Search results for "Finnish Schools"
showing 3 items of 3 documents
Distributed leadership in Finnish and Shanghai schools
2016
The present research employed mixed-methods approach to further theorise distributed leadership and to investigate its manifestations in Finnish and Shanghai schools. The whole research comprised two phases. The first phase contained a meta-analysis (Sub-study I), which systematically reviewed 85 key distributed leadership articles published between 2002 and 2013. The meta-analysis identified two main research paradigms: the descriptive-analytical paradigm and the prescriptive-normative paradigm. It also yielded a resource–agency duality model of distributed leadership. In this model, distributed leadership is seen as a process with both organisational and individual perspectives. From the …
Dynamic capabilities in times of educational change : the viewpoint of school leadership
2018
Nowadays educational organizations experience rapid changes, due to globalization, technological advancement, changing knowledge and competencies, and increasing social, political and cultural complexity. Consequently, these issues pose capability challenges to their leadership. In the rapidly changing educational circumstances, educational leadership needs to develop dynamic capabilities by integrating and reconfiguring their internal and external resources and competencies. However, few research have been carried out to comprehend the development of dynamic capabilities in educational organizations. Therefore, the aim of this study was to explore how educational organizations develop dyna…
Adolescents' physical activity at recess and actions to promote a physically active school day in four Finnish schools
2014
The national Finnish Schools on the Move programme support schools with their individual plans to promote school-based physical activity (PA). We examined the changes in adolescents’ recess and overall PA in four lower secondary schools and described the school actions to promote students’ PA and the local contact persons’ perceptions of the effects. Recess and overall PA were assessed four times by anonymous questionnaires from students in grades 7–9 (n = 789) in 2010–12, and local contact persons (n = 7) provided information on school actions with diaries, interviews and surveys. Student data were analysed with descriptive statistics and chi-square tests, and school actions data were anal…