Jaana Nehez
Datos Biográficos
| ID | 4145116 |
|---|---|
| NOMBRE | Jaana Nehez |
| NOMBRES | Jaana |
| APELLIDO | Nehez |
| FIRMA | NEHEZ J |
| AFILIACIONES | Halmstad University |
| ORCID | 0000-0002-9293-0445 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAS | 4 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2014 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Disadvantaged middle leaders in disadvantaged schools?
This article develops knowledge about middle leading in socio-economic disadvantaged schools as an improvement strategy to strengthen professional learning and development and contribute to equity. Middle leaders’ opportunities to affect teaching and learning in disadvantaged schools are unexplored. The article is based on the premise that middle leaders’ duties need to be comprehensible, manageable and meaningful for them and others in order to …
University supervisors’ conversation strategies for triadic supervision in teacher education
The study presented in this article explores what conversation strategies university supervisors at a Swedish university used when leading triadic supervision in the final phase of teacher students’ education. Social learning theory framed the analyses of four audio-recorded triadic supervision conversations. The findings show four different conversation strategies: corrective, information-seeking, reflective, and experimental conversation strate…
How to identify actions to improve in the practices of a professional learning community
This article presents an action research project conducted in a Swedish compulsory school. In the project the participants explored ways of identifying actions to improve in the practices of a professional learning community in order to develop teaching. This is important for participants in such communities, since the outcome of developed teaching is challenging to achieve. The exploration is guided by practice theories and is based on three pra…
To be, or not to be, that is not the question
This article nuances an ongoing discussion among researchers about external researchers in emancipatory action research in the educational field. It examines opportunities and challenges for emancipatory action research for participants in top-down and bottom-up initiated action research projects with external researchers. An analysis based on variables for studying critical emancipatory action research highlights four central questions in both p…
A web of leading for professional learning – leadership from a decentring perspective
Research shows that leadership is crucial for professional learning, often highlighting principals' or middle leaders' leading practices. However, in leading, professions with differing roles work together. With a decentring perspective on leadership, we shift the focus from the individual principal or middle leader to joint leading practices. Based on a practice theoretical perspective, this article explores how educational leadership unfolds in…
Our way(s) to action research
This study involved six Swedish and Canadian doctoral students who shared interests in using action research in professional education in different disciplines. We employed Noffke’s three dimensions of action research as a theoretical framework (i.e., the Professional, the Personal, and the Political). Using collective biography as a methodology, we cooperatively examined how our personal and professional agendas and macro-level structures have b…
Our way(s) to action research
This study involved six Swedish and Canadian doctoral students who shared interests in using action research in professional education in different disciplines. We employed Noffke’s three dimensions of action research as a theoretical framework (i.e., the Professional, the Personal, and the Political). Using collective biography as a methodology, we cooperatively examined how our personal and professional agendas and macro-level structures have b…
A web of leading for professional learning – leadership from a decentring perspective
Research shows that leadership is crucial for professional learning, often highlighting principals' or middle leaders' leading practices. However, in leading, professions with differing roles work together. With a decentring perspective on leadership, we shift the focus from the individual principal or middle leader to joint leading practices. Based on a practice theoretical perspective, this article explores how educational leadership unfolds in…
Our way(s) to action research
This study involved six Swedish and Canadian doctoral students who shared interests in using action research in professional education in different disciplines. We employed Noffke’s three dimensions of action research as a theoretical framework (i.e., the Professional, the Personal, and the Political). Using collective biography as a methodology, we cooperatively examined how our personal and professional agendas and macro-level structures have b…
A web of leading for professional learning – leadership from a decentring perspective
Research shows that leadership is crucial for professional learning, often highlighting principals' or middle leaders' leading practices. However, in leading, professions with differing roles work together. With a decentring perspective on leadership, we shift the focus from the individual principal or middle leader to joint leading practices. Based on a practice theoretical perspective, this article explores how educational leadership unfolds in…
How to identify actions to improve in the practices of a professional learning community
This article presents an action research project conducted in a Swedish compulsory school. In the project the participants explored ways of identifying actions to improve in the practices of a professional learning community in order to develop teaching. This is important for participants in such communities, since the outcome of developed teaching is challenging to achieve. The exploration is guided by practice theories and is based on three pra…
To be, or not to be, that is not the question
This article nuances an ongoing discussion among researchers about external researchers in emancipatory action research in the educational field. It examines opportunities and challenges for emancipatory action research for participants in top-down and bottom-up initiated action research projects with external researchers. An analysis based on variables for studying critical emancipatory action research highlights four central questions in both p…
University supervisors’ conversation strategies for triadic supervision in teacher education
The study presented in this article explores what conversation strategies university supervisors at a Swedish university used when leading triadic supervision in the final phase of teacher students’ education. Social learning theory framed the analyses of four audio-recorded triadic supervision conversations. The findings show four different conversation strategies: corrective, information-seeking, reflective, and experimental conversation strate…
Disadvantaged middle leaders in disadvantaged schools?
This article develops knowledge about middle leading in socio-economic disadvantaged schools as an improvement strategy to strengthen professional learning and development and contribute to equity. Middle leaders’ opportunities to affect teaching and learning in disadvantaged schools are unexplored. The article is based on the premise that middle leaders’ duties need to be comprehensible, manageable and meaningful for them and others in order to …
Pedagogy (5 obras) · Teacher Education and Leadership Studies (5 obras) · Innovative Education and Learning Practices (4 obras) · Sociology (4 obras) · Action research (3 obras) · Political science (3 obras) · Public relations (3 obras) · Law (2 obras) · Mathematics education (2 obras) · Medical education (2 obras)