Ann Elisabeth Gunnulfsen

Image of Ann Elisabeth Gunnulfsen
Norwegian version of this page
Phone +47-22858557
Mobile phone 97759928 +47 97759928
Username
Visiting address Moltke Moes vei 35 Niels Henrik Abels hus 0851 OSLO
Postal address Postboks 1099 Blindern 0317 OSLO
Other affiliations Faculty of Educational Sciences (Student)

Academic Interests

Gunnulfsen's main interests are within the perspectives of educational leadership, educational policy and change, governance and accountability and curriculum studies. She is a a member of the reseach group CLEG (Curriculum Studies, Leadership and Educational Governance), at the Faculty of Educational Science, University of Oslo.

Gunnulfsen is involved in a series of national research-projects and collaborative leadership developing programs with schools. She is also ivolved in a large international project funded by the EU, which aims to explore autonomy and accountability perspectives in Norway, Netherland and Spain: Reforming Schools Globally - A Multi-Scalar Analysis of Autonomy and Accountability Policies in the Education Sector ( ReformEd ).

Ph.D.-project

Micro Policy Making in Schools
Use of National Test Results in a Norwegian Context

Gunnulfsen has a PhD in the field of education leaderhip and policy. In her PhD-project she has explored how government policy is negotiated by principals and teacher leaders (deputies, grade level leaders) as legitimate source of direction in schools. Government policy is exemplified by the quite recent introduction of and national focus on reading and numeracy. What is of special interest is the Norwegian education context, which historically has been dominated by social democratic values including the value of free and equal opportunity for education for all. The main question for the project was: How do schools deal with policy demands related to national test results in reading and/or numeracy? Analytically the study will make use of “policy enactment”, drawn from institutional and policy sociology theory. The project is considered to be a multi-case study, with a mixed method approach combining interviews, observation data from meetings, field notes on talk among school leaders and teachers and a survey among teachers.

Teaching

Ann Elisabeth Gunnulfsen is a lecturer with a Ph.D. She teaches educational leadership in the master's degree program at the Department of Teacher Education and School Research (ILS), and coordinates the national principal preparation program at the University of Oslo. She is also a supervisor for graduate students in the master's program.

Higher education and employment history

2018 - Lecturer

2014 - 2018 Ph.D. (Micro Policy Makng in Schools).

2010: Master of Philosophy (Educational Leadership), University of Oslo

Gunnulfsen has 20 years of experience as a teacher,  teaching councellor in five municipalities, supervisor and school leader (principal). Her teaching practice has mostly been in lower secondary schools in Modum municipality.

Visiting scholar

University of California Berkeley, Graduate School of Education 2015/2016.

     

     

     

    Tags: Educational leadership, school leadership, learning and education, micro policy, large scale testing, data use, curriculum studies, teaching and learning

    Publications

    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.

    Gunnulfsen, A. E. (2017). School leaders’ and teachers’ work with national test results: Lost in translation?. Journal of Educational Change, 18(4), 495-519.

    Gunnulfsen, A. E., & Møller, J. (2017). National testing: Gains or strains? School leaders’ responses to policy demands. Leadership and Policy in Schools, 16(3), 455-474.
     
    Gunnulfsen, A. E. (2016). School leadership and the knowledge of teacher-student interaction on Facebook: a study of a lower secondary school in Norway. International Journal of Social Media and Interactive Learning Environment. ISSN 1504-9922. 10(2), 2 212-234
     
    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.  71, s 34- 45 . doi: https://doi.org/10.1016/j. tate.2017.12.003 Fulltekst i vitenarkiv.

    Brevik, Lisbeth M. & Gunnulfsen, Ann Elisabeth (2016). Differensiert undervisning for høytpresterende elever med stort læringspotensial. Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge.  ISSN 1504-9922.  10(2), s 212- 234

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

    Gunnulfsen, Ann Elisabeth & Hall, Jeffrey Brooks (2015). En skoleleders dagbok: Profesjonell praksis og juridisk skjønn. Gyldendal Akademisk.  ISBN 9788205459489.  232 s.

    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.

    Brevik & Gunnulfsen (2011). Les mindre - forstå mer! Strategier for lesing av fagtekster for 1. - 7. trinn. Oslo: Gyldendal Akademisk. http://www.gyldendal.no/Faglitteratur/Pedagogikk/Fagdidaktikk/Les-mindre-forstaa-mer

    Brevik & Gunnulfsen (2012). Les mindre - forstå mer! Strategier for lesing av fagtekster for 8. -13. trinn. Oslo: Gyldendal Akademisk. http://www.gyldendal.no/Faglitteratur/Pedagogikk/Fagdidaktikk/Les-mindre-forstaa-mer2

    Masteroppgave: "Det handler om å nå ut. Hvordan oppfatter utdanningsforskere sitt bidrag til utvikling i skolen?" 

