Publications

Peer-reviewed articles

Buskqvist, U., & Johansson, E. (2024). From digital competence to digital capacity: A socio-material perspective on digitalization in preschool. Nordic Journal of Digital Literacy, (1), 39-51. https://doi.org/10.18261/njdl.19.1.4

Duek, S., Lindholm, A., & Uddling, J. (2024). Enacting new visions: Headteachers’ preparatory work amidst revised language arts syllabi. Education Inquiry, 1–19. https://doi.org/10.1080/20004508.2024.2438432

Forssten Seiser, A., & Portfelt, I. (2024). Critical aspects to consider when establishing collaboration between school leaders and researchers: Two cases from Sweden. Education Action Research, 32(2), 260–275. https://doi.org/10.1080/09650792.2022.2110137

Francisco, S., Forssten Seiser, A. & Olin Almqvist, A., (2024). Action research as professional learning in and through practice. Professional Development in Education, 50(3), 501–518. https://doi.org/10.1080/19415257.2024.2338445

Glawing, C., Karlsson, I., Kylin, C., & Nilsson, J. (2024). Work‐related stress, stress reactions and coping strategies in ambulance nurses: A qualitative interview study. Journal of Advanced Nursing, 80(2), 538–549. https://doi.org/10.1111/jan.15819

Johansson, E., & Seiser, A. F. (2024). Principals’ professional learning as praxis-oriented change: Leading digitalisation in preschool education. Research in Educational Administration and Leadership, 9(1), 1–38. https://doi.org/10.30828/real.1416955

Jordan, M. S. (2024). Professional development through motivational interviewing training: Lower secondary school teachers’ views and experiences. Professional Development in Education. Advance online publication. https://doi.org/10.1080/19415257.2024.2433044

Mogren, A., Forssten Seiser, A., Gericke, N., Berglund, T. & Olsson, D. (2024). Leadership actions that enable or constrain accommodation of education for sustainable development. International Journal of Leadership in Education. Advance online publication. https://doi.org/10.1080/13603124.2024.2418623

Wagnsson, S., Augustsson, C., & Jordan, M. (2024). To pay or not to pay? Parents’ view of the commercialisation process in children and youth sports. European Journal for Sport and Society, 21(2), 188–207. https://doi.org/10.1080/16138171.2023.2265719

Öhman, A., & Klope, E. (2024). How does it feel? An exploration of teaching perceptive sensoriality in hairdressing education. Nordic Journal of Vocational Education and Training, 14(2), 1–6. https://doi.org/10.3384/njvet.2242-458X.241421

Buskqvist, U., Johansson, E., & Hermansson, C. (2023). Inbetween literacy desirings and following commands: Rethinking digitalization in Swedish early childhood education. Nordic Journal of Studies in Educational Policy, 9(2), 210-220. https://doi.org/10.1080/20020317.2023.2229021

Grice, C., Forssten Seiser, A., & Wilkinson, J. (2023). Decentring pedagogical leadership: Educational leading as a pedagogical practice. Journal of Educational Administration and History, 55(1), 89–107.  https://doi.org/10.1080/00220620.2022.2163381

Forssten Seiser, A., Mogren, A., Gericke N., Berglund, T., & Olsson, D. (2023). Developing school leading guidelines facilitating a whole school approach to education for sustainable development. Environmental Education Research, 29(5), 783–805. https://doi.org/10.1080/13504622.2022.2151980

Francisco, S, Forssten Seiser, A. & Grice, C. (2023). Professional learning that enables the development of critical praxis. Professional Development in Education, 49(5), 938–952. https://doi.org/10.1080/19415257.2021.1879228

Johansson, E. (2023). Reconceptualizing Time to Understand How to Lead Digitalization in Education. Forskning og forandring, 6(1), 3–21. https://doi.org/10.23865/fof.v6.5344

Jordan, M., Wagnsson, S., & Gustafsson, H. (2023). Using motivational interviewing to promote teacher efficacy, autonomy-supportive teaching, and students’ academic motivation. Cogent Education, 10(2), 2229033. https://doi.org/10.1080/2331186X.2023.2229033

Olsson, Å. (2023). Social Sustainability in Swedish Multicultural Preschools. Nordisk barnehageforskning, 20(3), 185–202. https://doi.org/10.23865/nbf.v19.341

