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The Autonomy Paradox: Teachers’ Perceptions of Self-Governance Across Europe

1st Edition 2021, 2021

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Unpacking autonomy for empirical comparative investigation

Oxford review of education, 2020-09, Vol.46 (5), p.563-581

2020

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The Contingent Sense-Making of Contingency: Epistemologies of Change in Comparative Education

Comparative education review, 2018-05, Vol.62 (2), p.157

2018

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Living in an era of comparisons: Comparative research on policy, curriculum and teaching

Journal of curriculum studies, 2018, Vol.50 (5), p.587-594

2018

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From Education Policy to Education Practice: Unpacking the Nexus

2023

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Peer review in an Era of Evaluation: Understanding the Practice of Gatekeeping in Academia

1, 2022

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Principal’s autonomy and control in Sweden before and during COVID 19 - an explorative study

Nordic journal of studies in educational policy, 2023, Vol.9 (3), p.276-288

2023

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'A school for all' in the policy and practice nexus: Comparing 'doing inclusion' in different contexts. Introduction to the special issue

Nordic journal of studies in educational policy, 2020-01, Vol.6 (1), p.1-6

2020

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Discussing the curriculum-Didaktik dichotomy and comparative conceptualisations of the teaching profession

Education Inquiry, 2019-10, Vol.10 (4), p.300-327

2019

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The Conceptual and Methodological Construction of a ‘Global’ Teacher Identity through TALIS

CEPS journal, 2021-09, Vol.11 (3), p.75-95

2021

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State, municipality and local community. Exploring principal's autonomy and control in the rural north of Scandinavia

Education Inquiry, 2022, Vol.ahead-of-print (ahead-of-print), p.1-18

2022

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Decision-making in Context: Swedish and Finnish Teachers' Perceptions of Autonomy

Scandinavian journal of educational research, 2020-07, Vol.64 (5), p.706-727

2020

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Power and inclusion. German and Swedish special educators’ roles and work in inclusive schools

Scandinavian journal of educational research, 2023-09, p.1-13

2023

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The Autonomy Paradox

1, 2021

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The changing nature of autonomy: Transformations of the late Swedish teaching profession

Scandinavian journal of educational research, 2017-03, Vol.61 (2), p.155-168

2017

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Juridification and regulative failures. The complicated implementation of international law into national schools

Journal of education policy, 2024-01, Vol.39 (1), p.83-104

2024

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Working in the shadows: differentiation processes through and beyond the curriculum. Introduction to the special issue

Journal of curriculum studies, 2024, Vol.56 (2), p.125-130

2024

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Teachers’ autonomy deconstructed: Irish and Finnish teachers’ perceptions of decision-making and control

European educational research journal EERJ, 2020-07, Vol.19 (4), p.329-350

2020

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Governing teachers by professional development: State programmes for continuing professional development in Sweden since 1991

Journal of curriculum studies, 2017-01, Vol.49 (3), p.391-411

2017

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Framing curriculum making: bureaucracy and couplings in school administration

Journal of curriculum studies, 2023-09, Vol.55 (5), p.562-579

2023

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A question of trustworthiness? Teachers’ perceptions of knowledge sources in the continuing professional development marketplace in Germany and Sweden

Teaching and teacher education, 2012-05, Vol.28 (4), p.618-627

Wermke, Wieland

2012

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Continuing professional development in context: teachers' continuing professional development culture in Germany and Sweden

Professional development in education, 2011-11, Vol.37 (5), p.665-683

Wermke, Wieland

2011

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Decision-making and control: Perceived autonomy of teachers in Germany and Sweden

Journal of curriculum studies, 2019-05, Vol.51 (3), p.306-325

2019

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In the eye of the storm? Mapping out a story of principals' decision-making in an era of decentralisation and re-centralisation

Journal of educational administration and history, 2023, Vol.55 (4), p.420-440

2023

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Contextualizing Teacher Autonomy in time and space: A model for comparing various forms of governing the teaching profession

Journal of curriculum studies, 2014-01, Vol.46 (1), p.58-80

2014

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The Autonomy Paradox: Teachers’ Perceptions of Self-Governance Across Europe

Unpacking autonomy for empirical comparative investigation

The Contingent Sense-Making of Contingency: Epistemologies of Change in Comparative Education

Living in an era of comparisons: Comparative research on policy, curriculum and teaching

From Education Policy to Education Practice: Unpacking the Nexus

Peer review in an Era of Evaluation: Understanding the Practice of Gatekeeping in Academia

Principal’s autonomy and control in Sweden before and during COVID 19 - an explorative study

'A school for all' in the policy and practice nexus: Comparing 'doing inclusion' in different contexts. Introduction to the special issue

Discussing the curriculum-Didaktik dichotomy and comparative conceptualisations of the teaching profession

The Conceptual and Methodological Construction of a ‘Global’ Teacher Identity through TALIS

State, municipality and local community. Exploring principal's autonomy and control in the rural north of Scandinavia

Decision-making in Context: Swedish and Finnish Teachers' Perceptions of Autonomy

Power and inclusion. German and Swedish special educators’ roles and work in inclusive schools

The Autonomy Paradox

The changing nature of autonomy: Transformations of the late Swedish teaching profession

Juridification and regulative failures. The complicated implementation of international law into national schools

Working in the shadows: differentiation processes through and beyond the curriculum. Introduction to the special issue

Teachers’ autonomy deconstructed: Irish and Finnish teachers’ perceptions of decision-making and control

Governing teachers by professional development: State programmes for continuing professional development in Sweden since 1991

Framing curriculum making: bureaucracy and couplings in school administration

A question of trustworthiness? Teachers’ perceptions of knowledge sources in the continuing professional development marketplace in Germany and Sweden

Continuing professional development in context: teachers' continuing professional development culture in Germany and Sweden

Decision-making and control: Perceived autonomy of teachers in Germany and Sweden

In the eye of the storm? Mapping out a story of principals' decision-making in an era of decentralisation and re-centralisation

Contextualizing Teacher Autonomy in time and space: A model for comparing various forms of governing the teaching profession

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