Wieland Wermke

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Uppsala University

Sweden

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About

Wieland Wermke is a Professor at Uppsala Universitet in Sweden. His research focuses on school leadership, specifically exploring themes of autonomy, inclusion, and professionalization of educators within the context of Nordic educational reforms. Recent articles by Professor Wermke include systematic reviews and comparative investigations into the roles and responsibilities of school principals in both Swedish and German inclusive education systems.

Recent Grants

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Teacher autonomy in Sweden, Finland, Germany and England

Open Date: 2016-01-01

Close Date: 2018-12-01

Articles (12)

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2025

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2020

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2020

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2020

Collaborators (3)

Maija Salokangas

Maynooth University

IRELAND

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Maria Jarl

University of Gothenburg

SWEDEN

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Tine Sophie Prøitz

Professor

University of South-Eastern Norway

NORWAY

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Wieland Wermke

Research Interests

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Contact this professor

About

Recent Grants

Articles (12)

School Leader Autonomy – a Systematic Review

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

Reform dynamiReform Dynamics and the Professionalisation of Principals in Sweden and Finland. A Study of Articles in Union Journals Since the 1990’scs and the professionalization of principals in the North of Europe since the 1990’s.

From responsibilities to accountabilities: school principals’ expected roles in composing inclusive schools since 1994

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

Framing curriculum making: bureaucracy and couplings in school administration

Deconstructing autonomy: The case of principals in the North of Europe

Comparing principal autonomy in time and space: modelling school leaders’ decision making and control

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

Unpacking autonomy for empirical comparative investigation

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

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

Collaborators (3)

Maija Salokangas

Maria Jarl

Tine Sophie Prøitz

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