Eli Ottesen

• Ottesen, Eli; Jensen, Ruth; Halvorsen, Bård & Vinje, Pia (2025). Democracy as a central value in a national curriculum: Working with school leaders and teachers to connect values with practice in Norway. In Heinz, Manuela; Rodriguez, Maria Jesus & Ruairc, Gerry Mac (Ed.), Professional Learning for Diversity, Equity and Democracy: Big Ideas for Better Schools. Routledge. ISSN 9781032629292. p. 128–145. doi: 10.4324/9781032629292-10. Full text in Research Archive Show summary

  This chapter provides insights into a professional learning initiative for democracy education in Norway. The 2020 curriculum renewal for primary and secondary schools in Norway aimed to link the curriculum content closer to the country’s central values. This chapter discusses this new orientation, focusing on democracy as a central educational value. While promoting democracy has long been a goal of Norwegian schools, the realisation of education about, through and for democracy has proven demanding. As part of the ‘Big Ideas for Better Schools’ project, we designed, carried out and evaluated a professional learning programme for teachers and school leaders in a rural school. We describe the participants’ experiences from the programme and discuss how models for action research and change can be used with school leaders and teachers. Grounded in analyses of the workshop materials and data collected through a teacher interview and pupil surveys, we identify and discuss critical considerations, including the role of conceptual models as tools for collective discourses and professional learning, the need for time and leadership and the importance of dealing with past experiences, ongoing actions and hopes and concerns about the future.

• 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. doi: 10.1177/14749041231213902. Full text in Research Archive Show summary

  Digital instruments developed to support education practices add new dimensions to education governance. Among such developments is the digitisation of the national curriculum through instruments that govern teachers’ planning practices. In this article, a semiotics of configurations approach is applied to analyse a digital instrument, the Curriculum Planning Tool (CPT), developed with a renewal of the Norwegian curriculum to close the gap between the national curriculum and local enactment. The findings demonstrate how the CPT produces a structured vision of the teaching planning process through a template-like arrangement of planning components. Simultaneously, through enabled forms of action, the instrument controls the teaching planning process while leaving a place for pedagogic autonomy to determine teaching and assessment forms within the limits of the national curriculum. Finally, the CPT operationalises the intentions of curriculum renewal by creating expectations for teacher collaboration which can also contribute to increased process control where teachers control each others’ practice. This article contributes to the understanding of the potential of digital curriculum support instruments to shape relations between hard and soft modes of governance.

• Jensen, Ruth & Ottesen, Eli (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. doi: 10.1080/20020317.2023.2178839. Full text in Research Archive Show summary

  The purpose of this study is to contribute insights into strategic work in an educational reform context. Empirical data were collected from four cases in Norway, where the national educational authority recently initiated a renewal of the national curriculum for primary and secondary education. The theory of strategy as practice was the analytical framework applied in this study. The aims were to investigate municipal and school leaders’ accounts of strategic work and the relationships between strategic work at the municipal and school levels. The informants experienced they had leeway to decide on how to realize the national reform in their local contexts. In their processes of strategic work, they included both well-known strategies and practices that had worked previously and structures and procedures that were adapted to the situation at hand. We found a smooth alignment between recursive and adaptive processes across the organizational levels. The informants implemented their perceptions as the intention of the national reform in many ways. In demonstrating the complexity of educational reform work, the findings of this study showed that the SaP approach may be used to make valuable theoretical contributions to our understanding of reform work in education.

• Jensen, Ruth & Ottesen, Eli (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. Full text in Research Archive Show summary

  This article provides insight into teaching practices in higher education. The empirical data are from master's programs in educational school leadership at universities in Norway and the United States (California). We employed a case study approach to investigate how teaching practices unfolded at the two sites. The data comprised textual materials and video data from two cases. Using Actor–Network Theory, we identified the key entities (social and material) that constitute the teaching practices. While the entities were fairly similar in the cases, the resulting relationships between them, while appearing distinctive, differed. Insights into how teaching practices unfold can offer valuable knowledge when evaluating existing programs and designing new programs in higher education.

