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ERIC Number: ED399245
Record Type: Non-Journal
Publication Date: 1996
Pages: 28
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Educating Reflective Principals in a Context of Restructuring.
Moller, Jorunn
Educational reform in Norway has led to increasing decentralization and a redefinition of the role of the school principal. Action research is an approach enabling principals to clarify alternative actions, consider appropriate action, and become aware of the relationship between agency and structure. Systematic reflection is a tool for self-analysis that can be used effectively by school leaders. This reflective process consists of returning to experience, reflecting on the facilitators' questions and perspectives, attending to feelings, and re-evaluating the experience. Qualitative data were collected from 27 school leaders in 3 municipalities in Norway. The research questions addressed were: (1) meaning of educational leadership in the Norwegian context and how it is understood by principals; (2) what happens when principals establish inquiries into their own practice and how these inquiries can contribute to the development of a knowledge base in educational administration; and (3) cost and benefits of action research as an approach to the development of educational leadership. The 2-year study incorporated observation, counseling, peer review, journals, and reflection in a collaborative setting. The typically Norwegian dual role of principals as classroom teacher and administrator is also explored. The appendix contains a descriptive summary of the educational system in Norway. (Contains 41 references.) (JLS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway