Teaching in preschool: heads of preschools governance throughout the systematic quality work

References

• Anders, Y., Rossbach, H-G., Weinert., S., Kuger, S., Lehrl, S., & von Maurice, J. (2012). Home and preschool learning environments and their relations to the development of early numeracy skills. Early Childhood Research Quarterly, 27, 231–244.
   Google Scholar
• Anders, Y., Grosse, C., Rossbach, H-G.., Ebert, S., & Weinert, S. (2013). Preschool and primary school influences on the development of children's early numeracy skills between the ages of 3 and 7 years in germany. School Effectiveness and School Improvement, 24(2), 195–211. doi:10.1080/09243453.2012.749794
   Web of Science ®Google Scholar
• Ärlestig, H. (2011). Kvalitetsredovisningens betydelse för skolans interna arbete s. In J. Höög & O. Johansson (eds.), Struktur, kultur, ledarskap – Förutsättningar för framgångsrika skolor (pp. 175–193). Lund: Studentlitteratur.
   Google Scholar
• Belsky, J., Vandell, D.L., Burchinal, M., Clarke-Stewart, K.A., McCartney, K., & Owen, M.T. (2007). Are there long-term effects of early child care? Child Development, 78(2), 681–701. doi:10.1111/cdev.2007.78.issue-2
   PubMed Web of Science ®Google Scholar
• Berthelsen, D., Brownlee, J., & Boulton-Lewis, G. (2002). Caregivers’ epistemological beliefs in toddler programs. Early Child Development Care, 172, 503–516. doi:10.1080/03004430214547
   Google Scholar
• Burchinal, P., Kainz, K., Cai, K., Tout, K., Zaslow, M., Martinez-Beck, I., & Rathgeb, C. (2009). Early care and education quality and child outcomes. Washington, DC: Child Trends. doi:10.1037/e573052010-001
   Google Scholar
• Doverborg, E., Pramling, N., & Pramling Samuelsson, I. (2013). Att undervisa barn i förskolan. Stockholm: Liber.
   Google Scholar
• Enö, M. (2005). Att våga flyga: Ett deltagarorienterat projekt om samtalets potential och förskolepersonals konstruktion av det professionella subjektet. Malmö: Lärarutbildningen, Malmö högskola.
   Google Scholar
• Eriksson, A. (2014). Förskollärarens förtydligade ansvar - en balansgång mellan ett demokratiskt förhållningssätt och att utöva yrkeskunskap. Tidsskrift for Nordisk Barnehageforskning, 7(7), 1–17. doi:10.7577/nbf.576
   Google Scholar
• Eriksson, A., Beach, D., & Svensson, A.-K. (2015). Förskolechefens anavar och uppdrag i ett kommunalt förvaltningsperspektiv. Tidsskrift for Nordisk Barnehageforskning, 11(9), 1–17. doi:10.7577/nbf.1204
   Google Scholar
• Gibbert, M., Ruigrok, W., & Wicki, B. (2008). What passes as a rigorous case study? Strategic Management Journal, 29(13), 1465–1474. doi:10.1002/smj.v29:13
   Web of Science ®Google Scholar
• Håkansson, J. (2016). Organising and leading systematic quality work in the preschool – Preschool managers’ perspectives. School Leadership & Management, 36(3), 292–310. doi:10.1080/13632434.2016.1247043
   Web of Science ®Google Scholar
• Hedefalk, M., Almqvist, J., & Östman, L. (2015). Education for sustainable development in early childhood education: A review of the research literature. Environmental Education Research, 21(7), 975–990. doi:10.1080/13504622.2014.971716
   Web of Science ®Google Scholar
• Hodder, I. (1994). The interpretation of documents and material culture. Thousand Oaks: Sage.
   Google Scholar
• Hsieh, H-F., & Shannon, S.E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. doi:10.1177/1049732305276687
   PubMed Web of Science ®Google Scholar
• Jarl, M., Kjellgren, H., & Quennerstedt, A. (2007). Förändringar i skolans organisation och styrning s. In J. Pierre (eds.), Skolan som politisk organisation (pp. 23–48). Malmö: Gleerups.
   Google Scholar
• Jonsson, A., Pramling Samuelsson, I., & Williams, P. (2017). Undervisningsbegreppet och dess innebörder uttryckta av förskolans lärare. Forskning om undervisning och lärande, 5(1), 90–109.
   Google Scholar
• Katz, G. (1999). Curriculum disputes in early childhood education. ERIC Clearinghouse on Elementary and Early Childhood Education: ERIC digest.
   Google Scholar
• Kohlbacher, F. (2006). The use of qualitative content analysis in case study research. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 7(1), 1–23.
   PubMedGoogle Scholar
• Krippendorff, K. (2004). Content analysis: An introduction to its methodology. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Lindgren, J. (2015). Learning, coping, adjusting: Making school inspections work in Swedish schools. Nordic Journal of Studies in Educational Policy, 1(3), 58–76.
