Publications
We continuously add publications within SOL (School Development, Organization and Leadership). Please visit the page regularly to receive news. Most recent publication first within each category. Publications older than 8 years may be searched elsewhere. On this English page, you will only find publications in English. For a more complete publication list, visit our Swedish page.
Peer-reviewed articles
Forssten Seiser, A., & Portfelt, I. (2024). Critical aspects to consider when establishing collaboration between school leaders and researchers: Two cases from Sweden. Education Action Research, 32(2), 260–275. https://doi.org/10.1080/09650792.2022.2110137
Francisco, S., Forssten Seiser, A. & Olin Almqvist, A., (2024). Action research as professional learning in and through practice. Professional Development in Education, 50(3), 501–518. https://doi.org/10.1080/19415257.2024.2338445
Buskqvist, U., Johansson, E., & Hermansson, C. (2023). Inbetween literacy desirings and following commands: Rethinking digitalization in Swedish early childhood education. Nordic Journal of Studies in Educational Policy, 9(2), 210-220. https://doi.org/10.1080/20020317.2023.2229021
Glawing, C., Karlsson, I., Kylin, C., & Nilsson, J. (2024). Work‐related stress, stress reactions and coping strategies in ambulance nurses: A qualitative interview study. Journal of Advanced Nursing, 80(2), 538–549. https://doi.org/10.1111/jan.15819
Grice, C., Forssten Seiser, A., & Wilkinson, J. (2023). Decentring pedagogical leadership: Educational leading as a pedagogical practice. Journal of Educational Administration and History, 55(1), 89–107. https://doi.org/10.1080/00220620.2022.2163381
Forssten Seiser, A., Mogren, A., Gericke N., Berglund, T., & Olsson, D. (2023). Developing school leading guidelines facilitating a whole school approach to education for sustainable development. Environmental Education Research, 29(5), 783–805. https://doi.org/10.1080/13504622.2022.2151980
Johansson, E. (2023). Reconceptualizing Time to Understand How to Lead Digitalization in Education. Forskning og forandring, 6(1), 3–21. https://doi.org/10.23865/fof.v6.5344
Jordan, M., Wagnsson, S., & Gustafsson, H. (2023). Using motivational interviewing to promote teacher efficacy, autonomy-supportive teaching, and students’ academic motivation. Cogent Education, 10(2), 2229033. https://doi.org/10.1080/2331186X.2023.2229033
Olsson, Å. (2023). Social Sustainability in Swedish Multicultural Preschools. Nordisk barnehageforskning, 20(3), 185–202. https://doi.org/10.23865/nbf.v19.341
Portfelt, I. (2023). Principals' influences on teaching and assessment in special education. Educational Research, 65(4), 428–443. https://doi.org/10.1080/00131881.2023.2239832
Duek, S., & Nilsberth, M. (2022). Languages and Identity Constructions in Multilingual Students’ Digital Literacy Practice. Education Inquiry. https://doi.org/10.1080/20004508.2022.2109561
Forssten Seiser, A., & Söderström, Å. (2022). The impact of the Swedish national principal training programme on principals’ leadership and the structuration process of school organisations. Research in Educational Administration and Leadership, 7(4), 826–859. https://doi.org/10.30828/real.1120909
Wikström, P., Duek, S., Nilsberth, M., & Olin Scheller, C. (2022). Smartphones in the Swedish upper-secondary classroom: A policy enactment perspective. Learning, Media & Technology.https://doi.org/10.1080/17439884.2022.2124268
Enochsson, A.-B., Kilbrink, N., Andersén, A., & Ådefors, A. (2021). Obstacles to progress: Swedish vocational teachers using digital technology to connect school and workplaces. International Journal of Training Research, 20(2). https://doi.org/10.1080/14480220.2021.1979623
Forssten Seiser, A. (2021). When the demand for educational research meet practice. Research in Educational Administration and Leadership, 6(2), 348–376. https://doi.org/10.30828/real/2021.2.1
Francisco, S, Forssten Seiser, A., & Grice, C. (2021). Professional learning that enables the development of critical praxis. Professional Development in Education. Advance online publication. https://doi.org/10.1080/19415257.2021.1879228
Svensson, M., Wagnsson, S., & Gustafsson, H. (2021). Can motivational interviewing be a helpful professional tool? Investigating teachers' experiences. Educational Research, 63(4), 440-455. https://doi.org/10.1080/00131881.2021.1989318
Finnveden, G., Friman, E., Mogren, A., Palmer, H., Sund, P., Carstedt, G., Lundberg, S., Robertsson, B. & Svärd, L. (2020). Evaluation of integration of sustainable development in higher education in Sweden. International Journal of Sustainability in Higher Education, 21(4), 685–698. https://doi.org/10.1108/IJSHE-09-2019-0287
