Publications

2024

 

2023

Gloppen, S. K. & Novak, Judit (2023). Making teachers by policy? The case of teacher evaluation in Norwegian education. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2023.2192747.

Gunnulfsen, A. E., & Hall, J. B. (2023). Reform planning strategies: a micro-policy case of Norwegian school principals. Scandinavian Journal of Educational Research, 1-14.

Hall, J. B. & Johansson. L. (2023). Shifting school environment policies: A Deleuzian problematisation of universal rights in Norwegian education. Policy Futures in Education. (Open Access). https://doi.org/10.1177/14782103231177614 

Hall, J. B., Gunnulfsen, A. E. & Jensen, R. (2023). Organisational arrangements, resources and tensions in the enactment of a renewed state curriculum: the entrepreneurial role of principals and superintendents. Journal of Educational Administration & History. ISSN 0022-0620. doi: 10.1080/00220620.2023.2175801.

Jacobsen, H. M. Madsø; Jensen, R. & Lejonberg, E. (2023). Tracing ideas about mentoring newly qualified teachers and the expectations of school leadership in policy documents. International Journal of Leadership in Education. ISSN 1360-3124. doi: 10.1080/13603124.2023.2218110.

Jensen, R. & Ottesen, E. (2023). Recursive and adaptive processes in strategic work: municipality leaders’ and school leaders’ accounts of their work for educational reform. Nordic Journal of Studies in Educational Policy. ISSN 2002-0317. doi: 10.1080/20020317.2023.2178839

Ødegaard, K. Løken & Gunnulfsen, A. E. (2023). Policy pressure on partnerships: intentions, expectations and legitimisation of Norwegian educational reform policy. Journal of Educational Administration & History. ISSN 0022-0620. doi: 10.1080/00220620.2023.2236962

Sundby, A. Hotvedt & Rødnes, K. A. (2023). Knowledge of What? Teachers’ perspectives of an L1 Language and Literature subject curriculum document. L1-Educational Studies in Language and Literature. ISSN 1567-6617. 23. doi: https:/doi.org/10.21248/l1esll.2023.23.1.504.

Teasdale, R. M., McNeilly, J. R., Ramírez Garzón, M. I., Novak, J. & Greene, J. C. (2023). “A Lot of It Really Does Come Down to Values”: An Empirical Study of the Values Advanced by Seasoned Evaluators. American Journal of Evaluation (AJE). ISSN 1098-2140. doi: 10.1177/10982140231153805

2022

Baek, C., Tiplic, D., Santos, Í. (2022). Evidence-Based Policymaking in Nordic Countries: Different Settings, Different Practices?. In B. Karseth, K. Sivesind & G. Steiner-Khamsi (Ed.), Evidence and Expertise in Nordic Education Policy. A comparative Network Analysis. Palgrave Macmillan. ISSN 978-3-030-91959-7. p. 253-279. doi: https://doi.org/10.1007/978-3-030-91959-7_9.

Gunnulfsen, A. E., & Jacobsen, H. M. (2022). School–University Partnership for School Development: Risks and Realities of a National Policy Initiative in. In Partnerships in Education (pp. 173-194). Springer, Cham.

Gunnulfsen, A. E, Jensen, R, Hall, J, Abrahamsen, H, Kleveland, H, Olsen, R.V. (2022).  Evaluering av fagfornyelsen: Intensjoner, prosesser og praksiser (EVA2020). Det utdanningsvitenskapelige fakultet, Universitetet i Oslo

Hörmann, B. & Sivesind, K. (2022). Structuring School Reform Policy with Evidence: The Inter-mediational Role of Knowledge Sources and Arguments. In B. Karseth, K. Sivesind & G. Steiner-Khamsi (Ed.), Evidence and Expertise in Nordic Education Policy. A comparative Network Analysis. Palgrave Macmillan. ISSN 978-3-030-91959-7. p. 183–225. doi: https%3A/doi.org/10.1007/978-3-030-91959-7_7.

Jensen, R. & Ottesen, E. (2022). Unfolding Teaching Practices in Higher Education Courses: Cases from School Leadership Programs. International Journal of Educational Research. ISSN 0883-0355. 112. doi: 10.1016/j.ijer.2021.101919.

Karseth, B. & Sivesind, K. (2022). Conclusions: Toward a Renewed Understanding of Evidence-Based Policy in Education . In B. Karseth, K. Sivesind & G. Steiner-Khamsi (Ed.), Evidence and Expertise in Nordic Education Policy. A comparative Network Analysis. Palgrave Macmillan. ISSN 978-3-030-91959-7. p. 409–429.

Karseth, B. (2022). Skoleutvikling i lys av et nasjonalt læreplanverk. In S. Mausethagen & K. Helstad (Ed.), Skoleutvikling - i forskning, politikk og praksis. Cappelen Damm Akademisk. ISSN 9788202717728. p. 55–73.

Møller, J. (2022). Skoleutvikling i et ledelsesperspektiv - spenninger, strategier og dilemmaer. In S. Mausethagen & K. Helstad (Ed.), Skoleutvikling - i forskning, politikk og praksis. Cappelen Damm Akademisk. ISSN 9788202717728. p. 74–90.

Pizmony-Levy, O., Baek, C. (2022). Exploring the Architecture of Policy Knowledge: A Methodological Note. In B. Karseth, K. Sivesind & G. Steiner-Khamsi (Ed.), Evidence and Expertise in Nordic Education Policy. A comparative Network Analysis. Palgrave Macmillan. ISSN 978-3-030-91959-7. p. 59–76. doi: https://doi.org/10.1007/978-3-030-91959-7_3.

Sivesind, K. & Karseth, B. (2022). Introduction: A comparative Network Analysis of Knowledge Use in Nordic Education Policies. In B. Karseth, K. Sivesind & G. Steiner-Khamsi (Ed.), Evidence and Expertise in Nordic Education Policy. A comparative Network Analysis. Palgrave Macmillan. ISSN 978-3-030-91959-7. p. 1–31. doi: https%3A/doi.org/10.1007/978-3-030-91959-7_1.

Sivesind, K. (2022). The Rise and Relevance of Curriculum Reform. In R. Tierney, F. Rizvi & K. Ercikan (Ed.), International Encyclopedia of Education. Elsevier. ISSN 9780128186305.

