Research projects and networks

Below is a brief presentation of research projects associated with the research group. The research group also participates in several international networks.

Current projects

Impact of school inspections on teaching and learning

The project studies how different types of school inspections in Europe promote high quality teaching and learning in schools. It explores the effects and negative consequences of school inspections in terms of changes in student achievement and changes in teaching and learning and also what aspects of school inspections (standards and threshold, sanctions and rewards and, frequency of visits) which contribute to these effects and negative consequences.

Project website.

Project leader:

Participant from CLEG: Guri Skedsmo

Funding: European Research Council

Practices of data use in municipalities and schools (PraDa)

This project will explore practices of data use in municipalities and schools. During the last decade, although there has been an increase in information available for local authorities, school leaders, and teachers in terms of student performance, knowledge about how data are used is scarce. Practices of data use will be investigated in terms of what happens when individuals interact with two assessment tools: national testing and grading.

Read more about the project.

Project leader:

Researchers from CLEG:


De nasjonale rektorskolene i Sverige og Norge – et komparativt prosjekt

Researchers: Olof Johannesen and Marit Aas.

Funding: University of Oslo (small grants)

Fra ferdighet til faglighet i undervisning og ledelse

Dette prosjektet er finansiert gjennom småforskmidler og omhandler en videreføring av et prosjekt hvor man sammenliknet læreplanene for grunn‐ og videregående opplæring i de nordiske land som opprinnelig ble støttet av Nasjonalt læremiddelsenter. 

Analysene i den nåværende prosjektet knytter seg til bestemte fag der de nasjonale fagsentrene (for matematikk, naturfag, lesing og fremmedsspråk) inngår som en viktig part. Flere masterstudenter ved Utdanningsledelse deltar i dette prosjektet. I forbindelse med dette prosjektet arbeides det med å etablere  et digitalt tekstkorpus av læreplantekster fra ulike land, som skal være søkbart og danne grunnlag for komparative sammenlikninger

Researcher: Kirsten Sivesind

Funding: University of Oslo

Professional norms, school leadership and educational law: A comparative study of Norway and Sweden (PRONLED)

Positioned within sociology of education, the PRONLED-project addresses how knowledge of the law emerges within organizations, raising questions about how such knowledge is used by formal school leaders in dynamic processes within and across institutional boundaries. The project secondly inquires upon how students in national leadership programs and upper-secondary school leaders in Norway and Sweden grapple with educational law and professional norms, in the midst of increased juridification of the educational sector.

Read more on the project web-site.

Mapping School Principals’ Working Environments (2010-2011)

The projects explores the working environments of school principals focusing on perceptions of leadership tasks, motivation and work pressure.The research design includes a quantitative survey among 4000 principals in a state in Germany and the use of electronic daily logs over three periods during a school year.

Project leader: Prof. Stephan Huber, Institute of the Management and Economics of Education, University of Teacher Education of Central Switzerland, Zug.

Participant from CLEG: Guri Skedsmo.


Using data to govern quality development in education: Local quality management and schools’ responses to new policy expectations

The project explores different forms of quality management systems in different municipalities as part of local school governing processes.

This implies studying the municipal approaches, methods and routines to monitor and support schools as well as  how schools (e.g. school leaders and teachers) perceive and respond to the municipal approaches, methods and routines in use. As a part of this, possible unintended consequences for schools are explored. A particular focus is directed towards the use of data about educational outcomes to make decision and guide further quality development at the municipal level as well as the school level. The research design includes case studies of municipalities and schools, surveys among administrative personnel at the municipal level, school leaders, teachers and students, and the use of student performance data in terms of outcomes of national tests. Structure Equation Modeling (SEM) and multilevel analysis will be used to analyse the survey data.


PhD projects

Silje Kristin Gloppen: Practices for teaching assessment in Norway - opportunities for professional development in the tension between different forms of accountability

The doctoral project is a study of how practices for teacher assessment / teaching assessment are conducted, negotiated and experienced by actors at teacher and school leader level in Norway. The primary focus is to investigate developmental spaces for professional development in the field of tension between external measurement / control (performance-oriented accountability) and internal professional development (professional accountability).



More information about the project.

Eivind Larsen: Democratic Leadership Practices in an Age of Accountability

The purpose with the project is to examine how key public policy documents construct, frame and legitimize democratic leadership practices. It investigates democratic leadership practices through the enactment of the interdisciplinary theme democracy and citizenship under increasing accountability influences.



More information about the project.

Marjolein Camphuijsen:Reforming Schools in Norway: A Multi-Scalar Analysis of Autonomy and Accountability Policies in the Education Sector

In recent decades, many countries worldwide have experienced pressure to make education systems more efficient, effective and responsive. Managerial policy ideas such as accountability and school autonomy have taken a central role in global educational debates, as solutions to modernize and improve the performance of education systems.

