Approaching change through pragmatic routines: a case study of a municipal response to a teacher certification reform in the Swedish School-age Educare

References

• Adolfsson, C. H. (2013). Kunskapsfrågan: En läroplansteoretisk studie av den svenska gymnasieskolans reformer mellan 1960-talet och 2010-talet (Doctoral dissertation, Linnaeus University Press).
   Google Scholar
• Andersson, R. (2020). Contextual influence on school leader problem framing: The role of perceived organizational image and identity in making sense of policy-related problems. Leadership and Policy in Schools, 1–16. https://doi.org/10.1080/15700763.2020.1836232
   Google Scholar
• Andersson, R. (2022). Policy and identification: Exploring the influence of identity perceptions on school leader sense-making in the Swedish school-age educare. Management in Education, 36(2), 57–63. https://doi.org/10.1177/0892020620953594
   Google Scholar
• Becker, M. C. (2004). Organizational routines: A review of the literature. Industrial and Corporate Change, 13(4), 643–678. https://doi.org/10.1093/icc/dth026
   Web of Science ®Google Scholar
• Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member checking: A tool to enhance trustworthiness or merely a nod to validation?. Qualitative Health Research, 26(13), 1802–1811. https://doi.org/10.1177/1049732316654870
   PubMed Web of Science ®Google Scholar
• Carlson, J. A. (2010). Avoiding traps in member checking. Qualitative Report, 15(5), 1102–1113 https://eric.ed.gov/?id=EJ896214.
   Google Scholar
• Carraway, J. H., & Young, T. (2015). Implementation of a districtwide policy to improve principals’ instructional leadership: Principals’ sensemaking of the skillful observation and coaching laboratory. Educational Policy, 29(1), 230–256.
   Web of Science ®Google Scholar
• Charmaz, K. (2014). Constructing grounded theory. sage.
   Google Scholar
• Coburn, C. E. (2001). Collective sensemaking about reading: How teachers mediate reading policy in their professional communities. Educational evaluation and policy analysis, 23(2), 145–170.
   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
• 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. https://doi.org/10.3102/00028312043003343
   Web of Science ®Google Scholar
• Cohen, J., Loeb, S., Miller, L. C., & Wyckoff, J. H. (2020). Policy implementation, principal agency, and strategic action: Improving teaching effectiveness in New York City middle schools. Educational Evaluation and Policy Analysis, 42(1), 134–160. https://doi.org/10.3102/0162373719893338
   Web of Science ®Google Scholar
• Cohen, D. K., Moffitt, S. L., & Goldin, S. (2007). Policy and practice: The dilemma. American Journal of Education, 113(4), 515–548. https://doi.org/10.1086/518487
   Web of Science ®Google Scholar
• Cuban, L. (1990). Reforming again, again, and again. Educational Researcher, 19(1), 3–13. https://doi.org/10.3102/0013189X019001003
   Google Scholar
• Dutton, J. E., & Dukerich, J. M. (1991). Keeping an eye on the mirror: Image and identity in organizational adaptation. Academy of Management Journal, 34(3), 517–554 https://journals.aom.org/doi/abs/10.5465/256405.
   Web of Science ®Google Scholar
• Dyer, W. G., Jr, & Wilkins, A. L. (1991). Better stories, not better constructs, to generate better theory: A rejoinder to Eisenhardt. The Academy of Management Review, 16(3), 613–619. https://doi.org/10.2307/258920
   Web of Science ®Google Scholar
• Etikprövningsnämnden (2021). https://etikprovningsmyndigheten.se/
   Google Scholar
• Feldman, M. S. (2003). A performative perspective on stability and change in organizational routines. Industrial and Corporate Change, 12(4), 727–752. https://doi.org/10.1093/icc/12.4.727
   Web of Science ®Google Scholar
• Feldman, M. S., & Pentland, B. T. (2003). Reconceptualizing organizational routines as a source of flexibility and change. Administrative Science Quarterly, 48(1), 94–118. https://doi.org/10.2307/3556620
   Web of Science ®Google Scholar
• Fransson, G. (2012). Lärarlegitimation, introduktionsperiod och lämplighetsprövning-en översikt och problematisering av reformerna. Didaktiska perspektiv på nya lärares professionella utveckling, 21–52 https://www.diva-portal.org/smash/get/diva2:552771/FULLTEXT01.pdf.
   Google Scholar
• Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Sociology Press.