Steiner-Khamsi, G., Baek, C., Karseth, B. & Nordin, A. (2022). How Much is Policy Advice Changed and Lost in Political Translation? . In B. Karseth, K. Sivesind & G. Steiner-Khamsi (Ed.), Evidence and Expertise in Nordic Education Policy. A comparative Network Analysis. Palgrave Macmillan. ISSN 978-3-030-91959-7. p. 281–320.

Sundby, A. Hotvedt & Lackner, E. J. (2022). Kompetanse er svaret i utdanningspolitikken – hva var spørsmålet? Nytt Norsk Tidsskrift. ISSN 0800-336X. 39(1), p. 41–50. doi: 10.18261/issn.1504-3053.

Volmari, S., Sivesind, K. & Jónasson, J. T. (2022). Regional Policy Spaces, Knowledge Networks, and the "Nordic Other". In B. Karseth, K. Sivesind & G. Steiner-Khamsi (Ed.), Evidence and Expertise in Nordic Education Policy. A comparative Network Analysis. Palgrave Macmillan. ISSN 978-3-030-91959-7. p. 349–382. doi: https%3A/doi.org/10.1007/978-3-030-91959-7_12.

2021

Abrahamsen, H. Neerland & Viig, N. Grieg (2021). Hvordan planlegger skoleledere å lede det tverrfaglige temaet folkehelse og livsmestring? In Tjomsland, Hege Eikeland; Viig, Nina Grieg & Resaland, Geir Kåre (Ed.), Folkehelse og livsmestring i skolen; i fag, på tvers av fag og som en helhetlig tilnærming. Fagbokforlaget. ISSN 9788245034592. p. 183–200.

Abrahamsen, H. Neerland (2021). Skolens ledergruppe - informasjonsarena eller refleksjons- og diskuksjonsarena? In Aas, Marit & Vennebo, Kirsten Foshaug (Ed.), Ledelse av profesjonelle læringsfellesskap i skolen. Fagbokforlaget. ISSN 9788245035575. p. 211–231.

Bachmann, K. E., Hörmann, B. & Sivesind, K. (2021). Bildung: alive and allowed? : a critical study of work plan practices in Norwegian schools. Journal of Curriculum Studies. ISSN 0022-0272. doi: 10.1080/00220272.2021.1936191.

Colbjørnsen, T. (2021). Kvalitetsstyring av skoler i Oslo og Akershus i 2008 og 2018 - endringer og tilpasninger til internasjonale føringer for styring av skoler. Norsk pedagogisk tidsskrift.  ISSN 0029-2052.  (1-2021), p. 29- 41.

Gunnulfsen, A. E. & Møller, J. (2021). Production, Transforming and Practicing ‘What Works’ in Education–The Case of Norway, In John Benedicto Krejsler & Lejf Moos (Eds.), What Works in Nordic School Policies?.  Springer.  ISBN 978-3-030-66629-3.  CH. 5.  P. 87 – 102.

Gunnulfsen, A. E. (2021). Applying the Integration Dimensions of Quantitative and Qualitative Methods in Education Policy Research: Lessons Learned From Investigating Micro Policymaking in Norwegian Schools. International Journal of Qualitative Methods, 20, 16094069211028349.

Gunnulfsen, A. E. (2021). School leadership and micro-policymaking in schools: Time use and the collective care for the self. International Journal of Leadership in Education, p. 1-21.

Gunnulfsen, A. E., & Larsen, E. (2021, August 31). The Norwegian case of school reform, external quality control, and the call for democratic practice. In Oxford Research Encyclopedia of Education. doi: https://doi.org/10.1093/acrefore/9780190264093.013.1680

Gunnulfsen, A. E., Jensen, R. & Møller, J. (2021), "Looking back and forward: a critical review of the history and future progress of the ISSPP", Journal of Educational Administration, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JEA-04-2021-0088

Hansen, P., Sivesind, K. & Thostrup, R. (2021). Managing expectations by projecting the future school: Observing the Nordic future school reports via temporal topologies. European Educational Research Journal.  ISSN 1474-9041. . doi: 10.1177/1474904121995695

Jensen, R. (2021). Exploring causal relationships qualitatively: An empirical illustration of how causal relationships become visible across episodes and contexts. Journal of Educational Change. https://doi-org.ezproxy.uio.no/10.1007/s10833-021-09415-5

Lunde, I. & Gunnulfsen, A. E. (2021). Governance Through Digital Formations – The Case of ‘What Works’ in a Norwegian Education Context, In John Benedicto Krejsler & Lejf Moos (Eds.), What Works in Nordic School Policies?.  Springer.  ISBN 978-3-030-66629-3.  CH 10.  P. 195 - 212

Lunde, I. M. (2021). Emergent school leader subjectivities in digitized practices: the case of VSware. International Journal of Leadership in Education. ISSN 1360-3124. doi: 10.1080/13603124.2021.2000034.

Møller, J. & Rönnberg, L. (2021). Critical perspectives in and approaches to educational leadership in two Nordic countries. In S.J. Courtney, H.M. Gunter, R. Niesche & T. Trujillo (Eds). Understanding educational leadership: Critical perspectives and approaches, Chapter 7, pp. 105-119. Bloomsbury.

Møller, J. (2021). Images of Norwegian educational leadership - historical and current distinctions. Chapter 4 in: Normand, R. et al. (Eds). The Cultural and Social Foundations of Educational Leadership. Springer.

Møller, Jorunn (2021). Management, Leadership and Governance of Secondary Education (Norway). In Tatto, Maria Teresa & Hognestad, Karin (Ed.), Bloomsbury Education and Childhood Studies. Bloomsbury Academic. ISSN 9781474209151.

Ottesen, E., Colbjørnsen, T., Gunnulfsen, A. E., Hall, J., & Jensen, R. (2021). Evaluering av fagfornyelsen: Intensjoner, prosesser og praksiser. Rapport nr. 2 fra EVA2020. Det Utdanningsvitenskapelige fakultet, Universitetet i Oslo.

