Redesigning the role of deputy heads in Norwegian schools – tensions between control and autonomy?

References

• Aas, M. (2013). Ledelse av skoleutvikling [Leading school development]. Oslo: Universitetsforlaget.
   Google Scholar
• Abrahamsen, H., & Aas, M. (2014). Avdelingsledere – en ny profesjon innenfor skoleledelse? [Deputy heads – A new profession within school leadership?] In K. Helstad & E. Elstad (Eds.), Professional development in schools (pp. 300–314). Oslo: Universitetsforlaget.
   Google Scholar
• Abrahamsen, H., Aas, M., & Hellekjaer, G. O. (2015). How do principals make sense of school leadership in Norwegian reorganised school leadership teams? School Leadership and Management, 35, 62–78. doi:10.1080/13632434.2014.992775
   Web of Science ®Google Scholar
• Ball, S. J. (1998). Big policies/small world: An introduction to international perspectives in education policy. Comparative Education, 34, 119–130. doi:10.1080/03050069828225
   Web of Science ®Google Scholar
• Balogun, J. (2007). The practice of organizational restructuring: From design to reality. European Management Journal, 25, 81–91. doi:10.1016/j.emj.2007.02.001
   Google Scholar
• Bridges, W. (2009). Managing transitions. Making the most of change. Philadelphia, PA: Perseus Books Group.
   Google Scholar
• Bush, T., & Glover, D. (2003). School leadership: Concepts and evidence. Nottingham: National College for School Leadership.
   Google Scholar
• Camburn, E., Rowan, B., & Taylor, J. E. (2003). Distributed leadership in schools: The case of elementary schools adopting comprehensive school reform models. Educational Evaluation and Policy Analysis, 25, 347–373.10.3102/01623737025004347
   Web of Science ®Google Scholar
• Coburn, C. E. (2005). Shaping teacher sensemaking: School leaders and the enactment of reading policy. Educational Policy, 19, 476–509.10.1177/0895904805276143
   Web of Science ®Google Scholar
• Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles, CA: Sage.
   Google Scholar
• Crow, G. M. (1992). The principal in schools of choice: Middle manager, entrepreneur, and symbol manager. The Urban Review, 24, 165–174.10.1007/BF01108490
   Google Scholar
• Cuban, L. (1988). The managerial imperative and the practice of leadership in schools. Albany, NY: State University of New York Press.
   Google Scholar
• Dale, E. L., Gilje, N., & Lillejord, S. (2011). Gjennomføring av utdanningsreformer i kunnskapssamfunnet [Implementation of education reforms in the knowledge society]. Oslo: Cappelen Damm akademisk.
   Google Scholar
• Day, C., Sammons, P., Hopkins, D., Harris, A., Leithwood, K., Gu, Q., … Kington, A. (2009). The impact of school leadership on pupil outcomes: Final report. Nottingham: Department for Children, Schools and Families.
   Google Scholar
• Dimmen, Å. (2000). Ledelsesorganisering og pedagogisk ledelse: evaluering av mellomlederordningen i de videregående skoler i Buskerud [Organizing leadership and pedagogical leadership: An evaluation of the middle leader structure in upper secondary education in Buskerud]. Hønefoss: Høgskolen i Buskerud.
   Google Scholar
• Dimmen, Å. (2005). Lærende organisasjoner. Mellomledere og kunnskapsledelse [Learning organizations. Middle leaders and knowledge leadership]. Hønefoss: Høgskolen i Buskerud.
   Google Scholar
• Eisenberg, E. M., Goodall, H. L., & Trethewey, A. (2010). Organizational communication: Balancing creativity and constraint. Boston, MA: Bedford.
   Google Scholar
• Finstad, N., & Kvåle, G. (2004). Skoleutvikling og ledelse. Skoleledelse mellom kommunale, statlige og profesjonelle interesser [School developmental work and leadership. School leadership between local, national and professional interests]. In G. Imsen (Ed.), Det ustyrlige klasserommet: Om styring, samarbeid og læringsmiljø i grunnskolen [The unruly classroom: About management, cooperation and learning in schools] (pp. 165–196). Oslo: Universitetsforlaget.
   Google Scholar
• Floyd, S. W., & Woolridge, B. (1997). Middle management’s strategic influence and organizational performance. Journal of Management Studies, 34(3), 465–485.
   Web of Science ®Google Scholar
• Gioia, D. A., & Chittipeddi, K. (1991). Sensemaking and sensegiving in strategic change initiation. Strategic Management Journal, 12, 433–448.10.1002/(ISSN)1097-0266
   Web of Science ®Google Scholar
• Hall, D. J. (2013). The strange case of the emergence of distributed leadership in schools in England. Educational Review, 65, 467–487. doi:10.1080/00131911.2012.718257
   Web of Science ®Google Scholar
• Hallinger, P., & Heck, R. H. (2010). Leadership for learning: Does collaborative leadership make a difference in school improvement? Educational Management Administration & Leadership, 38, 654–678.10.1177/1741143210379060
   Web of Science ®Google Scholar
• Harris, A., Jamieson, I., & Russ, J. (1995). A study of ‘effective’ departments in secondary schools. School Organisation, 15, 283–299.
