2025
Skedsmo, G. Jensen, R. & Hall, J. (2025). Å undersøke og forstå frafallshemmende praksiser, I: G. Skedsmo et al. (red.). Fullført og bestått – lovende og frafallshemmende praksiser for å beholde elevene i opplæringsløpet. Cappelen Damm Akademisk. ISSN 9788202815141.
Skedsmo, G., Jensen, R. & Hall, J. B. (2025). Fullført og bestått: lovende og frafallshemmende praksiser for å beholde elevene i opplæringsløpet. Cappelen Akademisk Forlag.
Rørstad Welle, K. B., & Gunnulfsen, A. E. (2025). School leadership: Dilemmas in dealing with crises. Educational Management Administration & Leadership, doi: 10.1177/17411432251325099.
Niederberger, V. & Skedsmo, G. (2025). Ein neuer Blick auf Evidenz in der Schulentwicklung. Schulblatt. Kanton Schwyz.
Jensen, R. & Hall, J. (2025). Skolenes strategiske arbeid for å beholde elevene: aktørene, her og nå-arbeidet, praksisene og tilpasningene, I: G. Skedsmo et al. (red.). Fullført og bestått – lovende og frafallshemmende praksiser for å beholde elevene i opplæringsløpet. Cappelen Damm Akademisk. ISSN 9788202815141.
Hall, J. & Jensen, R. (2025). Nasjonal forventningsstyring og frafall i grunnopplæringen – politikeres og statstjenestepersoners refleksjoner, I: G. Skedsmo et al. (red.). Fullført og bestått – lovende og frafallshemmende praksiser for å beholde elevene i opplæringsløpet. Cappelen Damm Akademisk. ISSN 9788202815141.
Bernotaite, S. (2025). Teachers’ pedagogic knowledge in the digitalization of curriculum support. Journal of Curriculum Studies. ISSN 0022-0272. doi: 10.1080/00220272.2025.2460478.
Dahle, D.Y. (2025). Trapped free: school responses to institutional logics in quasi-markets. Frontiers in Education. Ahead-of-print.
Lejonberg, E. Kjernes, NN., Jacobsen, H.M.N. & Mangen, NN (kommer). Nyutdannedes forskningskompetanse som ressurs i profesjonsfellesskapet: fokus på hvordan veiledere kan bidra. I Veiledning i av nyutdannede lærere – Jubileumsantologi.
2024
Tiplic-Lunde, D. & Sivesind, K. (2024). Kunnskapsoversikter og litteraturgjennomganger. I K. Sivesind (Red.), Hvordan studere utdanningspolitikk? Tekster, teorier, tilnærminger. Cappelen Damm Akademisk.
Skedsmo, G. (2024). Collaborative Nordic Research on Leadership in Schools During Times of Change (NordLead). Report to NordForsk/the joint committee for Nordic research councils in humanities and social sciences (NOS-HS).
Sivesind, K. (2024). Utdanningspolitiske dokumenter og reformstyring. I K. Sivesind (Red.), Hvordan studere utdanningspolitikk? Tekster, teorier, tilnærminger. Cappelen Damm Akademisk.
Sivesind, K. (2024). Sammenliknende studier: et sosiologisk perspektiv. I K. Sivesind (Red.), Hvordan studere utdanningspolitikk? Tekster, teorier, tilnærminger. Cappelen Damm Akademisk.
Sivesind, K. Nordin, A. & Ydesen, C. (2024). Instrument constituencies and the brokering of OECD-knowledge in Nordic school reforms - a three country comparison. Nordic Journal of Studies in Educational Policy. doi: 10.1080/20020317.2024.2419480.
Mausethagen, S. & Skedsmo, G. (2024). Hvordan ser forskningen på frafall i videregående opplæring i Norge ut? Norsk Pedagogisk Tidsskrift, 2, 108-122.
Lejonberg, E., Nesje, K. og Jacobsen, H.M.N. (2024). Veiledning for å fremme nyutdannede lærere som ressurs. Hvordan bruk av samtaleguider kan bidra. I Kvam m fl. (red.) Veiledning og profesjonell utvikling i skolen. Fagbokforlaget.