Segerholm, C., Lindgren, J. & Novak, J. (2021). Evidence-Based Governing? Educational Research in the Service of the Swedish Schools Inspectorate. Scandinavian Journal of Educational Research.  ISSN 0031-3831. . doi: 10.1080/00313831.2021.1897882

Sivesind, K. & Hovdhaugen, E. (2021). Oppgaver som medierende betingelser for læring og danning – erfaringer fra et bachelorstudium i pedagogikk. UNIPED.  ISSN 1500-4538.  44(1), p. 43- 59. doi: 10.18261/issn.1893-8981-2021-01-05

Sivesind, K., Hovdhaugen, E. & Hörmann, B. (2021). Medierende betingelser for læring og danning – om bruk og betydning av digitale medier i et bachelorstudium i pedagogikk.. Nordisk tidsskrift for pedagogikk og kritikk.  ISSN 2387-5739. doi: 10.23865/ntpk.v7.2512

Sivesind, K. (2021). Historical Trajectories of the Contract-School Model in Norway. In Tröhler, Daniel & Zhao, Weili (Ed.), Asian-European Encounters on 21st-century Competence-based Curriculum Reforms. Cultural Views on Globalization and Localization. Springer. ISSN 9789811630088. p. 57–84.

Sundby, A. Hotvedt & Karseth, B. (2021). `The knowledge question` in the Norwegian curriculum. Curriculum Journal. ISSN 0958-5176. doi: 10.1002/curj.139.

Trujillo, T., Møller, J., Jensen, R., Kissel, R., & Larsen, E. (2021). Images of educational leadership: How principals make sense of democracy and social justice in two distinct policy contexts. Educational Administration Quarterly. https://doi.org/10.1177/0013161X20981148

2020

Camphuijsen, M., Møller, J. & Skedsmo, G. (2020). Test-based accountability in the Norwegian context: exploring drivers, expectations and strategies. Journal of Education Policy, 1 – 19. https://doi.org/10.1080/02680939.2020.1739337

Gunnulfsen, A. E. & Jacobsen, H. M. Madsø (2019). Bidrag til et mer motiverende ungdomstrinn? UH-sektorens erfaringer med intensjon og virkelighet i nasjonal politikkutforming. Norsk pedagogisk tidsskrift, 103(1), 29 – 41. doi: 10.18261/issn.1504-2987-2019-01-04

Gunnulfsen, A. E. (2020). Utdanningsledelse som mikropolitisk praksis. Forhandling om mening, makt og posisjonering. Universitetsforlaget. ISBN 978-82-15-03619-9.

Herzog-Punzenberger, B., Altrichter, H., Brown, M. D., Burns, D., Nortvedt, G. A., Skedsmo, G., Wiese, E., Nayir, F., Fellner, M., McNamara, G. & O'Hara, J. (2020). Teachers responding to cultural diversity: Case studies on assessment practices, challenges and experiences in secondary schools in Austria, Ireland, Norway and Turkey. Educational Assessment, Evaluation and Accountability, 32(3), 395 – 424. https://doi.org/10.1007/s11092-020-09330-y

Jacobsen, H. M. Madsø, Lejonberg, E. & Elstad, E. (2020). Veiledning med digital øreplugg: erfaringer fra en utprøvning. I: Eyvind Elstad (Red.), Lærerutdanning i nordiske land (s. 296 – 315). Universitetsforlaget. ISBN 978-82-15-03514-7.

Jensen, R. (2020). Professional development of school leadership as boundary work: patterns of initiatives and interactions based on a Norwegian case. International Journal of Leadership in Education, 1 – 18. doi: 10.1080/13603124.2020.1716998

Johansson, L. & Hall, J. B. (2020). Research Ethics of Becoming: Approaches Beyond Moral Laws. International Review of Qualitative Research, 12(4), 413-432.

Karseth, B. (2020). Bologna Process: Curriculum. In M. J. Amey & M. E. David (Eds.), SAGE Encyclopedia of Higher Education. Volume 1 (s. 176 – 178). Sage Publications. ISBN 9781473942912.

Karseth, B. (2020). Norsk lærerutdanning - alle vil ha fingra i den... I: E. B. Jodal, S. Lindblad & C. Runesdotter (Red.), Läroplansteori i och om lärarutbildning. Rapport från den sjunde Nordiska Läroplansteoretiska konferensen (s. 35 – 50). Institutionen för pedagogik och specialpedagogik. ISBN 978-91-86857-27-1. 

Karseth, B., Kvamme, O.A. & Ottesen, E. (2020). Fagfornyelsens læreplanverk. Politiske intensjoner, arbeidsprosesser og innhold. Rapport 1 fra EVA2020. Det Utdanningsvitenskapelige fakultet, Universitetet i Oslo.

Larsen, E., Møller, J. & Jensen, R. (2020). Constructions of professionalism and the democratic mandate in education A discourse analysis of Norwegian public policy documents. Journal of Education Policy, 1 – 20. https://doi.org/10.1080/02680939.2020.1774807

Lunde, I. & Ottesen, E. (2020). Digital technologies in policy assemblages in Ireland and Norway: A visual network analysis. European Educational Research Journal  ISSN 1474-9041. doi: 10.1177/1474904120972291

Mausethagen, S., Prøitz, T. S. & Skedsmo, G. (2020). Redefining public values: data use and value dilemmas in education. Education Inquiry, 1 – 16. https://doi.org/10.1080/20004508.2020.1733744

Møller, J. (2020). Management, Leadership and Governance in Primary Education (Norway). In I. Menter, M. T. Tatto & K. Hognestad (Eds.), Bloomsbury Education and Childhood Studies. Bloomsbury Academic.

Møller, J. (2020). Management, Leadership and Governance in Secondary Education (Norway). In I. Menter, M. T. Tatto & K. Hognestad (Eds.), Bloomsbury Education and Childhood Studies (s. 7 – 14). Bloomsbury Academic.

Nihlfors, E., & Novak, J. (2020). Institutet för utbildningsrätt och dess föreståndare. In Hans Eklund, Lotta Lerwall & Anna-Sara Lind (Eds). Vänbok till Sverker Scheutz. Om rätt och att undervisa rätt (pp. 511-514). Iustus.

