Thesis Statement The thesis argument is that theory can be developed about the implementation, maintenance and dissemination of school health education based on a school development approach. Such theory development can assist teachers to design programs appropriate to the needs of their classrooms, schools and communities. Thesis Setting The implementation and maintenance of school health education programs has not usually been the focus of research and as a consequence is rarely reported in the literature. The research in this thesis draws upon many disciplines and fields but in order to answer the thesis questions methodological processes were required that were consistent with current school situations. The earlier School Development in Health Education (SDHE) program's work in research, development and dissemination provided the setting for the thesis. Methodology of the Research The methodology of the research study involved a case study approach using both multiple and single case studies. Data have been drawn from SDHE schools in South Australia undertaking health, sexuality and drug education. The methodology adopted for the studies in this thesis is a case study design incorporating an iterative theory-study-theory sequence in which an initial theory statement derived from the literature guides the development of a multiple case study which, in effect, 'tests' the theory in a qualitative way. The finding of the case study then informs development and elaboration of the theory statement in its second version. This is then used to test the next multiple case study which leads to further development of the theory in its third version. The third iteration of the theory is tested in a single case study that leads to the fourth and final version of the theory. Data analysis was aided by the use of the Q.S.R. NUD.IST computer package that helped to manage and explore the thesis ideas about the data. In establishing these syntheses the chain of evidence in the data sets was maintained. The analysis also allowed the thesis findings to be used to test theories about the data that answered the thesis questions. Thesis Findings The findings of the thesis are contained in the final version of the theory. The theory is structured around program drivers, phases, types and processes that together produce implementation, maintenance and dissemination. This final theory statement is the basis for drawing the thesis conclusions. Thesis Conclusions It was concluded that patterns of factors that enhance and inhibit the implementation, maintenance and dissemination of school health education programs could be placed in a theoretical framework that can guide practice in school health education. To be successful school health education programs have to include three critical elements: leadership, action research and funding. Leaders or program drivers need to be identified and resourced; they may be principals or designated teaching staff with access to decision making, policy processes and resource allocation in schools. Teachers need to engage in a reflective action research process to develop, modify and sustain their curriculum development work. Programs require adequate funding resources for teachers' professional development, including action research, and the purchase of human and material resources. Schools planning to introduce programs may learn from the experience of others but they must themselves engage in the critical and essential program features identified in the final version of the theory. Implications The thesis conclusions imply the need to use more efficient ways of bringing schools' and teachers' hidden competence to the fore to support school health education program through varied patterns of professional development, technical support and curriculum development and implementation, and through funding of enhanced professional practice for health literacy. A major implication for the health sector is that many health workers need to learn collaborative skills since there is a tendency to take control and attempt to direct what teachers should do rather than work with and support them. An implication for programs in complex social environments is the need for careful planning in collaboration with other stakeholders. The critical elements developed in this thesis also apply - leadership, action research and funding. Evaluation can adopt a case study approach as a more suitable method for examining what happens in programs than an overly simplistic approach of assessing goals and objectives which ignores the differences in program implementation for different sites with the necessary localisation. Further Research Further research suggested by the thesis findings are in the areas of school health education in the changing administrative and management environment today, and of the use of various types of case study research in tandem to answer comprehensive and complex program performance questions.