   Google Scholar
• Harris, A., Muijs, D., & Crawford, M. (2003). Deputy and assistant heads: Building leadership potential. Full Report. Warwick, RI: National College for School Leadership.
   Google Scholar
• Hartley, D. (2007). The emergence of distributed leadership in education: Why now? British Journal of Educational Studies, 55, 202–214. doi:10.1111/j.1467-8527.2007.00371.x
   Web of Science ®Google Scholar
• Harvey, M. (1994). Empowering the primary school deputy principal. Educational Management & Administration, 22(1), 26–38. doi:10.1177/0263211X9402200104
   Google Scholar
• Hatcher, R. (2005). The distribution of leadership and power in schools. British Journal of Sociology of Education, 26, 253–267.10.1080/0142569042000294200
   Web of Science ®Google Scholar
• Hope, O. (2009). Essays on middle management responses to change initiatives (Unpublished doctoral dissertation). Bergen: The Norwegian School of Economics and Business Administration.
   Google Scholar
• Hultman, G. (2008). Ambiguity as work: Teachers’ knowledge creation in classrooms. New Zealand Journal of Teachers’ Work, 5, 21–35.
   Google Scholar
• Kaplan, L. S., & Owings, W. A. (1999). Assistant principals: The case for shared instructional leadership. NASSP Bulletin, 83, 80–94. doi:10.1177/019263659908361012
   Google Scholar
• Krueger, R. A., & Casey, M. A. (2009). Focus groups: A practical guide for applied research. Los Angeles, CA: Sage.
   Google Scholar
• Kvale, S., & Brinkmann, S. (2009). Interviews: Learning the craft of qualitative research interviewing. Los Angeles, CA: Sage.
   Google Scholar
• Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership & Management, 28, 27–42.10.1080/13632430701800060
   Google Scholar
• Leithwood, K., & Seashore Louis, K. S. (2012). Linking leadership to student learning. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Liljenberg, M. (2015). Distributing leadership to establish developing and learning school organizations in the Swedish context. Educational Management Administration & Leadership, 43, 152–170. doi:10.1177/1741143213513187
   Web of Science ®Google Scholar
• Ministry of Education and Research. (2003–2004). Kultur for læring [Culture for learning] ( White Paper No. 30, 2003–2004). Oslo: The Ministry.
   Google Scholar
• Mintzberg, H. (1989). Mintzberg on management: Inside our strange world of organizations. New York, NY: Free Press.
   Google Scholar
• Morgan, D. L. (1997). Focus groups as qualitative research (Vol. 16). Thousand Oaks, CA: Sage.10.4135/9781412984287
   Google Scholar
• Muijs, D., & Harris, A. (2003). Assistant & deputy heads: Key leadership issues and challenges. Management in Education, 17, 6–8. doi:10.1177/08920206030170010301
   Google Scholar
• Møller, J., & Ottesen, E. (2011). Styring, ledelse og kunnskapsutvikling i skolen [Management, Leadership and Knowledge Development in Schools]. In J. Møller & E. Ottesen (Eds.), Rektor som leder og sjef [The Principal as Leader and Chief] Om styring, ledelse og kunnskapsutvikling i skolen (pp.15–26).Oslo: Universitetsforlaget.
   Google Scholar
• Møller, J., Prøitz, T. S., Rye, E., & Aasen, P. (2013). Kunnskapsløftet som styringsform [Knowledge promotion as a governing tool]. In B. Karseth, J. Møller, & P. Aasen (Eds.), Reformtakter om fornyelse og stabilitet i grunnopplæringen [Paces of reform. About renewal and stability in comprehensive school] (pp. 23–41). Oslo: Universitetsforlaget.
   Google Scholar
• Møller, J., & Skedsmo, G. (2013). Modernising education: New Public Management reform in the Norwegian education system. Journal of Educational Administration and History, 45, 336–353. doi:10.1080/00220620.2013.822353
   Google Scholar
• Møller, J., Vedøy, G., Presthus, A. M., & Skedsmo, G. (2009). Fostering learning and sustained improvement: The influence of principalship. European Educational Research Journal, 8, 357–371.
   Google Scholar
• Nonaka, I. (1994). A dynamic theory of organizational knowledge creation. Organization Science, 5, 14–37. doi:10.1287/orsc.5.1.14
   Web of Science ®Google Scholar
• Organisation for Economic Co-operation and Development. (2001). New school management approaches. Paris: OECD Publishing.
