- Identify the tools and mechanisms that mediate interpretations of the legal standards in the Education Act
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What characterizes the tools that are made available to practitioners to ensure consistency and quality in the local achievement of legal standards?
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How do the tools promote local interpretations of legal standards?
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From which professional fields do the tools originate and how do they claim legitimacy?
- Examine the transformation of legal standards into professional concerns and actions at local levels
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How are the Education Act’s requirements for a good psychosocial environment, special needs education and adapted education fulfilled at the local school?
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What characterizes school leaders’ knowledge and attitudes to these sections of the Education Act?
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How are school leaders wrestling with and making decisions on legal issues in education?
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What characterizes the production and use of documentation practices at school level?
- Examine how national inspections of local educational authorities attend to legal standards and warrant the students’ legal rights
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How is national inspection formed by regulations set by the government?
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How do inspection teams exercise their judgments?
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How do actors on the municipal/county level use tools for control or support in their relationship with the local elected bodies? How are such tools employed in the communication with school principals?