• Lunde, Ida & Ottesen, Eli (2020). Digital technologies in policy assemblages in Ireland and Norway: A visual network analysis. European Educational Research Journal. doi: 10.1177/1474904120972291. Full text in Research Archive Show summary

  Increasingly, school leaders and teachers are being expected to use digital technologies to collect data to analyze, plan and organize teaching and learning. Such expectations can be traced to a number of policy initiatives over the last decade. This study is concerned with how educational policy puts forward ambitions of digital school leadership and teaching practices by deploying the concept of policy assemblage. We analyzed six policy documents from Ireland and Norway to identify the actors assembled to fulfill governmental ambitions and practices with digital technologies in schools. The unpacking of actors that may partake in such assemblages was visualized and analyzed using visual network analysis. The findings indicate digital school leadership and teaching practices in Ireland and Norway have the potential to be steered by digital actors that facilitate multiple activities at once and shed light on the diverse and multifaceted relationships that make up these governing practices.

• Ottesen, Eli (2019). Skoleledelse og kunnskapsarbeid, Styring og ledelse i grunnopplæringen. Spenninger og dynamikker.. Cappelen Damm Akademisk. ISSN 9788202605544. p. 163–178. Full text in Research Archive
• Ottesen, Eli (2018). Committing to School Development: Social and material entanglements. Nordic Journal of Comparative and International Education (NJCIE). 2(2-3), p. 181–195. doi: 10.7577/njcie.2774. Full text in Research Archive Show summary

  School leaders are faced with an unprecedented growth in school data accompanied by expectations that they use this data to improve their institutions. Current technologies enable complex processes of unifying and analysing data in personalised and accessible formats. This study investigates a tool developed by the Norwegian Directorate for Education and Training called the Point of View analysis (PoV). The PoV combines outcome-based data on achievement, data from staff surveys about current practices, and the staff’s reflections. A central tenet in Actor-Network Theory (ANT) is that material tools do not just regulate the activities of humans, but have their own agency and form relationships with their human counterparts. This analysis positions the PoV as an actor that may transform, distort, or modify meaning or elements. A content analysis of the PoV instrument is conducted, and interviews with three school principals who have used the tool are analysed. An ANT-inspired analytical approach is used to demonstrate how the PoV tool connects local practices with national policies and discourses in emerging and fluctuating networks. This analysis revealed that powerful policy discourses may be compromised by their entanglement with local and regional concerns.

• Ottesen, Eli (2018). What can case studies tell us about evaluation and assessment. In Ottesen, Eli & Stephens, Fiona (Ed.), School evaluation with a purpose. Challenges and alternatives.. Routledge. ISSN 9780815376477. p. 88–96. doi: 10.4324/9780815376484-8. Full text in Research Archive
• Ottesen, Eli (2018). Evaluation with a purpose? In Ottesen, Eli & Stephens, Fiona (Ed.), School evaluation with a purpose. Challenges and alternatives.. Routledge. ISSN 9780815376477. p. 106–114. doi: 10.4324/9780815376484-10. Full text in Research Archive
• Ottesen, Eli & Stephens, Fiona (2018). Introduction. In Ottesen, Eli & Stephens, Fiona (Ed.), School evaluation with a purpose. Challenges and alternatives.. Routledge. ISSN 9780815376477. p. 1–7. Full text in Research Archive
• Ottesen, Eli (2018). Working against the grain: a values-based School in Norway. In Ottesen, Eli & Stephens, Fiona (Ed.), School evaluation with a purpose. Challenges and alternatives.. Routledge. ISSN 9780815376477. p. 67–77. doi: 10.4324/9780815376484-6. Full text in Research Archive
• Ottesen, Eli; Jeppesen, Stine & Kelder, Kersti (2016). Rektor i et spenningsfelt: Mellom skolens rammer og forventninger til tilpasset opplæring. In Andenæs, Kristian & Møller, Jorunn (Ed.), Retten i skolen - mellom pedagogikk, juss og politikk. Universitetsforlaget. ISSN 9788215026671. p. 216–228. doi: 10.18261/issn.1504-2987-2016-02-07. Full text in Research Archive
• Møller, Jorunn & Ottesen, Eli (2016). Et godt psykososialt skolemiljø - rettslig regulering og yrkesetiske normer. In Andenæs, Kristian & Møller, Jorunn (Ed.), Retten i skolen - mellom pedagogikk, juss og politikk. Universitetsforlaget. ISSN 9788215026671. p. 182–198. Full text in Research Archive
• Jeppesen, Stine; Kelder, Kersti & Ottesen, Eli (2016). Rektors handlingsrom mellom skolens rammer og forventninger til tilpasset opplæring. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 100(2), p. 143–154. doi: 10.18261/issn.1504-2987-2016-02-07. Full text in Research Archive
• Møller, Jorunn & Ottesen, Eli (2016). Rettslig regulering og profesjonelle normer i skolen. Utbildning och Demokrati. ISSN 1102-6472. 25(1), p. 113–132. Full text in Research Archive
• Ottesen, Eli (2016). Et kunnskapsgrunnlag for skoleledelse. Acta Didactica Norge. 10(4), p. 69–81. doi: 10.5617/adno.3923. Full text in Research Archive
• Ottesen, Eli & Møller, Jorunn (2016). Organisational routines – the interplay of legal standards and professional discretion. European Educational Research Journal. 15(4), p. 428–446. doi: 10.1177/1474904116638853. Full text in Research Archive Show summary

