Micro Policy Making in Schools. Use of National Test Results in a Norwegian Context

Abstract

This thesis comprises three published articles and investigates the micro policy making of school principals, senior leaders, and teachers in Norwegian lower secondary schools.

The first article investigated the stories of four school principals and eight senior leaders as they responded to questions regarding the school’s and the teachers’ work with national test results. The second article elaborated how the school principals, senior leaders, and teachers in two schools dealt with the intentions of policies, and how power and talk were at play. The third article quantitatively examined how 176 Norwegian lower secondary school teachers perceived the school principal’s facilitation of this work, and their practices with and attitudes towards national testing policies.

The findings show that the local school context, perspectives on conforming practices, and symbolic responses to national testing policies are important factors, but great trust in school professionals and internal responsibility for the core purpose of education are essential. The study illuminates how the power at play may take unpredictable and diverse forms both within and between schools.