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  • 1. Blossing, Ulf
    et al.
    Ekholm, Mats
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Schools as Curriculum Agencies2008Conference paper (Other (popular science, discussion, etc.))
  • 2. Blossing, Ulf
    et al.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Skolförbättring: en skola för alla2003In: Skolutvecklingens många ansikten / [ed] Berg, G & Scherp, H-Å, Stockholm: Liber Distribution , 2003Chapter in book (Refereed)
  • 3.
    Blossing, Ulf
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Teachers Competencies for School-Based Curriculum Development: European perspectives: The Swedish Case2009Conference paper (Other (popular science, discussion, etc.))
  • 4.
    Ekholm, Mats
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Blossing, Ulf
    Kåräng, G.
    Lindvall, K.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Forskning om rektor - en forskningsöversikt2000Book (Refereed)
    Abstract [sv]

    En forskargrupp vid Karlstads universitet som undersöker hur ledarskap i skolan förändras i samband med samhällsförändringawr, presenterar resultaten av en bred läsning. I Forskning om rektor presenteras både rön ur forskningslitteraturen och egna undersökningar.



    Ledarskap i skolan är beroende av det inre liv som finns i skolor likaväl som av det som händer och sker i det omgivande samhället. Forskningen om rektorer har förändrats i takt med att förutsättningarna för såväl skolor som för ledarskapet i skolor ändrats. I boken tillbakavisas allmänna myter som att starkt ledarskap på skolan direkt leder till bra resultat i elevernas inlärning. Tonvikten i litteraturöversikten har lagts på förhållanden mellan rektorers insatser ochy skolors förmåga att förbättra sig.

  • 5.
    Ekholm, Mats
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Blossing, Ulf
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Schools as Curriculum Agencies in Sweden2010In: Schools as Curriculum Agencies.Asian and European Perspectives on School-Based Curriculum Development / [ed] E. hau-fai Law and N. Nieveen (Eds.), Rotterdam, Boston, Taipei: Sense Publishers , 2010Chapter in book (Refereed)
    Abstract

    Svenska skolors sätt att förhålla sig till läroplaner beskrivs och diskuteras. Skolors svar på politikers reformkrav belyses och skolors lärande i nätverk med sikte på förbättringar beskrivs

  • 6.
    Ekholm, Mats
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Lehrerfortbildung und ihre Wirkungen auf die Unterrichtspraxis2006In: Journal für Schulentwicklung, 2006:1Article in journal (Refereed)
  • 7. Kristiansson, M.
    et al.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Fagerström, P.
    Delat och situationsanpassat ledarskap2008Report (Other academic)
  • 8.
    Moula, Alireza
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Social Studies.
    Starrin, Bengt
    Karlstad University, Faculty of Social and Life Sciences, Department of Social Studies.
    Mohseni, S
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Puddephatt, A
    The intelligent method of learning2010In: Reclaiming children and youth, ISSN 1089-5701, Vol. 19, no 3, 26-31 p.Article in journal (Refereed)
  • 9. Nylén, C.
    et al.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    The compulsory school leader education program in Sweden: An example from one of the regional training teams1989In: School leader development for school improvement. ISIP-Technical report, OECD / [ed] R.E. Blum,& J.A. Butler, Leuven: ACCO , 1989Chapter in book (Other academic)
  • 10.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Att leda lärande samtal2003Report (Other academic)
  • 11.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Att leda lärprocesser2007Book (Refereed)
  • 12.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Demokratisyn, kunskapssyn, inlärningssyn och konsekvenser för inlärning och utveckling1992In: Dagstidningen - En ny lärobok varje dag. Malmö: Gleerups, 1992Chapter in book (Other academic)
  • 13.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Den elevaktiva skolan1998In: KRUT, Kritisk utbildningstidskrift, nr 90, (2/98)jArticle in journal (Other (popular science, discussion, etc.))
  • 14.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Elevaktiva arbetssätt2000Report (Other academic)
  • 15.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Förståelseorienterad och problembaserad skolutveckling2003In: Skolutvecklingens många ansikten / [ed] Gunnar Berg och Hans-Åke Scherp, Stockholm: Fritzes , 2003Chapter in book (Other academic)
  • 16.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Förutsättningar för skolledarskapet1994In: Skolledarna och styrningen. Rektorsutbildningen vid Uppsala Universitet / [ed] A. Hård-Segerstad, 1994Chapter in book (Other academic)
  • 17.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Integration skola - barnomsorg eller samarbete mellan renodlade enheter: Utvärdering av organisationsförändring inom skola och barnomsorg i Karlstad1996Report (Other academic)
  • 18.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Kommunikation på individ-, grupp- och organisationsnivå1986In: Att utveckla komvux. En antologi för fortbildning av personal inom komvux. Skolöverstyrelsen S 86:14 Servicematerial, Stockholm: Liber Utbildningsförlaget , 1986Chapter in book (Other academic)
  • 19.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Kunskapssyn, inlärningssyn, demokratisyn och konsekvenser för inlärning och utveckling1998In: Att utveckla gymnasieskolan. Olika perspektiv på lokalt utvecklingsarbete. Gymnasieskola i utveckling. Skolöverstyrelsen B 88:2 i brännpunkten, Stockholm: Liber Utbildningsförlaget , 1998Chapter in book (Other academic)
  • 20.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Kursbaserad skolutveckling2013In: KAPET, ISSN 1653-4743, Vol. 9, no 1, 46-70 p.Article in journal (Other academic)
  • 21.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Kvalitetsarbete utifrån ett lärandeperspektiv2005Report (Other academic)
  • 22.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Learning teachers and learning school leaders2007Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    Conceptions of teachers and school leaders about school development have little in common with the conceptions expressed by central authorities. School development from an actor perspective is about finding solutions on problems they encounter. They understand the organisation more as an arena for sense making and learning than as an arena of instrumental actions in accordance with management by objectives. Key words: school development, leadership, sensemaking, learning

