Mission and mandates: school leaders’ and teachers’ professional discretion in enacting education for democracy

References

• Alviar-Martin, T., Randall, J. D., Usher, E. L., & Engelhard, G. (2008). Teaching civic topics in four societies. The Journal of Educational Research, 101(3), 177–187. https://doi.org/10.3200/JOER.101.3.177-188
   Web of Science ®Google Scholar
• Anderson, G., & Cohen, M. I. (2018). The new democratic professional in education. Teachers College Press.
   Google Scholar
• Apple, M.-W., & Beane, J.-A. (Eds.). (1995). Democratic schools. The Association for Supervision and Curriculum Development.
   Google Scholar
• Arthur, J. (2011). Personal character and tomorrow’s citizens: Student expectations of their teachers. International Journal of Educational Research, 50(3), 184–189. https://doi.org/10.1016/j.ijer.2011.07.001
   Google Scholar
• Ball, A., Maguire, S., & Braun, M. (2012). How schools do policy: Policy enactments in secondary schools. Routledge.
   Google Scholar
• Berkovich, I. (2014). A socio-ecological framework of social justice leadership in education. Journal of Educational Administration and History, 52(3), 282–309. https://doi.org/10.1108/JEA-12-2012-0131
   Google Scholar
• Brown, K. M. (2004). Leadership for social justice and equity: Weaving a transformative framework and pedagogy. Educational Administration Quarterly, 40(1), 77–108. https://doi.org/10.1177/0013161X03259147
   Web of Science ®Google Scholar
• Bryman, A. (2012). Social research methods. Oxford University Press.
   Google Scholar
• Camphuijsen, M. K., Møller, J., & Skedsmo, G. (2020). Test-based accountability in the Norwegian context: Exploring drivers, expectations and strategies. Journal of Education Policy, 1–19. https://doi.org/10.1080/02680939.2020.1739337
   Web of Science ®Google Scholar
• Coburn, C. E. (2005). Shaping teacher sensemaking: School leaders and the enactment of reading policy. Educational Policy, 19(3), 476–509. https://doi.org/10.1177/0895904805276143
   Web of Science ®Google Scholar
• The Constitution. (1814). The constitution (LOV-1814-05-17). Ministry of Education and Research. https://lovdata.no/dokument/NL/lov/1814-05-17/KAPITTEL_1-5#KAPITTEL_1–5
   Google Scholar
• Cresswell, J.-W. (2007). Qualitative inquiry and research design: Choosing among five approaches. SAGE Publications.
   Google Scholar
• Dewey, J. (1916). Democracy and education. Createspace Independent Publishing Platform.
   Google Scholar
• The Education Act. (1998). Act relating to primary and secondary education and training (The Education Act). Ministry of Education and Research. http://www.lovdata.no/all/nl-19980717-061.html.
   Google Scholar
• Englund, T. (1994). Education as a citizenship right-a concept in transition: Sweden related to other Western democracies and political philosophy. Journal of Curriculum Studies, 26(4), 383–399. https://doi.org/10.1080/0022027940260403
   Web of Science ®Google Scholar
• Esping-Andersen, G. (1989). The three worlds of welfare capitalism. John Wiley & Sons, Inc.
   Google Scholar
• Evetts, J. (2009). New professionalism and new public management: Changes, continuities and consequences. Comparative Sociology, 8(2), 247–266. https://doi.org/10.1163/156913309X421655
   Google Scholar
• Evetts, J. (2011). A new professionalism? Challenges and opportunities. Current Sociology, 59(4), 406–422. https://doi.org/10.1177/0011392111402585
   Web of Science ®Google Scholar
• Furman, G.-C., & Shields, C.-M. (2005). How can educational leaders promote and support social justice and democratic community in schools? In W.-A. Firestone & C. Riehl (Eds.), A new agenda for research in educational leadership (pp. 119–137). Teachers College Press.
   Google Scholar
• Gawlik, M. A. (2015). Shared sense-making: How charter school leaders ascribe meaning to accountability. Journal of Educational Administration, 53(3), 393–415. https://doi.org/10.1108/JEA-08-2013-0092
   Google Scholar
• Gunter, H., Grimaldi, E., Hall, D., & Serpieri, R. (Eds.). (2016). New public management and the reform of education. Routledge.
   Google Scholar
• Gunter, H. M. (2016). An intellectual history of school leadership practice and research. Bloomsbury Press.
   Google Scholar
• Horsford, S., & Anderson, G. L. (2019). The politics of education policy in an era of inequality: Possibilities for democratic schooling. Routledge.
