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Gunnulfsen, Ann Elisabeth; Ârlestig, Helene & Storgaard, Merete
(2023).
Introduction.
I Gunnulfsen, Ann Elisabeth; Ârlestig, Helene & Merete, Storgaard (Red.),
Education and Democracy in the Nordic Countries: Making Sense of School Leadership, Policy, and Practice .
Springer.
ISSN 978-3-031-33194-7.
s. 1–12.
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Heie, Magnus; Hall, Jeffrey Brooks; Gunnulfsen, Ann Elisabeth & Jensen, Ruth
(2023).
Hvordan jobber rektorer for å innføre nye læreplaner?
[Internett].
https://forskning.no/ledelse-og-organisasjon-partner-skole-o.
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Ødegaard, Kjersti Løken & Gunnulfsen, Ann Elisabeth
(2022).
Research-Practice Partnerships as Policy in School Reform Work. Intentions, Expectations and Legitimisation in Norwegian Reform Policy Documents.
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Gunnulfsen, Ann Elisabeth & Hall, Jeffrey Brooks
(2022).
School leaders' planning for curriculum reform in Norway - something old, something new, something borrowed, something true?
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Ødegaard, Kjersti Løken & Gunnulfsen, Ann Elisabeth
(2022).
Policy Demands on School Reform and Research-Practice Partnerships. Ideas and expectations in Norwegian policy documents.
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Hall, Jeffrey Brooks; Gunnulfsen, Ann Elisabeth & Jensen, Ruth
(2022).
Organizational tensions in the planning and enactment of the renewed state curriculum: the entrepreneurial role of school principals and superintendents in Norway.
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Gunnulfsen, Ann Elisabeth & Hall, Jeffrey Brooks
(2022).
School Leaders' Planning for Curriculum Reform in Norwegian Schools: Something Old, Something New, Something Borrowed, Something True?
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Gunnulfsen, Ann Elisabeth
(2021).
Ledelse av reformarbeid i videregående skole- endringsverksteder som metode (Endringsledelse).
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Gunnulfsen, Ann Elisabeth
(2021).
Ledelse av reformarbeid i videregående skole- endringsverksteder som metode.
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Gunnulfsen, Ann Elisabeth
(2021).
Ledelse av reformarbeid i og på tvers av arenaer.
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Gunnulfsen, Ann Elisabeth
(2021).
Ledelse av reformarbeid i og på tvers av arenaer.
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Jensen, Ruth; Gunnulfsen, Ann Elisabeth; Abrahamsen, Hedvig Neerland; Helstad, Kristin & Ødegaard, Kjersti Løken
(2021).
Formative Interventions in School Leadership Teams in Upper Secondary Schools.
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Gunnulfsen, Ann Elisabeth & Larsen, Eivind
(2021).
The Norwegian Case of School Reform, External Quality Control, and the Call for Democratic Practice
.
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Gunnulfsen, Ann Elisabeth & Møller, Jorunn
(2021).
Production, transforming and practicing ‘what works’ in education – the case of Norway
.
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Gunnulfsen, Ann Elisabeth & Ottesen, Eli
(2021).
Ledelse av fagfornyelsen. Something old, something new, something borrowed, something blue.
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Jensen, Ruth; Gunnulfsen, Ann Elisabeth; Abrahamsen, Hedvig Neerland; Helstad, Kristin & Ødegaard, Kjersti Løken
(2021).
Leading Reform Work in Upper Secondary Schools- Change Laboratories as Method (ChangeLead).
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Gunnulfsen, Ann Elisabeth & Abrahamsen, Hedvig Neerland
(2021).
Formative Interventions in School Leadership Teams in Upper Secondary Schools.
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Hall, Jeffrey Brooks; Gunnulfsen, Ann Elisabeth & Jensen, Ruth
(2021).
School principals and school superintendents as institutional entrepreneurs: Handling organizational tensions in the planning and enactment of the renewed state curriculum
.
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Gunnulfsen, Ann Elisabeth & Hall, Jeffrey Brooks
(2021).
