Lejf Moos

Lejf Moos
Aarhus University | AU · Department of Education

About

110
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1,602
Citations
Citations since 2016
28 Research Items
1046 Citations
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2016201720182019202020212022050100150
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2016201720182019202020212022050100150
Introduction

Publications

Publications (110)
Chapter
This volume identifies cultural and moral foundations of country-specific school leadership and it presents the foundations and principles of social justice and the diversity of common goods that often guide leadership practices in schools. Political and cultural backgrounds for educational and leadership policies, that frame the practices of leade...
Chapter
As we have seen throughout these chapters, the conceptions and practices of school leadership do not correspond to disembodied standards promoted by international organizations. Their influences are highly dependent on the historical, cultural, and social context within each country and its education system. Some of them have a strong tradition of...
Chapter
Looking back at the history of society, culture and institutions in Denmark can produce snapshots of the foundation of education and educational leadership. In some respects, the history of culture, society and education goes back at least 200 years. Educational theories, institutional structures and leadership practices can be framed as a quest fo...
Chapter
Foundations for national education governance can be found in history and context. Cultures and policies emerge historically in collaboration and interactions with other states and transnational alliances. In the case of Denmark, we see historical relations with Nordic countries and contemporary relations with transnational agencies like the Europe...
Chapter
Since the 1990s, Danish - and Nordic - schools and education policy has been increasingly influenced by Anglo-American understandings of how to improve school and education. This was due to an interplay of influences: (1) postwar US economic and cultural dominance; (2) American led postwar transnational collaboration in Europe that gradually instit...
Chapter
This volume gives an overview of how national school policies in the five different Nordic countries have produced, interpreted and practiced different – yet similar – approaches to evidence, social technologies and collaborations in transnational forums like the OECD, EU, and IEA. The national policy developments and situations are seen in the con...
Chapter
This volume analyses how social technologies – like evidence-based education, what works practices and digitalization of schooling – are being interpreted and enacted in the Nordic educational systems. The social technologies are often initiated by transnational agencies and networks outside the national systems, and in this context we are interest...
Book
This book offers an original contribution to the area of international research on comparative education policies and the influence of transnational agencies on national school policy and reform. With a focus on grasping what the Nordic model or the Nordic dimension means in school and educational policy, the book explores in depth the school polic...
Book
This book identifies the cultural and moral foundations of country-specific educational governance and school leadership and presents the principles of justice and the diversity of common goods that guide leadership practices in schools. It contributes to an existing research field that studies diversity and ethical leadership in schools. The soci...
Chapter
The volume is, as was mentioned in the introduction, the product of a symposium, with keynotes and Masterclasses on the basis of individual abstracts brought together under the same theme: ‘Fundamental but often forgotten perspectives on/in school and leadership’. In our title we claim that we are recentring critical potentials in Nordic Leadership...
Chapter
Nordic governments often use phrases like this in education policy discussions. They are vague and serve as fluid signifiers that everybody can interpret and understand in their own way. These phrases are useful when building political consensus or affirmation. The example quoted above is the first of three aims from the 2013 Danish School Reform.
Chapter
This chapter analyzes dominant discourses of European school leadership over the timespan of the last three decades and across the school systems participating in this research project. A large body of literature has portrayed a transition of ideas about school principalship toward the image of the school principal as a relatively autonomous and cl...
Article
This special issue discusses governance, leadership and education in the light of Nordic ideas about general education and citizenship of the world. Particular focus is placed on the battle between two very different discourses in contemporary educational policy and practice: an outcomes/standard-based discourse, and a general education-based disco...
Article
Societies need to make sure that the next generation is ready and capable to take over in due time, be it in working life, culture, civil society, politics or families. Therefore, society at large and specifically state governments need to assist the efforts of families and local communities. Such provisions have been the basic premise for general...
Chapter
Full-text available
The neo-liberal move to depoliticise and deregulate governance of public sectors by transferring them to the technocratic and administrative marketplace management endangers the political and democratic processes at all levels. It influences education and educational leadership at their very core: the purpose of education is shifting from intending...
Article
Denne tekst identificerer fire faser i udviklingen af de eksterne påvirkninger, som kan have betydning for lærerprofessionens arbejdsvilkår og dermed af synet på dem: En fase, som kan siges at høre velfærdsstaten til, kalder jeg en dannelsesdiskurs. Den anden fase udvikles i konkurrencestaten omkring 00’erne. Den fase kalder jeg læringsmålstyringsd...
