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Despite a legacy of research that emphasizes contradictions and their role in explaining change, less is understood about their character or the mechanisms that support them. This gap is especially problematic when making causal claims about the sources of institutional change and our overall conceptions of how institutions matter in social meanings and organizational practices. If we treat contradictions as a persistent societal feature, then a primary analytic task is to distinguish their prevalence from their effects. We address this gap in the context of US electoral discourse and education through an analysis of presidential platforms. We ask how contradictions take hold, persist, and might be observed prior to, or independently of, their strategic use. Through a novel combination of content analysis and computational linguistics, we observe contradictions in qualitative differences in form and quantitative differences in degree. Whereas much work predicts that ideologies produce contradictions between groups, our analysis demonstrates that they actually support convergence in meaning between groups while promoting contradiction within groups.

The paper is about a specific part of the Swedish governing system: the municipality, which has the responsibility of implementing national school goals. The starting point is an identified local governing chain including the chairman of the politically elected school board, the superintendent, principals and head teachers. It is the first link in this chain which is in focus, between chairmen and superintendents. The purpose of this paper is to investigate their role understanding and enactment: what roles do they have, formally and enacted? Is it a clear or blurred line between them? What can be seen as causing conflict or success?

The paper is part of a larger research project focussing on what happens when national policy meets local governing structures. The project as a whole has a mixed method design and includes surveys with superintendents, politicians and principals. It also includes interviews with chairmen of local school boards, superintendents and principals. In this paper the focus is on interviews made with politicians and superintendents in six (of 290) municipalities followed over time (including a political election between the authors visits). The municipalities are spread over the country, with shifting political majorities.

The authors identify that there seem to be a shared formal role understanding in that politicians are responsible for the what-side and superintendents for the how-side of the local work. The roles are, however, enacted in a blurred zone with role intrusion as an active component. What causes a conflict or not is if the two have a shared understanding of how to play the game. This makes the local work sensitive to changes on the positions. Success comes from a relationship built on trust and where there is a mutual understanding of how to work.

The study is built on a small selection of municipalities and must be complemented by further ones to be able to generalize the results. What it can say something about is, however, how actors in six different local settings enact the same kinds of assignments and if there are similarities and differences between their role enactment.

Although the study is built on a small selection of municipalities it is unique in that it follows interlinked actors over time, making it possible not only to discuss municipality stereotypes but study human relationships over time. This also makes it possible to discuss new aspects of governing chains.

The purpose of this paper is to analyse the Swedish National Agency for Education’s launch of the nationwide Lgr11 curriculum reform and how local education authorities (LEAs) in one municipality translated and responded to the National Agency’s directives.

This paper presents empirical data from a qualitative study of documents and interviews using the analytical perspective from Scott (2001, 2008) to explore regulative, normative and cultural-cognitive aspects of the National Agency’s communications. To analyse the local translations made by LEAs at the central municipal level, analytical categories of assimilation, loose coupling and transformation were used.

The overall results show that the National Agency primarily communicated its policy instructions to LEAs using normative and cultural-cognitive arguments and directives. The lack of sharper regulative directives, such as for division of labour, decision making, mandates and developmental roles, reduced the potential for LEAs to become influential actors in organising local implementation. An analysis using the assistance of assimilation categories, loose coupling and transformation of the paper also shows that LEAs need system support to accomplish more innovative middle-tier translations through elements of loose coupling and transformation – to become catalysts for school system improvement.

The research is designed to understand actions and interpretations within specific institutional, organisational and social settings.

This paper contributes to former findings by offering a novel perspective for understanding policy translation and the role of middle-tier intermediaries in decentralised education systems.

The purpose of this paper is to understand how leaders within a school district system understand their own and others' leadership positions from the perspectives of systems thinking and systems thinking skills.

The findings are based on interviews with superintendents, area managers (deputy superintendents), principals and first teachers in Sweden. Sets of systems thinking skills guide the analysis, specifically how various leadership positions are related (their structure and relationships), how leaders understand themselves in relation to the whole and the parts (mindset), what they think about how the organization is organized (content) and how they relate to the organization's history and future (behavior).