Forberedelse til fagfornyelse - andre vurderingsrapport .
[Fagblad].
Bedre Skole 2/2021.
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Gunnulfsen, Ann Elisabeth & Hall, Jeffrey Brooks
(2021).
Evaluering av fagfornyelsens intensjoner,
prosesser og praksiser EVA2020
Rapport 2.
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Gunnulfsen, Ann Elisabeth & Hall, Jeffrey Brooks
(2021).
Rapport 2: Fagfornyelsens forberedelser i
praksis: Strategier, begrunnelser,
spenninger.
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Skedsmo, Guri & Gunnulfsen, Ann Elisabeth
(2020).
School leadership in Norway: Key characteristics and current
challenges.
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Jensen, Ruth & Gunnulfsen, Ann Elisabeth
(2020).
Leading Reform Work in Upper Secondary Schools- Change Laboratories as Method (ChangeLead).
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Gunnulfsen, Ann Elisabeth
(2020).
Ledelse av fagfornyelsen i institusjonsskoler - forhandling om mening, makt og posisjonering.
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Skedsmo, Guri & Gunnulfsen, Ann Elisabeth
(2019).
Elevresultater og ledelsesstrategier i (sam)spill – skolelederes praksis for å følge opp resultater i skolen.
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Roe, Astrid & Gunnulfsen, Ann Elisabeth
(2019).
Skolers bruk av resultater på nasjonale prøver.
Bedre Skole.
ISSN 0802-183X.
2019(3),
s. 32–37.
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Hall, Jeffrey Brooks & Gunnulfsen, Ann Elisabeth
(2019).
Skolen og personvern: Dilemmaer for ledere og lærere
.
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Gunnulfsen, Ann Elisabeth
(2019).
A more motivating lower secondary school? The University and College Sector’s experience with Intentions and Reality in National Policy Design
.
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Gunnulfsen, Ann Elisabeth & Jensen, Ruth
(2019).
Experiencing the Use of Tools in School Leadership Programs in Two Different National Policy Contexts
.
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Gunnulfsen, Ann Elisabeth
(2019).
The context of time, talk and power in policy making
A study of how school professionals deal with policy intentions.
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Gunnulfsen, Ann Elisabeth
(2019).
Micro Policy Making in Schools
The role of Leadership in Test-based Accountability Dynamics in Norway
.
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Gunnulfsen, Ann Elisabeth
(2018).
Micro Policy Making in Schools The contexts of power, talk and time
.
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Gunnulfsen, Ann Elisabeth & Møller, Jorunn
(2018).
Ledelse som drivkraft for utvikling.
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Gunnulfsen, Ann Elisabeth & Hall, Jeffrey Brooks
(2018).
Ledelse av læreplanarbeid i et juridisk perspektiv.
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Gunnulfsen, Ann Elisabeth
(2018).
Ledelse, læreres praksis og bruk av resultater på nasjonale prøver
.
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Gunnulfsen, Ann Elisabeth
(2018).
How do teachers use national test results? Exploring testing policies, teacher practice and principals’ facilitation.
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Gunnulfsen, Ann Elisabeth & Roe, Astrid
(2018).
How do teachers use national test results? Exploring testing policies, teacher practice and principals’ facilitation
.
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Gunnulfsen, Ann Elisabeth
(2017).
School Leaders’ and Teachers’ Work with National Test Results: Lost in Translation?
.
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Gunnulfsen, Ann Elisabeth
(2017).
How do teachers use national test results? Exploring testing policies, teacher practice and principals facilitating
.
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Gunnulfsen, Ann Elisabeth
(2017).
Norwegian School Leaders’ and Teachers’ Use of National Test Results: Opportunities Lost?
.
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Gunnulfsen, Ann Elisabeth
(2017).
Kva skjer på skulane? Korleis
bruker skulane
resultata på nasjonale prøver i sitt arbeid med
skuleutvikling og elevane si læring?
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Helstad, Kristin & Gunnulfsen, Ann Elisabeth
(2017).
