Relations between an improving Swedish LEA and school principals with joint quality and improvement responsibilities

References

• Adolfsson, C.-H., & Alvunger, D. (2017). The nested systems of local school development: Understanding improved interaction and capacities in the different sub-systems of schools. Improving Schools, 20(3), 195–208.
   Web of Science ®Google Scholar
• Adolfsson, C.-H., & Alvunger, D. (2020). Power dynamics and policy actions in the changing landscape of local school governance. Nordic Journal of Studies in Educational Policy, 6(2), 128–142. Online print.
   Google Scholar
• Anagnostopoulos, D., & Rutledge, S. (2007). Making sense of school sanctioning policies in urban high schools: Charting the depth and drift of school and classroom change. Teachers College Record, 109(5), 1261–1302.
   Web of Science ®Google Scholar
• Benford, R. D., & Snow, D. A. (2000). Framing processes and social movements: An overview and assessment. Annual Review of Sociology, 26(1), 611–639.
   Web of Science ®Google Scholar
• Campbell, C., & Murillo, F. J. (2005). Big change question. Do local central authorities (LCAs) make a difference in school reform? Journal of Educational Change, 6(1), 77–89.
   Google Scholar
• Coburn, C. E. (2005). Shaping teacher sensemaking: School leaders and the enactment of reading policy. Educational Policy, 19(3), 476–509.
   Web of Science ®Google Scholar
• Coburn, C. E. (2006). Framing the problem of reading instruction: Using frame analysis to uncover the microprocesses of policy implementation. American Educational Research Journal, 43(3), 343–349.
   Web of Science ®Google Scholar
• Farrell, C. C., & Coburn, C. E. (2017). Absorptive capacity: A conceptual framework for understanding district central office learning. Journal of Educational Change, 18(2), 135–159.
   Web of Science ®Google Scholar
• Flyvbjerg, B. (2001). Making social science matter: Why social inquiry fails and how it can succeed. Cambridge: Cambridge University Press.
   Google Scholar
• Hanberger, A., Lindgren, L., & Lundström, U. (2016). Navigating the evaluation web: Evaluation in Swedish local school governance. Education Inquiry, 7(3), 259–281.
   Google Scholar
• Hooge, E. H., Moolenaar, N. M., van Look, K. C. J., Janssen, S. K., & Sleegers, P. J. C. (2019). The role of district leaders for organization social capital. Journal of Educational Administration, 57(3), 296–316.
   Web of Science ®Google Scholar
• Kelchtermans, G. (2007). Macropolitics caught up in micropolitics: The case of the policy on quality control in Flanders (Belgium). Journal of Education Policy, 22(4), 471–491.
   Web of Science ®Google Scholar
• Leithwood, K. (2010). Characteristics of school districts that are exceptionally effective in closing the achievement gap. Leadership and Policy in Schools, 9(3), 245–291.
   Google Scholar
• Leithwood, K., & Azah, V. N. (2017). Characteristics of high-performing school districts. Leadership and Policy in Schools, 16(1), 27–53.
   Web of Science ®Google Scholar
• März, V., Kelchtermans, G., & Vermeir, K. (2017). Artifacts as authoritative actors in educational reform. Routines, institutional pressures, and legitimacy in student data systems. Journal of Educational Change, 18(4), 439–464.
   Web of Science ®Google Scholar
• Moos, L., Nihlfors, E., & Paulsen, J. M. (Eds.). (2016). Nordic superintendents: Agents in a broken chain (Educational Governance Research 2). Dordrecht: Springer.
   Google Scholar
• Nordholm, D. (2015a). Organising for school improvement at the middle tier. Studies on temporary organisations (Doctoral thesis). University of Gothenburg, Gothenburg.
   Google Scholar
• Nordholm, D. (2015b). Sense-making in a temporary organization: Implementing a new curriculum in a Swedish municipality. Scandinavian Journal of Educational Research, 59(5), 531–545.
   Web of Science ®Google Scholar
• Park, V., Daly, A. J., & Guerra, A. W. (2013). Strategic framing: How leaders craft the meaning of data use for equity and learning. Educational Policy, 27(4), 645–675.
   Web of Science ®Google Scholar
• Prøitz, T. S., Mausethagen, S., & Skedsmo, G. (2019). District administrators’ governing styles in the enactment of data-use practices. International Journal of Leadership in Education, 1–22. Online print. doi:10.1080/13603124.2018.1562097
   Web of Science ®Google Scholar
• Rorrer, A. K., Skrla, L., & Scheurich, J. J. (2008). Districts as institutional actors in educational reform. Educational Administration Quarterly, 44(3), 307–358.
   Web of Science ®Google Scholar
• Skolinspektionen. (2014). Från huvudmannen till klassrummet – Tät styrkedja viktigt för förbättrade kunskapsresultat (Dnr. 2014: 6739). Stockholm: Author.
   Google Scholar
• Skolinspektionen. (2015). Huvudmannens styrning av grundskolan (Rapport 2015: 01.Dnr. 400-2013:2398). Stockholm: Author.
   Google Scholar
• Spillane, J. P. (1999). External reform initiatives and teachers’ efforts to reconstruct their practice: The mediating role of teachers’ zones of enactment. Journal of Curriculum Studies, 31(2), 143–175.
   Web of Science ®Google Scholar
• Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72(3), 387–431.
   Web of Science ®Google Scholar
• Sun, J., & Leithwood, K. (2015). Direction-setting school leadership practices: A meta-analytical review of evidence about their influence. School Effectiveness and School Improvement, 26(4), 499–523.
   Web of Science ®Google Scholar
• Utbildningsdepartementet. (2017). Samling för skolan. Nationell strategi för kunskap och likvärdighet. Slutbetänkande av 2015 års skolkommission (SOU 2017:35). Stockholm: Nordstedts förlag.
   Google Scholar
• Vermeir, K., Kelchtermans, G., & März, V. (2017). Implementing artifacts: An interactive frame analysis of innovative educational practices. Teaching and Teacher Education, 63(3), 116–125.
   Google Scholar
• Weick, K. E. (1995). Sensemaking in organizations. Thousand Oaks, CA: Sage.
   Google Scholar
• Weick, K. E., Sutcliffe, K. M., & Obstfield, D. (2005). Organizing and the process of sensemaking. Organization Science, 16(4), 409–421.
   Web of Science ®Google Scholar