  Discretion is described as a hallmark of professional work. Professional discretion rests on trust in the ability of certain occupational groups to make sound decisions ‘on behalf’ of societal authorities. It has been suggested that in Europe, managerialist-influenced policies with increased focus on control and accountability have placed pressure on professional discretion. Although earlier studies have demonstrated tensions between external and internal accountability, they have not highlighted how legal forms of authority are key aspects in the regulation of education, or how professionals handle legal standards in their practices. The purpose of this study is to understand the interplay between legal standards and professional discretion. An organisational routines perspective is used to examine this interplay. Empirically, the students’ legal rights to a good psychosocial environment are used as a case. Based on interviews with principals, deputies and teachers in Norwegian schools, the paper examines how legal norms are translated into social practices, and how practitioners construct and legitimise their work. The study shows how preventive and remedial measures are prevalent in Norwegian schools. When laws and regulations require specific procedures, they are transformed into routines based on the schools’ iterative practices. The study adds an empirical analysis to current understandings of juridification in education.

• Ottesen, Eli & Colbjørnsen, Tor (2016). Internationalisation in leadership education: Opportunities and challenges in an Erasmus Intensive Programme. Acta Didactica Norge. 10(4), p. 166–182. doi: 10.5617/adno.3900. Full text in Research Archive
• Vennebo, Kirsten Foshaug & Ottesen, Eli (2014). The emergence of innovative work in School development. Journal of educational change. ISSN 1389-2843. doi: 10.1007/s10833-014-9234-0. Full text in Research Archive
• Ottesen, Eli (2014). Teachers' storied experience: Rules or tools for action? In Ellis, Vivian Thomas & Orchard, Janet (Ed.), Learning teaching from experience : multiple perspectives and international contexts. Bloomsbury Academic. ISSN 9781472512987. p. 95–108. doi: 10.5040/9781472593313.ch-006. Full text in Research Archive
• Ottesen, Eli (2013). Leadership and Inclusion: The Power of Dialogue, Leadership for Inclusive EducationValues, Vision and Voices. Brill | Sense. ISSN 9789462091320. p. 121–130. Full text in Research Archive
• Ottesen, Eli (2013). Inclusion: A Critique of Selected National Policy Frameworks, Leadership for Inclusive EducationValues, Vision and Voices. Brill | Sense. ISSN 9789462091320. p. 81–90. Full text in Research Archive
• Ottesen, Eli (2013). Grunnleggende ferdigheter og individuell vurdering - mellom regulering og profesjonsmakt. In Karseth, Berit; Møller, Jorunn & Aasen, Petter (Ed.), Reformtakter: Om fornyelse og stabilitet i grunnopplæringen. Universitetsforlaget. ISSN 9788215021386. p. 119–134. Full text in Research Archive
• Ottesen, Eli; Lund, Birthe; Grams, Sarah; Aas, Marit & Prøitz, Tine Sophie (2013). Educational Methods as Commodities within European Education: a Norwegian–Danish case. European Educational Research Journal. 12(4), p. 463–479. doi: 10.2304/eerj.2013.12.4.463. Full text in Research Archive
