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Blossing Ulf & Ekholm Mats (2005). « School Reforms and Local Responsein the Long Run. A twenty year longitudinal study of 35 Swedish grund schools ». In OCDE.Second OECD-conference on Evidence Based Policy Research, 27-28 January, 2005, Stocholm, 27—28 janvier 2005. Paris : OCDE. En ligne : <http://www.kau.se/en/re ... show_result&id=6466>. 
Added by: RĂ©mi Thibert (28 Mar 2012 13:55:05 Europe/Paris)   Last edited by: RĂ©mi Thibert (29 Mar 2012 09:12:30 Europe/Paris)
Resource type: Proceedings Article
BibTeX citation key: Blossing2005a
Categories: General
Keywords: leadership
Creators: Blossing, Ekholm
Publisher: OCDE (Stocholm)
Collection: Second OECD-conference on Evidence Based Policy Research, 27-28 January, 2005
Views: 1717/2009
Views index: 21%
Popularity index: 5.25%
URLs     http://www.kau.se/ ... how_result&id=6466
Abstract     
The report deals with a longitudinal study of 35 Swedish comprehensive schools involving interviews with teachers, school leaders, students and parents carried out at intervals in 1980, 1982, 1985 and 2001. During the 35 year period covered by the study, the schools experienced significant reforms. The most important of these reforms involved a shift from a system of highly centralised control of school activities to a system where a large degree of control over schools was devolved to local municipalities - kommuns - and to the schools themselves. These reforms are such that today, for example, local kommuns are responsible for school budgets where previously the state was in charge of them. School leaders now appoint teachers and teachers pay is agreed individually on the basis of annual negotiation with the school leader. Strong emphasis is also placed on the need for schools to respect the views of their students and a high level of student democracy is expected. The result of a revisit in 2001 at the schools studied during the 1980’s shows that schools have taken up the challenge of being more autonomous. There are more of collective approaches reflected not only in teacher teams but also in steering groups responsible for the management of the schools. Schools use more evaluation strategies at the beginning of the new millennium than they did before and the norms of the teachers have changed so that the systematic evaluation of teachers’ work is now accepted. Teaching and learning methods that stimulates active student learning are still not in use to the high degree that was expected by the politicians, but the changes found in the study indicate that this is a matter of time. Close analysis of the 35 schools suggests two types of improvement cultures at work. 27 of the schools have found systematic ways to connect goals and results and thereby to improve the quality of the improvement works. Six of the schools responded to demands for reform using what is described as a passive reactive strategy. The study makes a strong argument for the need for a process of progressive decentralisation that puts the emphasis on local democracy as opposed to the alternative that tends to emphasise greater state control.
Added by: RĂ©mi Thibert  Last edited by: RĂ©mi Thibert
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