   Google Scholar
• Organisation for Economic Co-operation and Development. (2013). Leadership for 21st century learning. Paris: OECD.
   Google Scholar
• Patton, M. Q. (2002). Qualitative research & evaluation methods. Thousand Oaks, CA: Sage.
   Google Scholar
• Paulsen, J. M. (2008). Managing adaptive learning from the middle (Vol. 4/2008). Oslo: Handelshøyskolen BI.
   Google Scholar
• Pont, B., Nusche, D., & Moorman, H. (2008). Improving school leadership, volume 1: Policy and practice. Paris: OECD Publishing.
   Google Scholar
• Pounder, D., & Crow, G. (2005). Sustaining the pipeline of school administrators. Educational Leadership, 62, 56–60.
   Web of Science ®Google Scholar
• Ribbins, P. (1997). Heads on deputy headship: Impossible roles for invisible role holders? Educational Management & Administration, 25, 295–308. doi:10.1177/0263211X97253006
   Google Scholar
• 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
   Web of Science ®Google Scholar
• Røvik, K. A., Roness, P. G., Lægreid, P., & Christensen, T. (2009). Organisasjonsteori for offentlig sektor: instrument, kultur, myte [Organizational theory for the public sector: Instrument, culture, myth]. Oslo: Universitetsforlaget.
   Google Scholar
• Scott, W. R. (2008). Institutions and organizations: Ideas and interests. Thousand Oaks, CA: Sage.
   Google Scholar
• Seashore Louis, K., Mayrowetz, D., Smiley, M., & Murphy, J. (2009). The role of sensemaking and trust in developing distributed leadership. In A. Harris (Ed.), Distributed leadership. Different perspectives (Vol. 7, pp. 157–180). London: Springer.10.1007/978-1-4020-9737-9
   Google Scholar
• Silverman, D. (2011). Interpreting qualitative data: A guide to the principles of qualitative research. Los Angeles, CA: Sage.
   Google Scholar
• Southworth, G. (1998). Leading improving primary schools. The work of headteachers and deputy head. London: Falmer Press.
   Google Scholar
• Spillane, J. (2006). Distributed leadership. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Spillane, J. (2013). The practice of leading and managing teaching in educational organizations. In Leadership for 21st century learning (pp. 59–82). Educational Research and Innovation, OECD Publishing. doi:10.1787/9789264205406-en
   Google Scholar
• Spillane, J., Camburn, E. M., & Pareja, A. S. (2007). Taking a distributed perspective to the school principal’s workday. Leadership and Policy in Schools, 6, 103–125. doi:10.1080/15700760601091200
   Google Scholar
• Spillane, J., Camburn, E., Pustejovsky, J., Pareja, A. S., & Lewis, G. (2008). Taking a distributed perspective in studying school leadership and management: The challenge of study operations. In A. Harris (Ed.), Distributed leadership. Studies in educational leadership (Vol. 7, pp. 47–80). London: Springer.
   Google Scholar
• Spillane, J., Diamond, J. B., Burch, P., Hallett, T., Jita, L., & Zoltners, J. (2002). Managing in the middle: School leaders and the enactment of accountability policy. Educational Policy, 16, 731–762.10.1177/089590402237311
   Web of Science ®Google Scholar
• Sun, A. (2012). Sharing instructional leadership as assistant principals in an accountability-oriented environment. In A. R. Shoho, B. G. Barnett, & A. K. Tooms (Eds.), Examining the assistant principalship: New puzzles and perennial challenges for the 21st century (pp. 153–180). Information Age Pub.
   Google Scholar
• Thagaard, T. (2003). Systematikk og innlevelse [Systematics and empathy]. Bergen: Fagbokforlaget.
   Google Scholar
• Thomson, P., & Hall, C. (2011). Sense-making as a lens on everyday change leadership practice: The case of Holly Tree Primary. International Journal of Leadership in Education, 14, 385–403. doi:10.1080/13603124.2011.585665
   Google Scholar
• Vibe, N., Aamodt, P. O., & Carlsten, T. C. (2009). Å være ungdomsskolelærer i Norge: Resultater fra OECDs internasjonale studie av undervisning og læring (TALIS) [Being teacher in lower secondary schools in Norway: Results from the OECD international study: Teaching And Learning International Survey (TALIS)], (Vol. 23/2009). Oslo: NIFU STEP.
   Google Scholar
• Weick, K. E. (1995). Sensemaking in organizations. Thousand Oaks, CA: Sage.
   Google Scholar
• Weller, L. D. A., & Weller, S. J. (2002). The assistant principal: Essentials for effective school leadership. Thousand Oaks, CA: Corwin Press.
   Google Scholar