Novak, J. (2020). On Realizing the World-Class University: Litigation and the State. In Sharon Rider, Michael A. Peters, Tina Besley & Mats Hyvönen (Eds.). World Class Universities: A contested Concept (pp. 93-106). Springer. doi. 10.1007/978-981-15-7598-3_7

Novak, J., & Gustafsson, H. (2020). God utbildning i lagens namn? [Good education in the name of law?]. In Andreas Fejes & Magnus Dahlstedt (Eds.). Perspektiv på skolans problem – vad säger forskningen? (pp. 237-251). Studentlitteratur.

Nygren, T., Larsson, E., Kronlid, D, Novak, J., Bentrovato, D., Wassermann, J., Welply, O, Guath, M., & Anamika. (2020). Global Citizenship Education for global citizenship? Student Views on Learning About, Through and For Human Rights, Peace and Sustainable Development in England, India, New Zealand, South Africa, and Sweden. Journal of Social Science Education, 19(4): 63-97. doi. 10.4119/jsse-3464

Sivesind, K. & Bachmann, K. E. (2020). Læreplaner: fra dokumenter til dokumentasjon. I R. J. Krumsvik & R. Säljö (Red.), Praktisk-pedagogisk utdanning – en antologi (2. utg.) (s. 321 – 345). Fagbokforlaget.

Sivesind, K. & Skedsmo, G. (2020). Educational Governance, Gap-Management Strategies, and Reorganizational Processes of the State Authorities in Norway. In H. Ârlestig & O. Johansson (Eds.), Educational Authorities and the Schools (s. 75 – 92). Springer.

Tibbitts, F., Nygren, T., Novak, J., Bentrovato, D., Wassermann, J., & Anamika. (2020). Insights from Students on Human Rights Education in India, South Africa, Sweden and the United States. In Joseph Zajda (Ed.). Human Rights Education Globally (pp. 51-73). Springer Netherlands. doi. 10.1007/978-94-024-1913-9_3

2019

Abrahamsen, H. N. (2019). Avdelingslederfunksjonen i skolen - verktøy for rektors eller lederteamets ledelse?, I K. Helstad & S. Mausethagen (Red.), Nye lærer- og lederroller i skolen (p. 91 – 106). Universitetsforlaget. ISBN 978-82-15-03407-2.

Brandmo, C., Aas, M., Colbjørnsen, T. & Olsen, R. (2019). Group coaching that promotes self-Efficacy and role clarity among school leaders. Scandinavian Journal of Educational Research, 41(1), 1 – 17. ISSN 0031-3831. doi: 10.1080/00313831.2019.1659406

Engelsen, B. U. (2019). Fremtidens skole: Gjensyn med vitenskapssentrert læreplantenkning? Norsk Pedagogisk Tidsskrift, 103(1), 53 – 64. https://doi.org/10.18261/issn.1504-2987-2019-01-06

Gunnulfsen, A. E. (2019). Ledelse, roller og makt i utviklingsarbeid. I K. Helstad & S. Mausethagen (Red.), Nye lærer- og lederroller i skolen (p. 71 – 90). Universitetsforlaget.

Gunnulfsen, A. E., & Jacobsen, H. M. M. (2019). Bidrag til et mer motiverende ungdomstrinn?. Norsk pedagogisk tidsskrift, 103(01), 29 – 41.

Gunnulfsen, A. E. & Skedsmo, G. (2019). Elevresultater og ledelsesstrategier i (sam)spill – skolelederes praksis for å følge opp resultater i skolen, I R. Jensen, B. Karseth & E. Ottesen (Red.), Styring og ledelse i grunnutdanningen. Spenninger og dynamikker (p. 56 – 72). Cappelen Damm Akademisk. ISBN 978-82-02-60554-4. 

Hall, J. B. (2019). Rettslig styring og rettsliggjøring av grunnopplæringen – konsekvenser for skoleledere som juridiske aktører [Legal governing and juridification in primary and secondary education - consequences for school leaders as legal actors]. In R. Jensen, B. Karseth & E. Ottesen (Eds.), Styring og ledelse i grunnopplæringen - spenninger og dynamikker (p. 39 – 55). Cappelen Damm Akademisk. ISBN 9788202605544.

Hall, J. B., Lindgren, J. & Sowada, M. (2019). Inspectors as information-seekers. In S. Van de Walle & N. Raaphorst (Eds.), Inspectors and enforcement at the front line of government (p. 35 – 58). Palgrave Macmillan. ISBN 978303004057-4.

Helstad, K. & Mausethagen, S. (2019). Nye lærer- og lederroller. Nye vilkår for skoleutvikling?, I K. Helstad & S. Mausethagen (Red.),  Nye lærer- og lederroller i skolen (p. 13 – 28). Universitetsforlaget.  ISBN 978-82-15-03407-2. 

Helstad, K., Bekkelien, M. & Solstad, A. (2019). Skoleutvikling på ungdomstrinnet - profesjonalisering innenfra og utenfra. I K. Helstad & S. Mausethagen (Red.), Nye lærer- og lederroller i skolen (p. 165 – 184). Universitetsforlaget.  ISBN 978-82-15-03407-2. 

Helstad, K., Joleik, N., & Klavenes, E. H. (2019). Faglederrollen i videregående skole - fra vaktmester til skoleutvikler. I K. Helstad & S. Mausethagen (Red.), Nye lærer- og lederroller i skolen (s. 145 – 163). Universitetsforlaget. ISBN 978-82-15-03407-2.

Jensen, R. (2019). Bruken av pedagogiske verktøy i skolelederutdanning - eksempler fra to utdanningskontekster. I R. Jensen, B. Karseth & E. Ottesen (Red.), Styring og ledelse i grunnopplæringen. Spenninger og dynamikker (s. 179 – 194). Cappelen Damm Akademisk.  ISBN 978-82-02-60554-4. 

Karseth, B. (2019). Læreplanen som kunnskaps- og kulturbærer i dagens utdannings- og samfunnskontekst. I R. Jensen, B. Karseth & E. Ottesen (Red.), Styring og ledelse i grunnopplæringen. Spenninger og dynamikker (s. 73 – 90). Cappelen Damm Akademisk. ISBN 978-82-02-60554-4.

Mausethagen, S. & Helstad, K. (2019). Utviklingsarbeid i skolen - et kritisk blikk på en positiv diskurs. I R. Jensen, B. Karseth & E. Ottesen (Red.), Styring og ledelse i grunnopplæringen. Spenninger og dynamikker (s.111 – 128). Cappelen Damm Akademisk.  ISBN 978-82-02-60554-4. 

