming the school workforce: Perspectives on school reform in England. Journal of Educational Change, 8, 25–39. doi:10.1007/s10833-006-9017-3
  • Gustavsen, B. (2003). New forms of knowledge production and the role of action research. Action Research, 1, 153–164. doi:10.1177/14767503030012003
  • Hall, D., Gunter, H., & Bragg, J. (2013). Leadership, new public management and the re-modelling and regulation of teacher identities. International Journal of Leadership in Education, 16, 173–190. doi:10.1080/13603124.2012.688875
  • Hall, G., & Hord, S. (2002). Implementing change: Patterns, principles, and potholes. Boston, MA: Allyn and Bacon.
  • Hallinger, P., & Bryant, D. A. (2013). Synthesis of findings from 15 years of educational reform in Thailand: Lessons on leading educational change in East Asia. International Journal of Leadership in Education, 16, 399–418. doi:10.1080/13603124.2013.770076
  • Hargreaves, A., & Fink, D. (2006). Sustainable leadership. San Francisco, CA: Jossey-Bass.
  • Hopmann, S. T. (2008). No child, no school, no state left behind: Schooling in the age of accountability. Journal of Curriculum Studies, 40, 417–456.10.1080/00220270801989818
  • Huber, S. G., & Hiltmann, M. (2011). Competence profile school management (CPSM)—An inventory for the self-assessment of school leadership. Educational Assessment, Evaluation and Accountability, 23, 65–88.10.1007/s11092-010-9111-1
  • Jensen, R., & Lund, A. (2014). Horizontal dynamics in an inter-professional school improvement team. International Journal of Leadership in Education, 17, 286–303.10.1080/13603124.2013.794302
  • Jensen, R., & Møller, J. (2013). School data as mediators in professional development. Journal of Educational Change, 14, 95–112.10.1007/s10833-012-9197-y
  • Kärkkäinen, M. (1999). Teams as breakers of traditional work practices. A longitudinal study of planning and implementing curriculum units in elementary school teacher teams ( Doctoral dissertation). University of Helsinki, Helsinki.
  • Kolb, D. A. (1984). Experiential learning experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
  • Kvernbekk, T. (1999). Knowledge that works in practice. Scandinavian Journal of Educational Research, 43, 111–130.10.1080/0031383990430201
  • Lattimore, R. (2001). The wrath of high-stakes tests. The Urban Review, 33, 57–67.10.1023/A:1010337013080
  • Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership & Management: Formerly School Organisations and People, 28, 27–42. doi:10.1080/13632430701800060
  • Leont’ev, A. N. (1978). Activity, consciousness, and personality. Englewood Cliffs, NJ: Prentice-Hall.
  • Lewin, K., & Cartwright, D. (1951). Field theory in social science: Selected theoretical papers. New York, NY: Harper & Brothers.
  • Lie, S., Linnakylä, P., & Roe, A. (2003). Northern lights on PISA: Unity and diversity in the Nordic countries in PISA 2000. Oslo: University of Oslo, Department of Teacher Education and School Development. ISBN: 8290904711.
  • Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago, IL: The University of Chicago Press.
  • Mausethagen, S. (2013). Accountable for what and to whom? Changing representations and new legitimation discourses among teachers under increased external control. Journal of Educational Change, 14, 423–444. doi:10.1007/s10833-013-9212-y
  • Mausethagen, S., & Granlund, L. (2012). Contested discourses of teacher professionalism: Current tensions between education policy and teachers’ union. Journal of Education Policy, 27, 815–833.10.1080/02680939.2012.672656
  • Meisels, S. J. (2000). On the side of the child. Young Children, 55, 16–19.
  • Miettinen, R. (2005). Object of activity and individual motivation. Mind, Culture, and Activity, 12, 52–69.10.1207/s15327884mca1201_5
  • Miettinen, R., & Virkkunen, J. (2005). Epistemic objects, artefacts and organizational change. Organization, 12, 437–456. doi:10.1177/1350508405051279
  • Møller, J. (2006). Democratic schooling in Norway: Implications for leadership in practice. Leadership and Policy in Schools, 5, 53–69.10.1080/15700760500498779
  • Møller, J. (2009). School leadership in an age of accountability: Tensions between managerial and professional accountability. Journal of Educational Change, 10, 37–46.10.1007/s10833-008-9078-6
  • Møller, J. (2012). The construction of a public face as a school principal. International Journal of Educational Management, 26, 452–460.
