Ruth Jensen

Jensen, Ruth; Vennebo, Kirsten Foshaug (2016). How school leadership evolves: crossing timescales and settings. Journal of Workplace Learning, 28(6) 

Jensen, Ruth (2014). Leadership development as boundary work. Inspired moments and longitudinal efforts. Doctoral thesis for the PhD.

Jensen, R., & Lund, A. (2014). Horizontal dynamics in an inter-professional school improvement team. International Journal of Leadership in Education, 17(3), 286-303.

Jensen, R., & Møller, J. (2013). School data as mediators in professional development. Journal of Educational Change, 14(1), 95-112.

Jensen, Ruth & Hammersvik, Charles (2011). Lederutvikling med videosekvenser som "triggere" for læring, I:  Rektor som leder og sjef - om styring, ledelse og kunnskapsutvikling i skolen.  Universitetsforlaget.  ISBN 978-82-15-01797-6.  9.  s 202 - 224

Jensen, Ruth & Aas, Marit (2012). Å utforske praksis- Videregående. Cappelen Damm Akademisk.  ISBN 978-82-02-33807-7.  227 s.

Jensen, Ruth & Aas, Marit (2011). Å utforske praksis - grunnskolen. Cappelen Damm AS.  ISBN 9788202338060.  1999 s.

Jensen, Ruth & Kranmo, Astrid Lill (2010). Å utforske praksis. Barnehage. Cappelen Damm AS.  ISBN 978-82-02-32225-0.  191 s.

• Jensen, Ruth & Gunnulfsen, Ann Elisabeth (2023). Policy work in educational leadership courses: university teachers’ interpretations, translations and engagements. Journal of Educational Administration & History. ISSN 0022-0620. p. 1–16. doi: 10.1080/00220620.2023.2272931. Full text in Research Archive Show summary

  This study investigates policy work in educational leadership courses at universities. It analyses the types of engagement present in university teachers’ policy work and in their interpretations and translations of policy intentions into teaching designs and practices. The study illustrates policy work as a phenomenon and draws on the theory of policy work; it examines one case from Norway and one from California. The data has been analysed through discourse analysis. Observational data and materials from teaching practices constituted the supporting data, while contextual interviews with university teachers formed the main data. In both cases, various types of engagement were identified, which reflected academic freedom and different policy contexts. The analysis also revealed that university lecturers use their professional discretion and experience when interpreting and translating policy intentions into teaching designs and practices. This has implications for higher education administration, especially for the achievement of coherence across programmes and courses.

• Jacobsen, Hilde Marie Madsø; Jensen, Ruth & Lejonberg, Eli (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. Full text in Research Archive
• 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. ISSN 2002-0317. doi: 10.1080/20020317.2023.2178839. Full text in Research Archive
• Hall, Jeffrey Brooks; Gunnulfsen, Ann Elisabeth & Jensen, Ruth (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. Full text in Research Archive Show summary

  This paper examines how superintendents and school principals enact national policy reform expectations and what characterises their local organisational arrangements. Furthermore, the paper investigates how superintendents and school principals deal with tensions as entrepreneurs. The study builds on qualitative interview data from two municipalities in Norway. Analytically, the study draws on institutional theory, more specifically, on entrepreneurship, which to a limited degree has been applied in educational and empirical studies. The superintendents and principals interviewed referred to various local arrangements and resources that were partly adapted and changed through reform work to better fit local needs. Such arrangements included intra and interorganisational dependency and cooperation with several actors and organisational resources. Superintendents and principals seemed to partly break away from existing patterns of interaction. The entrepreneurial work entailed dealing with several tensions emerging within and across institutional boundaries in the process of enacting national reform policies.

• 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
• Gunnulfsen, Ann Elisabeth; Jensen, Ruth & Møller, Jorunn (2021). Looking back and forward: a critical review of the history and future progress of the ISSPP. Journal of Educational Administration. ISSN 0957-8234. doi: 10.1108/JEA-04-2021-0088. Show summary

  Purpose The purpose of the article is to examine knowledge about successful principalship and discuss the methodology that has emerged throughout the history of the International Successful School Principals Project (ISSPP) and their implications for future progress. Design/methodology/approach Historical analysis is used as a strategy for establishing the background, the expansion and the progress of ISSPP as a long-standing international research network and to discuss the development of three research strands and methodological variations over time. The analysis provides a basis for pointing at some areas that need more attention in the future. Findings The findings suggest multiple images of the meaning of key concepts in the project and multiple theoretical and methodological orientations. There is a need to pay more attention to methodologies to make the successful cases more comparable and also to clarify the underlying assumptions of the different approaches. Originality/value Successful school principalship is a complex phenomenon. Therefore, future studies of successful schools and leadership would benefit from the use of knowledge that draws on sociology, cultural studies and politics.