Portfelt, I. (2023). Principals' influences on teaching and assessment in special education. Educational Research, 65(4), 428–443. https://doi.org/10.1080/00131881.2023.2239832

Duek, S., & Nilsberth, M. (2022). Languages and Identity Constructions in Multilingual Students’ Digital Literacy Practice. Education Inquiry. https://doi.org/10.1080/20004508.2022.2109561

Forssten Seiser, A., & Söderström, Å. (2022). The impact of the Swedish national principal training programme on principals’ leadership and the structuration process of school organisations. Research in Educational Administration and Leadership, 7(4), 826–859. https://doi.org/10.30828/real.1120909

Wikström, P., Duek, S., Nilsberth, M., & Olin Scheller, C. (2022). Smartphones in the Swedish upper-secondary classroom: A policy enactment perspective. Learning, Media & Technology.https://doi.org/10.1080/17439884.2022.2124268

Enochsson, A.-B., Kilbrink, N., Andersén, A., & Ådefors, A. (2021). Obstacles to progress: Swedish vocational teachers using digital technology to connect school and workplaces. International Journal of Training Research, 20(2). https://doi.org/10.1080/14480220.2021.1979623

Forssten Seiser, A. (2021). When the demand for educational research meet practice. Research in Educational Administration and Leadership, 6(2), 348–376. https://doi.org/10.30828/real/2021.2.1 

Svensson, M., Wagnsson, S., & Gustafsson, H. (2021). Can motivational interviewing be a helpful professional tool? Investigating teachers' experiences. Educational Research, 63(4), 440-455. https://doi.org/10.1080/00131881.2021.1989318

Finnveden, G., Friman, E., Mogren, A., Palmer, H., Sund, P., Carstedt, G., Lundberg, S., Robertsson, B. & Svärd, L. (2020). Evaluation of integration of sustainable development in higher education in Sweden. International Journal of Sustainability in Higher Education, 21(4), 685–698. https://doi.org/10.1108/IJSHE-09-2019-0287

Forssten Seiser, A. & Blossing, U., (2020). Actions and practice architectures for realising sustainable development by restructuring school organisations. Forskning och Forandring 3(2), 69–88. https://doi.org/10.23865/fof.v3.2457

Forssten Seiser, A. (2019) Exploring enhanced pedagogical leadership: An action research study involving Swedish principals. Educational Action research, 28(4). https://doi.org/10.1080/09650792.2019.1656661

Mogren, A., & Gericke, N. (2019). School leaders’ experiences of implementing education for sustainable development: Anchoring the transformative perspective. Sustainability, 11(12), 3343. https://doi.org/10.3390/su11123343

Mogren, A., Gericke, N., & Scherp, H. Å. (2019). Whole school approaches to education for sustainable development: A model that links to school improvement. Environmental education research, 25(4), 508–531.https://doi.org/10.1080/13504622.2018.1455074

Aas, M., & Blom, T. (2017). Benchlearning as professional development of school leaders in Norway and Sweden. Professional Development in Education, 44(1), 62–75. http://doi.org/10.1080/19415257.2017.1355840

Mogren, A., & Gericke, N. (2017). ESD implementation at the school organisation level, part 1: Investigating the quality criteria guiding school leaders’ work at recognized ESD schools. Environmental Education Research, 23(7), 972–992. https://doi.org/10.1080/13504622.2016.1226265

Mogren, A., & Gericke, N. (2017). ESD implementation at the school organisation level, part 2: Investigating the transformative perspective in school leaders’ quality strategies at ESD schools. Environmental Education Research,23(7), 993–1014. https://doi.org/10.1080/13504622.2016.1226266

Doctoral and licentiat theses

Forsler, A. (2024). The role of pedagogical content knowledge when teaching sustainable development in science education (Karlstad University Studies 2024:37) [Doktorsavhandling, Karlstads universitet]. DiVA. https://kau.diva-portal.org/smash/get/diva2:1903873/FULLTEXT01.pdf

Mogren, A. (2019). Guiding principles of transformative education for sustainable development in local school organisations: Investigating whole school approaches through a school improvement lens [Doctoral dissertation, Karlstad University]. DiVA. https://www.diva-portal.org/smash/get/diva2:1368940/FULLTEXT01.pdf