• Ottesen, Eli (2012). Lærerutdanning, teknologi og identitet. In Hauge, Trond Eiliv & Lund, Andreas (Ed.), Små skritt eller store sprang? Om digitale tilstander i skolen. Cappelen Damm Akademisk. ISSN 9788202364380. p. 206–224. Full text in Research Archive
• Andersen, Fred Carlo & Ottesen, Eli (2011). Skoleledelse og språklig og etnisk mangfold. In Møller, Jorunn & Ottesen, Eli (Ed.), Rektor som leder og sjef - om styring, ledelse og kunnskapsutvikling i skolen. Universitetsforlaget. ISSN 9788215017976. p. 250–264. Full text in Research Archive
• 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 Ylimaki, Rose & Jacobson, Stephen L. (Ed.), US and Cross-National Policies, Practices, and Preparation. Implications for Successful Instructional Leadership, Organizational Learning, and Culturally Responsive Practices. Springer. ISSN 9789400705418. p. 153–177. doi: 10.1007/978-94-007-0542-5_8. Full text in Research Archive
• Andersen, Fred Carlo & Ottesen, Eli (2011). School leadership and ethnic diversity: approaching the challenge. Intercultural Education. ISSN 1467-5986. 22(4), p. 285–299. doi: 10.1080/14675986.2011.617422. Full text in Research Archive
• Ottesen, Eli (2011). Ledelse gjennom samtaler. In Møller, Jorunn & Ottesen, Eli (Ed.), Rektor som leder og sjef - om styring, ledelse og kunnskapsutvikling i skolen. Universitetsforlaget. ISSN 9788215017976. p. 265–283. Full text in Research Archive
• Møller, Jorunn & Ottesen, Eli (2011). Building Leadership Capacity: The Norwegian Approach. In Townsend, Tony & MacBeath, John (Ed.), International Handbook of Leadership for Learning. Springer. ISSN 9789400713505. p. 619–635. doi: 10.1007/978-94-007-1350-5_35. Full text in Research Archive
• Vennebo, Kirsten Foshaug & Ottesen, Eli (2011). School leadership: constitution and distribution. International Journal of Leadership in Education. ISSN 1360-3124. doi: 10.1080/13603124.2011.624642. Full text in Research Archive
• Johnson, Lauri; Møller, Jorunn; Ottesen, Eli; Petros, Pashiardis; Savvides, Vassos & Vedøy, Gunn (2011). Leadership Preparation for Culturally Diverse Schools in Cypros, Norway, and the United States. In Ylimaki, Rose & Jacobson, Stephen L. (Ed.), US and Cross-National Policies, Practices, and Preparation. Implications for Successful Instructional Leadership, Organizational Learning, and Culturally Responsive Practices. Springer. ISSN 9789400705418. p. 153–177. Full text in Research Archive
• Møller, Jorunn & Ottesen, Eli (2011). Styring, ledelse og kunnskapsutvikling i skolen. In Møller, Jorunn & Ottesen, Eli (Ed.), Rektor som leder og sjef - om styring, ledelse og kunnskapsutvikling i skolen. Universitetsforlaget. ISSN 9788215017976. p. 15–26. Full text in Research Archive
• Jahreie, Cecilie Flo & Ottesen, Eli (2010). Construction of Boundaries in Teacher Education: Analyzing Student Teachers' Accounts. Mind, Culture, and Activity. ISSN 1074-9039. 17(3), p. 212–234. doi: 10.1080/10749030903314195. Full text in Research Archive
• Møller, Jorunn; Ottesen, Eli & Hertzberg, Frøydis (2010). Møtet mellom skolens profesjonsforståelse og Kunnskapsløftet som styringsreform. Acta Didactica Norge. 4(1), p. 1–23. Full text in Research Archive Show summary