   Google Scholar
• Haglund, B. (2018). ” Men dom flesta har en liknande situation.”. BARN - Forskning om barn og barndom i Norden, 36(2), 75–92. https://doi.org/10.5324/barn.v36i2.2766
   Google Scholar
• Haglund, B., & Anderson, S. (2009). Afterschool programs and leisure-time centres: Arenas for learning and leisure. World Leisure Journal, 51(2), 116–129. https://doi.org/10.1080/04419057.2009.9674594
   Google Scholar
• Haglund, B., & Boström, L. (2020). Everyday practices in Swedish school-age educare centres: A reproduction of subordination and difficulty in fulfilling their mission. Early Child Development and Care, 192(2), 248-262. https://doi.org/10.1080/03004430.2020.1755665
   Google Scholar
• Hjalmarsson, M., & Löfdahl Hultman, A. (2015). Confirming and resisting an underdog position–leisure-time teachers dealing with a new practice. European Early Childhood Education Research Journal, 23(4), 434–443. https://doi.org/10.1080/1350293X.2015.1087139
   Web of Science ®Google Scholar
• Honig, M. I. (2003). Building policy from practice: District central office administrators’ roles and capacity for implementing collaborative education policy. Educational Administration Quarterly, 39(3), 292–338. https://doi.org/10.1177/0013161X03253414
   Web of Science ®Google Scholar
• Honig, M. (2006). Complexity and policy implementation. New Directions in Education Policy Implementation: Confronting Complexity, Suny Press. 63, 1–25.
   Google Scholar
• Honig, M. (2012). What works in defining “What works” in educational improvement. Lessons from education policy implementation research, directions for future research. In G. Sykes, B. Schneider, & D. N. Plank (Eds.), Handbook of education policy research. Routledge pp. 349-363 .
   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(2), 257–281. https://doi.org/10.1080/09243453.2014.885452
   Web of Science ®Google Scholar
• Hubers, M. D., Schildkamp, K., Poortman, C. L., & Pieters, J. M. (2017). The quest for sustained data use: Developing organizational routines. Teaching and Teacher Education, 67, 509–521. https://doi.org/10.1016/j.tate.2017.07.007
   Web of Science ®Google Scholar
• Jennings, J. L. (2010). School choice or schools’ choice? Managing in an era of accountability. Sociology of education, 83(3), 227–247.
   Web of Science ®Google Scholar
• Klerfelt, A., & Stecher, L. (2018). Swedish school-age educare centres and German all-day schools–a bi-national comparison of two prototypes of extended education. IJREE–International Journal for Research on Extended Education, 6(1), 11–12. https://doi.org/10.3224/ijree.v6i1.05
   Google Scholar
• Lager, K. (2018). Leisure-time centres: Social pedagogical tradition in educational practice. Early Child Development and Care.
   Google Scholar
• Lager, K., Sheridan, S., & Gustafsson, J. (2016). Systematic quality development work in a Swedish leisure-time centre. Scandinavian Journal of Educational Research, 60(6), 694–708. https://doi.org/10.1080/00313831.2015.1066434
   Web of Science ®Google Scholar
• Liljenberg, M., & Nordholm, D. (2018). Organisational routines for school improvement: Exploring the link between ostensive and performative aspects. International Journal of Leadership in Education, 21(6), 690–704 doi:https://doi.org/10.1080/13603124.2017.1309685.
   Web of Science ®Google Scholar
• Louis, K. S., & Robinson, V. M. (2012). External mandates and instructional leadership: School leaders as mediating agents. Journal of Educational Administration 50 5 629–665 .
   Google Scholar
• Maitlis, S. (2005). The social processes of organizational sensemaking. Academy of Management Journal, 48(1), 21–49. https://doi.org/10.5465/amj.2005.15993111
   Web of Science ®Google Scholar
• Maitlis, S., & Christianson, M. (2014). Sensemaking in organizations: Taking stock and moving forward. Academy of Management Annals, 8(1), 57–125. https://doi.org/10.5465/19416520.2014.873177
   Web of Science ®Google Scholar
• Mizrahi-Shtelman, R. (2019). Role identity and sensemaking as institutional mechanisms for policy translation: The case of school principals and education reforms in Israel. Leadership and Policy in Schools, 1–19.
   Web of Science ®Google Scholar
• Noy, C. (2008). Sampling knowledge: The hermeneutics of snowball sampling in qualitative research. International Journal of Social Research Methodology, 11(4), 327–344. https://doi.org/10.1080/13645570701401305
   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(4), 428–446. https://doi.org/10.1177/1474904116638853
   Google Scholar
• Pálsdóttir, K. (2018). Extending public education: The role of leisure-time centers in a Nordic context. Delta Kappa Gamma Bulletin, 84(4), 22–62 https://www.proquest.com/docview/2068461719?pq-origsite=gscholar&fromopenview=true.
   Google Scholar
• Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage publications.