Leaders at all levels in the school organization have regular communications, but a wider systems thinking perspective is underdeveloped. The systems are hierarchical, with each level taking responsibility for its subsystem to such a high extent that it does not use or learn from other levels. We also found that change in the investigated schools is subtle, and in the schools, it did not seem important to understand change over time or the nature of important leverage points; the organizations' histories and futures were emphasized less than current issues and relations.

Increased knowledge on systems thinking skills can provide insights as to whether mindsets, content, structure and behavior are supporting each other or not. These perspectives can help actors on all levels to learn together.

In addition to the study outcomes, this paper offers a unique approach for studying the leadership positions of the governance chain and their impact on an organization's work and results. It obtains a broader picture of school districts' systems when various members of the governing chain express how they understand their organizations, in relation to systems thinking.

The purpose of this paper is to examine teachers’ reported experiences, practices, and attitudes on the use of national test results in a low-stakes accountability context. Whether the stakes are high or low, teachers and school leaders have different experiences, knowledge, and beliefs concerning how to use national test results to benefit individual student learning. This paper addresses how teachers experience school leadership and policy requirements for using national test results in local schools.

This paper is part of a larger study conducted in a Norwegian educational context investigating school leaders’ and teachers’ enactments of policy demands via the use of national test results data. The sub-study reported in this paper is based on survey data from all lower secondary teachers (n=176) in one Norwegian municipality. Micro-policy perspectives and the concept of crafting policy coherence served as analytical tools.

Diversity between the schools was found in how teachers perceive the principals’ role. Practices and attitudes appeared restrained, somewhat conformed by, but still indifferent to the policy intention. However, there was a close relationship between the principals’ facilitation of national tests and the teachers’ practices of utilizing the results.

This study clarified how micro-policy works in local schools in a low-stakes context. A prominent difference was found between the policy intentions and local schools’ practice of using national test results.

The purpose of this paper is to understand how a Canadian intervention based on a professional development (PD) model did or did not influence schools’ capacities to absorb a Healthy School (HS) approach into their operations. This study is the second part of a research project: previously published results regarding this research provided a detailed description of the PD model and highlighted the relevance and effectiveness of PD in improving actors’ HS-related knowledge and practices. The present paper focuses on the organizational impact of such PD intervention.

The design was based on a realist evaluation approach, which helps to elicit a theory explaining how an intervention leads to particular outcomes. A multi-site case study of three schools with pre- (T ₀) and post- (T ₁) intervention comparison was adopted. Multiple qualitative methods were used to capture how the changes were achieved by collecting data from various stakeholders involved in the intervention.

The PD model tested reinforced the schools’ capacities to absorb this type of initiative. For one of the capacities examined, “exploitation”, i.e., the ability to incorporate and maintain the initiative into schools operation, the evidence was less apparent. In congruence with the realist evaluation, the results are rendered in the form of a contextualized intervention theory identifying the links between the PD and the mechanisms that were likely necessary to explain what led to the changes in “absorptive” capacities (which refers to the capabilities of schools to acquire and assimilate HS knowledge, and also to transform and exploit them, in the context).

The refined theory, based on empirical findings, can enable facilitators and practitioners to gain a deeper understanding of the action mechanisms shown to be determining in the success of HS implementation.

The teaching of cooking is an important aspect of school-based efforts to promote healthy diets among children, and is frequently done by external agencies. Within a limited evidence base relating to cooking interventions in schools, there are important questions about how interventions are integrated within school settings. The purpose of this paper is to examine how a mobile classroom (Cooking Bus) sought to strengthen connections between schools and cooking, and drawing on the concept of the sociotechnical network, theorise the interactions between the Bus and school contexts.

Methods comprised a postal questionnaire to 76 schools which had received a Bus visit, and case studies of the Bus’ work in five schools, including a range of school sizes and urban/rural locations. Case studies comprised observation of Cooking Bus sessions, and interviews with school staff.