  • 23.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Lärande i nutidens skola för framtidens samhälle1995In: Skolexempel. En debatt- och idéskrift om skolan. SACO. Stockholm: Globalt Företagstryck, 1995Chapter in book (Other academic)
  • 24.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Lärares lärmiljö: Att leda skolan som lärande organisation2002Report (Other academic)
    Abstract [sv]

    Utifrån ett centralistiskt perspektiv förlitar man sig på utvecklingskraften i mål, planer och utvärdering. Lärare och till stor del även skolledare ser skolutveckling som problembaserad där de egna vardagsproblemen utgör utgångspunkt för utvecklingsarbetet. Kvaliteten i verksamheten blir i hög grad beroende av kvaliteten problemlösningsprocessen. En djupare förståelse av problemens natur ger bättre förutsättningar för att finna goda lösningar.

    I rapporten redovisas resultaten från två års forskning om betydelsen av ledning och styrning för skolutveckling och av skolan. Resultaten och analysen bygger på en studie av femton skolor i åtta kommuner i vilka man försöker förändra lednings- och styrningsstrategin i enlighet med ett lärande organisationsperspektiv. Det betyder bl a en tyngdpunktsförskjutning i ledarskapet från att vara den som planerar och organiserar lärares görande till att vara den som leder sina medarbetares lärande om undervisning och barns lärande och utveckling.



    Såväl kvantitativa som kvalitativa metoder har använts.

    Rapporten bygger på en analys av:

    145 brev

    502 lärarenkäter

    126 skolledarenkäter

    Intervjuer med 9 förvaltningschefer, 15 skolledare och 227 lärare

    Observationer av totalt 80 möten i 19 arbetslag och 21 ledningsgrupper

    Lektionsobservationer av 225 arbetspass under totalt 115 timmar

  • 25.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Lärares och skolledares förståelse av skolutvecklingsprocessen2003Report (Other academic)
    Abstract [sv]

    I rapporten redovisas resultaten av PBS-projektet (ProblemBaserad Skolutveckling) där vi undersökt lärares och skolledares förståelse av skolutvecklingsprocessen. Forskningsprojektet är en uppföljning av en tidigare samvariationsstudie med fokus på skolledares och organisationens koppling till skolutveckling.



    När lärare och skolledare beskriver vilka faktorer som är betydelsefulla för utvecklingsprocessen framträder en bild som har föga gemensamt med de föreställningar som man ger uttryck för på central nivå, dvs att mål, planer och utvärdering gynnar skolutveckling. Skolplaner, verksamhetsplaner eller arbetsplaner nämns inte av lärare som viktiga i det vardagliga förbättringsarbetet på skolorna.

    Utifrån ett aktörsperspektiv handlar skolutveckling istället om att hitta lösningar på de problem man möter i undervisningssituationen. Det handlar sålunda inte om att transformera mål till handlingsplaner som sedan utvärderas. Utifrån ett lärarperspektiv och delvis även ett skolledarperspektiv är skolutveckling problembaserad. Skolutveckling skulle i enlighet med detta behöva ta sin utgångspunkt i de vardagsproblem som lärare och skolledare ställs inför.



