Skolutveckling och styrningsfilosofi : om olika förändringsperspektiv i fyra kommuners IT-satsningar

• Main Author: Fahlén, Lennart
• Format: Others
• Language: Swedish
• Published: Linköpings universitet, Institutionen för beteendevetenskap och lärande 2002
• Subjects: Information technology; ICT; school development; school management; school strategies; school administration; school leader; school teacher; Informationsteknik; Social Sciences; Samhällsvetenskap
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-112148; http://nbn-resolving.de/urn:isbn:91-7373-390-3

This study has focused development and management strategies at different levels within the school system in four Swedish municipalities. The overall aim of the study was to gain knowledge about how development is staged in municipalities where changes emerge without incentives, such as financial support from the state. The questions cancern how school development is conceived of at different levels in the school system, what role ICT plays in school development, and what strategies of management that prevail as regards the connection between ICT and school development. School development in the four municipalities has been analysed by using 1) Englund's three conceptions of school development over time; 2) Berg, Nytell & Söderberg's four types of management in Swedish schools that have been brought to the före <luring the 1990's; and 3) . House's three perspectives on school development. The study demonstrates that conceptions of school development vary in the four municipalities among administrators and school leaders, from interpreting development in a technological/scientific, rational perspective, to interpreting it in a political/cultural and democratic perspective. The philosophy behind management also varies between municipalities, and different pattems bave emerged, i.e., management may be directed by goals, rules, results, or"'frame factors. However, the teachers in all four municipalities demonstrate, with few exceptions, a common view about school change, irrespective of what philosophy of management is represented at administration and school leader leve!. In House's terms, the teachers seem to have a political/cultural perspective. One explanation rnight be that teachers are independent in their choice of instructional contents and methods.