• Jensen, Ruth (2021). Exploring causal relationships qualitatively: An empirical illustration of how causal relationships become visible across episodes and contexts. Journal of educational change. ISSN 1389-2843. doi: 10.1007/s10833-021-09415-5. Full text in Research Archive
• Trujillo, Tina; Møller, Jorunn; Jensen, Ruth; Kissel, René Espinoza & Larsen, Eivind (2021). Images of Educational Leadership: How Principals Make Sense of Democracy and Social Justice in Two Distinct Policy Contexts. Educational Administration Quarterly. ISSN 0013-161X. doi: 10.1177/0013161X20981148.
• Larsen, Eivind; Møller, Jorunn & Jensen, Ruth (2020). Constructions of professionalism and the democratic mandate in education A discourse analysis of Norwegian public policy documents. Journal of Education Policy. ISSN 0268-0939. doi: 10.1080/02680939.2020.1774807. Full text in Research Archive
• Jensen, Ruth (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. ISSN 1360-3124. doi: 10.1080/13603124.2020.1716998. Full text in Research Archive
• Jensen, Ruth (2019). Bruken av pedagogiske verktøy i skolelederutdanning - eksempler fra to utdanningskontekster, Styring og ledelse i grunnopplæringen. Spenninger og dynamikker.. Cappelen Damm Akademisk. ISSN 978-82-02-60554-4. p. 179–194.
• Jensen, Ruth (2016). School leadership development: What we know and how we know it. Acta Didactica Norge. ISSN 1504-9922. 10(4), p. 48–68. doi: 10.5617/adno.3898.
• Jensen, Ruth & Vennebo, Kirsten Foshaug (2016). How school leadership development evolves: crossing timescales and settings. Journal of Workplace Learning. ISSN 1366-5626. 28(6), p. 338–354. doi: 10.1108/JWL-06-2015-0048.
• Jensen, Ruth & Lund, Andreas (2014). Horizontal dynamics in an inter-professional school improvement team. International Journal of Leadership in Education. ISSN 1360-3124. 17(3), p. 286–303. doi: 10.1080/13603124.2013.794302.
• Jensen, Ruth & Møller, Jorunn (2012). School data as mediators in professional development. Journal of educational change. ISSN 1389-2843. doi: 10.1007/s10833-012-9197-y.
• Jensen, Ruth & Hammersvik, Charles (2011). Lederutvikling med videosekvenser som "triggere" for læring. In Møller, Jorunn & Ottesen, Eli (Ed.), Rektor som leder og sjef - om styring, ledelse og kunnskapsutvikling i skolen. Universitetsforlaget. ISSN 978-82-15-01797-6. p. 202–224.

View all works in Cristin

• Jensen, Ruth; Karseth, Berit & Ottesen, Eli (2019). Styring og ledelse i grunnopplæringen. Spenninger og dynamikker. Cappelen Damm Akademisk. ISBN 978-82-02-60554-4. 223 p.
• Jensen, Ruth (2018). Profesjonelt arbeid i grensesoner. Skoleforbedring på tvers av virksomheter. Cappelen Damm Akademisk. ISBN 978-82-02-48248-0. 176 p. Show summary

  Profesjonelt arbeid i skolen innebærer ofte samarbeid i team på tvers av virksomheter, i det vi kan kalle grensesoner. Slikt arbeid kan gi mange gevinster, men medfører også utfordringer for de involverte. I denne boka tematiseres arbeid i team der deltakere fra ulike profesjoner arbeider med skoleforbedring. Boka presenterer internasjonal forskning og empiriske analyser og resultater fra to forskningsprosjekter, samt metodologiske tilnærminger i prosjektene. Den gir innsikt i de prosessene som karakteriserer profesjonelt teamarbeid med skoleforbedring i grensesoner. Kulturhistorisk aktivitetsteori gir det teoretiske rammeverket for analyser av samtaler i prosjektteam. Analysene viser hvordan arbeidet blir innovativt, og hvordan det kan gi avtrykk i skolers praksis. I tillegg tematiserer boka hvordan redskaper tas i bruk, hvordan arbeidsfordeling tar form, og hvordan ledelse konstitueres og utøves. Boka henvender seg til alle som er interessert i profesjonelt arbeid i grensesoner og i skoleforbedring som forskningsfelt. Den vil være spesielt aktuell for forskere ved universiteter og høyskoler, men også for studenter og ansatte i skolen.