Når UIU møter UIO: Språk og systemer i spill.
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Gunnulfsen, Ann Elisabeth
(2016).
School Leaders’ and Teachers’ Enactment of Policy Demands: Responses to Requirements for the Use of National Test Results
.
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Gunnulfsen, Ann Elisabeth & Møller, Jorunn
(2016).
National Testing: Gains or Strains? School Leaders Responses to Policy Demands.
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Gunnulfsen, Ann Elisabeth
(2016).
National Testing. gains or Strains? School Leaders' Responses to Policy Demands.
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Gunnulfsen, Ann Elisabeth
(2015).
Educational Leadership Network March, 6, 2015 - Chapters from the book
“Profesjonsutvikling i skolen”.
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Gunnulfsen, Ann Elisabeth
(2015).
National Testing. School Leaders' Responses to Policy Demands.
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Brevik, Lisbeth M. & Gunnulfsen, Ann Elisabeth
(2015).
Conference paper: Gifted and talented pupils: How student teachers characterise them.
Vis sammendrag
In Norwegian secondary schools, there are gifted and talended pupils in all classes. This is part of the inclusive education in Norwegian public schools. However, criticism has been voiced that these students do not receive adapted education and that their teachers do not excercise ambitions on their behalf. Instead, poor pupils are particularly targeted, which often resuts in too low ambitions on behalf of all pupils in class.
Research and literature describing gifted and talented pupils either (a) concern exceptional students in other countries, e.g. the USA, or (b) exceptional students in Norway who are exceptional in terms of being markedly better than their peers in the same class.
In the present study, we attempt to generate knowledge from student teachers and their perception of who gifted and talended pupils are - within the "normal" abilities framed for example by the grade system where 1 is the lowest grade and 6 the best. Those we ask the student teachers to identify are those who would receive the highest grades, 5 and 6.
The study is framed within Vygotskian theory on the active student and the proximal zone of development (Vygotsky, 1987), in addition to theories on giftedness (Bruner, 1969; Piaget & Cook, 1952; Renzulli; 2002).
One aim has been to compare the information from the student teachers with these theories. A second aim has been to generate knowledge of how to prepare student teachers for teaching gifted and talented pupils, to have ambitions on their behalf and to teach them how to design their instruction in order to help these pupils develop as learners, in terms of adapted teaching.
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Gunnulfsen, Ann Elisabeth
(2015).
School Leaders’ Enactment of Educational Policies.
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Gunnulfsen, Ann Elisabeth
(2015).
School Leaders’ Enactment of Educational Policies.
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Gunnulfsen, Ann Elisabeth
(2014).
Research Informed School Leadership.
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Gunnulfsen, Ann Elisabeth
(2014).
School Leadership and the Enactment of Policy Demands.
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Gunnulfsen, Ann Elisabeth
(2013).
Bridging The Gap between Evidence-based Knowledge and Leadership Practice in Schools
.
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Gunnulfsen, Ann Elisabeth
(2013).
“It’s about reaching out”
.
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Gunnulfsen, Ann Elisabeth; Jensen, Ruth; Hall, Jeffrey Brooks; Abrahamsen, Hedvig Neerland; Kleveland, Heidi Merete & Olsen, Rolf Vegar
(2022).
Underveis med nytt læreplanverk:
Ledelse, styring og støtteressurser.
Det utdanningsvitenskapelige fakultet.
ISSN 978-82-93847-09-0.
Fulltekst i vitenarkiv
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Ottesen, Eli; Colbjørnsen, Tor; Gunnulfsen, Ann Elisabeth; Hall, Jeffrey Brooks & Jensen, Ruth
(2021).
Fagfornyelsens forberedelser i praksis:
Strategier, begrunnelser, spenninger.
Universitetet i Oslo.
ISSN 978-82-93847-02-1.
Fulltekst i vitenarkiv
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Gunnulfsen, Ann Elisabeth
(2018).
Micro Policy Making in Schools. Use of National Test Results in a Norwegian Context.
Det utdanningsvitenskapelige fakultet.