  Denne artikkelen analyserer to sentrale sider ved Kunnskapsløftet - grunnleggende ferdigheter og kvalitetsvurdering – sett fra skolenivå. Hvordan tolkes disse sentrale sidene ved reformen av aktører på skolenivå? Empirien er hentet fra seks grunnskoler og fire videregående skoler, valgt ut etter prinsippet om maksimal variasjon. På bakgrunn av intervjuer med rektorer og lærere får vi et bilde av hvordan arbeidet med grunnleggende ferdigheter og vurdering foregår på disse ti skolene. Hvordan skoleledere og lærere arbeider med disse sentrale sidene ved Kunnskapsløftet, kan i neste omgang si noe om deres profesjonsforståelse. Samlet sett tyder vårt materiale på at reformen ikke har medført store endringer i skolenes profesjonsforståelse, slik det er eksemplifisert gjennom beretninger om kvalitetsarbeidet og de grunnleggende ferdighetene. Hvis hensikten med reformen har vært å myndiggjøre lærerprofesjonen, ser det ikke ut til at lærerne har fått tilstrekkelig informasjon til å oppfatte hvor dypt læreplanmålet om grunnleggende ferdigheter griper inn i de enkelte fagene, eller hvordan det nasjonale systemet for kvalitetsutvikling kan bidra til å styrke lærerarbeidet. Den politiske styringen ser også ut til å ha vært for svak; rektorene og lærerne i vårt materiale opplever ikke at disse forventningene er blitt kommunisert til dem. Analyserer vi empirien i lys av mekanismer for styring, ser vi at det er en spenning mellom profesjon og politikk og mellom sentralisering og desentralisering. Hvis hensikten har vært å legge til rette for profesjonelt selvstyre, ser ikke profesjonen ut til å ha tatt det rommet som blir tilbudt. Dermed strammes det politiske grepet i form av nasjonale veiledende retningslinjer og rapporteringskrav. En slik analyse innebærer imidlertid et syn på styring som forutsetter et tydelig skille mellom styring og forvaltning, mens grensene i praksis er uklare. Studier fra andre land viser at gode forbindelseslinjer mellom styrings- og forvaltningsnivåene kan være avgjørende for vellykket implementering av utdanningsreformer. Når det i vår studie ser ut til at slike dialoger er dårlig utviklet, kan det ligge et uutnyttet potensial for utviklingsorienterte prosesser nettopp i relasjonene mellom styringsnivåene og den lokale skole.

• Møller, Jorunn; Ottesen, Eli; Prøitz, Tine Sophie & Aasen, Petter (2010). Underveis, men i svært ulikt tempo. In Ottesen, Eli & Møller, Jorunn (Ed.), Underveis, men i svært ulikt tempo. Et blikk inn i ti skoler etter tre år med Kunnskapsløftet. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788272187131. p. 123–138. Full text in Research Archive
• Møller, Jorunn; Ottesen, Eli; Prøitz, Tine Sophie & Aasen, Petter (2010). Profesjonsforståelse og opplæringspraksis. In Ottesen, Eli & Møller, Jorunn (Ed.), Underveis, men i svært ulikt tempo. Et blikk inn i ti skoler etter tre år med Kunnskapsløftet. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788272187131. p. 17–30. Full text in Research Archive
• Jahreie, Cecilie Flo & Ottesen, Eli (2010). Learning to become a teacher: participation across spheres of learning. In Ellis, Viv; Edwards, Anne & Smagorinsky, Peter (Ed.), Cultural-Historical perspectives on teacher education and development. Learning Teaching. Routledge. ISSN 9780415497589. p. 131–146. Full text in Research Archive

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• Jensen, Ruth; Karseth, Berit & Ottesen, Eli (2019). Styring og ledelse i grunnopplæringen. Spenninger og dynamikker. Cappelen Damm Akademisk. ISBN 9788202605544. 223 p. Full text in Research Archive
• Ottesen, Eli & Stephens, Fiona (2018). School evaluation with a purpose. Challenges and alternatives. Routledge. ISBN 9780815376477. 117 p. Full text in Research Archive
• Ruairc, Gerry Mac; Ottesen, Eli & Precey, Robin (2013). Leadership for Inclusive EducationValues, Vision and Voices. Brill | Sense. ISBN 9789462091320. 190 p. Full text in Research Archive
• Møller, Jorunn & Ottesen, Eli (2011). Rektor som leder og sjef - om styring, ledelse og kunnskapsutvikling i skolen. Universitetsforlaget. ISBN 9788215017976. 301 p. Full text in Research Archive