Forssten Seiser, A. & Blossing, U., (2020). Actions and practice architectures for realising sustainable development by restructuring school organisations. Forskning och Forandring 3(2), 69–88. https://doi.org/10.23865/fof.v3.2457
Forssten Seiser, A. (2019) Exploring enhanced pedagogical leadership: An action research study involving Swedish principals. Educational Action research, 28(4). https://doi.org/10.1080/09650792.2019.1656661
Mogren, A., & Gericke, N. (2019). School leaders’ experiences of implementing education for sustainable development: Anchoring the transformative perspective. Sustainability, 11(12), 3343. https://doi.org/10.3390/su11123343
Mogren, A., Gericke, N., & Scherp, H. Å. (2019). Whole school approaches to education for sustainable development: A model that links to school improvement. Environmental education research, 25(4), 508–531.https://doi.org/10.1080/13504622.2018.1455074
Aas, M., & Blom, T. (2017). Benchlearning as professional development of school leaders in Norway and Sweden. Professional Development in Education, 44(1), 62–75. http://doi.org/10.1080/19415257.2017.1355840
Mogren, A., & Gericke, N. (2017). ESD implementation at the school organisation level, part 1: Investigating the quality criteria guiding school leaders’ work at recognized ESD schools. Environmental Education Research, 23(7), 972–992. https://doi.org/10.1080/13504622.2016.1226265
Mogren, A., & Gericke, N. (2017). ESD implementation at the school organisation level, part 2: Investigating the transformative perspective in school leaders’ quality strategies at ESD schools. Environmental Education Research,23(7), 993–1014. https://doi.org/10.1080/13504622.2016.1226266
Doctoral and licentiat theses
Mogren, A. (2019). Guiding principles of transformative education for sustainable development in local school organisations: Investigating whole school approaches through a school improvement lens [Doctoral dissertation, Karlstad University]. DiVA. https://www.diva-portal.org/smash/get/diva2:1368940/FULLTEXT01.pdf
Books and book chapters
Gericke, N., Forssten Seiser, A., Mogren, A., Berglund, T., & Olsson, D. (2024). How to institutionalize a whole school approach to ESD. In A. E.J. Wals, B. Bjønness, A. Sinnes, & I. Eikeland (Eds.), Whole school approaches to sustainability (pp. 57–69). Springer. https://doi.org/10.1007/978-3-031-56172-6_4
Grice, C., Forssten Seiser, A., & Wilkinson, J. (2024). Decentring pedagogical leadership: Educational leading as pedagogical practice. In C. Grice, A. Lizier, & S. Fransisco (Eds.) Decentring Leadership: Rethinking Leading in Educational Contexts (p. 89–107). Routledge. https://doi.org/10.4324/9781003456919-1
Söderström, Å., & Forssten Seiser, A. (2024). Ethical and moral perspective in leading schools. In L. E. Damgaard Knudsen, M. Wiberg, K. Bjerg Petersen, & L. Haastrup (Eds.), Teacher Ethics and Teaching Quality in Scandinavian Schools (pp. 126–142). Routledge https://doi.org/10.4324/9781003407775
Thelin, K. & Forssten Seiser, A. (2024). Nurturing eco-thinking by leading and learning from the future as it emerges. In K. Remier, M. Kaukko, S. Windsor, S. Kemmis & K. Mahon (Eds.) Living well in a world worth living in for all: Volume 2: Enacting praxis for a just and sustainable future (pp. 31–46). Springer. https://link.springer.com/book/10.1007/978-981-97-1848-1
Kilbrink, N., Enochsson, A-B., Andersén, A., & Ådefors, A. (2021). Teachers’ use of digital boundary objects to connect school and workplace-based learning in dual vocational education. In E. Kyndt, S. Beausaert, & I. Zitter (Eds.), Developing connectivity between education and work: Principles and practices (pp. 119–136). Routledge.
Kilbrink, N., Enochsson, A.-B., & Söderlind, L. (2020). Digital technology as boundary objects: Teachers’ experiences in Swedish vocational education [Digitale Technologien als Grenzobjekte: Erfahrungen von Lehrpersonen der beruflichen Bildung in Schweden]. In C. Aprea, V. Sappa, & R Tenberg (Eds.), Connectivity and integrative Competence Development in Vocational and professional Education and Training (ZBW-B, Band 29, pp. 233–251). franz Steiner Verlag.
Reports
Tengberg, M., Forssten Seiser, A., Wejrum, M., Evermark, M., & Pihlfalk, M. (2022). Linking Instruction and Student Achievment: Professional Learning Observations of Teaching (LISA-PLOT): Main report. https://www.diva-portal.org/smash/get/diva2:1710710/FULLTEXT01.pdf
Other
Windsor, S. (host). (2024, 13 May). Nurturing eco-thinking by leading and learning from the future as it emerges (a conversation with Katina Thelin and Anette Forssten Seiser) [Pod cast]. In A world worth living in. https://open.spotify.com/episode/5nDcjx5fSrKl7hNgZFFtCM?si=PnxRdll_SeShjqW74Wlzww&fbclid=IwZXh0bgNhZW0CMTAAAR2i-3FJWmuRBr0tOONmCJ7-akzaApX_dqiM-hd0VVZH75ivsopBpyVJH8g_aem_AZtsaPIP5PF73QLsONqUeJiatE8_F4xfMMbNnkOlfdH_7BrQaG_nklMnb9ugkrQrdTLfd3jjazec-7k65N1EGD_R&nd=1&dlsi=afe195fc473342a2