<p><p><h1><strong>Abstract</strong></h1><p>Several of researchers have reflected that the school ought to be developed to a learning organization. A method as proceed from such a perspective and should be able to match a local child- and educations administration is problembased school development. To investigate in which ways a child- and educations administration prosecute a problem based learning inside the organization a case study was used as research strategy. The question this report gives answer to is:</p><p>In what/which way works a child- and educations administration in a rural district with a method to fulfil a problembased learning.</p><p>To collect empiric data a canvassing inquiry was accomplished among the child- and educations administrations group of management. According to the research result it can declares that there are good conditions for the organization to prosecute problem based school development, but there is yet a great deal to do before it´s can be said totally fulfilled. In the organizations group of management there is a varying understanding of the school’s mission, because they are seeing the mission from different perspectives. To be able to develop the organization there is important in the future to establish a common dialogue how the coming vision are going to elaborates, because the vision of today is apprehend as indistinct. Within the organization their communication system is well-developed and the culture of the organizations group of management is cooperating. The group of managements meeting ought to engage more time in having challenging conversations how the pedagogical activities in the organization are going to be continuously developed.</p><p>Keywords:</p><p>the mission, the vision, school development, the culture of the organization and communication</p></p></p> / <p><h1>Sammanfattning</h1><p>Flera forskare har uttryckt att skolan bör utvecklas till en lärande organisation. En arbetsmetod som utgår från ett sådant perspektiv och som skulle kunna passa en kommunal barn- och utbildningsförvaltning är problembaserad skolutveckling. För att undersöka på vilket sätt en kommuns barn- och utbildningsförvaltning bedriver ett problembaserat lärande inom sin organisation valdes fallstudien som forskningsstrategi. Den frågan som uppsatsen ger svar på är:</p><p>På vilket/vilka sätt arbetar en barn- och utbildningsförvaltning i en kommun med ett arbetssätt som motsvarar ett problembaserat lärande?</p><p>För att samla in empirisk data genomfördes en intervjuundersökning riktad till barn- och utbildningsförvaltningens ledningsgrupp. Utifrån undersökningens resultat kan konstateras att det finns goda förutsättningar inom organisation att bedriva problembaserad skolutveckling, men det finns en hel del att arbeta med innan det sker till fullo. I förvaltningens ledningsgrupp finns en varierande förståelse vad som är skolans och barn- och utbildningsförvaltningens uppdrag, eftersom de ser uppdraget från olika perspektiv. För att organisationen ska utvecklas är det i framtiden viktigt att man åstadkommer en gemensam dialog hur dess kommande vision ska utformas, eftersom den nuvarande visionen uppfattas som otydlig. Inom organisationen finns ett väl utvecklat kommunikationssystem och det finns en samarbetande kultur i dess ledningsgrupp. Det som ledningsgruppen bör ägna mera av sin tid är att föra utmanande samtal hur dess pedagogiska verksamhet kontinuerligt ska utvecklas.</p><p>Nyckelord:</p><p> </p><p>Uppdraget, vision, skolutveckling, organisationskultur och kommunikation.</p></p> / Problembaserad skolutveckling

This study concerns school-development and the political public sphere in a Swedish context. It draws on an earlier study in which school-leaders expressed political signals in relation to school-development as being ambiguous and contradictive. On one hand they saw a political support for openness and dialogue in school. On the other hand they perceived control and competition. Another point of departure for the study is what tentatively was suggested as a shift in focus for the state government of schools during the 1990:s, from decentralization as such to an increased emphasis on control of its consequences. The overriding aim of the study was to illuminate how this shift could be understood regarding the relation between school-development and the political public sphere. The study was conducted within a larger, national project where almost 900 schools worked without the national time table. Policy texts behind the governments’ decision on starting the project were used in order to describe and analyse school policy. School-leaders´ accounts on school-work and school-development in the project was used for analysis and description of school practice. Habermas’ theory of communicative action, particularly his notions on “the welfare-state crisis” as an opening for a revitalized political public sphere grounded upon communicative action, was used as a theoretical frame for the study. The results support the assumption that school policy, as formulated in the studied documents, did shift over time from a focus on decentralization to an emphasis on control of its consequences. The school-leaders, however, gave voice to a school practice where the importance of a communicative direction was emphasized. The overall conclusion is that while a vital political public sphere in Habermas´ terms is supported in school practice, school policy seems to direct school development in the opposite direction, thereby closing the opportunity for school to support a revitalized public sphere.

Abstract Several of researchers have reflected that the school ought to be developed to a learning organization. A method as proceed from such a perspective and should be able to match a local child- and educations administration is problembased school development. To investigate in which ways a child- and educations administration prosecute a problem based learning inside the organization a case study was used as research strategy. The question this report gives answer to is: In what/which way works a child- and educations administration in a rural district with a method to fulfil a problembased learning. To collect empiric data a canvassing inquiry was accomplished among the child- and educations administrations group of management. According to the research result it can declares that there are good conditions for the organization to prosecute problem based school development, but there is yet a great deal to do before it´s can be said totally fulfilled. In the organizations group of management there is a varying understanding of the school’s mission, because they are seeing the mission from different perspectives. To be able to develop the organization there is important in the future to establish a common dialogue how the coming vision are going to elaborates, because the vision of today is apprehend as indistinct. Within the organization their communication system is well-developed and the culture of the organizations group of management is cooperating. The group of managements meeting ought to engage more time in having challenging conversations how the pedagogical activities in the organization are going to be continuously developed. Keywords: the mission, the vision, school development, the culture of the organization and communication / Sammanfattning Flera forskare har uttryckt att skolan bör utvecklas till en lärande organisation. En arbetsmetod som utgår från ett sådant perspektiv och som skulle kunna passa en kommunal barn- och utbildningsförvaltning är problembaserad skolutveckling. För att undersöka på vilket sätt en kommuns barn- och utbildningsförvaltning bedriver ett problembaserat lärande inom sin organisation valdes fallstudien som forskningsstrategi. Den frågan som uppsatsen ger svar på är: På vilket/vilka sätt arbetar en barn- och utbildningsförvaltning i en kommun med ett arbetssätt som motsvarar ett problembaserat lärande? För att samla in empirisk data genomfördes en intervjuundersökning riktad till barn- och utbildningsförvaltningens ledningsgrupp. Utifrån undersökningens resultat kan konstateras att det finns goda förutsättningar inom organisation att bedriva problembaserad skolutveckling, men det finns en hel del att arbeta med innan det sker till fullo. I förvaltningens ledningsgrupp finns en varierande förståelse vad som är skolans och barn- och utbildningsförvaltningens uppdrag, eftersom de ser uppdraget från olika perspektiv. För att organisationen ska utvecklas är det i framtiden viktigt att man åstadkommer en gemensam dialog hur dess kommande vision ska utformas, eftersom den nuvarande visionen uppfattas som otydlig. Inom organisationen finns ett väl utvecklat kommunikationssystem och det finns en samarbetande kultur i dess ledningsgrupp. Det som ledningsgruppen bör ägna mera av sin tid är att föra utmanande samtal hur dess pedagogiska verksamhet kontinuerligt ska utvecklas. Nyckelord:   Uppdraget, vision, skolutveckling, organisationskultur och kommunikation. / Problembaserad skolutveckling