Chapter
When we look for general tendencies in the development of the role of Nordic educational superintendents, we find that social technologies have become fundamental features of contemporary governance, education and comparisons. Social technologies are procedures, recipes, manuals, methods, indicators etc. that are produced and implemented for the us...
Chapter
School superintendents are at the heart of the governance of municipal education, whether this is seen as a chain or networks of governance. Because educational governance and structures in the Nordic countries are currently undergoing much restructuring and reconceptualisation at the hands of national governments influenced by transnational agenci...
Article
The Nordic Education Model was an important part of the social democratic welfare state for many years in the second half of the 20th century. Since the millennium, transnational agencies have drawn education from the realm of politics into a global market place by advocating strategies such as efficiency, competition, decentralisation, governing b...
Chapter
Public education governance is currently subject to change in the Nordic countries because regulations, norms and values are changing. This in turn has transformed structures and positions and has thus compelled agents to change their behaviour, mindset and identity. In this chapter we explore the ways in which influences, decisions and ideas are b...
Chapter
The Danish educational sector is increasingly being drawn into the general public governance, in line with other municipal sectors. Thus it has been influenced by transnational thinking, by hard and soft governance approaches and by social technologies with international inspiration and origins. Municipal governance and administration is being rest...
Chapter
The core assumption in this chapter is that political actors and civil servants on the municipal level share in the common societal responsibility for the education and upbringing of the next generation. Using a filter of five core public-governance logics in the analysis of our data – the marketplace logic, the managerial, the public, the professi...
Chapter
Danish research on school leadership in the first decade of the second millennium is a mixed story about relations between politics and school practices, between policymakers, school leaders, teachers and students, in an era of profound societal and political transitions when the state moves from being predominantly a welfare state towards being a...
Book
This book analyses the superintendent position and relations and shows how the well-known policy umbrella, the New Public Management (NPM), is being adapted to national contexts. School superintendents are civil servants at the heart of the governance of municipal education. Educational governance in the Nordic countries - Denmark, Finland, Norway...
Article
Full-text available
Much of the contemporary literature and theory of leadership has, as its starting point, the image of governance and public school leadership, an image that is very close to the vision proposed by the OECD. This view is strongly influenced by the way the neo-liberal Anglo- American approach analyzes and outlines the political and administrative cha...
Article
Full-text available
The panel discusses in what ways the EERA has been and continues to be a participant in the construction of an international and European educational research identity, either in line with EU strategies or as an agent in opposition to EU strategies.
Article
Educational systems, schools and school leaders are caught in the global crossfire between two sets of political expectations: students’ academic outcomes must be at the top of league tables, and students must acquire excellent innovative and creative competencies. It is timely to reflect on the effect of this dilemma. We need to find out if basic...
Article
Denmark has entered global competition by expanding collaboration with European countries, which is profoundly impacting the public sector and school governance. Relations between the state and institutions are transforming from traditional democratic, public-sector models of governance into new forms characterized as corporate and market-driven ap...
Article
Purpose – The purpose of this paper is to analyse the superintendent position, its relation to the local political system and the function as superior of principals in the school district in order to illuminate important district-level conditions for student learning. Influences from historical legacies and policy cultures are investigated by means...
Article
In this article, the authors begin to frame a discussion of the educational research space that the European Educational Research Association (EERA) has been given and aims to take. The educational space is not merely a geographical phenomenon, but rather refers to the networks, flows and scapes that form the foundation for the construction of nati...
Chapter
In this first chapter, the aim of the anthology is introduced which is to have a closer look on what happens in practice when the school for all meets the neo-liberal education policy undertaken in the Nordic countries today. The criticism claims that the Nordic educational ideology, with the child in focus and a comprehensive school system in soli...
Chapter
Political and public sectors develop at different speeds and in diverse directions. The aims of economic policies are often different from the aims of education policies, and the tendency is that policies on economics outpace those of education. ‘A school for all’ has been a dominant vision in Denmark for about a century now. Political majorities h...
Chapter
Progressive education has been an important, educational philosophy that has given inspiration to practical, pedagogical renewal, and school-based development in the Scandinavian countries since the middle of the twentieth century. The ideology has spread to teaching practices along with the structural development of “A School for All.” The questio...