Jacobsen, H. M. M. (2024). Veiledning av nyutdannede lærere–en utforskning av vilkår for institusjonalisering. Utdanningsvitenskapelig fakultet. UiO
Jacobsen, H. M., & Lejonberg, E. (2024). Organizing mentoring and induction practices: Understood through the eyes of newly qualified teachers. Mentoring & Tutoring: Partnership in Learning, 32(4), 395-418.
Jacobsen, H. M., & Gunnulfsen, A. E. (2024). Dealing with policy expectations of mentoring newly qualified teachers–a Norwegian example. Scandinavian Journal of Educational Research, 68(7), 1540-1554.
Hörmann, B. & Sivesind, K. (2024). Ekspertintervjuer i det utdanningspolitiske feltet. I K. Sivesind (Red.), Hvordan studere utdanningspolitikk? Tekster, teorier, tilnærminger. Cappelen Damm Akademisk.
Hansen, H. P. & Sivesind, K. (2024). Oversettelser av utdanningspolitikk i midlertidige nettverksorganisasjoner – et systemteoretisk perspektiv. I K. Sivesind (Red.), Hvordan studere utdanningspolitikk? Tekster, teorier, tilnærminger. Cappelen Damm Akademisk.
Hall, J. Møller, J. & Rönnberg, L. (2024). (Re)configurations of public education: Marketisation, teacher professionalism, and individual rights of students and educators in Norway and Sweden. Critical Studies in Education. doi: 10.1080/17508487.2024.2420340.
Gunnulfsen, A. E. & Hall, J. B. (2024). Rektor som rettsanvender - Juridisk tenkning som verktøy for ledelse i skolen. Fagbokforlaget. ISBN 9788245044768.
Gunnulfsen, A. E. & Ødegaard, K. N. (2024). Styringsforventninger til partnerskap. I R. Jensen & H. N. Abrahamsen (Red.), Ledelsesverksteder - arena for utforsking av utviklingsarbeid i skolen. Universitetsforlaget. ISSN 978-82-15-07155-8. s. 63–74.
Gunnulfsen, A. E. (2024). Spenninger og åpenhet i forhandlinger om endring. I R. Jensen & H. N. Abrahamsen (Red.), Ledelsesverksteder - arena for utforsking av utviklingsarbeid i skolen. Universitetsforlaget. ISSN 978-82-15-07155-8. s. 137–158.
Gunnulfsen, A.E. (2024). Diskusjon av funn. I R. Jensen & H. N. Abrahamsen (Red.), Ledelsesverksteder - arena for utforsking av utviklingsarbeid i skolen. Universitetsforlaget. ISSN 978-82-15-07155-8. s. 185–194.
Gunnulfsen, A.E. & Abrahamsen, H.N. (2024). School leadership and the realizing of a curriculum reform: supporting resources, external actors, and dilemmas. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2024.2434821.
Dahle, D.Y. (2024). Trust and shout: The reputation / voice tension in schools and hospitals. Corporate Reputation Review. Vol 27, pp. 52 – 69.
Abrahamsen, H.N. & Gunnulfsen, A. E. (2024). Successful School Principals Balancing Ethical, Personal and Collective - A Norwegian Case. Education Sciences. ISSN 2227-7102. 14(9), s. 1–12. doi: 10.3390/educsci14091014.
Abrahamsen, H. N., Gunnulfsen, A. E., & Kleveland, H. (2024). The Importance of School Principals in Building Teacher and Student Well-Being and Promoting Academic and Social Learning: The Norwegian Case. I C. Day & D. Gurr (Red.), How Successful Schools Are More than Effective: Principals Who Build and Sustain Teacher and Student Wellbeing and Achievement(pp. 145-166). Cham: Springer International Publishing. ISSN 978-3-031-62734-7
Bernotaite, S. & Karseth, B. (2024). The OECD’s construction of future imaginaries for curriculum reform. Critical Studies in Education. ISSN 1750-8487. doi: 10.1080/17508487.2024.2419875.