    Underlaget i PBS-projektet består av intervjuer med 132 lärare, 44 skolledare samt 88 elever d v s totalt 264 intervjuer på elva gymnasieskolor

  • 26.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Nobelgymnasiet i Karlstad: Gemensamt lärande som grund för samarbete mellan kärnämnes- och karaktärsämneslärare2002In: Utsikt till insikt. Nio skolors utvecklingsarbete inom den grundläggande yrkesutbildningen, Stockholm: Skolverket , 2002Chapter in book (Other academic)
  • 27.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    PBS - Problembaserad skolutveckling: Ett vardagsnära perspektiv2003Report (Other academic)
  • 28.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Problem-based School Improvement and Organisational learning2002Conference paper (Other (popular science, discussion, etc.))
  • 29.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Quantifying qualitative data using cognitive maps2013In: International Journal of Research and Method in Education, ISSN 1743-727X, E-ISSN 1743-7288, Vol. 36, no 1, 67-81 p.Article in journal (Refereed)
    Abstract [en]

    The aim of the article is to show how substantial qualitative material consisting of graphic cognitive maps can be analysed by using digital CmapTools, Excel and SPSS. Evidence is provided of how qualitative and quantitative methods can be combined in educational research by transforming qualitative data into quantitative data to facilitate discoveries of patterns in the data. Examples are drawn from research on conceptions of both different teaching methods and on school leadership related to school development. The rationale for using cognitive map interviews as a method for data collection is presented. Cognitive, theoretical and methodological issues are discussed. Tools that might be used to facilitate detection of patterns in a substantial number of maps are reviewed. It is demonstrated how unique expressions on individual cognitive maps visualizing different understandings can be transformed into a common system of concepts which make it possible to use quantitative methods to find patterns in comprehensive qualitative data.

  • 30.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Rektors och organisationens betydelse för lärares undervisningsmönster1996In: Hur har skolledare det i år egentligen. Gothia, Göteborg, 1996 / [ed] B. Wingård, 1996Chapter in book (Other academic)
  • 31.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    School Development based on everyday problems2004Conference paper (Other (popular science, discussion, etc.))
  • 32.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    School leadership and school development2007Conference paper (Other (popular science, discussion, etc.))
  • 33.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    School leadership, local organization and changes in teachers instructional patterns: A study of 200 upper secondary schools in Sweden1996Conference paper (Other (popular science, discussion, etc.))
  • 34.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Sensemaking school leadership and sustainable school development2007Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    In the presented studies one of our aims has been to deepen our understanding of features of a school leadership that promote school development. Conceptions of teachers and school leaders about factors influencing the process of school development have little in common with the conceptions expressed by central authorities. School development from an actor perspective is about finding solutions on problems encountered in the everyday teaching situation. The evidence suggests that the teachers perceive that they are more successful in helping the pupils to learn and develop when leadership and school development process is problem based and they state that their confidence in the school leaders has increased. They also perceive better possibilities to influence important matters in the daily work. Shared aims concerning central pedagogical ideas in combination with enhanced variation in ways of teaching has increased and a good climate for dialogues and learning in the staff is also reported as well as a deeper understanding of the mission and of the instructional pattern among the teachers. The empirical basis for the conclusions is three studies in which surveys, interviews and observations have been used

  • 35.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Sense-making school leadership and sustainable school development2008In: Education with a moral purpose. Educational leadership, management and governance for a sustainable future / [ed] P. Hansson & K. Malmberg, 2008Chapter in book (Refereed)
  • 36.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Skolutvecklingsprocessens komplexitet2003In: Skolutvecklingens många ansikten. En kunskapsöversikt / [ed] G. Berg & H-Å. Scherp, Liber , 2003Chapter in book (Other academic)
  • 37.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Styrning och ledning skolverksamheten på kommunnivå2007Report (Other academic)
  • 38.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Sustainable school development, leadership and political governance2007Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    In the presented studies one of our aims has been to deepen our understanding of features of a school leadership that promote school development. Conceptions of teachers and school leaders about factors influencing the process of school development have little in common with the conceptions expressed by central authorities. School development from an actor perspective is about finding solutions on problems encountered in the everyday teaching situation. The evidence suggests that the teachers perceive that they are more successful in helping the pupils to learn and develop when leadership and school development process is problem based and they state that their confidence in the school leaders has increased. They also perceive better possibilities to influence important matters in the daily work. Shared aims concerning central pedagogical ideas in combination with enhanced variation in ways of teaching has increased and a good climate for dialogues and learning in the staff is also reported as well as a deeper understanding of the mission and of the instructional pattern among the teachers. The empirical basis for the conclusions is three studies in which surveys, interviews and observations have been used

  • 39.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    The impact of network on sustainable school development2007Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    To study the impact of networking on school development, a comparison was made between a network and another project where the schools were part of an action-research project that was not connected with networking support.

