Standards as Epistemological Practice. A Study of How Danish School Leaders Use Assessment Findings in the Development of Leadership Practice

Autor/inn/en	Hornskov, Søren; Nørgaard, Camilla; Hansen, Pernille
Titel	Standards as Epistemological Practice. A Study of How Danish School Leaders Use Assessment Findings in the Development of Leadership Practice
Quelle	In: Nordic Journal of Studies in Educational Policy, 5 (2019) 1, S.19-29 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2002-0317
DOI	10.1080/20020317.2018.1548238
Schlagwörter	Epistemology; Leadership Styles; Decision Making; Data Analysis; Accountability; Instructional Leadership; Correlation; Standards; Educational Theories; Educational Strategies; Foreign Countries; Educational Change; Educational Policy; Educational Quality; Elementary Schools; Administrator Attitudes; Case Studies; Teacher Effectiveness; Professional Autonomy; Teacher Leadership; Teacher Attitudes; Critical Thinking; Teacher Improvement; Municipalities; Local Issues; Institutional Evaluation; Self Evaluation (Groups); Institutional Characteristics; Denmark + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Führungsstil; Decision-making; Entscheidungsfindung; Auswertung; Verantwortung; Instruction; Leadership; Bildung; Erziehung; Führung; Korrelation; Standard; Educational theory; Theory of education; Bildungstheorie; Lehrstrategie; Ausland; Bildungsreform; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Elementary school; Grundschule; Volksschule; Case study; Fallstudie; Case Study; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Berufsfreiheit; Lehrerfunktionsstelle; Lehrerverhalten; Kritisches Denken; Magistrat; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Dänemark
Abstract	During recent years, we have seen an increase in the complexity of school leadership as knowledge work. The new forms of knowledge available to school leadership, such as performance data and survey-based data, raise the expectation that leaders make relevant use of these knowledge resources. Theory and policy claim that new knowledge is of instrumental use in leadership decision making, yet there are important limitations to this strand of efficiency thinking. The paper analyzes leaders' use of organizational assessment data for the purposes of developing their leadership practice. The paper constructs this empirical object as a composite of general quality standards and specific knowledge about each school. Accountability practices are taken to be specific to particular schools and professional organizations. The paper explores how school leadership practices can be researched as an interplay between quality standards emerging from abstracted knowledge ressources such as theory and strategy, and local knowledge work. It may be difficult to balance these forms of knowledge work, and that may explain why leaders often find it hard to use new knowledge resources. The task of making sense of the flow of knowledge and new standards becomes a complex, comprehensive and time-consuming part of practical leadership. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01