Organisational routines for school improvement: exploring the link between ostensive and performative aspects

References

• Argote, L. (1999). Organizational learning: Creating, retaining and transferring knowledge. New York, NY: Kluwer Academic Publishers.
   Google Scholar
• Ärlestig, H. (2008). In school communication: Developing a pedagogically focussed school culture. Values and Ethics in Educational Administration, 7, 1–8.
   Google Scholar
• Ärlestig, H. (2007). Principals’ communication inside schools: A contribution to school improvement. The Educational Forum, 71, 262–273.10.1080/00131720709335010
   Google Scholar
• Becker, M. C. (2004). Organizational routines: A review of the literature. Industrial and Corporate Change, 13, 643–677.10.1093/icc/dth026
   Web of Science ®Google Scholar
• Blossing, U., Imsen, G., & Moos, L. (2014). Nordic schools in a time of change. In U. Blossing, G. Imsen, & L. Moos (Eds.), The Nordic educational model: ‘A school for all’ encounters neo-liberal policy, Policy Implications of Research in Education 1 (pp. 1–34). Dordrecht: Springer.10.1007/978-94-007-7125-3
   Google Scholar
• Bourdieu, P. (1977). Outline of the theory of practice. New York, NY: Cambridge University Press.10.1017/CBO9780511812507
   Google Scholar
• Bourdieu, P. (1990). The logic of practice. Stanford, CA: Stanford University Press.
   Google Scholar
• Coburn, C. E. (2004). Beyond decoupling: Rethinking the relationship between the institutional environment and the classroom. Sociology of Education, 77, 21–44.
   Web of Science ®Google Scholar
• Easterby-Smith, M. (1997). Disciplines of organizational learning: Contributions and critiques. Human Relations, 50, 1085–1113.
   Web of Science ®Google Scholar
• Feldman, M. S. (2000). Organizational routines as a source of continuous change. Organizational Science, 11, 611–629.10.1287/orsc.11.6.611.12529
   Web of Science ®Google Scholar
• Feldman, M. S. (2003). A performative perspective on stability and change in organizational routines. Industrial and Corporate Change, 12, 727–752.10.1093/icc/12.4.727
   Web of Science ®Google Scholar
• Feldman, M. S., & Pentland, B. T. (2003). Reconceptualizing organizational routines as source of flexibility and change. Administrative Science Quarterly, 48, 94–118.10.2307/3556620
   Web of Science ®Google Scholar
• Felin, T., & Foss, N. J. (2009). Organizational routines and capabilities: Historical drift and a course-correction toward micro foundations. Scandinavian Journal of Management, 25, 157–167.10.1016/j.scaman.2009.02.003
   Web of Science ®Google Scholar
• Fullan, M. (2010). All systems go: The change imperative for whole system reform. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. Cambridge: Polity Press.
   Google Scholar
• Halverson, R. (2007). How leaders use artifacts to structure professional communities in schools. In L. Stoll & K. S. Louis (Eds.), Professional learning communities: Divergence, depth and dilemmas (pp. 93–105). Maidenhead: Open University Press.
   Google Scholar
• Hopkins, D., Stringfield, S., Harris, A., Stoll, L., & Mackay, T. (2014). School and system improvement: A narrative state-of-the-art review. School Effectiveness and School Improvement, 25, 257–281.10.1080/09243453.2014.885452
   Web of Science ®Google Scholar
• Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York, NY: Routledge.
   Google Scholar
• Helstad, K., & Møller, J. (2013). Leadership as relational work: Risks and opportunities. International Journal of Leadership in Education: Theory and Practice, 16, 245–262.10.1080/13603124.2012.761353
   Google Scholar
• 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
   Web of Science ®Google Scholar
• Langelotz, L. (2013). Teachers’ peer group mentoring – Nine steps to heaven? Education Inquiry, 4, 375–394.10.3402/edui.v4i2.22079
   Google Scholar
• Lauvås, P., Hofgaard Lycke, K., & Handal, G. (1997). Kollegahandledning i skolan [Peer tutoring in schools]. Lund: Studentlitteratur.
   Google Scholar
• Liljenberg, M. (2015). Distributing leadership to establish developing and learning school organisations in the Swedish context. Educational Management Administration & Leadership, 43, 152–170.10.1177/1741143213513187
   Web of Science ®Google Scholar
• Lundahl, L. (2005). A matter of self-governance and control. The reconstruction of Swedish education policy: 1980–2002. European Education, 4, 497–517.