   Google Scholar
• Huang, L., Ødegård, G., Hegna, K., Svagård, V., Helland, T., & Seland, I. (2017). ICCS 2016: Demokratiforståelse, kunnskap og engasjement blant 9.-klassinger i Norge. IEA, NOVA.
   Google Scholar
• James, C., Connolly, M., & Hawkins, M. (2020). Reconceptualising and redefining educational leadership practice. International Journal of Leadership in Education, 23(5), 618–635. https://doi.org/10.1080/13603124.2019.1591520
   Web of Science ®Google Scholar
• Karlsen, G. (2006). Utdanning, Styring og Marked –Norsk utdanningspolitikk i et internasjonalt perspektiv. Universitetsforlaget.
   Google Scholar
• Karseth, B., & Møller, J. (2018). Legal regulation and professional discretion in schools. Scandinavian Journal of Educational Research, 64(2), 195–210. https://doi.org/10.1080/00313831.2018.1531918
   Web of Science ®Google Scholar
• Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in US schools. Educational Researcher, 35(7), 3–12. https://doi.org/10.3102/0013189X035007003
   Google Scholar
• Larsen, E., Møller, J., & Jensen, R. (2020). Constructions of professionalism and the democratic mandate in education a discourse analysis of norwegian public policy documents. Journal of Education Policy. https://doi.org/10.1080/02680939.2020.1774807
   Google Scholar
• Lenz, N., & Geissert, B. (Eds.). (2016). Dembra. Faglige perspektiver på demokrati og forebygging av gruppefiendtlighet i skolen. http://dembra.no/wp-content/uploads/2016/09/Dembrahefte_2016_1.pdf
   Google Scholar
• Lingard, B., Hayes, D., Mills, M., & Christie, P. (2003). Leading learning: Making hope practical in schools. McGraw-Hill Education (UK).
   Google Scholar
• Maroy, C. (2015). Comparing accountability policy tools and rationales: Various ways, various effects? In H. G. Kotthoff & E. Klerides (Eds.), Governing educational spaces: Knowledge, teaching, and learning in transition (pp. 35–59). Sense Publishers.
   Google Scholar
• Maroy, C., & Pons, X. (2019). Accountability policies in education: A comparative and multilevel analysis in France and Quebec. Springer.
   Google Scholar
• Mathé, N. E. H. (2019). PhD revisited: Students’ perceptions of democracy, politics, and citizenship preparation and implications for social studies education. Nordic Journal of Comparative and International Education (NJCIE), 3(1), 105–115. https://doi.org/10.7577/njcie.3355
   Google Scholar
• Mausethagen, S., Prøitz, T., & Skedsmo, G. (2018). Elevresultater -Mellom kontroll og utvikling. Fagbokforlaget.
   Google Scholar
• Ministry of Education and Research. (2008). Kvalitet i skolen. St. meld. nr. 31 (White Paper No. 31). https://www.regjeringen.no/no/dokumenter/stmeld-nr-31-2007-2008-/id516853/
   Google Scholar
• Ministry of Education and Research. (2016). Fag-Fordypning-Forståelse –En fornyelse av Kunnskapsløftet. St. meld. nr. 28 (White Paper No. 28). https://www.regjeringen.no/no/dokumenter/nou-2015-8/id2417001/
   Google Scholar
• Ministry of Education and Research. (2017). Overordnet del – Verdier og prinsipper i grunnopplæringen. Ministry of Education and Research. https://www.regjeringen.no/contentassets/37f2f7e1850046a0a3f676fd45851384/overordnet-del—verdier-og-prinsipper-for-grunnopplaringen.pdf
   Google Scholar
• Molander, A. (2016). Discretion in the welfare state: Social rights and professional judgement. Routledge.
   Google Scholar
• Molander, A., Grimen, H., & Eriksen, E. O. (2012). Professional discretion and accountability in the welfare state. Journal of Applied Philosophy, 29(3), 214–230. https://doi.org/10.1111/j.1468-5930.2012.00564.x
   Web of Science ®Google Scholar
• Møller, J. (2006). Democratic schooling in Norway: Implications for leadership in practice. Leadership and Policy in Schools, 5(1), 53–69. https://doi.org/10.1080/15700760500498779
   Google Scholar
• Møller, J. (2017). Leading education beyond what works. European Educational Research Journal, 16(4), 375–385. https://doi.org/10.1177/1474904117705487
   Web of Science ®Google Scholar
• Møller, J., & Rönnberg, L. (2021). Critical perspectives in and approaches to educational leadership in Norway and Sweden. In S. J. Courtney, H. M. Gunter, R. Niesche, & T. Trujillo (Eds.), Understanding educational leadership critical perspectives and approaches (pp. 105–119). Bloomsbury Academic.