Mausethagen, S., Prøitz, T. S. & Skedsmo, G. (2019). School leadership in data use practices: collegial and consensus-oriented. Educational Research, 61(1), 70 – 86. doi: 10.1080/00131881.2018.1561201  

Mausethagen, S., Skedsmo, G., & Prøitz, T. S. (2019). Hva slags utvikling? Elevresultater som utgangspunkt for utviklingsarbeid. I K. Helstad & S. Mausethagen (Red.), Nye lærer- og lederroller i skolen (s. 53 – 69). Universitetsforlaget. ISBN 978-82-15-03407-2. 

Møller, J. (2019). Nye leder- og lærerroller i skolen – konsekvenser for rektorrollen. I K. Helstad & S. Mausethagen (Red.), Nye lærer- og lederroller i skolen (s. 185 – 203). Universitetsforlaget. ISBN 978-82-15-03407-2. 

Nayir, F., Brown, M. D., Burns, D., O'Hara, J., McNamara, G., Nortvedt, G. A., Skedsmo, G., Gloppen, S. K. & Wiese, E. F. (2019). Assessment with and for Migration Background Students-Cases from Europe. Eurasian Journal of Educational Research (EJER), 79(2019), 39 – 69. doi: 10.14689/ejer.2019.79.3

Novak, J. (2019). Juridification of educational spheres: The case of Sweden. Educational Philosophy and Theory, 51(12), 1262–1272. https://doi.org/10.1080/00131857.2017.1401464

Ottesen, E. (2019). Skoleledelse og kunnskapsarbeid. I R. Jensen, B. Karseth & E. Ottesen (Red.), Styring og ledelse i grunnopplæringen. Spenninger og dynamikker (s. 163 – 178). Cappelen Damm Akademisk. ISBN 978-82-02-60554-4.

Prøitz, T. S., Mausethagen, S. & Skedsmo, G. (2019). District administrators’ governing styles in the enactment of data-use practices. International Journal of Leadership in Education, 1 – 22. https://doi.org/10.1080/13603124.2018.1562097

Sivesind, K., & Karseth, B., (2019). An officially endorsed national curriculum: institutional boundaries and ideational concerns. Curriculum Perspectives, 39(2), 193 – 197. doi: 10.1007/s41297-019-00074-4 Fulltekst i vitenarkiv.

Sivesind, K., (2019). Læreplanen og det brede samfunnsmandatet. I R. Jensen, B. Karseth & E. Ottesen (Red.), Styring og ledelse i grunnopplæringen. Spenninger og dynamikker (s. 91 – 110). Cappelen Damm Akademisk. ISBN 978-82-02-60554-4. 

Sivesind, K. (2019). Nordic Reference Societies in School Reforms in Norway: An Examination of Finland and the Use of International Large-Scale Assessments. In F. Waldow & G. Steiner-Khamsi (Ed.), Understanding PISA’s Attractiveness. Critical Analyses in Comparative Policy Studies (p. 89 – 107). Bloomsbury Academic. ISBN 9781350057302.

Steiner-Khamsi, G., Karseth, B. & Baek, Ch. (2019). From science to politics: commissioned reports and their political translation into White Papers. Journal of Education Policy, 35(1), 119 – 144. doi: 10.1080/02680939.2019.1656289  

2018

Gunnulfsen, A.-E. (2018). Micro Policy Making in Schools. Use of national Test Results in a Norwegian Context. PhD-thesis, Faculty of Educational Sciences, University of Oslo. 

Gunnulfsen, A. E. & Roe, A. (2018). Investigating teachers' and school principals' enactments of national testing policies: A Norwegian study. Journal of Educational Administration, 56 (3), 332-349. https://doi.org/10.1108/JEA-04-2017-0035 

Hall, J. B. (2018). Processes of reforming: The case of the Norwegian state school inspection policy frameworks. Education Inquiry (Open Access). 9(4), 397-414. http://dx.doi.org/10.1080/20004508.2017.1416247 

Hall, J. B. (2018). The performative shift: middle leadership 'in the line of fire'. Journal of Educational Administration and History, 50(4), 364-378. http://dx.doi.org/10.1080/00220620.2018.1518317

Jensen, R. (2018). Profesjonelt arbeid i grensesoner. Skoleforbedring på tvers av virksomheter. Oslo: Cappelen Damm Akademisk

Karseth, B. & Møller, J. (2018). Legal Regulation and Professional Discretion in Schools, Scandinavian Journal of Educational Research, DOI:10.1080/00313831.2018.1531918 Published online 16 Oct 2018

Luimes, M. & Karseth, B. (2018) Pre-vocational education in the curriculum: the case of Norwegian lower secondary education, Journal of Curriculum Studies, DOI: 10.1080/00220272.2018.1528301

Mausethagen, S., Prøitz, T. & Skedsmo, G. (2018a). Elevresultater. Mellom kontroll og utvikling. Oslo: Fagbokforlaget. 

Mausethagen, S., Prøitz, T.S. & Skedsmo, G. (2018b): Teachers’ use of knowledge sources in ‘result meetings’: Thin data and thick data use. Teachers and Teaching: Theory and Practice, 43(6), 37-49. https://doi.org/10.1080/13540602.2017.1379986 

Møller, J. (2018). Creating Cultures of Equity and High Expectations in a Low-Performing School. Interplay Between District and School Leadership. Nordic Journal of Comparative and International Education (NJCIE), 2 (2-3), 86-102. Open Access.

Ottesen, E. (2018). Commitment to School Development. Social and Material Entanglements. Nordic Journal of Comparative and International Education (NJCIE), 2 (2-3), 181-195. Open Access.

Ottesen, E., & Stephens, F. (2018). School Evaluation with a Purpose - Challenges and Alternatives. Routledge.

Skedsmo, G. (2018): Comparison and benchmarking as governing processes in Norwegian schools. I: Carvalho, L.M., Levasseur, L., Liu, M., Normand, R. & Oliveira, D.A. (red.). Education Policies and the Restructuring of the Educational Profession (p. 137-158). Singapore: Springer.

