Ann Elisabeth Gunnulfsen

Førsteamanuensis - Institutt for lærerutdanning og skoleforskning

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E-post a.e.gunnulfsen@ils.uio.no

Telefon +47-22858557

Mobiltelefon 97759928 +4797759928

Brukernavn

Besøksadresse Moltke Moes vei 35 Niels Henrik Abels hus 0851 OSLO

Postadresse Postboks 1099 Blindern 0317 OSLO

Pressebilde Last ned visittkort

Ann Elisabeth Gunnulfsen er ansatt som universitetslektor ved Institutt for lærerutdanning og skoleforskning (ILS), Universitetet i Oslo. Hun har jobbet ved ILS i ulike roller siden 2012, og avla i juni 2018 doktorgraden om styring av og ledelse i skolen. Avhandlingen hennes omhandler hvordan rektorer, mellomledere og lærere meningsforhandler og håndterer styringssignaler i skolen.

For tiden er hun involvert i den internasjonale EU-finansierte prosjektet: "Reforming Schools Globally: A Multi-Scalar Analysis of Autonomy and Accountability Policies in the Education Sector (REFORMED). Dette er et forskningsprosjekt med samarbeid mellom Autonome Universitetet i Barcelona og Institutt for lærerutdanning og skoleforskning ved Universitetet i Oslo. Prosjektet har til hensikt å forstå praksiser for styring og ansvarlighet i skoler og kommuner.

Gunnulfsen underviser på Masterprogrammet i Utdanningsledelse og Rektorutdanningen og er involvert i arbeidet med desentralisert skoleutvikling (DKU). Hun er medlem av forskergruppen CLEG (Curriculum Studies, Leadership and Educational Governance), ved det Utdanningsvitenskapelige fakultet.

http://www.uio.no/studier/emner/uv/ils/UTLED4111/...

http://gunnulfsen.wordpress.com/

Researcher unique identifier: https://orcid.org/0000-0002-2406-9729

Bakgrunn

2018 - Universitetslektor

2018: PhD

2010: Master of Philosophy (Master i utdanningsledelse), University of Oslo

Har 20 års erfaring som lærer og skoleleder i grunnskolen (barnetrinn og ungdomstrinn).

Prosjektleder for Kunnskapsløftet - fra ord til handling.

Pedagogisk veileder for kommunale og interkommunale utviklingsprosjekter med særlig fokus på vurdering, læreplanarbeid, elevenes læringsmiljø og lese- læringsstrategier.

Fagbokforfatter - lesing av fagtekster i alle fag på alle trinn, samt bok om skoleledelse og juss.

Gjesteforskeropphold

Gjesteforsker ved University of California, Berkeley - Graduate School of Education, studieåret 2015/2016. https://gse.berkeley.edu/

Medieoppslag

"Brukes nasjonale prøver i vurderingsarbeidet?" I Skolelederen nr 3, 2017.

Emneord: Utdanningsledelse, Styring av utdanning, Læring, Læring og utdanning, CLEG, Nasjonale prøver, Testing, Læreplan

Gunnulfsen, A. E., & Jacobsen, H. M. M. (2019). Bidrag til et mer motiverende ungdomstrinn? UH-sektorens erfaringer med intensjon og virkelighet i nasjonal politikkutforming. Norsk pedagogisk tidsskrift, 103(01), 29-41.

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.

Gunulfsen, A. E., (2009). Masteroppgave: "Det handler om å nå ut. Hvordan oppfatter utdanningsforskere sitt bidrag til utvikling i skolen?"

Brevik, L. & Gunnulfsen, A.E. (2012). Les mindre - forstå mer! Strategier for lesing av fagtekster 8. - 13. trinn. Oslo: Gyldendal Akademisk Forlag.

Brevik, L. & Gunnulfsen, A.E. (2011). Les mindre - forstå mer! Strategier for lesing av fagtekster 1. - 7. trinn. Oslo: Gyldendal Akademisk Forlag.