• Jensen, Ruth & Kranmo, Astrid Lill (2015). Att utforska praktiken i förskolan. Studentlittertur. ISBN 9789144105321. 192 p.
• Jensen, Ruth & Aas, Marit (2012). Å utforske praksis- videregående. Cappelen Damm Akademisk. ISBN 978-82-02-33807-7. 227 p.
• Jensen, Ruth & Aas, Marit (2011). Å utforske praksis - grunnskolen. Cappelen Damm AS. ISBN 9788202338060. 199 p.
• Jensen, Ruth & Kranmo, Astrid Lill (2010). Å utforske praksis. Barnehage. Cappelen Damm AS. ISBN 978-82-02-32225-0. 191 p.
• Buli-Holmberg, Jorun ; Jensen, Ruth & Guldahl, Tone (2007). Refleksjoner om opplæring i et læringsstilperspektiv. N.W. Damm & Sønn ASA. ISBN 978-82-04-12310-7. 189 p.
• Jensen, Ruth (2004). Å mestre mangfoldet. En bok om læringsstiler. Cappelen Damm Akademisk. ISBN 82-04-09425-6. 142 p.

View all works in Cristin

• Heie, Magnus; Hall, Jeffrey Brooks; Gunnulfsen, Ann Elisabeth & Jensen, Ruth (2023). Hvordan jobber rektorer for å innføre nye læreplaner? [Internet]. https://forskning.no/ledelse-og-organisasjon-partner-skole-o.
• Heie, Magnus; Hall, Jeffrey Brooks; Gunnulfsen, Ann Elisabeth & Jensen, Ruth (2023). Ledere i skolen fungerer som entreprenører for å få innført nye læreplaner. [Internet]. https://www.uv.uio.no/ils/forskning/aktuelt/aktuelle-saker/ .
• Ødegaard, Kjersti Løken & Jensen, Ruth (2022). Developing School Leadership Practices. The Change Laboratory as a Tool in Leading Reform Work in Upper Secondary Schools – Tracing the Objects in Formative Interventions.
• Ødegaard, Kjersti Løken & Jensen, Ruth (2022). Formative interventions as a tool in leading reform work in upper secondary schools. A design and situational approach. .
• Hall, Jeffrey Brooks; Gunnulfsen, Ann Elisabeth & Jensen, Ruth (2022). Organizational tensions in the planning and enactment of the renewed state curriculum: the entrepreneurial role of school principals and superintendents in Norway.
• Jensen, Ruth (2021). Correction to: Exploring causal relationships qualitatively: An empirical illustration of how causal relationships become visible across episodes and contexts (Journal of Educational Change, (2021), 10.1007/s10833-021-09415-5). Journal of educational change. ISSN 1389-2843. doi: 10.1007/s10833-021-09427-1.
• Jensen, Ruth; Gunnulfsen, Ann Elisabeth; Abrahamsen, Hedvig Neerland; Helstad, Kristin & Ødegaard, Kjersti Løken (2021). Formative Interventions in School Leadership Teams in Upper Secondary Schools.
• Jensen, Ruth; Gunnulfsen, Ann Elisabeth; Abrahamsen, Hedvig Neerland; Helstad, Kristin & Ødegaard, Kjersti Løken (2021). Leading Reform Work in Upper Secondary Schools- Change Laboratories as Method (ChangeLead).
• Hall, Jeffrey Brooks; Gunnulfsen, Ann Elisabeth & Jensen, Ruth (2021). School principals and school superintendents as institutional entrepreneurs: Handling organizational tensions in the planning and enactment of the renewed state curriculum .
• Jensen, Ruth & Gunnulfsen, Ann Elisabeth (2020). Leading Reform Work in Upper Secondary Schools- Change Laboratories as Method (ChangeLead).
• Jensen, Ruth (2019). Partnerships between Educational Leaders and Researchers– how a Methodology Emerged .
• Gunnulfsen, Ann Elisabeth & Jensen, Ruth (2019). Experiencing the Use of Tools in School Leadership Programs in Two Different National Policy Contexts .
• 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 978-82-02-60554-4. p. 13–20.
• 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 978-82-02-60554-4. p. 211–218.