   Google Scholar
• Pentland, B. T., & Feldman, M. S. (2005). Organizational routines as a unit of analysis. Industrial and Corporate Change, 14(5), 793–815. https://doi.org/10.1093/icc/dth070
   Web of Science ®Google Scholar
• Pyhältö, K., Pietarinen, J., & Soini, T. (2018). Dynamic and shared sense-making in large-scale curriculum reform in school districts. The Curriculum Journal, 29(2), 181–200. https://doi.org/10.1080/09585176.2018.1447306
   Web of Science ®Google Scholar
• Rigby, J. G., Woulfin, S. L., & März, V. (2016). Understanding how structure and agency influence education policy implementation and organizational change. American Journal of Education, 122(3), 295–302. https://doi.org/10.1086/685849
   Web of Science ®Google Scholar
• Robinson, O. C. (2014). Sampling in interview-based qualitative research: A theoretical and practical guide. Qualitative Research in Psychology, 11(1), 25–41. https://doi.org/10.1080/14780887.2013.801543
   Web of Science ®Google Scholar
• Robson, C. (2002). Real world research: A resource for social scientists and practitioner-researchers (Vol. 2 (Hoboken: Wiley)).
   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: The Voice of Scholarship in Education, 113(3), 611–657. https://doi.org/10.1177/016146811111300302
   Web of Science ®Google Scholar
• Skolinspektionen. (2010). Kvalitet i fritidshem [Elektronisk resurs].
   Google Scholar
• Skolverket. (2011). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011.
   Google Scholar
• Skolverket. (2015). Skolreformer i praktiken: Hur reformerna landade i grundskolans vardag 2011-2014.
   Google Scholar
• Skolverket. (2016). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011: Reviderad 2016 (3., kompletterade uppl ed.).
   Google Scholar
• Skolverket. (2018). Nya läroplansdelar för fritidshemmet och förskoleklassen. [Elektronisk resurs]: En utvärdering av Skolverkets insatser samt implementeringen av läroplansdelen för fritidshemmet.
   Google Scholar
• Skolverket (2019). Få legitimerade lärare i fritidshem. https://www.skolverket.se/om-oss/press/pressmeddelanden/pressmeddelanden/2019-04-16-fa-legitimerade-larare-i-fritidshem (Published: 16-April-20. Read: 09-January-21)
   Google Scholar
• Skolverket (2020). Statistik över elever och personal i fritidshemmet läsår 2019/2020. https://www.skolverket.se/skolutveckling/statistik/arkiverade-statistiknyheter/statistik/2020-04-21-statistik-over-elever-och-personal-i-fritidshemmet-lasaret-2019-20 (Published: 20-April-20. Read: 08-December-21)
   Google Scholar
• SOU 2017:51. Utbildning, undervisning och ledning – reformvård för stöd till en bättre skola. https://www.regeringen.se/49c8c8/contentassets/4f7790665c304320a4dc34ca858a8d1e/utbildning-undervisning-och-ledning–reformvard-till-stod-for-en-battre-skola-sou-201751.pdf ( Published: 8June17. Read: 08-December-21)
   Google Scholar
• Spillane, J. P., 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(5), 731–762. https://doi.org/10.1177/089590402237311
   Web of Science ®Google Scholar
• Spillane, J. P., Gomez, L. M., & Mesler, L. (2012). Notes on refraiming the role of organizations in policy implementation. In G. Sykes, B. Schneider, & D. N. Plank (Eds.), Handbook of education policy research. Routledge pp. 425-441 .
   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(3), 586–619. https://doi.org/10.3102/0002831210385102
   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. https://doi.org/10.3102/00346543072003387
   Web of Science ®Google Scholar
• Stake, R. E. (1995). The art of case study research. sage.
   Google Scholar
• Sveriges kommuner och regioner (2018). Skarpt legitimationskrav för fritidshemmet. https://skr.se/tjanster/merfranskl/bloggarfranskl/skolbloggen/artiklar/skarptlegitimationskravforfritidshemmet.19076.html ( Published: 20June18. Read: 09-December-20)
   Google Scholar
• Thornberg, R. (2012). Informed grounded theory. Scandinavian Journal of Educational Research, 56(3), 243–259. https://doi.org/10.1080/00313831.2011.581686
   Web of Science ®Google Scholar
• Thurlow, A., & Mills, J. H. (2009). Change, talk and sensemaking. Journal of Organizational Change Management, 22(5), 459–479. https://doi.org/10.1108/09534810910983442
   Web of Science ®Google Scholar
• Weick, K. E. (1995). Sensemaking in organizations (Vol. 3). Sage.
   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