Chapter
The chapters in this volume show that a Nordic model can constitute a delicate balance between traditional values, institutionalised practices and contemporary, neoliberal forms of governance and policies. Along with new institutional theory, we also argue that social technologies are being interpreted in different ways in actual school practices....
Chapter
Power relations between state, regional, municipal, and school levels have changed over the past decade or so. This shift is clear from an analysis of data from our survey of school board members and chairs in the Nordic countries – Denmark, Finland, Norway, and Sweden – and from country reports and thematic chapters in this volume. School board me...
Chapter
The Danish state is successively moving towards global competition and European collaboration and, consequently, numerous changes are being made to the public sector and the way it is governed. Relations between the state and public institutions are becoming less defined by democratic, public sector governance and more defined by business-like, mar...
Chapter
The current restructuring of Nordic educational governance systems is creating new relationships between the state, local authorities and schools and, therefore, between politicians, managers and educational professionals. With inspiration from transnational agencies – primarily the OECD – new chains of governance are being created. Some elements o...
Chapter
The focus of this book is educational governance at the local school district level seen in a cross-cultural perspective, which is based on national survey studies of local school boards in the Nordic countries, Denmark, Finland, Norway and Sweden. The overarching research question that has guided our studies is: How are transnational influences an...
Chapter
Ensuring educational quality is high on the policy agenda in many countries, especially efforts regarding students’ learning outcomes. In the Nordic countries, local school authorities are in charge of developing systems to assure and enhance school quality. This chapter discusses how members of the school boards perceive their roles, functions, an...
Book
This book presents a detailed analysis of the educational model in Nordic European countries. It describes the traditional idea of education for all, which can be characterized by the right for every child to have an education of equal quality in a common school for all pupils regardless of social class, abilities, gender, or ethnicity. Against thi...
Book
This book analyses local school district governance in a comparative, cross-cultural perspective based on national studies of local school boards in the Nordic countries, Denmark, Finland, Norway and Sweden. The overarching research question explored by the national studies contained in this volume is: How are transnational influences of standardiz...
Article
Educational leadership practice is embedded and shaped in its own context. However, contemporary policy makers are keen to use research findings from multiple educational systems to produce overall, generic models of best leadership practice. Therefore, research needs to encompass analyses of the political, societal, cultural, and institutional con...
Chapter
With the starting point in the ‘International Successful School Principal Project’ that looked into how success had been sustained over a 5-year period, we found that the governing structures of schools, the definitions of quality, the methods to measure quality and the criteria of success had changed to a certain degree. On the basis of a set of a...
Chapter
The Danish educational system is described within general, societal and political frames. Both structures and discourses of education are changing, as all sectors of society are affected by an economic move towards a global marketplace. From 1980 and onwards the Nordic welfare state, created after the Second World War, has been gradually transformi...
Chapter
Quality assurance or accountability, as we use the term, refers to when an actor, in virtue of contractual obligations, has the right to hold another actor responsible to a set of standards, to judge whether the standards have been met and to impose sanctions if the standards are deemed unfulfilled. In this chapter, we compare how (and if) these ri...
Chapter
Our research problem deals with what happens when national educational policies meet structures of implementation at the school district and school level. Our focus is on the position that is directly subordinate to a municipal committee or board and with responsibility for education. This position we refer to as superintendent. By focusing on this...
Chapter
The chapters in this volume illustrate that leadership must be seen in context: culture, history and traditions, local, national and transnational political and governance contexts. It is important to get a better understanding of the actual background for school leadership in the Nordic systems, because leadership thinking and practices are formed...
Chapter
Full-text available
Two perspectives inform the discussion in this chapter. The first is the cultural, societal background of the Nordic countries. In general, the Danish, Icelandic, Finnish, Norwegian and Swedish societies have a history of participatory and deliberative democracy with a strong focus on equity. Education systems were expected to further nation-buildi...
Chapter
This chapter introduces the intentions and the arguments of our work. We wanted to explore if transnational influences change national and Nordic values and practices and contribute to forming them into a Nordic model of school leadership. We build on and develop our understanding of school leadership as we claim that not only structural and politi...