  • Møller, J., Vedøy, G., Presthus, A. M., & Skedsmo, G. (2009). Successful principalship in Norway: Sustainable ethos and incremental changes? Journal of Educational Administration, 47, 731–741.
  • Moos, L. (2009). Hard and soft governance: The journey from transnational agencies to school leadership. European Educational Research Journal, 8, 397–406.10.2304/eerj
  • Nardi, B. A. (2005). Objects of desire: Power and passion in collaborative activity. Mind, Culture, and Activity, 12, 37–51.10.1207/s15327884mca1201_4
  • Nichols, S. L., & Berliner, D. C. (2007). Collateral damage: How high-stakes testing corrupts America’s schools. Cambridge, MA: Harvard Education Press.
  • Nonaka, I., & Takeuchi, H. (1995). The knowledge-creating company: How Japanese companies create the dynamics of innovation. New York, NY: Oxford University Press.
  • Pihlaja, J. (2005). Learning in and for production: An activity-theoretical study of the historical development of distributed systems of generalizing ( Dissertation defence). University of Helsinki, Department of Education. Retrived from http://www.helsinki.fi/cradle/documents/Doctoral%20dissertations/Pihlaja%202005%20Learning%20in%20and%20for%20production.pdf
  • Portin, B. S. (2009). Cross-national professional learning for school leaders. International Journal of Leadership in Education, 12, 239–252. doi:10.1080/13603120802688119
  • Postholm, M. B. (2009). Research and development work: Developing teachers as researchers or just teachers? Educational Action Research, 17, 551–565.10.1080/09650790903309425
  • Rasmussen, I., & Ludvigsen, S. (2009). The hedgehog and the fox: A discussion of the approaches to the analysis of ICT reforms in teacher education of Larry Cuban and Yrjö Engeström. Mind, Culture, and Activity, 16, 83–104.10.1080/10749030802477390
  • Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44, 635–674. doi:10.1177/0013161x08321509
  • Roth, W.-M., & Lee, Y.-J. (2006). Contradictions in theorizing and implementing communities in education. Educational Research Review, 1, 27–40.10.1016/j.edurev.2006.01.002
  • Roth, W.-M., & Lee, Y.-J. (2007). ‘Vygotsky’s neglected legacy’: Cultural-historical activity theory. Review of Educational Research, 77, 186–232.10.3102/0034654306298273
  • Sandberg, N., & Aasen, P. (2008). Det nasjonale styringsnivået. Intensjoner, forventninger og vurderinger. Delrapport I. Evaluering av Kunnskapsløftet [The national management level. Intentions, expectations and assessments. Rapport 42/2008 in evaluation of knowledge promotion] (pp. 106). Oslo: Department of School Development and Research and NIFU STEP. ISBN: 978-82-7218-598-4.
  • Schön, D. (1991). The reflective practitioner. How professionals think in action. New York, NY: Basic Books.
  • Skedsmo, G. (2011). Formulation and realisation of evaluation policy: Inconsistencies and problematic issues. Educational Assessment, Evaluation and Accountability, 23, 5–20.10.1007/s11092-010-9110-2
  • Smith, M. L., & Rottenberg, C. (1991). Unintended consequences of external testing in elementary schools. Educational Measurement: Issues and Practice, 10, 7–11.10.1111/emip.1991.10.issue-4
  • Stoll, L., & Louis, K. S. (2007). Professional learning communities: Divergence, depth and dilemmas. Maidenhead: McGraw-Hill/Open University Press.
  • Timperley, H. (2011). Using student assessment for professional learning: Focusing on students’ outcomes to identify teachers’ needs. Paper no. 21. Melbourne: Education Policy and Research Division Office for Policy, Research and Innovation, Department of Education and Early Childhood Development.
  • Thomson, P., Hall, C., & Jones, K. (2013). Towards educational change leadership as a discursive practice—or should all school leaders read Foucault? International Journal of Leadership in Education, 16, 155–172. doi:10.1080/13603124.2012.693204
  • Vennebo, K. F., & Ottesen, E. (2012). School leadership: Constitution and distribution. International Journal of Leadership in Education, 15, 255–270. doi:10.1080/13603124.2011.624642
  • Vennebo, K. F., & Ottesen, E. (2014). The emergence of innovative work in school development. Journal of Educational Change, 16, 197–216. ( Published online 02.04.2014). doi:10.1007/s10833-014-9234-0

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.