   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(4), 336–353. https://doi.org/10.1080/00220620.2013.822353
   Google Scholar
• Peterson, A., Hattam, R., Michalinos, Z., & Arthur, J. (Eds.). (2016). The Palgrave international handbook of education for citizenship and social justice. Palgrave Macmillan UK.
   Google Scholar
• Ryan, J., & Rottmann, C. (2009). Struggling for democracy: Administrative communication in a diverse school context. Educational Management Administration & Leadership, 37(4), 473–496. https://doi.org/10.1177/1741143209334579
   Web of Science ®Google Scholar
• Scanlan, M., & Theoharis, G. (2016). Introduction to special issue—intersectionality: Promoting social justice while navigating multiple dimensions of diversity. Journal of Cases in Educational Leadership, 19(1), 3–5. https://doi.org/10.1177/1555458915625069
   Google Scholar
• Schulz, W., Ainley, J., Fraillon, J., Losito, B., Agrusti, G., & Friedman, T. (2018). Becoming citizens in a changing world: IEA international civic and citizenship education study 2016 international report. Netherlands IEA.
   Google Scholar
• Seland, I. (2019). Editorial. Special issue on ICCS 2016 Norway. Nordic Journal of Comparative and International Education (NJCIE), 3(1), 1–2. https://doi.org/10.7577/njcie.3203
   Google Scholar
• Sinclair, A. (1995). The chameleon of accountability: Forms and discourses. Accounting, Organizations and Society, 20(2–3), 219–237. https://doi.org/10.1016/0361-3682(93)E0003-Y
   Web of Science ®Google Scholar
• Skedsmo, G., & Møller, J. (2016). Governing by new performance expectations in Norwegian schools. In R. Hall, D. S. Gunter, & E. Grimaldi (Eds.), New public management and the reform of education: European lessons for policy and practice (pp. 53–66). Routledge.
   Google Scholar
• Spillane, J. P. (2006). Distributed Leadership. Jossey-Bass.
   Google Scholar
• Stray, J.-H. (2010). ‘Demokratisk medborgerskap i norsk skole? En kritisk analyze’ [Democratic citizenship in Norwegian schools? A critical analysis] [Doctoral dissertation]. University of Oslo.
   Google Scholar
• Szeto, E. (2020). How do principals’ practices reflect democratic leadership for inclusion in diverse school settings? A Hong Kong case study. Educational Management Administration & Leadership, 174114322091592. https://doi.org/10.1177/1741143220915922
   Web of Science ®Google Scholar
• Tansey, O. (2007). Process tracing and elite interviewing: A case for non-probability sampling. PS: Political Science & Politics, 40(4), 765–772. https://doi.org/10.1017/S1049096507071211
   Web of Science ®Google Scholar
• Telhaug, A. O. (2006). Skolen mellom stat og marked. Didakta Norsk Forlag.
   Google Scholar
• Thomson, P. (2009). School leadership. Heads on the block? Routledge.
   Google Scholar
• Trujillo, T., Møller, J., Jensen, R., Kissell, R. E., & Larsen, E. (2021). Images of educational leadership: How principals make sense of democracy and social justice in two distinct policy contexts. Educational Administration Quarterly.https://doi.org/10.1177/0013161X20981148
   Google Scholar
• Verger, A., Fontdevila, C., & Parcerisa, L. (2019). Reforming governance through policy instruments: How and to what extent standards, tests and accountability in education spread worldwide. Discourse: Studies in the Cultural Politics of Education, 40(2), 248–270. https://doi.org/10.1080/01596306.2019.1569882
   Web of Science ®Google Scholar
• Weick, K. E. (1995). Sensemaking in organizations. SAGE Publications.
   Google Scholar
• Weick, K. E., Sutcliffe, K. M., & Obstfeld, D. (2005). Organizing and the process of sensemaking. Organization Science, 16(4), 409–421. https://doi.org/10.1287/orsc.1050.0133
   Web of Science ®Google Scholar
• Wong, K. L., Lee, J. C.-K., & Kennedy, K. J. (2020). School leadership for civic learning: The case of socio-political turbulence in Hong Kong. Educational Management Administration & Leadership. https://doi.org/10.1177/1741143220933903
   Web of Science ®Google Scholar
• Woods, P. A. (2004). Democratic leadership: Drawing distinctions with distributed leadership. International Journal of Leadership in Education, 7(1), 3–26. https://doi.org/10.1080/1360312032000154522
   Google Scholar
• Woods, P. A. (2005). Democratic leadership in education. SAGE Publications.
   Google Scholar
• Yin, R. K. (1984). Case study research: Design and methods. Sage Publications.
   Google Scholar