Researchers: Marjolein Camphuijsen (PhD candidate, Autonomous University of Barcelona), Dr. Antoni Verger (associate professor, first supervisor, Autonomous University of Barcelona), prof Jorunn Møller (professor, co-supervisor, University of Oslo) and Dr. Guri Skedsmo (associate professor, co-supervisor, University of Oslo).

Duration: 01.11.2016 – 31.10.2021

Funding and coordination: This project is part of the overarching research project Reforming Schools Globally (REFORMED), coordinated by the Autonomous University of Barcelona, and funded by the European Research Council through the Starting Grant 2015 call. The project is conducted in collaboration with the University of Oslo.

More information about the project.

Maike Luimes: Curriculum policy and practice: Pre-vocational orientation in Norwegian lower secondary school

Positioned in the field of curriculum studies, the PhD project ”Curriculum policy and practice: Pre-vocational orientation in Norwegian lower secondary schools” focuses on “pre-vocational education”, i.e. education with emphasis on the world of work and further education, including vocational education and training.



More information about the project.

Completed projects

Legal Standards and Professional Judgment in Leadership (LEX-EL) project

The project was designed to disentangle the complexity of legal standards and school leaders’ professional judgment. The legal standards in focus are students’ right to special needs education, adaptive education, and a good psychosocial environment conducive to learning.

Read more about the project.

Funding: The project is supported by The Reseach Council of Norway.

Educational theory about society's educational system

The overarching goal of the project is to establish an international network and develop an application for an integrated project: Educational theory about society's educational system.

The project has diifferent secondary goals. The first goal is: Agreements that the research within Evaluation of Knowledge Promotion 2006-2011, as educational reform, is been transformed into scientific articles about educational reforms. The projects second goal: Agreements about additional studies to the studies of the Evaluation of Knowledge Promotion 2006-2011. The projects third goal: Agreements about internationalisation and result goal 1 in Education 2020. In addition, the goal of the project is to relate these agreements (1-3) to network building. This project is a cooperation between 3 universities and 3 college universities.

Funding: The project is supported by The Reseach Council of Norway.

The FIRE-project

The Role of Administration and Institutions in the Implementation of the Educational Reform LK06. The project which was finalized in 2012, explored the relations between intentions and realities at system level and at the level of instruction, and the reform was analyzed according to perspectives on modernization of the public sector.

ARK: Analyse av Reformen Kunnskapsløftet

Dette er et forskningsprosjekt som inngår i evaluering av Kunnskapsløftet finansiert av Utdanningsdirektoratet. Problemstillingen omhandler en analyse av konsistenser/innkonsistenser i og mellom reformens intensjoner, virkemidler og operasjonalisering.

Følgende spørsmål står sentralt:

Sender læreplanverket ut samsvarende styringssignaler? Er det samsvar mellom sentrale styringssignaler (grunnlagsdokumenter, læreplanverk og utlegninger) og signaler i lokale strategidokumenter?

Project website

Funding: The Norwegian Directorate for Education



The research group also participates in several international networks.

  • Leading Democratic Schools (LE@DS)
    Leading Democratic Schools (LE@DS) is led by Professor Helen Gunter, and is a European network of social science researchers in the Czech Republic, England, France, Hungary, Italy, Norway and Spain.

  • ISSPP (International Successful School Principalship Project)
    The ‘International Successful School Principalship Project’ (ISSPP) is probably the most comprehensive international study of school leadership ever undertaken across Western countries. For more information visit ISSPP web page.

  • ERECKS‐network on Educational Reforms in Europe
    (ERECKS) is a European network across six research groups in Switzerland (Geneva), Scotland (Edinburgh), Sweden (Uppsala and Linneus) and Norway (Oslo) focusing on historical and comparative studies of the relationship between educational research, educational reforms, and educational practices. Professor Berit Karseth and Associate Professor Kirsten Sivesind are participating in this network from Norway.

  • NordNet
    The network will gather Nordic and international researchers in education in order to contribute to a comprehensive understanding of how Nordic educational systems are reacting in diverse ways to transnational tendencies in educational policies (EU Commission, OECD etc.).Participants from CLEG: Eli Ottesen, Jorunn Møller, Guri Skedsmo. Read more about NordNet.

  • The International Project for the Study of Educational Accountability System
    Chaired by Professor Daniel Koretz, Harvard University. Participant from CLEG: Guri Skedsmo


Published Oct. 31, 2013 2:43 PM - Last modified Apr. 13, 2018 2:56 PM