Chapter
Quality assurance or accountability, as we use the term, refers to when an actor, in virtue of contractual obligations, has the right to hold another actor responsible to a set of standards, to judge whether the standards have been met and to impose sanctions if the standards are deemed unfulfilled. In this chapter, we compare how (and if) these ri...
Book
This book explores to what extent transnational influences change national/local values and practices in the Nordic educational systems. It provides country cases and thematic chapters that give nuanced insights into the influence of transnational agencies on national governance and discourses. It describes how national discourses and regulation in...
Article
Full-text available
The article captures important trends and tendencies in public governance and thus in conditions for school leadership. The general movement towards Globalization influences the core trends in national policies and in public governance. But international discourses and practices are formed in national or regional contexts of culture, practice and p...
Article
Purpose – The purpose of this paper is to explore how important the choice of theoretical perspective is on the analyses of empirical data from a Danish case study. Design/methodology/approach – The empirical bases for the analyses are qualitative, longitudinal case studies of school leadership in the International Successful School Principalship...
Chapter
Danes and Swedes have a sibling relationship, made increasingly close by the recently completed bridge connecting Copenhagen and Malmö. Like siblings, the countries often joke that their close relative is too lazy or too serious to do a needed task well. In this chapter we avoid such pleasantries, and focus exclusively on differences and similariti...
Chapter
Danish values are deeply influenced by the agrarian cooperative movement, which emphasized the need to establish democratically organized local self-help organizations. In education, this foundation was reflected in the emergence of a free school movement and the embrace of the ideas of an influential mid-nineteenth-century thinker who advocated fr...
Chapter
A puzzling feature of contemporary education emerges from two widely shared assumptions that are contradictory and incompatible. The first is that modern educational institutions have the same degree of rich diversity as modern airports—in other words, the educational world is becoming flat. The second is that in the educational sphere, global meet...
Chapter
We began our book by outlining a simple set of categories that can be used to describe a political culture, but we have concluded that the dimensions that we chose are, by themselves, too simple a tool to capture all of the challenges that await each of the governments we have examined. Nonetheless, we also discovered some intriguing confirmation t...
Chapter
Full-text available
This chapter explicates a core assumption of our collaborative project: This history of educational development and policies within a country will affect the way new ideas are received from outside and are incorporated into national and local discussions within that country. We look at history as a critical component of culture because it creates c...
Chapter
In the first round of visits to schools 4–5 years ago in the ISSPP context, we found that the couplings between the state, local authorities and schools were changing. Some were being loosened and some were beginning to be tightened. The decentralisation of public sectors had been started some 20 years previously and at this point in time, a counte...
Chapter
The rich data provided in this project has enabled us to provide a unique international perspective on how successful leaders sustain their success. Our case stories encompass education in six countries and stretch over a period of 5 years. They give us new and challenging knowledge, not only about the values, qualities, skills and knowledge which...
Chapter
Sustaining success in a changing world means to be aware of changes in political and educational expectations and at the same time remembering the basic purpose of schooling, the comprehensive education for social justice – in some places labeled: the “Democratic Bildung.” Sustaining successful functions and culture in schools is first and foremost...
Chapter
Full-text available
During the past 5 years since we visited the schools and principals were included in the International Successful School Principals Project for the first time, major changes have occurred in the ways in which schools are governed and managed. Since the start of the project in 2001, the “hurricane of accountability” has reached all countries in the...
Article
There is no shared understanding of what school leaders are expected to do. Schools have many external as well as internal stakeholders and each of them has different expectations as to leadership practice. Thus school leadership is a ‘fluid signifier’. This article first outlines external expectations that school leaders are faced with and have to...
Chapter
Full-text available
This section explores implications of ISSPP study for school leadership training relative to instructional leadership practices. Drawing on the conceptual understandings from Chap. 4, the authors consider leadership preparation programs in their own country in light of their findings. Specifically, this chapter examines leadership preparation in th...
Book
This pioneering account of a longitudinal study – the International Successful School Principal Project (ISSPP) - of successful school principals over five years in Australia, Denmark, Norway, Sweden, England and the USA will be required reading for educationalists. It contains fresh insights that take our understanding of successful school to a ne...
Article
With inspiration from the educational paradox: how can actors, as external influences, enable human beings to act independently of external leadership? This article will discuss an organizational paradox: how can staff be lead in ways that enable them to become autonomous followers? The educational paradox was originally phrased in the beginning of...
