Hilde Forfang

• Forfang, Hilde & Paulsen, Jan Merok (2021). Linking school leaders’ core practices to organizational school climate and student achievements in Norwegian high-performing and low-performing rural schools. Educational Management Administration & Leadership. ISSN 1741-1432. doi: 10.1177/17411432211064424. Vis sammendrag

  Prior research has suggested that well-performing school leadership clusters around a set of general core practices, which appear to be effective across a range of national, social and cultural contexts, yet contingent of school leaders being responsive to context and responding appropriately to their different contextual demands when they employ these core practices. So far school leadership in rural regions has received only modest attention in leadership research. Therefore, this study was designed to explore the relationship between the core practices of school leaders, organizational school climate and student academic achievement in primary and lower secondary rural schools in a county in Norway. The research design involved a cross-sectional study based on ratings from 275 teachers situated in 20 rural schools, split into two sub-groups of 10 ‘highperforming’ and 10 ‘low-performing’ schools. The results from the multivariate analysis and comparisons between the sub-groups suggest that two distinct core practices of school leadership emerge as critical in Norwegian rural school settings. Further, the results indicate that in the higher performing rural schools, the teachers reported a more positive organizational school climate, wit

• Forfang, Hilde (2020). Relationships and interactions between school owners and school principals: A case study of a Norwegian school district programme. Educational Management Administration & Leadership. ISSN 1741-1432. doi: 10.1177/1741143220919766. Vis sammendrag

  The literature has revealed that high-performing districts establish collaborative working relations with school leaders as a part of the strategy to improve student achievement. This study was designed to investigate the relationships and interactions that school owners and principals in municipalities with high-performing school results employ at the district level in a part of rural Norway. The district subjected to the study was characterized by small municipalities with a few school administrative units, which can be a challenging context for school owners’ involvement and interaction with principals. The research design involved a collective case study and draws on data from surveys, interviews and local school policy documents. The findings suggest that the proximity between neighbouring professional actors seems to be important, and that rural school district actors should build systemic competence and a purposefully tailored infrastructure to reinforce interactions and relationships with the subordinated principals. Further, the findings highlight the advantage of collaborative governance across municipal boundaries and the significance of a trust-based professional network for inter-organizational learning to flourish.

• Forfang, Hilde & Paulsen, Jan Merok (2019). Under What Conditions Do Rural Schools Learn From their Partners? Exploring the Dynamics of Educational Infrastructure and Absorptive Capacity in Inter-Organisational Learning Leadership. Nordic Journal of Comparative and International Education (NJCIE). ISSN 2535-4051. 3(4), s. 65–81. doi: 10.7577/njcie.3368. Fulltekst i vitenarkiv
• Forfang, Hilde & Gustavsen, Ann Margareth (2019). Samhandling, translasjon og kollektiv kapasitetsbygging: et casestudie om skoleeiers rolle i forbedringsarbeid. Paideia - Tidsskrift for professionel pædagogisk praksis. ISSN 1904-9633. s. 50–64.
• Knudsmoen, Hege; Forfang, Hilde & Nordahl, Thomas (2015). «Med rom for alle»: Kvalitetssikring av spesialundervisning i Lillehammerskolen. Spesialpedagogikk. ISSN 0332-8457. s. 5–15.

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• Forfang, Hilde & Myhr, Lars Arild (2023). Ledelse av leseopplæring på barnetrinnet, Forskning på den nasjonale skolelederutdanningen Delrapport 3. OsloMet – Storbyuniversitetet. s. 49–53.
• Forfang, Hilde (2023). Kommuner med gode skoleresultater samarbeider. Kommunal rapport. ISSN 0801-6410.
• Forfang, Hilde; Gustavsen, Ann Margareth & Myhr, Lars Arild (2023). Capacity Building; Studies from the Eastern Part of Norway.
• Forfang, Hilde (2022). Kjennetegn ved kommuner i rurale regioner med gode skoleresultater over tid.
• Forfang, Hilde (2022). Læring i og mellom organisasjoner.
• Nordseth, Knut Olav Biller & Forfang, Hilde (2022). Mellomlederen i forbedringsarbeid-skoleledelse i et distribuert perspektiv. I Nordahl, Thomas & Gustavsen, Ann Margareth (Red.), Forsknings- og utviklingsarbeid i barnehage og skole - tilnærmingsmåter ved Senter for praksisrettet utdanningsforskning. Høgskolen i Innlandet. ISSN 978-82-8380-353-2.
• Forfang, Hilde (2021). Ledelse av læring- i små rurale kommuner med gode skoleresultater over tid.
• Jenssen, Mette Marit; Forfang, Hilde & Myhr, Lars Arild (2020). Symposium: From District Leaders to Students’ Learning, a Research Project from the Eastern Part of Norway . Vis sammendrag

  The overarching theme for this symposium is based on the model of Louis, Leithwood, Wahlstrom and Anderson (2010, p. 15), which describes how leadership influences on students learning. Coherent systems are important and we want to contribute to develop this field. We will present findings from three studies based on a research and development project in Norway. The presentations will highlight different relationships in the model: 1.The relationship between district leadership and school leadership, by Hilde Forfang, PhD candidate 2.The relationship between school leadership and teachers, by Mette Marit Jenssen, PhD candidate 3. How can data be relevant for leaders and teachers in improving teaching and learning? by Lars Arild Myhr, Assistant professor and Deputy head A presentation followed by discussions, combining small-group interactions and sum-ups. The purpose of this symposium is to present our research and further get feedback on the following questions: - How can the research from this case study be used in other contexts and systems?

• Forfang, Hilde (2018). Undersöka och utveckla undervisning – professionell utveckling för lärare. Paideia - Tidsskrift for professionel pædagogisk praksis. ISSN 1904-9633.
• Forfang, Hilde (2017). Ledelse på alle nivå i "Kultur for læring".
• Håland, Kjersti Sørmoen; Forfang, Hilde & Jenssen, Mette Marit (2017). Hva kan skolene i Hedmark lære av Canada? Hamar arbeiderblad.
• Forfang, Hilde (2022). Organisatoriske kjennetegn ved kommuner i rurale regioner med gode skoleresultater over tid. Høgskolen i Innlandet. ISSN 978-82-8380-383-9.

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