Gunter, H. M., & Møller, J. (2024). Charisma, claimocracy and education policy in England and Norway. Journal of Educational Administration and History.
Karseth, B., Bernotaite, S. & Sundby, A. H. (2024). The OECD’s narrative on the future curriculum: issuing values. Nordic Journal of Studies in Educational Policy, ISSN 2002-0317. 10(2). doi: 10.1080/20020317.2024.2361937.
Laursen, R., & Jensen, R. (2024). The governance of teachers’ time allocation and data usage through a learning management system: a biopolitical perspective. Critical Studies in Education, 1-20.
Møller, J., Hall, D. & Normand R. (2024). Public education and teacher professionalism in an age of accountability. Critical Studies in Education.
Nyegaard, S. B. (2024). Counteracting racism in education? Norwegian principals’ efforts in working against racism. Ethnic and Racial Studies, 1-22.
Sivesind, K. (Red), (2024), Hvordan studere utdanningspolitikk? Tekster, teorier og tilnærminger. Cappelen Damm Forskning
Ødegaard, K. L. (2024). Facilitating and following school leaders’ work on reframing the teachers’ activity across time: tracing the objects of a formative intervention. International Journal of Leadership in Education, 1-24.
2023
Skedsmo, G., Sandmeier, A. & Betschart, S. (2023). School Health Promotion in Context. Project report for Bilateral Science and Technology Programme with China, Japan, South Korea and the ASEAN region, ETH Zürich.
Sivesind, K. & Hultén, M. (2023). Reform histories and changing educational conceptions of the nation and nationalism in Norwegian and Swedish curricula (1900 - 2000). I D. Tröhler (Red.), Education, Curriculum and Nation-Building Contributions of Comparative Education to the Understanding of Nations and Nationalism. Routledge. s. 224–248. doi: https:/doi.org/10.4324/9781003315988-11.
Sigurðardóttir, S. M. & Skedsmo, G. & Ärlestig, H (2023). Principals’ preparation and professional development in Nordic countries. In: Gunnulfsen, A.E., Ärlestig, H., Storgaard, M. (eds) Education and Democracy in the Nordic Countries (p. 153-171). Educational Governance Research, vol 21. Springer.
Gunnulfsen, A. E. & Skedsmo, G. (2023). School Leadership in Norway: Key Characteristics and Current Challenges. In: Gunnulfsen, A.E., Ärlestig, H., Storgaard, M. (eds) Education and Democracy in the Nordic Countries (p. 61-73). Educational Governance Research, vol 21. Springer.
Bernotaite, Simona & Ottesen, Eli (2023). Entanglement of support and governance in digital curriculum instruments: The case of educational reform in Norway. European Educational Research Journal. ISSN 1474-9041. doi: 10.1177/14749041231213902.
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. doi: 10.1080/00313831.2023.2228830.
Hall, J. B. & Johansson. L. (2023). Shifting school environment policies: A Deleuzian problematisation of universal rights in Norwegian education. Policy Futures in Education.
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
Møller, J. (2023). Critical Engagement and Commitment to the Field of Educational Leadership. In T. Fitzgerald & S. Courtney (Eds.). Critical Education Policy and Leadership Studies. The Intellectual Contributions of Helen M. Gunter, (pp. 73 - 85). Springer.
Møller, J (2023). Forword in A. E. Gunnulfsen, H. Ärlestig, & M. Storgaard (Eds.). Education and Democracy in the Nordic Countries. Making Sense of School Leadership, Policy, and Practice, (pp. v - vi). Springer.
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
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
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.
Larsen, E., Møller, J. & Jensen, R. (2022). Constructions of professionalism and the democratic mandate in education. A discourse analysis of Norwegian public policy documents. Journal of Education Policy, 37(1), 106 - 125.
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
Tidligere publikasjoner
2017:
Fra og med 2017 (See the english web-site for 2017 and forward): Se engelsk nettside.
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.
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
Møller, J. (2016): New Approaches to Governance and Leadership. I: Terra Sprague (red.), Education in Non-EU Countries in Western and Southern Europe. Bloomsbury.
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.
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:
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.