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• Sundby, Anniken Hotvedt & Ottesen, Eli (2024). Digitale læreplaner og læreres handlingsrom. Bedre Skole. ISSN 0802-183X. Full text in Research Archive
• Kvamme, Ole Andreas; Karseth, Berit & Ottesen, Eli (2022). Verdier på glid. Bedre Skole. ISSN 0802-183X. 34(4), p. 56–61. Full text in Research Archive
• Kvamme, Ole Andreas; Karseth, Berit & Ottesen, Eli (2021). Skolens satsing på bærekraft. Full text in Research Archive
• Kvamme, Ole Andreas; Karseth, Berit & Ottesen, Eli (2021). The concern for Interdisciplinarity in the Renewal of the Norwegian Curriculum. Full text in Research Archive
• Gunnulfsen, Ann Elisabeth & Ottesen, Eli (2021). Ledelse av fagfornyelsen. Something old, something new, something borrowed, something blue. Full text in Research Archive
• Jensen, Ruth; Karseth, Berit & Ottesen, Eli (2019). Ledelse og styring i grunnopplæringen - spenninger og dynamikker, Styring og ledelse i grunnopplæringen. Spenninger og dynamikker.. Cappelen Damm Akademisk. ISSN 9788202605544. p. 13–20. Full text in Research Archive
• Ottesen, Eli; Karseth, Berit & Jensen, Ruth (2019). Styring og ledelse i grunnopplæringen - spenninger og dynamikker, Styring og ledelse i grunnopplæringen. Spenninger og dynamikker.. Cappelen Damm Akademisk. ISSN 9788202605544. p. 211–218. Full text in Research Archive
• Ottesen, Eli (2014). Talk in practice: producing and reproducing knowledge; negotiating and enacting identities. Full text in Research Archive
• Aas, Marit & Ottesen, Eli (2014). A Norwegian strategy for “soft governance”? ‘The advisory team program’ as a case. Full text in Research Archive
• Ottesen, Eli (2014). Methodological issues: Connections and interdependencies in talk as action. Full text in Research Archive
• Ottesen, Eli & Møller, Jorunn (2014). Working with and on organisational routines – the interplay of legal standards and professional discretion. Full text in Research Archive
• Ottesen, Eli & Colbjørnsen, Tor (2013). Internationalisation in leadership education: Opportunities and challenges in an Erasmus Intensive Program. Full text in Research Archive
• Ottesen, Eli (2013). The Knowledge Promotion: All-embracing reform intentions and gradual institutional change. Full text in Research Archive
• Ruairc, Gerry Mac; Ottesen, Eli & Precey, Robin (2013). Leadership for Inclusive Education: Setting the Context, Leadership for Inclusive EducationValues, Vision and Voices. Brill | Sense. ISSN 9789462091320. p. 1–7. Full text in Research Archive
• Ottesen, Eli (2013). Evalueringer av utdanningsreformer. Full text in Research Archive
• Ottesen, Eli (2013). Changing contexts for democratic leadership in Schools: The case of Norway. Full text in Research Archive
• Ottesen, Eli (2012). Kunnskapsløftet – ser vi god sammenheng? Full text in Research Archive
• Ottesen, Eli (2012). Ledelse av skolens læringsprosesser. Full text in Research Archive
• Ottesen, Eli (2012). Teachers' storied experiences as resources in professional development. Full text in Research Archive
• Møller, Jorunn & Ottesen, Eli (2012). Kunnskapsinformert ledelse i skolen - en utfordring for skoleeier. In Jøsendal, Jan Sivert; Langfeldt, Gjert & Roald, Knut (Ed.), Skoleeier som kvalitetsutvikler. Hvordan kommuner og fylkeskommuner skaper gode læringsresultater. Kommuneforlaget AS. ISSN 9788244621212. p. 171–187. Full text in Research Archive
• Vennebo, Kirsten Foshaug & Ottesen, Eli (2011). Innovative work in school projects: Negotiating objects of inquiry. Full text in Research Archive
• Ottesen, Eli & Vennebo, Kirsten Foshaug (2011). Professional development: Providing tools or rules for professional action? Full text in Research Archive