Chapter
Full-text available
Education, and its formal counterpart, schooling, seem at times to be at the center of political or cultural debates, arguments, and controversies. In the USA, for instance, education has, at various times, been at the center of the so-called “culture wars” (Anderson and Herr 1999; Waite 2002; Waite et al. 2001). One of the battlegrounds in these c...
Chapter
This chapter explores the cultural and societal background for the development of school leadership and presents findings from research into effective or successful school leadership. The findings often point to the need for a distribution of leadership, but are not specific when it comes to the forms and relations that distributed leadership can a...
Article
Purpose The purpose of this paper is to revisit three successful schools to see how the principals and the schools had sustained success over a period of five years. Design/methodology/approach A case study research design was used building on the 2005 design. This time the principals were interviewed. Findings The study is a case study over five...
Article
Purpose – The purpose of this paper is to synthesize the findings of the follow‐up studies of successful school principals in six countries – Australia, Denmark, England, Norway, Sweden, and the USA. Design/methodology/approach – Data were categorized according to stakeholder expectations, the concept and practice of leadership, and the sustainabi...
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Full-text available
The governance and leadership at transnational, national and school level seem to be converging into a number of isomorphic forms as we see a tendency towards substituting ‘hard’ forms of governance, that are legally binding, with ‘soft’ forms based on persuasion and advice. This article analyses and discusses governance forms at several levels. Th...
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Chapter
The protestant Reformation of 1536 can be seen as the first great identity project to be carried out in Denmark. However, the identity project of the reformers did not aim at forming a national identity, but rather a Christian one (this section is largely based on Korsgaard (Ed.) 2005). The basic introduction to this enlightenment project became Th...
Article
This article will argue that diverse national, regional and local contexts leave different rooms for manoeuvre for school principals. The social technologies applied by the authorities (like accountability systems) can be 'tight' or 'loose' and so leave little or much room for principals' interpretations of what a good school is and what successful...
Article
Full-text available
Many educational systems, like many public sectors, find themselves in the midst of rapid changes. In many cases, decentralisation is the order of the day, often alongside re-centralisation. The new relations between supra-national, national, local and organisational levels create novel conditions for leading schools and for establishing alternativ...
Chapter
This chapter aims at conceptualizing and investigating the meaning of successful school principalship within the context of Danish comprehensive schools. It presents findings from case studies of eight Danish schools with more detailed analysis from two schools We outline the educational context for the Danish schools and give a short account of ou...
Article
‘Effective School Leadership in a Time of Change’ was a three-year project involving 34 school leaders from three countries: Denmark, England and Scotland. During initial interviews we asked the school leaders to tell us something of their careers and their experiences of headship. Analysing the data seemed to show that our respondents went through...
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Full-text available
The EERJ roundtable took as its point of departure the experience of the Organisation for Economic Cooperation and Development’s (OECD) Centre for Educational Research and Innovation (CERI) in carrying out policy research. CERI has conducted four reviews of national educational research and development (in New Zealand, England, Mexico and Denmark),...
Article
This article will discuss how schools in countries like Denmark cope with the external demands for accountability made on them by many different stakeholders and at the same time strive to build and sustain trust in and trust from staff. The school context in relation to these challenges is seen in light of the increasing complexity of societies. O...
Article
Purpose – Aims at conceptualizing and investigating the meaning of good school principalship within the space for manoeuvring that is available within the context of Danish comprehensive schools. The paper aims to present findings from case studies of two Danish schools within the frame of reference. Design/methodology/approach – Outlines the educ...
Article
In the 'Leadership for Learning' project1 we have collaborated with participating schools in writing an initial portrait of each school. Based on official descriptions and interviews with stakeholders in the developmental process we have constructed a narrative or a portrait of the school's and stakeholders' conceptions of learning and leadership a...
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The objective of this article is to examine the rhetoric of educational leadership within a Scandinavian context, as it occurs within the framework of New Public Management. The study asks questions about new demands on leadership expressed in policy documents.Local culture and distinctive aspects of national life tend to modify external influences...
Article
This article will set the context of democratic leadership in Scandinavian countries. This concept will be discussed in a dual perspective. On the one hand there are pressures to transform the governing of the schools towards a more ‘rigorous’ form of New Public Management (NPM) with models of leadership/management from the world of business and in...

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