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Different Modes of Governance as Premise for School Development

Paper Presentation “The School – a Learning Organisation?”, Lillehammer 7.-8. april 2008. Different Modes of Governance as Premise for School Development. Jan A. Hårvik, Doctoral research fellow/PhD Candidate, Institute of Education, Norwegian University of Science and Technology.

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Different Modes of Governance as Premise for School Development

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  1. Paper Presentation“The School – a Learning Organisation?”, Lillehammer 7.-8. april 2008 Different Modes of Governance as Premise for School Development Jan A. Hårvik, Doctoral research fellow/PhD Candidate, Institute of Education, Norwegian University of Science and Technology

  2. Doctoral thesis • How do different government strategies for steering and development affect teachers in the Norwegian comprehensive schools? • Johan P. Olsen: Institutions remain struggling with geological layers of principles of governance and organization.

  3. Strategies for steering and development • Governmental steering • Local authority steering • Teacher and school initiated development • Neo-liberal marketization

  4. Governance and power: The dialectic of control To be able to ‘act otherwise’ means being able to intervene in the world, or to refrain from such intervention, with the effect of influencing a specific process or state of affairs. This presumes that to be an agent is to deploy (chronically, in the flow of daily life) a range of casual powers, including that of influencing those deployed by others. Actions depends upon the capability of the individual to ‘make a difference’ to a pre-existing state of affairs.(Giddens 1984:14)

  5. Design • Explanatory Mixed Methods Research (Creswell & Plano Clark 2007) 1. Quantitative questionnaire conducted at 63 schools during the winter of 2005-2006 (N=870) 2. Qualitative interviews conducted at 4 schools during the spring of 2006 (N=23)

  6. Teachers as acting agents (cf Giddens) – preliminary model

  7. Different factors that affect teachers’ work

  8. Teachers as acting agents (cf Giddens) – revised model

  9. Why so critical towards the new? • The decision? • The communication? • The system (schools)? • Time? • The concept?

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