Ann Elisabeth Gunnulfsen

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 & Larsen, Eivind (2021). The Norwegian case of school reform, external quality control, and the call for democratic practice. I Hytten, Kathy (Red.), Oxford Research Encyclopedia of Education. Oxford University Press. ISSN 9780190264093.
• 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. Vis sammendrag

  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.

• Gunnulfsen, Ann Elisabeth (2021). 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. ISSN 1360-3124. doi: 10.1080/13603124.2020.1854867.
• Gunnulfsen, Ann Elisabeth (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 (IJQM). ISSN 1609-4069. doi: 10.1177/16094069211028349. Fulltekst i vitenarkiv
• Gunnulfsen, Ann Elisabeth & Møller, Jorunn (2021). Production, Transforming and Practicing ‘What Works’ in Education–The Case of Norway. I Krejsler, John Benedicto & Moos, