- How do high- and low-performing schools differ with respect to principals’ leadership, teachers’ activities, patterns of cooperation and mediating roles?
- How does district-level leadership interact with school principals’ leadership in interpreting and translating national policy and evaluations in order to raise standards and quality of practice?
- In what ways are socio-cultural, historical and contextual factors interpreted and enacted, and in what ways do these factors affect the policy enactments of schools across three Nordic countries?
- What are the enabling and constraining factors in schools’ efforts to raise standards and close achievement gaps?
Published Aug. 18, 2014 10:40 AM - Last modified Aug. 18, 2014 12:57 PM