• Ottesen, Eli (2011). Teachers’ storied experiences: Rules for action or tools for learning? Full text in Research Archive
• Ottesen, Eli (2011). Skolens kvalitetsarbeid – fra kunnskap om læringsutbytte til helhetlig skoleutvikling? Full text in Research Archive
• Vennebo, Kirsten Foshaug & Ottesen, Eli (2011). Negotiating objects of inquiry in innovative work in schools. Full text in Research Archive
• Ottesen, Eli (2011). Forvaltningsnivåenes og institusjonens rolle i implementeringen av Kunnskapsløftet. Full text in Research Archive
• Ottesen, Eli (2011). Kunnskapsløftet – ser vi god sammenheng? Full text in Research Archive
• Ottesen, Eli (2011). Hva kan forskning si om kvalitet i skolen? Full text in Research Archive
• Ottesen, Eli (2011). Underveis, men i svært ulikt tempo – med blikk på elevvurdering. Full text in Research Archive
• Ottesen, Eli (2010). Hvilke svar gir forskning om god skoleledelse? Full text in Research Archive
• Ottesen, Eli & Vennebo, Kirsten Foshaug (2010). Quality development in schools: Issues of power, authority, and influence. Full text in Research Archive
• Ottesen, Eli (2010). Kunnskapsløftet –tung bør å bære? Et dypdykk i skolenes opplæringspraksis. Full text in Research Archive
• Ottesen, Eli (2010). ”Kappen” i artikkelbaserte avhandlinger. Full text in Research Archive
• MacRuairc, Gerry; Ottesen, Eli; Portela, Antonio; Precey, Robin & Sari, Hakan (2010). Assessing the impact of a leadership development on learning and practice. A study of an international programme. Full text in Research Archive
• Ottesen, Eli (2010). Talk as leadership in schools. Full text in Research Archive
• Ottesen, Eli (2009). Ny teknologi - endret undervisningspraksis? Full text in Research Archive
• Ottesen, Eli (2009). Rektorskolen - et nasjonalt utdanningstilbud for rektorer. Innhold og krav. Full text in Research Archive
• Ottesen, Eli (2009). Møtet mellom et individuelt og et kollektivt perspektiv i læringsdiskusjonen. Full text in Research Archive
• Ottesen, Eli (2009). Rektorskolen - et nasjonalt utdanningstilbud for rektorer. Innhold og krav. Full text in Research Archive
• Ottesen, Eli & Vennebo, Kirsten Foshaug (2008). Analysing Innovations in Schools: the Distribution of Leadership. Full text in Research Archive
• Ottesen, Eli & Vennebo, Kirsten Foshaug (2008). Implementing or innovating? Challenges of leadership. Full text in Research Archive
• Ottesen, Eli (2008). Erfaringer med kvalitetssikring av masterstudiet i utdanningsledelse:tilsynssensorordningen som del av et helhetlig system for vurdering. Full text in Research Archive
• Jensen, Ruth & Ottesen, Eli (2008). Distributed Leadership. Full text in Research Archive
• Ottesen, Eli (2008). Veieldning i og for praksis. Full text in Research Archive
• Ottesen, Eli & Vennebo, Kirsten Foshaug (2008). Implementing or innovating? Challenges of design for innovative practice in schools. Full text in Research Archive
• Jahreie, Cecilie Flo & Ottesen, Eli (2008). Researching learning and teaching: Challenges of multilevel analysis. Full text in Research Archive
• Ottesen, Eli & Vennebo, Kirsten Foshaug (2008). Prosjektledelse. Full text in Research Archive
• Furberg, Anniken; Karseth, Berit; Gunnulfsen, Ann Elisabeth; Brandmo, Christian; Olsen, Rolf Vegar & Silseth, Kenneth [Show all 9 contributors for this article] (2026). Evaluering av fagfornyelsen — Intensjoner, prosesser og praksiser: Sluttrapport fra prosjektet EVA2020. Det utdanningsvitenskapelige fakultet, Universitetet i Oslo . ISSN 9788293847236. doi: https:/www.uv.uio.no/forskning/prosjekter/fagfornyelsen-evaluering/publikasjoner/sluttrapport_eva2020.pdf. Full text in Research Archive Show summary