Skedsmo, G. & Huber, S.G. (2018a): Assessment and evaluation: incentives, sanctions and power relations. Educational Assessment, Evaluation and Accountability, 30(3), 207-210. https://doi.org/10.1007/s11092-018-9284-6

Skedsmo, G. & Huber, S.G. (2018b): Key actors’ involvement in implementing assessment reforms and using quality improvement measures. Educational Assessment, Evaluation and Accountability, 30(2), 93-95. https://doi.org/10.1007/s11092-018-9279-3

Skedsmo, G. & Huber, S.G. (2018c): Reliability, validity and fairness—key issues in assessing the quality of teaching, instructional leadership and school practice. Educational Assessment, Evaluation and Accountability, 30(4), 343-346. https://doi.org/10.1007/s11092-018-9290-8  

Skedsmo, G. & Huber, S.G. (2018d): Teacher evaluation: the need for valid measures and increased teacher involvement. Educational Assessment, Evaluation and Accountability, 30(1), 1-5. https://doi.org/10.1007/s11092-018-9273-9      

 

2017

Brevik, Lisbeth M.; Gunnulfsen, Ann Elisabeth & Renzulli, Joseph (2017). Student teachers’ practice and experience with differentiated instruction for students with higher learning potential. Teaching and Teacher Education : An International Journal of Research and Studies.  ISSN 0742-051X.

Crow, G., Day, C. & Moller, J. (2016). Framing Research on School Principals' Identities. International Journal of Leadership in Education. (Open Access)

Gunnulfsen, A. E. (2017). School leaders' and teachers' work with national test results: Lost in translation?. Journal of educational change.  ISSN 1389-2843.  s 1- 25 . doi: 10.1007/s10833-017-9307-y

Hall, D., Møller, J., Schratz, M. & Serpieri, R. (2017). From welfarism to neo-liberalism: Conceptualizing the diversity of leadership models in Europe. In: The Wiley International Handbook of Educational Leadership. Wiley-Blackwell.

Hall, J. B. (2017). Statlig tilsyn av skoler i Norge: sikring av likeverdig opplæring? [State school inspection in Norway: ensuring equality in classroom instruction?]. In: S. Scheutz (Ed.), En likvärdig skola för alla (3). Iustus: Uppsala. ISBN 9789176789940. 37-56.

Hall, J. B. (2017). "Governing by templates" through new modes of school inspection in Norway. Journal of Educational Change, 18(2), 161-182.
http://dx.doi.org/10.1007/s10833-017-9295-y

Hall, J. B. & Sivesind, K. (2017). State School Inspection Policy in Norway and Sweden (2002-2012): a reconfiguration of governing modes? In S. Ball (Ed.), Governing by Numbers. Education, governance, and the tyranny of numbers. London: Routledge.

Helstad, K. & Dahlbakk, A. T. (2017). Ledelse gjennom lærersamarbeid: stram styring eller frie tøyler?, I: May Britt Postholm; Thomas Dahl; Erlend Dehlin; Gunnar Engvik; Eirik J. Irgens; Anita Normann & Alex Strømme (red.),  Ungdomstrinn i utvikling ; Skoleutvikling og ledelse - Funn og fortellinger.  Universitetsforlaget.  ISBN 9788215027876.  pp. 125 - 145.

Mausethagen, S. & Skedsmo, G. (2017). Nye styringsformer i utdanningssektoren – spenninger mellom resultatstyring og fagligprofesjonelt ansvar. Norsk Pedagogisk Tidsskrift. 02/2017. (Volum 101).

Møller, J. (2017). Leading beyond what works. European Educational Research Journal (Open Access).

Prøitz, T. S., Mausethagen S., & Skedsmo G. (2017). (Special Issue) Data use in education: alluring attributes and productive processes, Nordic Journal of Studies in Educational Policy, 3:1, 1-5, DOI: 10.1080/20020317.2017.1328873 (Editorial).

Prøitz, T. S., Mausethagen, S., & Skedsmo, G. (2017). Investigative modes in research on data use in education. Nordic Journal of Studies in Educational Policy, 1-14.

Sivesind, K. & Luimes, M (2017). Didaktik and Curriculum Studies: A European Perspective. In John Chi-Kin Lee, Kerry J. Kennedy (Eds). (2017). Theorizing Teaching and Learning in Asia and Europe. A Conversation between Chinese Curriculum and European Didactics. London: Routledge.

Wittek, A. L., Solbrekke Dyrdal, T. &  Helstad, K. (2017). "You Learn How to Write from Doing the Writing, But You also Learn the Subject and the Ways of Reasoning". Outlines : Critical Social Studies.  ISSN 1399-5510.  18(1), s 81- 108.

 

2016

Hall, J. B. (2016). Nasjonalt tilsyn: et skritt fra lovregulering til evaluering av innhold? I: K. Andenæs & J. Møller (red.), Retten i skolen - mellom pedagogikk, juss og politikk. Oslo: Universitetsforlaget. ISBN 9788215026671. s. 279-296.

Sivesind, K., Skedsmo, G. & Hall, J. B. (2016). Et felles nasjonalt tilsyn: Om rammeverk og reformbaner gjennom historien. I: K. Andenæs & J. Møller (red.), Retten i skolen - mellom pedagogikk, juss og politikk. Oslo: Universitetsforlaget. ISBN 9788215026671. s. 99-122.

Brevik, L. M., & Gunnulfsen, A. E. (2016). Differensiert undervisning for høytpresterende elever med stort læringspotensial. Acta Didactica Norge, 10(2), 212-234.

Gunnulfsen, A. E., & Møller, J. (2016). National Testing: Gains or Strains? School Leaders’ Responses to Policy Demands. Leadership and Policy in Schools, 1-20.

Crow; G., Day, C. & Møller, J. (2016): Framing research on school principals’ identities, International Journal of Leadership in Education. DOI:10.1080/13603124.2015.1123299

Hall, J. B. (2016). Examining School Inspectors and Educational Directors within the Organisation of School Inspection Policy: Perceptions and Views. Scandinavian Journal of Educational Research. http://dx.doi.org/10.1080/00313831.2015.1120234 

Jeppesen, S., Kelder, K. & Ottesen, E. (2016). Rektors handlingsrom mellom skolens rammer og forventninger til tilpasset opplæring. Norsk Pedagogisk Tidsskrift, 2/2016, 143 - 154.

