Norway: Leadership for social justice: Educating students as active citizens in a democratic society

Leading Schools Successfully: Stories from the Field

Volumn , Issue , 2013, Pages 161-173

  Møller, Jorunn ^a   Vedøy, Gunn ^b  

^a UNIVERSITY OF OSLO   (Norway)

^b INTERNATIONAL RESEARCH INSTITUTE OF STAVANGER   (Norway)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84920415623     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203740309     Document Type: Chapter

References (10)

1. Beane, J. A., & Apple, M. W. (1999). The case for democratic schools, in M. W. Apple & J. A. Beane (Eds.), Democratic Schools: Lessons from the Chalk Face (Buckingham: Open University Press), pp. 1-26.
2. Elmore, R. (2006). Leadership as the practice of improvement, in B. Pont, D. Nusche & D. Hopkins (Eds.), Improving School Leadership. Volume 2: Case Studies on System Leadership. (Paris: OECD Publishing), pp. 37-69.
3. Giddens, A. (1991). Modernity and Self-Identity (Cambridge: Polity Press).
4. Kalantzis, M. & Cope, B. (1999). Multicultural education: Transforming the mainstream, in S. May (Ed.), Criticalmulticulturalism (London: Falmer Press), pp. 245-276.
5. Møller, J. (2006). Democratic schooling in Norway: Implications for leadership in practice, Leadership and Policy in Schools, 5(1), pp. 53-69.
6. Møller, J., Vedøy G., Presthus, A. M., & Skedsmo, G. (2009). Fostering learning and sustained improvement - the influence of principalship, European Educational Research Journal, 7(3), pp. 359-371.
7. Spillane, J. P. (2006). Distributed Leadership (San Francisco, CA: Jossey-Bass).
8. Starratt, R. J. (2002). Community as curriculum, in K. Leithwood (Ed.), Second International Handbook of Educational Leadership and Administration (Dordrecht: Kluwer Academic Publishers), pp. 321-348.
9. Sugrue, C. (Ed.) (2005). Passionate Principalship: Learning from Life Histories of School Leaders (London: RoutledgeFalmer).
10. Vedøy, G. & Møller, J. (2007). Successful school leadership for diversity. Examining two contrasting examples of working for democracy in Norway, International Studies in Educational Administration, 35(3), pp. 58-67.