Publications

The list of publications includes publications related to the research group's projects after its establishment in 2011. For previous publications please see the research group participants' web pages and Cristin.

2017

Gunnulfsen, Ann Elisabeth (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

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.

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.

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

Tine S. Prøitz, Sølvi Mausethagen & Guri Skedsmo (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.

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.

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

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

Wittek, Anne Line, Solbrekke, Tone Dyrdal &  Kristin Helstad (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.

Helstad, Kristin & Dahlbakk, Ann-Therese (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.  Kapittel 4.  s 125 - 145.

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

Sivesind, K. & Luimes, M (2017). Didaktik and Curriculum Studies: A European Perspective. In Ball (2017), 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.

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

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, Jeffrey Brooks & Sivesind, Kirsten (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, Berit & Engelsen, Britt Ulstrup (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, Jorunn & Skedsmo, Guri (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, Christina Elde, & Hansén, Sven-Erik. (2013). Curriculum as a governing instrument - A comparative study of Finland and Norway. Education Inquiry, 4(4), 735-753.

Nerland, Monika & Karseth, Berit (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, Kirsten (2013). Mixed images and merging semantics in European curricula. Journal of Curriculum Studies 2013; Volum 45.(1) s. 52-66.

Sivesind, Kirsten (Under utgivelse). Læreplanene i Kunnskapsløftet: styring, reform og endring. Norsk pedagogisk tidsskrift (4).

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

Sivesind, Kirsten & Karseth, Berit (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, Sverre (2013). Educational assessment in Norway. Assessment in Education: Principles, Policy & Practice. DOI: 10.1080/0969594X.2013.830079.

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

Øzerk, Meral og Øzerk, Kamil (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

Bachmann, Kari Elisabeth & Sivesind, Kirsten. (2012). Kunnskapsløftet som reformprogram: fra betingelser til forventninger. I T. Englund, E. Forsberg & D. Sundberg (red.), Vad räknas som kunskap? Läroplansteoretiska utsikter och inblickar i lärarutbildning och skola (s. 242-260). Stockholm: Liber.

Dale, Erling Lars (2012). Den liberal-progressive læreplanmodellen. I T. Englund, E. Forsberg & D. Sundberg (red.), Vad räknas som kunskap? Läroplansteoretiska utsikter och inblickar i lärarutbildning och skola (s. 62-79). Stockholm: Liber.

Karseth, B. (2012) Profesjonsutdanning og profesjonsfag: Mellom kunnskapstradisjoner og kunnskapspolitikk,  i  T. Løkensgaard Hoel m.fl (red) Utdanningskvalitet og undervisningskvalitet under press? Spenninger i høgre utdanning, (s. 77-95) Trondheim: Tapir Forlag.

Møller, J. (2012). The Construction of a Public Face as a School Principal. The International Jounal of Educational Management, Vol. 26, Iss: 5, pp. 452-460.

Hopfenbeck, T. N; Throndsen, I.; Lie, Svein & Dale, E.L.  (2012). Assessment with distinctly defined citeria: A research study of a national project.. Policy Futures in Education.  ISSN 1478-2103.  10(4), s 422- 433.

2011

Dale, Erling Lars, Gilje, Nils & Lillejord, Sølvi (2011). Gjennomføring av utdanningsreformer i kunnskapssamfunnet. Oslo: Cappelen Damm Akademisk

Dale Erling Lars (2011) Utdanningsvitenskap og pedagogikk. Oslo: Gyldendal Akademisk.

Dale, Erling Lars, Engelsen, Britt Ulstrup & Karseth, Berit (2011). Kunnskapsløftets intensjoner, forutsetninger og operasjonaliseringer: En analyse av en læreplanreform. Sluttrapport. Pedagogisk forskningsinstitutt, Universitetet i Oslo.

Day, Christopher; Johansson, Olof & Møller, Jorunn (2011). Sustaining Improvements in Student Learning and Achievement: The Importance of Resilience in Leadership, In Lejf Moos; Olof Johansson & Christopher Day (ed.),  How School Principals Sustain Success over Time. International Perspectives. Springer.