The Cooking Bus forged connections with schools through aligning intervention and schools’ goals, focussing on pupils’ cooking skills, training teachers and contributing to schools’ existing cooking-related activities. The Bus expanded its sociotechnical network through post-visit integration of cooking activities within schools, particularly teachers’ use of intervention cooking kits.

The paper highlights the need for research on the long-term impacts of school cooking interventions, and better understanding of the interaction between interventions and school contexts.

This paper adds to the limited evidence base on school-based cooking interventions by theorising how cooking interventions relate to school settings, and how they may achieve integration.

Analyzing data collected from the charter school board members and the superintendent in a charter school district in a southeastern state about the quality and usefulness of training, the purpose of this paper is to provide an important foundation for understanding training and development for charter school boards in the USA.

This study uses a qualitative case study approach to examine a charter school district and the preparedness of charter school board members to serve in that district. The authors sampled one charter school district in the southeast region of the USA and interviewed five charter school board members and the superintendent.

The first theme is composition and responsibility of charter school board members, which outlines the roles and responsibilities that charter school board members assume when they serve on this charter district board. The second theme is preparedness to serve, which traces the readiness of charter school board members to serve on a board. The final theme is training and documents related to the kind of training charter school board members receive once they are appointed to the board.

This study provides a conceptual framework about the dimensions and standards associated with preparedness to serve as a charter school board member and broadens the authors’ understanding of the roles and responsibilities of charter school boards, their preparedness to serve and the training and development they receive.

Floods and landslide threats were addressed under the Frontline process in the city of Limbe, Southwestern Cameroon. The purpose of this paper is to present actions undertaken through building local community resilience to floods which are a major threat in the city, with impacts on the local community ranging from death to complete destruction of services and livelihoods.

The actions carried out were informed by the GNDR-supported Frontline survey conducted in 2015 in which the Lower Motowoh community rated floods as an important threat. A series of reflection and learning sessions with the community members was carried out to better understand the problem. Scoping studies on the causes and extent of floods along river Njengele were undertaken by GEADIRR and the community team.

The findings of this paper indicated that the main problem resulted from river channel blockage caused by indiscriminate dumping of refuse into the waterway and sediment deposition from upstream. Further reflection and action planning led to preparatory meetings between GEADIRR and ten community leaders. The unanimous action adopted was to dredge the river. Dredging was carried out in late April and early May of 2016 using a hired bulldozer.

Follow-up shows that after many years of misery from floods, often associated with the loss of loved ones and property, about 500 community residents who benefited from the action did not go through this dreadful ordeal again during the rains of 2016 and 2017. People are currently rebuilding on the reclaimed land which was previously abandoned due to flooding.

Current challenges include changing the mindset of community members about the adverse effects of indiscriminate dumping of household waste into the waterway. It was also a big challenge convincing some members of the community who felt that floods are a natural phenomenon unstoppable by man.

The purpose of this paper is to develop a survey for co‐creating leadership dispositional values and contexts by examining the self‐perceptions of school leaders, teachers, and staff on the practice of co‐creating leadership behaviors and conditions that facilitate the practice.

Based on qualitative data and a literature review, survey statements were developed to gather quantitative data for purposes of establishing an instrument for studying the practice of dispositional values and presence of contexts that facilitate co‐creating leadership in schools.

The instrument internal reliability scales covering the seven dispositions and three contexts were calculated using Cronbach's α scores. All scores were above the suggested level of 0.70. The coefficient α reliabilities for the subscales ranged between 0.73 and 0.86. The survey resulted in a two‐factor solution (dispositional values and contexts). Correlation coefficients amongst the subscales of dispositional values and contexts ranged between a moderate r=0.460 and a high r=0.815 (p<0.01).

This study led to the development and verification of a quantitative survey instrument that may be used to assess the practice of co‐creating leadership dispositional values and contexts in schools. Dispositional values consisted of seven factors (trust and trustworthiness, humility, active listening, resilience, patience, collaboration, and cultural anthropology). Contexts consisted of three factors (deep democracy, quality relations, and evolving power).