Innan studiens start gav vi, två lärarstudenter, två skolor möjligheten att deltaga i ett interaktivt förändringsarbete. Efter betänketid tackade skolorna nej till erbjudandet. Detta fick oss att fundera över hur skolor ser på utvecklingsarbete som involverar externa aktörer. Syftet med studien var att framhäva möjligheter och hinder inom skolutveckling som är i interaktion med utomstående aktörer, i form av bland annat lärarstudenter och forskare. Vidare syftade studien till att studera vilka faktorer som påverkar en skolas personals inställning. Dessutom ämnade arbetet skapa vidare förutsättningar för ett framåtsträvande samarbete mellan skolan och övriga tänkbara aktörer. Utifrån kvantitativa enkäter, som genomfördes på den valda gymnasieskolan, kunde vi fastställa den allmänna inställningen till interaktivt utvecklingsarbete med utomstående aktörer. Utifrån enkätresultatet utformades och genomfördes kvalitativa intervjuer. Dessa intervjuer syftade till att komplettera och fördjupa några anställdas tankar kring en integrerad skolutveckling. Det samlade resultatet påvisade en positiv inställning till ett interaktivt samarbete med utomstående aktörer, men att det saknas erfarenhet samt kunskap inom området. De fyra stycken kvalitativa intervjuerna visade även på att respondenterna själva besatt kreativa idéer som de inte ansågs uppmärksammades av skolan. Uppsatsen avslutas med konkreta förslag på hur den valda skolan kan analysera den egna verksamheten och på ett bra sätt kunna skapa ett positivt förhållningssätt till ett utvecklingsarbete i interaktion med andra. / In the process of starting this study, the authors gave two schools the opportunity to take part in an interactive development work. After some thought, the schools chose to turn down our offer, which led us to consider on how schools in general look at interactive development work that involves external actors. The purpose of this study was to highlight possibilities and obstacles within school development, which is in interaction with outside parties, including teacher students and other researchers. The aim was likewise to study which possible affects there might be that could influence the personnel inside a school. We also aimed to promote and further a positive attitude towards this kind of change. Trough quantitative questionnaires, which were implemented on a chosen comprehensive school, we were able to pinpoint the general attitude towards development work in interaction with an outside part. Trough the collected answers we chose to design and carry out interviews of more qualitative character. Our aim was to complement and enter more deeply into some of the employer's thoughts about school development. The collected result showed a positive attitude towards an interactive cooperation with an outside part, but it also showed a lack of experience and knowledge within the topic. Through these four interviews our attention was drawn to our participants' creative ideas that they wished to develop. They also expressed that their ideas didn't get enough support from the school management. The conclusion of this study ends with concrete suggestions on how the selected school can analyze the organization, as well as find easy applicable ways on how to create a more positive attitude towards school development, in interaction with outside participants.