For 1. - 7. trinn: http://www.gyldendal.no/Gyldendal-Akademisk/Pedagogikk/Fagdidaktikk/Les-mindre-forstaa-mer

For 8. - 13. trinn: http://www.gyldendal.no/Salgsbrev/Pedagogikk/Les-mindre-forstaa-mer/Les-mindre-forstaa-mer-8.-13.trinn

Gunnulfsen, Ann Elisabeth & Jacobsen, Hilde Marie Madsø (2019). Gunnulfsen, A. E., & Jacobsen, H. M. M. (2019). Bidrag til et mer motiverende ungdomstrinn?. Norsk pedagogisk tidsskrift, 103(01), 29-41.. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 103(1), s 29- 41
Brevik, Lisbeth M.; Gunnulfsen, Ann Elisabeth & Renzulli, Joseph (2018). 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: 10.1016/j.tate.2017.12.003 Fulltekst i vitenarkiv. Vis sammendrag
This article presents a qualitative study concerning student teachers’ understanding of differentiation for high-achieving secondary school students. Predominantly using focus group interviews of Norwegian student teachers (N = 322), this study identified their understanding of the use and value of differentiation, drawing from their teaching practice and experience. This study supports the notion that student teachers lack confidence in enacting differentiation, despite being aware of its importance, when working with these students. We contend that teacher education needs to pay more attention to helping student teachers effectively differentiate to meet the needs of high-achieving students with higher learning potential.
Gunnulfsen, Ann Elisabeth & Roe, Astrid (2018). Investigating teachers’ and school principals’ enactments of national testing policies: A Norwegian study. Journal of Educational Administration. ISSN 0957-8234. 56(3), s 332- 349 . doi: 10.1108/JEA-04-2017-0035 Fulltekst i vitenarkiv.
Gunnulfsen, Ann Elisabeth (2017). School leaders' and teachers' work with national test results: Lost in translation?. Journal of educational change. ISSN 1389-2843. s 1- 25 . doi: 10.1007/s10833-017-9307-y Fulltekst i vitenarkiv.
Gunnulfsen, Ann Elisabeth & Møller, Jorunn (2017). National Testing: Gains or Strains? School Leaders’ Responses to Policy Demands. Leadership and Policy in Schools. ISSN 1570-0763. 16(3), s 455- 474 . doi: 10.1080/15700763.2016.1205200
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, Ann Elisabeth (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 Environments. ISSN 2050-3954. . doi: 10.1504/IJSMILE.2016.077596
Gunnulfsen, Ann Elisabeth & Colbjørnsen, Tor (2015). Forskningsinformert skoleledelse i praksis. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 99(2), s 124- 135
Helstad, Kristin & Gunnulfsen, Ann Elisabeth (2014). Skolebasert kompetanseutvikling. Samarbeid mellom skoler og kompetansemiljøer om ledelse og profesjonsutvikling, I: Eyvind Elstad & Kristin Helstad (red.), Profesjonsutvikling i skolen. Universitetsforlaget. ISBN 978-82-15-02355-7. Kapittel 18. s 331 - 349

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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 The contexts of power, talk and time.
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 & Møller, Jorunn (2018). Ledelse som drivkraft for utvikling.
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. Vis sammendrag
In Norwegian secondary schools, there are gifted and talended pupils in all classes. This is part of the inclusive education in Norwegian public schools. However, criticism has been voiced that these students do not receive adapted education and that their teachers do not excercise ambitions on their behalf. Instead, poor pupils are particularly targeted, which often resuts in too low ambitions on behalf of all pupils in class. Research and literature describing gifted and talented pupils either (a) concern exceptional students in other countries, e.g. the USA, or (b) exceptional students in Norway who are exceptional in terms of being markedly better than their peers in the same class. In the present study, we attempt to generate knowledge from student teachers and their perception of who gifted and talended pupils are - within the "normal" abilities framed for example by the grade system where 1 is the lowest grade and 6 the best. Those we ask the student teachers to identify are those who would receive the highest grades, 5 and 6. The study is framed within Vygotskian theory on the active student and the proximal zone of development (Vygotsky, 1987), in addition to theories on giftedness (Bruner, 1969; Piaget & Cook, 1952; Renzulli; 2002). One aim has been to compare the information from the student teachers with these theories. A second aim has been to generate knowledge of how to prepare student teachers for teaching gifted and talented pupils, to have ambitions on their behalf and to teach them how to design their instruction in order to help these pupils develop as learners, in terms of adapted teaching.
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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Publisert 14. aug. 2012 08:50 - Sist endret 8. apr. 2019 21:08

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Forskergrupper

CLEG - Læreplanstudier, utdanningsledelse og styring