Anette Forssten Seiser
Biographic Data
| ID | 5848461 |
|---|---|
| NAME | Anette Forssten Seiser |
| GIVEN NAMES | Anette Forssten |
| FAMILY NAME | Seiser |
| SIGNATURE | SEISER A F |
| AFFILIATIONS | Karlstad University |
| ORCID | 0000-0001-5086-6126 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The role of ESD facilitators in bringing about change in schools
This study investigates the experiences of teachers in middle leading positions who worked as ESD facilitators during a three-year whole school approach project designed to implement education for sustainable development (ESD). Five schools in a Swedish municipality participated in the project to integrate ESD into their organisation and teaching practice. Project activities involved school leaders, teachers, and ESD facilitators, with the facili…
Critical aspects to consider when establishing collaboration between school leaders and researchers
The aim of this study is to explore what happened – and why – in a collaboration between ourselves as researchers and school leaders from two different schools in Sweden. The theory of practice architectures is used to frame the study. The goal of the collaboration was to enhance the scientific foundation of school practices, which motivated the use of action research as the methodological approach for designing the collaboration. The results all…
Decentring pedagogical leadership
Pedagogical leadership is increasingly emphasised in education policies and leadership standards. Yet conceptualisations of pedagogy and pedagogical leadership vary from a focus on compliance that operationalises the role of formal school leaders, through to notions of pedagogical leadership as a praxis-oriented practice. This paper focuses on pedagogical leading practices in school settings in Sweden and Australia. Utilising the theory of practi…
Developing school leading guidelines facilitating a whole school approach to education for sustainable development
This study explored the function of school leading in the implementation process of education for sustainable development (ESD) in five Swedish schools employing a whole school approach (WSA). A follow-up study design was used, in which schools that had initiated an ESD project in 2016 were subsequently visited twice for interviews with principals during the project and after it was finalized. The theory of practice architectures in combination w…
Developing school leading guidelines facilitating a whole school approach to education for sustainable development
This study explored the function of school leading in the implementation process of education for sustainable development (ESD) in five Swedish schools employing a whole school approach (WSA). A follow-up study design was used, in which schools that had initiated an ESD project in 2016 were subsequently visited twice for interviews with principals during the project and after it was finalized. The theory of practice architectures in combination w…
Developing school leading guidelines facilitating a whole school approach to education for sustainable development
This study explored the function of school leading in the implementation process of education for sustainable development (ESD) in five Swedish schools employing a whole school approach (WSA). A follow-up study design was used, in which schools that had initiated an ESD project in 2016 were subsequently visited twice for interviews with principals during the project and after it was finalized. The theory of practice architectures in combination w…
Decentring pedagogical leadership
Pedagogical leadership is increasingly emphasised in education policies and leadership standards. Yet conceptualisations of pedagogy and pedagogical leadership vary from a focus on compliance that operationalises the role of formal school leaders, through to notions of pedagogical leadership as a praxis-oriented practice. This paper focuses on pedagogical leading practices in school settings in Sweden and Australia. Utilising the theory of practi…
Critical aspects to consider when establishing collaboration between school leaders and researchers
The aim of this study is to explore what happened – and why – in a collaboration between ourselves as researchers and school leaders from two different schools in Sweden. The theory of practice architectures is used to frame the study. The goal of the collaboration was to enhance the scientific foundation of school practices, which motivated the use of action research as the methodological approach for designing the collaboration. The results all…
The role of ESD facilitators in bringing about change in schools
This study investigates the experiences of teachers in middle leading positions who worked as ESD facilitators during a three-year whole school approach project designed to implement education for sustainable development (ESD). Five schools in a Swedish municipality participated in the project to integrate ESD into their organisation and teaching practice. Project activities involved school leaders, teachers, and ESD facilitators, with the facili…
Pedagogy (4 works) · Political science (4 works) · Sociology (4 works) · Education for sustainable development (2 works) · Educational Assessment and Improvement (2 works) · Engineering (2 works) · Innovative Education and Learning Practices (2 works) · Mathematics education (2 works) · Psychology (2 works) · Public relations (2 works)