Gundem, Bjørg Brandtzæg (2011). Europeisk didaktikk. Tenkning og viten. Universitetsforlaget.

Jensen, Ruth (2011) Lederutvikling med videosekvenser som "triggere" for læring. I: Rektor som leder og sjef - om styring, ledelse og kunnskapsutvikling i skolen. Oslo: Universitetsforlaget.

Johnson, Lauri; Møller, Jorunn; Ottesen, Eli; Pashiardis, Petros; Savvides, Vassos & Vedøy, Gunn (2011). Leadership Preparation for Culturally Diverse Schools in Cyprus, Norway and the United States., In Rose Ylimaki & Stephen L. Jacobson (ed.),  US and Cross-National Policies, Practices, and Preparation. Implications for Successful Instructional Leadership, Organizational Learning, and Culturally Responsive Practices. Springer.

Johnson, Lauri; Møller, Jorunn; Pashiardis, Petros; Vedøy, Gunn & Savvides, Vassos (2011). Culturally Responsive Practices, In Rose Ylimaki & Stephen L. Jacobson (ed.),  US and Cross-National Policies, Practices, and Preparation. Implications for Successful Instructional Leadership, Organizational Learning, and Culturally Responsive Practices. Springer.

Karseth, Berit (2011) Teacher education for professional responsibility – what should it look like? In Solbrekke, T.D. and Surgure, C (eds) Professional Responsibility: New Horizons of Praxis? Routledge.

Karseth, Berit & Sivesind, Kirsten (2011) Conceptualising Curriculum Knowledge Within and Beyond the National Context. In Lyn Yates and Madeleine Grumet (eds.) Curriculum in Today's World. Configuring Knowledge, Identites, Work and Politics. World Yearbook of Education 2011.  New York: Routledge. (Denne artikkelen ble opprinnelig publisert i European Journal of Education, 45, 1, 2010, s.103-120).

Møller, Jorunn (2011). Rektorers profesjonsforståelse - faglig autonomi og administrativ underordning., I: Jorunn Møller & Eli Ottesen (red.),  Rektor som leder og sjef - om styring, ledelse og kunnskapsutvikling i skolen. Oslo: Universitetsforlaget.

Møller, Jorunn & Ottesen, Eli (2011). Styring, ledelse og kunnskapsutvikling i skolen., I: Jorunn Møller & Eli Ottesen (red.),  Rektor som leder og sjef - om styring, ledelse og kunnskapsutvikling i skolen. Oslo: Universitetsforlaget.

Møller, Jorunn; Vedøy, Gunn; Presthus, Anne Marie & Skedsmo, Guri (2011). Sustainable Improvement: The Significance of Ethos and Leadership, In Lejf Moos; Olof Johansson & Christopher Day (ed.),  How School Principals Sustain Success over Time. International Perspectives. Springer.

Sivesind, Kirsten (2011). Johann Friedrich Herbart. Den pedagogiske forelesningen, I: Arne, Skodvin; Karl Henrik, Flyum; Geir, Knudsen & Eva, Simonsen (red.) Forelesningens kunst. Oslo: Unipub forlag.

Sivesind, Kirsten & Bachmann, Kari Elisabeth (2011). Et felles nasjonalt tilsyn - om forholdet mellom statlig styring og faglig skjønn, I: Jorunn Møller & Eli Ottesen (red.),  Rektor som leder og sjef - om styring, ledelse og kunnskapsutvikling i skolen. Oslo: Universitetsforlaget.

Øzerk, Kamil (2011). Pedagogikkens Hvordan Nr 2. Oslo: Cappelen Damm Akademisk.

Aas, Marit (2011) Ledelse av profesjonelle læringsfellesskap. I J. Møller og E. Ottesen (red.) Rektor som leder og sjef - om styring, ledelse og kunnskapsutvikling i skolen. Oslo: Universitetsforlaget.

Aas, Marit & Jensen, Ruth (2011). Å utforske praksis - grunnskolen. Oslo: Cappelen Damm Akademisk.

Published Feb. 4, 2011 1:21 PM - Last modified Apr. 11, 2018 11:09 AM