   Google Scholar
• March, J. G. (1991). Exploration and exploitation in organizational learning. Organization Science, 2, 71–87.10.1287/orsc.2.1.71
   Web of Science ®Google Scholar
• Ministry of Education. (2012). Karriärvägar m.m. i fråga om lärare i skolväsendet [Career opportunities etc. for teachers in the school system]. Promemoria U2012/4904/S. Retrieved from Regeringskansliet: http://www.regeringen.se/49b726/contentassets/b0c754e5bd4e406d97c167167de6feaa/karriarvagar-m.m.-i-fraga-om-larare-i-skolvasendet
   Google Scholar
• Oliver, C. (1991). Strategic responses to institutional processes. Academy of Managment Review, 16, 145–179.
   Web of Science ®Google Scholar
• Ottesen, E., & Møller, J. (2016). Organisational routines – The interplay of legal standards and professional discretion. European Educational Research Journal, 15, 428–446.
   Web of Science ®Google Scholar
• Reynolds, D., Sammons, P., De Fraine, B., Van Damme, J., Townsend, T., Teddlie, C., & Stringfield, S. (2014). Educational effectiveness research (EER): A state-of-the-art review. School Effectiveness and School Improvement, 25, 197–230.10.1080/09243453.2014.885450
   Web of Science ®Google Scholar
• Salo, P., & Rönnerman, K. (2014). The Nordic tradition of educational action research – In the light of practice architectures. In K. Rönnerman & P. Salo (Eds.), Lost in practice: Transforming Nordic educational action research (pp. 53–74). Rotterdam: Sense Publishers.
   Google Scholar
• Sherer, J. Z., & Spillane, J. P. (2011). Constancy and change in work practice in schools: The role of organizational routines. Teachers College Record, 113, 611–657.
   Web of Science ®Google Scholar
• SOU. (1974). Skolans arbetsmiljö. Betänkande utgivet av Utredningen om skolans inre arbete –SIA [The schools’ working environment. Report published by the study on schools’ internal work – SIA]. Stockholm: Ministry of Education.
   Google Scholar
• Spillane, J. P., Callahan, k. (2000). Implementing state standards for science education: What district policy makers make of the hoopla. Journal of Research in Science Teaching, 37, 401–425.
   Web of Science ®Google Scholar
• Spillane, J. P., & Coldren, A. F. (2011). Diagnosis and design for school improvement. New York, NY: Teachers College Press.
   Google Scholar
• Spillane, J. P., Parise, L. M., & Sherer, J. Z. (2011). Organizational routines as coupling mechanisms: Policy, school administration, and the technical core. American Educational Research Journal, 48, 586–619.10.3102/0002831210385102
   Web of Science ®Google Scholar
• Stoll, L. (1999). Realising our potential: Understanding and developing capacity for lasting improvement. School Effectiveness and School Improvement, 10, 503–532.10.1076/sesi.10.4.503.3494
   Web of Science ®Google Scholar
• Swedish Education Act. 2010. Education Act SFS 2010:800. Retrieved from Sveriges Riksdag: http://www.riksdagen.se/sv/dokument-lagar/dokument/svensk-forfattningssamling/skollag-2010800_sfs-2010-800
   Google Scholar
• Törnsén, M. (2010). Keys to successful leadership: High support for capable and versatile principals. The Educational Forum, 74, 90–103.10.1080/00131721003604371
   Google Scholar
• Vennebo, K. F., & Ottesen, E. (2012). School leadership: Constitution and distribution. International Journal of Leadership in Education, 15, 255–270.10.1080/13603124.2011.624642
   Google Scholar
• Weick, K. E. (1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21, 1–19.
   Web of Science ®Google Scholar
• Weick, K. E. (1995). Sensemaking in Organizations. Thousand Oaks; CA: Sage.
   Google Scholar
• Weick, K. E. (1998). Improvisation as mindset for organizational analysis. Organization Science, 9, 543–555.10.1287/orsc.9.5.543
   Web of Science ®Google Scholar
• Weick, K. E., & Roberts, K. (1993). Collective mind in organizations: Heedful interrelating on flight decks. Administrative Science Quarterly, 38, 357–381.10.2307/2393372
   Web of Science ®Google Scholar
• Weick, K. E., Sutcliffe, K. M., & Obstfield, D. (2005). Organizing and the process of sensemaking. Organization Science, 16, 409–421.
   Web of Science ®Google Scholar