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    • Hall, Jeffrey Brooks & Gunnulfsen, Ann Elisabeth (2015). En skoleleders dagbok: Profesjonell praksis og juridisk skjønn. Gyldendal Akademisk.  ISBN 9788205459489.  232 s.
    • Brevik, Lisbeth M. & Gunnulfsen, Ann Elisabeth (2012). Les mindre – forstå mer! Strategier for lesing av fagtekster 8.–13. trinn. Gyldendal Akademisk.  ISBN 9788205425170.  354 s.
    • Brevik, Lisbeth M. & Gunnulfsen, Ann Elisabeth (2012). Læs mindre – forstå mere! Strategier for læsning af fagtekster 1.-7. trinn.. Klim.  ISBN 9788771291827.  247 s.
    • Brevik, Lisbeth M. & Gunnulfsen, Ann Elisabeth (2011). Les mindre - Forstå mer! Strategier for lesing av fagtekster 1.-7. trinn. Gyldendal Akademisk.  ISBN 978-82-05-41536-2.

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    • Gunnulfsen, Ann Elisabeth (2018). How do teachers use national test results? Exploring testing policies, teacher practice and principals’ facilitation.
    • Gunnulfsen, Ann Elisabeth (2018). Ledelse, læreres praksis og bruk av resultater på nasjonale prøver.
    • Gunnulfsen, Ann Elisabeth (2018). Micro Policy Making in Schools. Use of National Test Results in a Norwegian Context.
    • Gunnulfsen, Ann Elisabeth & Hall, Jeffrey Brooks (2018). Ledelse av læreplanarbeid i et juridisk perspektiv.
    • Gunnulfsen, Ann Elisabeth & Roe, Astrid (2018). How do teachers use national test results? Exploring testing policies, teacher practice and principals’ facilitation.
    • Gunnulfsen, Ann Elisabeth (2017). How do teachers use national test results? Exploring testing policies, teacher practice and principals facilitating.
    • Gunnulfsen, Ann Elisabeth (2017). Kva skjer på skulane? Korleis bruker skulane resultata på nasjonale prøver i sitt arbeid med skuleutvikling og elevane si læring?.
    • Gunnulfsen, Ann Elisabeth (2017). Norwegian School Leaders’ and Teachers’ Use of National Test Results: Opportunities Lost?.
    • Gunnulfsen, Ann Elisabeth (2017). School Leaders’ and Teachers’ Work with National Test Results: Lost in Translation?.
    • Helstad, Kristin & Gunnulfsen, Ann Elisabeth (2017). Når UIU møter UIO: Språk og systemer i spill.
    • Gunnulfsen, Ann Elisabeth (2016). National Testing. gains or Strains? School Leaders' Responses to Policy Demands.
    • Gunnulfsen, Ann Elisabeth (2016). School Leaders’ and Teachers’ Enactment of Policy Demands: Responses to Requirements for the Use of National Test Results.
    • Gunnulfsen, Ann Elisabeth & Møller, Jorunn (2016). National Testing: Gains or Strains? School Leaders Responses to Policy Demands.
    • Brevik, Lisbeth M. & Gunnulfsen, Ann Elisabeth (2015). Conference paper: Gifted and talented pupils: How student teachers characterise them. Show summary
    • Gunnulfsen, Ann Elisabeth (2015). Educational Leadership Network March, 6, 2015 - Chapters from the book “Profesjonsutvikling i skolen”.
    • Gunnulfsen, Ann Elisabeth (2015). National Testing. School Leaders' Responses to Policy Demands.
    • Gunnulfsen, Ann Elisabeth (2015). School Leaders’ Enactment of Educational Policies.
    • Gunnulfsen, Ann Elisabeth (2015). School Leaders’ Enactment of Educational Policies.
    • Gunnulfsen, Ann Elisabeth (2014). Research Informed School Leadership.
    • Gunnulfsen, Ann Elisabeth (2014). School Leadership and the Enactment of Policy Demands.
    • Gunnulfsen, Ann Elisabeth (2013). Bridging The Gap between Evidence-based Knowledge and Leadership Practice in Schools.
    • Gunnulfsen, Ann Elisabeth (2013). “It’s about reaching out”.

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    Published Aug. 14, 2012 8:52 AM - Last modified Sep. 1, 2018 10:23 AM