Møller, J. (2016). Accountability Policies across Austria, Germany, France, the Netherlands and Norway’,  In: Educational Accountability:  International perspectives on challenges and possibilities for school leadership, Jacob Easley II & Pierre Tulowitzki (Eds.). Routledge.

Ottesen, E. & Møller, J. (2016). Organisational routines - the interplay of legal standards and professional discretion. European Educational Research Journal,
DOI: 0.1177/1474904116638853 (Online first)

Skedsmo, G. &  Mausethagen, S. (2016). Emerging Accountability Policies and Practices in Education: The Case of Norway, In: Educational Accountability:  International perspectives on challenges and possibilities for school leadership, Jacob Easley II & Pierre Tulowitzki (Eds.). Routledge.

Vennebo, Kirsten Foshaug (2016): Innovative work in school development: Exploring leadership enactment. Educational Management Administration & Leadership.

2015

Abrahamsen, H. N., Aas, M. & Hellekjær, G. O. (2015). How do principals make sense of school leadership in Norwegian reorganised leadership teams?. School Leadership and Management. ISSN 1363-2434. 35(1), s 62- 78 . doi: 10.1080/13632434.2014.992775

Ehren, M.C.M., Gustafsson, J.E., Altrichter, H., Skedsmo, G., Kemethofer, D., Huber, S.G. (2015): Comparing effects and side effects of different School inspection systems across Europe. Comparative Education. Published online 8. June 2015. DOI:10.1080/03050068.2015.1045769

Fjeld, H. S. & Spernes, K. I. (2015). Ingen jevnbyrdighet, tross gode intensjoner. En studie om vilkår for samarbeid mellom klasselærere og tospråklige lærere. Norsk pedagogisk tidsskrift. ISSN 0029-2052.

Gunnulfsen, A. E. & Hall, J. B. (2015). En skoleleders dagbok - profesjonell praksis og juridisk skjønn. [A school leader's diary - professional practice and legal discretion]. Oslo: Gyldendal Akademisk. ISBN 9788205459489. 232 p.

Gunnulfsen, A. E., & Colbjørnsen, T. (2015). Forskningsinformert skoleledelse i praksis.Norsk pedagogisk tidsskrift, 99(02), 124-135.

Hall, D., Grimaldi, E., Møller, J., Serpieri, R. & Skedsmo, G. (2015). Educational Reform and Modernisation in Europe: The Role of National Contexts in Mediating the New Public Management. European Educational Research Journal (online). ISSN 1474-9041. 14(6)

Huber, S.G. & Skedsmo, G. (2015a): Self-Assessment und Coaching zur Förderung professioneller Reflexion über pädagogische Führung. Journal für Schulentwicklung 2/2015.

Huber, S.G. & Skedsmo, G. (2015b): Evaluation – Bereicherung oder Belastung? Editorial. Schulverwaltung Spezial 17 (1). Wolters Kluwer Deutschland GmbH, Neuwied.

Kemethofer, D., Skedsmo G., Altrichter, H. & Huber, S.G. (2015) Steuerung durch Erwartungen? In: Huber, S.G. & Skedsmo, G. (2015): Evaluation – Bereicherung oder Belastung? Schulverwaltung Spezial 17 (1). Wolters Kluwer Deutschland GmbH, Neuwied

Møller, J. (2015). Norway: Researching Norwegian Principals, I: H. Arlestig, C. Day & O. Johansson (Red.) A Decade of Research on School Principals Cases from 24 Countries Series: Studies in Educational Leadership, Vol. 21, ss. 77-101.

Nerland, M. & Karseth, B. (2015). The knowledge work of professional associations: approaches to standardisation and forms of legitimisation. Journal of Education and Work. ISSN 1363-9080. 28(1), s 1- 23 . doi:10.1080/13639080.2013.802833

Skedsmo, G. & Huber, S.G. (2015): Externe Evaluation und Schulinspektion in der Schweiz. In: In: Huber, S.G. & Skedsmo, G. (2015): Evaluation – Bereicherung oder Belastung? Schulverwaltung Spezial 17 (1). Wolters Kluwer Deutschland GmbH, Neuwied.

Tønnesson, J. & Sivesind, K. (2015). The Rhetoric of the Norwegian Constitution Day: A Topos Analysis of Young Norwegian Students’ May 17 Speeches, 2011 and 2012. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2015.1017837

Aas, M. (2015): Understanding leadership and change in schools: expansive learning and tensions. International Journal of Leadership in Education.doi: 10.1080/13603124.2015.1082630

.Aas, M. & Vavik, M. E. (2015). Group coaching: A new way of constructing leadership identity?. School Leadership and Management. ISSN 1363-2434. 35(3), s 251- 265. doi: 10.1080/13632434.2014.962497

2014

Abrahamsen, H. & Aas, M. (2014). Avdelingsledere - en ny profesjon innenfor skoleledelse? I E. Elstad & K. Helstad (Eds.), Profesjonsutvikling i skolen Oslo: Universitetsforlaget.

Gunnulfsen, A.E. & Helstad, K. (2014). Skolebasert kompetanseutvikling. Samarbeid mellom skoler og kompetansemiljøer om ledelse og profesjonsutvikling.  I E. Elstad & K. Helstad (Eds.), Profesjonsutvikling i skolen. Oslo: Universitetsforlaget.

Hall, J. B. & Sivesind, K. (2014). State School Inspection Policy in Norway and Sweden (2002-2012): a reconfiguration of governing modes?. Journal of Education Policy.  ISSN 0268-0939.  doi: 10.1080/02680939.2014.945488.

Jensen, R. & Lund, A. (2013). Horizontal dynamics in an inter-professional School improvement team. International Journal of Leadership in Education: Theory and Practice, DOI:10.1080/13603124.2013.794302

Kerchner, C. T. & Øzerk, K. (2014). Teaching language minority students in Oslo and Los Angeles-A metropolitan perspective nr 1. International Electronic Journal of Elementary Education 6.(2) s. 315-331

Luimes, M. (2014). Programmet for basiskompetanse i arbeidslivet - mer enn grunnleggende ferdigheter? I. T. Strand (red.): Folkedanningens vandringer. Folkeuniversitetet 150 år. Fagbokforlaget.