Books and book chapters

Gericke, N., Forssten Seiser, A., Mogren, A., Berglund, T., & Olsson, D. (2024). How to institutionalize a whole school approach to ESD. In A. E.J. Wals, B. Bjønness, A. Sinnes,  & I. Eikeland (Eds.), Whole school approaches to sustainability (pp. 57–69). Springer. https://doi.org/10.1007/978-3-031-56172-6_4

Grice, C., Forssten Seiser, A., & Wilkinson, J. (2024). Decentring pedagogical leadership: Educational leading as pedagogical practice. In C. Grice, A. Lizier, & S. Fransisco (Eds.) Decentring Leadership: Rethinking Leading in Educational Contexts (pp. 89–107). Routledge. https://doi.org/10.4324/9781003456919-1

Olsson, Å. & Cooper, A. (2024). Globalisation, Education Policy and Reform: Changing Schools: Intercultural Preschools in Sweden, In J. Zajda (Eds.) Fourth International Handbook of Globalisation, Education and Policy Research (753–768). Springer. https://doi.org/10.1007/978-3-031-67667-3_39

Söderström, Å., & Forssten Seiser, A. (2024). Ethical and moral perspective in leading schools. In L. E. Damgaard Knudsen, M. Wiberg, K. Bjerg Petersen, & L. Haastrup (Eds.), Teacher Ethics and Teaching Quality in Scandinavian Schools (pp. 126–142). Routledge https://doi.org/10.4324/9781003407775

Thelin, K. & Forssten Seiser, A. (2024). Nurturing eco-thinking by leading and learning from the future as it emerges. In K. Remier, M. Kaukko, S. Windsor, S. Kemmis & K. Mahon (Eds.) Living well in a world worth living in for all: Volume 2: Enacting praxis for a just and sustainable future (pp. 31–46). Springer. https://link.springer.com/book/10.1007/978-981-97-1848-1

Verhelst, D., Mogren, A., Boeve-de Pauw, J., & Van Petegem, P. (2024). Getting to a whole school approach: Lessons from school effectiveness and school improvement in ESD research. In Whole School Approaches to Sustainability: Education Renewal in Times of Distress (pp. 71-86). Springer International Publishing. https://doi.org/10.1007/978-3-031-56172-6

Kilbrink, N., Enochsson, A-B.,  Andersén, A., & Ådefors, A. (2021). Teachers’ use of digital boundary objects to connect school and workplace-based learning in dual vocational education. In E. Kyndt, S. Beausaert, & I. Zitter (Eds.), Developing connectivity between education and work: Principles and practices (pp. 119–136). Routledge.

Kilbrink, N., Enochsson, A.-B., & Söderlind, L. (2020). Digital technology as boundary objects: Teachers’ experiences in Swedish vocational education [Digitale Technologien als Grenzobjekte: Erfahrungen von Lehrpersonen der beruflichen Bildung in Schweden]. In C. Aprea, V. Sappa, & R Tenberg (Eds.), Connectivity and integrative Competence Development in Vocational and professional Education and Training (ZBW-B, Band 29, pp. 233–251). franz Steiner Verlag.

Reports

Tengberg, M., Forssten Seiser, A., Wejrum, M., Evermark, M., & Pihlfalk, M. (2022). Linking Instruction and Student Achievment: Professional Learning Observations of Teaching (LISA-PLOT): Main report. https://www.diva-portal.org/smash/get/diva2:1710710/FULLTEXT01.pdf

Other

Asplund, S.-B., Kilbrink, N. & Enochsson, A.-B. (Eds.) (2024). Vocational classroom research [Special issue]. Nordic Journal of Vocational Education and Training, 14(2). https://doi.org/10.3384/njvet.2242-458X.24v14i2

Windsor, S. (host). (2024, 13 May). Nurturing eco-thinking by leading and learning from the future as it emerges (a conversation with Katina Thelin and Anette Forssten Seiser) [Pod cast]. In A world worth living in. https://open.spotify.com/episode/5nDcjx5fSrKl7hNgZFFtCM?si=PnxRdll_SeShjqW74Wlzww&fbclid=IwZXh0bgNhZW0CMTAAAR2i-3FJWmuRBr0tOONmCJ7-akzaApX_dqiM-hd0VVZH75ivsopBpyVJH8g_aem_AZtsaPIP5PF73QLsONqUeJiatE8_F4xfMMbNnkOlfdH_7BrQaG_nklMnb9ugkrQrdTLfd3jjazec-7k65N1EGD_R&nd=1&dlsi=afe195fc473342a2