   Google Scholar
• Taguma, M., Litjens, I., & Makoviecki, K. (2013). Quality matters in early childhood education and care: Sweden 2013. Sweden: OECD. doi:10.1787/22269673
   Google Scholar
• McKee, A. (2003). Textual analysis: A beginner’s guide. London: Sage.
   Google Scholar
• McTavish, D. G., & Pirro, E. B. (1990). Contextual content analysis. Quality and Quantity, 24, 245–265. doi:10.1007/BF00139259
   Web of Science ®Google Scholar
• Nihlfors, E. (2003). Skolchefen i skolans styrning och ledning. Acta Universitatis, Upsaliensis: Uppsala universitet.
   Google Scholar
• Nihlfors, E., Jervik Steen, L., & Johansson, O. (2015). Förskolechefen: en viktig länk i utbildningskedjan. Gleerups Utbildning AB.
   Google Scholar
• Nygård, M. (2015). Kvalitet i læring i barnehagen. En analyse av styringsdokumenter fra OECD og Norge. Tidsskrift for Nordisk Barnehageforskning, 11(7), 1–18. doi:10.7577/nbf.856
   Google Scholar
• Nygård, M. (2017). The Norwegian early childhood education and care institution as a learning arena: Autonomy and positioning of the pedagogic recontextualising field with the increase in state control of ECEC content. Nordic Journal of Studies in Educational Policy, 1–11. Published online. doi:10.1080/20020317.2017.1297017
   Google Scholar
• Pierre, J. (2007). Decentralisering, styrning och värdekonflikter i skolan. In J. Pierre (red.). Skolan som politisk organisation (pp. 9–22). Malmö: Gleerups.
   Google Scholar
• Rubinstein Reich, L., Tallberg Broman, I., & Vallberg Roth, A.-C. (2017). Professionell yrkesutövning i förskola: Kontinuitet och förändring. Lund: Studentlitteratur.
   Google Scholar
• SFS. (2010:800). The Educational Act. Stockholm: The ministry of education.
   Google Scholar
• Sofou, E., & Tsafos, V. (2009). Preschool teacher´s understandings of the national preschool curriculum in Greece. Early Childhood Education Journal, 37(5), 411–420. doi:10.1007/s10643-009-0368-2
   Google Scholar
• Stemler, S. (2001). An overview of content analysis. Practical Assessment, Research & Evaluation, 7(17), 137–146.
   Google Scholar
• Tesch, R. (1990). Qualitative research: Analysis types and software tools. Bristol, PA: Falmer.
   Google Scholar
• The Swedish National Agency for Inspection. (2016). Förskolans pedagogiska uppdrag – Om undervisning, lärande och förskollärares ansvar [The preschool mission – teaching, learning and preschool teachers responsibillities; in Swedish]. Stockholm: Skolinspektionen.
   Google Scholar
• The Swedish National Agency for Education. (2016a). Läroplan för förskolan, Lpfö 98, revised 2016. [Curriculum for preschool: Lpfö98; in Swedish.]. Stockholm: Fritzes.
   Google Scholar
• The Swedish National Agency for Education. (2016b). Children and personnel in preschool autumn 2016. Retrieved from https://www.skolverket.se/om-skolverket/publikationer/visa-enskild-publikation?_xurl_=http%3A%2F%2Fwww5.skolverket.se%2Fwtpub%2Fws%2Fskolbok%2Fwpubext%2Ftrycksak%2FBlob%2Fpdf3777.pdf%3Fk%3D3777
   Google Scholar
• The Swedish National Agency for Education. (2017). Måluppfyllelse i förskolan. Skolverkets allmänna råd och kommentarer [Goal achivement in preschool; in Swedish]. Stockholm: Skolverket.
   Google Scholar
• Utbildningdepartementet. (2010). Förskola i utveckling – Bakgrund till ändringar i förskolans läroplan. [Preschool in development – Background to the changes in the preschool curriculum: In Swedish]. Retrieved from http://www.regeringen.se/content/1/c6/15/89/51/20e75aa2.pdf
   Google Scholar
• Vandell, D.L., Belsky, J., Burchinal, M., Steinberg, L., & Vandergrift, N. (2010). Do effects of early child care extend to age 15 years? results from the nichd study of early child care and youth development. Child Development, 81(3), 737–756. doi:10.1111/cdev.2010.81.issue-3
   PubMed Web of Science ®Google Scholar
• Wang, J., Elicker, J., McMullen, M., & Mao, S. (2008). Chinese and American preschool teachers’ beliefs about early childhood curriculum. Early Child Development and Care, 178(3), 227–249. doi:10.1080/03004430600722671
   Google Scholar
• Weber, R. (1990). Basic Content Analysis. Newbury Park, CA: Sage Publications.
   Google Scholar