  Denne rapporten er tolvte og siste i rekken av EVA2020-rapporter, og representerer en syntetisering av analyser og funn i våre tidligere rapporter. På bakgrunn av dette presenterer vi en rekke råd og anbefalinger til ulike aktører i utdanningsfeltet. Prosjektet har et forskningsdesign som har gjort det mulig å undersøke iverksettingen av fagfornyelsen på ulike nivåer. Vi har rettet søkelys mot prosessen som førte frem til det nye læreplanverket og hvordan politiske intensjoner følges opp i læreplanen og gjennom sentrale støtteressurser til læreplanverket. Videre har vi undersøkt endringsprosessene i spennet mellom sentrale og lokale skolemyndigheter, skolenivå, profesjonsfaglig samarbeid og undervisningspraksis. Sist, men ikke minst har vi undersøkt iverksettelsen av fagfornyelsen i møte med skolens praksis og elevenes læring. Her har vi rettet særlig oppmerksomhet mot lærere og elevers arbeid med de tverrfaglige temaene, og elevers læring, motivasjon og trivsel.

• Karseth, Berit; Kvamme, Ole Andreas & Ottesen, Eli (2022). Fra politiske intensjoner til nytt læreplanverk: Prosesser, rammer og sammenhenger. Universitetet i Oslo. ISSN 9788293847069. Full text in Research Archive
• Ottesen, Eli; Colbjørnsen, Tor; Gunnulfsen, Ann Elisabeth; Hall, Jeffrey Brooks & Jensen, Ruth (2021). Fagfornyelsens forberedelser i praksis: Strategier, begrunnelser, spenninger. Universitetet i Oslo. ISSN 9788293847021. Full text in Research Archive
• Karseth, Berit; Kvamme, Ole Andreas & Ottesen, Eli (2020). Fagfornyelsens læreplanverk: Politiske intensjoner, arbeidsprosesser og innhold. Det utdanningsvitenskapelige fakultet. ISSN 9788293847007. Full text in Research Archive
• Vennebo, Kirsten Foshaug; Ottesen, Eli & Krumsvik, Rune Johan (2015). School Leadership in Innovative Work. Places and Spaces. Universitetet i Oslo. Full text in Research Archive Show summary

  This study investigates school leadership in innovative work in the context of school development processes in Norway. The aim of the study is to develop new insight into the complexities involved and the functions of leadership in this kind of work. The empirical context for the study is school development processes involving ICT. Specifically, the study examined two different development projects, analysing the work performed in the leadership teams responsible for running the projects. The data used for the analysis were drawn from the interactions that occurred in the team meetings. Using the third generation of cultural activity theory (CHAT), the study examines innovative work as an interactional process through which newness is actualized and leads small-scale changes. Leadership is studied as the regulation and coordination that take place in the interactions consequential to the directions and outcomes produced. The study shows how development work is rendered innovative when pluralities of perspectives are externalized in team discussions oriented towards problems arising in the work. However, such innovation is conditional on the participants taking the lead in pursuing perspectives that become mediating resources and promoting actions that break away from the cultural-historical formation of work. The study shows that leadership in innovative work is constituted in the interplay between the hierarchical and distributed dimensions of agency and authority. The study also shows that leadership is not under the control of any of the involved actors or of any specific individuals. Instead, leadership emerges in grids of relations that are constituted and changed through group interactions driven by a myriad of motives and tensions. Based on these findings, the study discusses challenges of leadership functions in innovative work and their implications for leadership. Specifically, it explores how these challenges relate to dealing with complex problems and facilitating conditions for innovative work and how they require leadership to be concerned with organizing spaces in which potential new ways of working can be experimented with in a structured way. To gain further insight into leadership in innovative work, future research needs to take the emerging school development processes in places and spaces as the departure point for its analysis. This study was carried out at the Department for Teacher Education and School Research at the University of Oslo.

• Aas, Marit; Ottesen, Eli; Dyrkorn, Kristian; Nilsen, Øystein & Gram, Ida (2014). Forskningsbasert evaluering av ordningen med Veilederkorps. Sluttrapport. Utdanningsdirektoratet. Full text in Research Archive
• Aasen, Petter; Møller, Jorunn; Rye, Ellen Margrethe; Ottesen, Eli; Prøitz, Tine Sophie & Hertzberg, Frøydis (2012). Kunnskapsløftet som styringsreform - et løft eller et løfte? Forvaltningsnivåenes og institusjonenes rolle i implementeringen av reformen. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788272188442. Full text in Research Archive Show summary

  Innføringen av et nytt styrings- og forvaltningssystem var en sentral del av og en forutsetning for reformen. Hovedformålet med prosjektet er å undersøke om det nye styrings- og forvaltningssystemet fungerer i tråd med intensjonene. Prosjektet belyser forbindelseslinjer og samhandling mellom forvaltningsnivåene, hvordan ulike strategier og tiltak prioriteres og gjennomføres på nasjonalt, regionalt og lokalt nivå, og hvilke innvirkninger de styrings- og forvaltningsmessige endringene har for skolens/ lærebedriftens tilrettelegging av læringsarbeidet i relasjon til målsettingene i Kunnskapsløftet.

• Ottesen, Eli (2010). Skolens arbeid med individuell vurdering. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788272187131. Full text in Research Archive
• Ottesen, Eli (2010). Skolens kvalitetsarbeid. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788272187131. Full text in Research Archive
• Ottesen, Eli; Møller, Jorunn & Aasen, Petter (2010). Underveis, men i svært ulikt tempo. Et blikk inn i ti skoler etter tre år med Kunnskapsløftet. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788272187131. Full text in Research Archive
• Møller, Jorunn & Ottesen, Eli (2010). Perspektiver på endring i skolen. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788272187131. Full text in Research Archive

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