    In both projects surveys as well as interviews were used. In the comparison-project schools had been working for four years with problem based school development while in the network project they had been working with the same idea of school development just for about 2 years. Despite this the teachers estimate that school development and the idea of the school as a learning organisation have been realized to a greater extent in the network project. In sum, there is powerful evidence that the network is effective at facilitating school development, moving schools in the direction of becoming learning organizations, and creates more effective collaborative leadership.

  • 40.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Utmanande eller utmanat ledarskap1999In: En friare skola. Om styrning och ledning av den lokala skolan / [ed] Lindkvist, L., Löwstedt, J. & Torper, U, Studentlitteratur , 1999Chapter in book (Refereed)
  • 41.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Utmanande eller utmanat ledarskap1998In: KRUT, Kritisk utbildningstidskrift, nr 88-89, 4/97 - 1/98Article in journal (Other (popular science, discussion, etc.))
  • 42.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Utmanande eller utmanat ledarskap. Rektor, organisation och förändrat undervisningsmönster i gymnasieskolan1999In: Forskningen i Skolan/Skolan i forskningen. Ett möte på lika villkor / [ed] A. Andrae Thelin, 1999Chapter in book (Other academic)
  • 43.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Utmanat eller utmanande ledarskap: Rektor, organisation och förändrat undervisningsmönster i gymnasieskolan1998Doctoral thesis, monograph (Other academic)
  • 44.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Utvärdering av den nya förvaltningsorganisationen inom barn- och utbildningsnämnden1996Report (Other academic)
  • 45.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Utvärdering av den nya förvaltningsorganisationen inom barn- och utbildningsnämnden i Mora: Delrapport 2, 19961997Report (Other academic)
    Abstract [sv]

    I Mora har man i likhet med ett antal andra kommuner slagit samman barnomsorg och skola till en förvaltning och nämnd. I samband därmed har man även genomfört en förändring av ledningsorganisationen. En del av rektorerna i den nya ledningsorganisationen kommer från barnomsorgen och en del från skolan.



    Syftena med omorganisationen var;



    - att ge ett samlat ansvar mot brukarna en huvudman för barn- och ungdomsfrågor

    - att ge möjlighet till helhetssyn på barnen

    - att skapa en decentraliserad organisation av lokala enheter med driftsansvar

    - att skapa en rationell och kvalitativt god verksamhet

    - att stimulera engagemang och utveckling.



    Utvärderingen inriktas främst på att undersöka i vilken utsträckning dessa syften/mål uppnås. Särskild tonvikt läggs vid att undersöka hur ledningsorganisationen fungerar.



    Denna rapport är en uppföljning av omorganisationen tre år efter genomförandet. I en tidigare rapport Utvärdering av den nya förvaltningsorganisationen inom barn- och utbildningsnämnden i Mora (1996) redovisas resultaten efter två år.



    Rapporten bygger på personalenkäter samt systematiska observationer under lektioner och av barnomsorgsverksamheten.

  • 46.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Utvärdering som stöd eller hinder för skolutveckling2004In: ). I en lärande gemenskap. Bilder från skolutveckling i Karlstads kommun. Barn- och ungdomsförvaltningen, Karlstads kommun / [ed] M. Persson, 2004Chapter in book (Other academic)
  • 47.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Vad styr målstyrning? Problembaserad skolutveckling och interaktiv styrning av skolan2002In: Skolbarn Nr 3/2002, Årgång 12Article in journal (Other (popular science, discussion, etc.))
  • 48.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Valfrihet eller pedagogisk värdegrund1996In: KRUT, Kritisk utbildnigstidskrift, nr 81, 1/96Article in journal (Other (popular science, discussion, etc.))
  • 49.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Var rädd om problemen de utvecklar2008In: GrundskoletidningenArticle in journal (Other (popular science, discussion, etc.))
  • 50.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Vart tog forskningen vägen? Regeringens skolpolitik under luppen2008In: Pedagogiska Magasinet 2008, nr 3, (s. 12-19)Article in journal (Other (popular science, discussion, etc.))
12 1 - 50 of 64
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