Den här doktorsavhandlingen handlar om lärande i organisationer, närmare bestämt i skolor, när en förändring introduceras. Den baseras på en studie av fyra grundskolor som alla deltar i en gemensam utvecklingssatsning på IT. Trots liknande förutsättningar och en förändringsprocess upplagd på ett likartat sätt nådde skolorna olika resultat i projektet med avseende på hur väl IT integrerats i verksamheten. Hur kan det komma sig? Kan resultaten förklaras av de organisatoriska lärprocesser som utvecklades på respektive skola? Vilka är i så fall förutsättningarna för sådana lärprocesser? Genom att svara på dessa frågor belyser avhandlingen betydelsen av organisatoriskt lärande vid förändringssatsningar i organisationer. Den handlar om är förutsättningarna för organisatoriskt lärande, och hur personalens samspel och lärande påverkar resultatet av utvecklingsprojekt. Kunskap om hur detta går till har betydande implikationer för möjligheten att skapa, sprida och använda kunskap i alla typer av organisationer, och därmed för möjligheten att utveckla ett lärande som leder till konstruktiv förändring. Förändringens villkor, dvs. dess förutsättningar, möjligheter och begränsningar, knyter författaren således till de lärprocesser som sker i en organisation när en förändring introduceras. Boken baseras på intervjuer med lärare och skolledare vid fyra skolor under drygt fem års tid. / <p>Diss. Stockholm : Handelshögskolan, 2004. Spikblad saknas</p>

The purpose of this study is that, based on expertise in special education tutoring, examine the degree of supervision demanded by teachers in primary schools. As a result of this study, we can see the views teachers have regarding guidance within the following issues: the demand for tutoring, the importance of conversation and reflection, and guidance from the specialist teacher.Since the study deals with phenomena of a qualitative nature, we use semi-structured interviews in the empirical part of trying to understand the informants' way of looking at the phenomenon we are investigating. The study included interviews with six teachers in the elementary school year’s 1-3. The results show that there are more opportunities than obstacles to mentoring. To have someone to go to for advice and support is an important part of the guidance. While there is ambiguity about what the meaning of mentoring is believed to be and who it is for. Special educator's role as mentors in schools varies widely and there is no doubt that the special educator serves many functions and is there for those children who are in need of extra support. The importance of conversation and reflection is considered important, while the lack of time seems to be an obvious factor governing teachers' daily lives in a negative way.

Studiens övergripande syfte är att bidra med kunskap om vilka förutsättningar som behövs för att lärare som ingår i gemenskaper skall uppleva att reflektion sker på ett meningsfullt sätt. Eftersom lärares kompetensutveckling idag, skall utgå från egna erfarenheter och initieras nerifrån av praktikerna, kan studien på längre sikt också bidra med att synliggöra framkomliga vägar för lärares kompetensutveckling, som ett led i skolutveckling och dessutom som ett led i att utveckla läraryrket till en profession.Studien ingick i ett aktionsforskningsprojekt där lärarna själva bestämde fokus, i syfte att utveckla sin egen praktik. Aktionen bestod av fyra faser på en grundskola. Hela aktionen pågick i ett och ett halvt år. Fas 4, studien, pågick under ett läsår. I de tre första faserna kartlades skolans förbättringshistorik och skolans kultur. Grundat på de tre första faserna, bestämde lärarna att den fjärde fasen skulle bestå av reflekterande samtal. De valde kollegahandledning som form. Träffarna spelades in och några träffar valdes ut som analysenheter. Data analyserades utefter vad lärarna pratade om och hur de pratade med varandra.Struktur, utgångspunkter och överlappning var de förutsättningar som framkom i analysen. I diskussionen sätts dessa i relation till frirum, gruppsammansättning och innehåll i samtal. Av detta framkom att skolor själva aktivt måste skapa frirum som ett led i skolutvecklingsprocessen. Det framkom också att inramningen för reflekterande samtal har betydelse, dels hur gruppen sätts samman men också hur tid kan avsättas och rum kan skapas för reflekterande arenor. Slutligen framkom det att utgångspunkter som förberedelse för reflektion har betydelse för vilket innehåll som behandlas och hur det behandlas. En sådan utgångspunkt var i studien bland annat en reflektionslogg. Genom den kunde lärarna öppna upp fönster till varandras praktik. / The study's overall aim is to contribute with knowledge about which conditions that are needed in order to that teachers, included in communities, will experience that reflection happens on a worthwhile way. Since today teachers' skill development will be paid from own experiences and to be initiated from below of practioners, the study can in a longer view also contribute with making visible passable roads for teachers to develop skill themselves, as a part of school development and also of developing teacher against a profession.The study was included in an action research project were the teachers decided focus, in aim to develop its own practice. The action consisted of four phases at a compulsory school. The entire action took place in one and a half year. Phase 4, the study, took place during a school year. During the three first phases the school’s improvement history and the school’s culture was examined. Based on the three first phases, the teachers decided that the fourth phase should consist of reflective deliberation. They choose collegial supervision as method. The meetings were taped and some were chosen out as analysis units. The analysis focused on what the teachers talked about and how the teachers talked with each other.Structure, starting points and overlap were the conditions that arrived in the analysis. In the discussion, these are set in relation to free room, group composition and contents in deliberations. Of this arrived that the schools actively must create free rooms as a part of a school development process. Moreover it arrived that the frame for reflective deliberations has importance, part's how the group is set together but also how time can be allocated and rooms can be created for reflective arenas. It also showed that starting points as preparation for reflection, have importance for which content that is treated and also how it is treated. Such a starting point was in the study among other things the reflection log. Through it the teachers could open up windows to each others practice.