Møller, J. (2014). Ledelse som masteridé i norsk skole sett i et internasjonalt perspektiv. I. K.A. Røvik, T.V. Eilertsen & E. M. Furu (red.). Reformideer I norsk skole. Spredning, oversettelse og implementering. Kap. 5, Oslo: Cappelen Damm.

Nihlfors, E., Paulsen, J. M., Skedsmo, Guri; Moos, L., Pulkkinen, S. & Kanervio, P. (2014). Role and influence of school boards on improving educational quality. I: School Boards in the Governance Process. s. 135-148. Springer.

Ottesen, E. (2014). Teachers' storied experience: Rules or tools for action?. In V.Ellis & J. Orchard (Eds.). Learning teaching from experience : multiple perspectives and international contexts, s. 95-108, Bloomsbury Academic.

Paulsen, J. M, & Skedsmo, Guri. (2014). Mediating Tensions Between State Control, Local Autonomy and Professional Trust. Norwegian School District Leadership in Practice. I: The Educational Superintendent: Between Trust and Regulation an International Perspective. Jerusalem: Nova Science Pub Inc s. 39-54.

Sivesind, K. (2014). Education in the Spirit of Archimedes: pertaining to the buoyancy of PISA. In A. Nordin & D. Sundberg (Eds.): Transnational Policy Flows in European Education: the making and governing of knowledge in the education policy field. Symposium Books.

Sivesind, K.; Karseth, B. (2014). Curriculum Theory and Research in Norway: Traditions, Trends, and Topics. In W. Pinar (Ed.). International Handbook of Curriculum Research. s. 362-375, Lawrence Erlbaum Associates.

Tveit, S. (2014) Educational assessment in Norway, Assessment in Education: Principles, Policy & Practice, 21(2), 221-237.

Vennebo, K. F. & Ottesen, E. (2014).The emergence of innovative work in School development. Journal of educational change. DOI 10.1007/s10833-014-9234-0

Aas, M. (2014): Towards a reflection repertoire: using a thinking tool to understand tensions in an action research project. Educational Action Research. Volume 22 (3), s. 441-454

Aas, M., & Skedsmo, G. (2014). Kollektiv kunnskapsbygging og profesjonalisering av lederteam. I E. Elstad & K. Helstad (Eds.), Profesjonsutvikling i skolen Oslo: Universitetsforlaget.

Aas, M., & Vavik, M. (2014). Kontekstbasert profesjonsutvikling for skoleledere. I E. Elstad & K. Helstad (Eds.), Profesjonsutvikling i skolen Oslo: Universitetsforlaget.

2013

Karseth, B. & Engelsen, B. U. (2013). Læreplanen for Kunnskapsløftet: Velkjente tråkk og nye spor, I: Berit Karseth; Jorunn Møller & Petter Aasen (red.), Reformtakter. Om fornyelse og stabilitet i grunnopplæringen. Universitetsforlaget. ISBN 978-82-15-02138-6. Kapittel 3. s 43 - 60

Karseth, B., Møller, J. & Aasen P. (2013). Reformtakter. Om fornyelse og stabilitet i grunnopplæringen. Oslo: Universitetsforlaget.

Mac Ruairc, G, Ottesen, E. & Precey, R. (eds) (2013). Leadership for Inclusive Education Values, Vision and Voices.  Rotterdam: Sense Publishers.  ISBN 9789462091320.

Møller, J. & Skedsmo, G. (2013). Norway: Centralisation and Decentralisation as Twin Reform Strategies.. I: L.Moos (Ed.) Transnational Influences on Values and Practices in Nordic Educational Leadership. Is there a Nordic Model?. Dordrecht Heidelberg New York London: Springer. ISBN 978-94-007-6225-1. s. 61-72

Mølstad, Ch. E., & Hansén, S. E. (2013). Curriculum as a governing instrument - A comparative study of Finland and Norway. Education Inquiry, 4(4), 735-753.

Nerland, M. & Karseth, B. (2013). The Knowledge Work of Professional Associations: Approaches to Standardisation and Forms of Legitimisation. Journal of Education and Work. ISSN 1363-9080. . doi: 10.1080/13639080.2013.802833.

Ottesen, Eli (2013). Grunnleggende ferdigheter og individuell vurdering - mellom regulering og profesjonsmakt, I: Berit Karseth; Jorunn Møller & Petter Aasen (red.),  Reformtakter. Om fornyelse og stabilitet i grunnopplæringen.  Oslo: Universitetsforlaget.  ISBN 978-82-15-02138-6.  Kapittel 7.  s 119 - 134

Ottesen, Eli (2013). Inclusion: A Critique of Selected National Policy Frameworks, kapittel 8.  s 81 - 90

Ottesen, Eli (2013). Leadership and Inclusion: The Power of Dialogue, Kapittel 11.  s 121 - 130

Sivesind, K. (2013). Mixed images and merging semantics in European curricula. Journal of Curriculum Studies 2013; Volum 45.(1) s. 52-66.

Sivesind, K. (2013). Læreplanene i Kunnskapsløftet: styring, reform og endring. Norsk pedagogisk tidsskrift, 97(6), 370 – 387.

Sivesind, K., & Bachmann, K. (2013). Læreplaner - fra dokumenter til dokumentasjon. I Rune Krumsvik & Roger Säljö (Eds.), Praktisk-pedagogisk utdanning. En antologi. Bergen: Fagbokforlaget.

Sivesind, K. & Karseth, B. (2013). Curriculum Theory and Research in Norway: Traditions, Trends, and Challenges. I: International Handbook of Curriculum Research. Lawrence Erlbaum Associates 2013 ISBN 0-8058-3222-X. s. 517-534

Tveit, S. (2013). Educational assessment in Norway. Assessment in Education: Principles, Policy & Practice. DOI: 10.1080/0969594X.2013.830079.

Tønnesson, J. & Sivesind, K. (2013). Grunnlovens unge ambassadører: Analyse av et utvalg 17. maitaler holdt av norske skolelever i 2011 og 2012. Maal og Minne 2013.

Øzerk, M. og Øzerk, K. (2013). Autisme og pedagogikk. Teoretiske og pedagogisk-metodiske tilnærminger til arbeid med barn med autisme-spekter-forstyrrelser. Oslo: Cappelen Damm Akademisk. ISBN 9788202395193

2012, 2011