• Trujillo, Tina; Møller, Jorunn; Jensen, Ruth; Kissel, Rene & Larsen, Eivind (2018). Images of Educational Leadership: How Principals Make Sense of Democracy and Social Justice in Two Distinct Policy Contexts.
• Jensen, Ruth & Vennebo, Kirsten Foshaug (2017). Causation in Qualitative Research: An Empirical Example from the Perspective of CHAT .
• Jensen, Ruth (2017). A Cross-national Study of Tool Mediation in School Leadership Development Programs .
• Jensen, Ruth; Helstad, Kristin & Møller, Jorunn (2016). Skolelederutdanning og ledelsesutvikling i skolen. Acta Didactica Norge. ISSN 1504-9922. 10(4), p. 1–6.
• Vennebo, Kirsten Foshaug & Jensen, Ruth (2016). Case based Teaching and Learning in School Leadership Development .
• Jensen, Ruth & Vennebo, Kirsten Foshaug (2016). The role of qualitative research as a basis for developing school leadership - Causality in qualitative research.
• Jensen, Ruth & Vennebo, Kirsten Foshaug (2016). How "soft power" becomes visible in leadership development of principals .
• Vennebo, Kirsten Foshaug & Jensen, Ruth (2016). Authentic cases derived from school practices: Learning resources in school leadership development .
• Aas, Marit; Vennebo, Kirsten Foshaug; Helstad, Kristin & Jensen, Ruth (2015). Cased based instruction in school leadership education: Exploring how principals deal with complex leadership challenges .
• Vennebo, Kirsten Foshaug & Jensen, Ruth (2015). The use of authentic cases in school leadership program .
• Aas, Marit & Jensen, Ruth (2014). Ledelse av læringsarbeid. Å utforske praksis.
• Jensen, Ruth (2014). How Leadership Development Evolved in an Inter-professional Team: Crossing Timescales and Boundaries.
• Jensen, Ruth (2014). Entering the `black box´ of informal leadership development.
• Jensen, Ruth (2012). Tripartite Collaboration in a School-District-University Boundary Zone.
• Jensen, Ruth & Aas, Marit (2012). Å utforske praksis - videregående skole.
• Jensen, Ruth (2011). Reflection in a Boundary Zone.
• Jensen, Ruth (2011). Boundary touching in a tripartit partnership.
• Jensen, Ruth (2011). Leadership for learning. How do video sequences mediate professional development.
• Jensen, Ruth & Aas, Marit (2011). Å utforske peaksis- grunnskolen.
• Jensen, Ruth & Aas, Marit (2010). Å utforske praksis-barnehagen.
• Jensen, Ruth & Ottesen, Eli (2008). Distributed Leadership.
• Jensen, Ruth (2006). Educational leaders of learning communities focusing on teaching and learning.
• Gunnulfsen, Ann Elisabeth; Jensen, Ruth; Hall, Jeffrey Brooks; Abrahamsen, Hedvig Neerland; Kleveland, Heidi Merete & Olsen, Rolf Vegar (2022). Underveis med nytt læreplanverk: Ledelse, styring og støtteressurser. Det utdanningsvitenskapelige fakultet. ISSN 978-82-93847-09-0. 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 978-82-93847-02-1. Full text in Research Archive
• Jensen, Ruth (2014). Leadership development as boundary work. Inspired moments and longitudinal efforts. Doctoral thesis for the PhD. Universitetet i Oslo.
• Hammersvik, Charles; Jensen, Ruth & Møller, Jorunn (2007). En lærende skole. Skoler i utvikling - mange tilnærminger til organisasjonslæring. Utdanningsdirektoratet.
• Hammersvik, Charles & Jensen, Ruth (2005). Pedagogisk ledelse i et relasjonelt perspektiv- et aksjonsforskningsopplegg. Institutt for lærerutdanning og skoleforskning.

View all works in Cristin