This thesis tries to provide a modest contribution to the critical studies on the history of development by exploring Cold War development practices. It questions the role of these practices in constructing a new regime that was conducive to govern the relationship between the West and the Third World after the Second World War. It suggests that development practices were composed of techniques and rationalities that were designed to solve the urgent problem of governing populations without using sheer force and sovereign power tools where these methods were not practical in the context of decolonization and Cold War. For this kind of inquiry, this thesis takes into account power relations embedded in the development practices and, by utilizing Michel Foucault&rsquo / s theories, perceives these practices as an essential way of disseminating biopolitical methods to the Third World. Role of the development discourse in governing populations is analyzed with relation to the notion of governmentality, which refers to modes of thought and the techniques of accomplishing rule in a discourse. In line with this theoretical framework, the first part of this thesis explores three schools of thought -modernization, dependency and world system- in order to explain the ways of producing thought and knowledge pertaining to development and the involvement of power relations in this process. Additionally, analyzing development aid and development planning which were the techniques to institutionalize development practices in the Third World countries and to render them technical that were managed only by experts without muddling with politics constitute the second part of this thesis .

<p>Innan studiens start gav vi, två lärarstudenter, två skolor möjligheten att deltaga i ett interaktivt förändringsarbete. Efter betänketid tackade skolorna nej till erbjudandet. Detta fick oss att fundera över hur skolor ser på utvecklingsarbete som involverar externa aktörer.</p><p>Syftet med studien var att framhäva möjligheter och hinder inom skolutveckling som är i interaktion med utomstående aktörer, i form av bland annat lärarstudenter och forskare. Vidare syftade studien till att studera vilka faktorer som påverkar en skolas personals inställning. Dessutom ämnade arbetet skapa vidare förutsättningar för ett framåtsträvande samarbete mellan skolan och övriga tänkbara aktörer.</p><p>Utifrån kvantitativa enkäter, som genomfördes på den valda gymnasieskolan, kunde vi fastställa den allmänna inställningen till interaktivt utvecklingsarbete med utomstående aktörer. Utifrån enkätresultatet utformades och genomfördes kvalitativa intervjuer. Dessa intervjuer syftade till att komplettera och fördjupa några anställdas tankar kring en integrerad skolutveckling. Det samlade resultatet påvisade en positiv inställning till ett interaktivt samarbete med utomstående aktörer, men att det saknas erfarenhet samt kunskap inom området. De fyra stycken kvalitativa intervjuerna visade även på att respondenterna själva besatt kreativa idéer som de inte ansågs uppmärksammades av skolan.</p><p>Uppsatsen avslutas med konkreta förslag på hur den valda skolan kan analysera den egna verksamheten och på ett bra sätt kunna skapa ett positivt förhållningssätt till ett utvecklingsarbete i interaktion med andra.</p> / <p>In the process of starting this study, the authors gave two schools the opportunity to take part in an interactive development work. After some thought, the schools chose to turn down our offer, which led us to consider on how schools in general look at interactive development work that involves external actors.</p><p>The purpose of this study was to highlight possibilities and obstacles within school development, which is in interaction with outside parties, including teacher students and other researchers. The aim was likewise to study which possible affects there might be that could influence the personnel inside a school. We also aimed to promote and further a positive attitude towards this kind of change.</p><p>Trough quantitative questionnaires, which were implemented on a chosen comprehensive school, we were able to pinpoint the general attitude towards development work in interaction with an outside part. Trough the collected answers we chose to design and carry out interviews of more qualitative character. Our aim was to complement and enter more deeply into some of the employer's thoughts about school development. The collected result showed a positive attitude towards an interactive cooperation with an outside part, but it also showed a lack of experience and knowledge within the topic. Through these four interviews our attention was drawn to our participants' creative ideas that they wished to develop. They also expressed that their ideas didn't get enough support from the school management.</p><p>The conclusion of this study ends with concrete suggestions on how the selected school can analyze the organization, as well as find easy applicable ways on how to create a more positive attitude towards school development, in interaction with outside participants.</p>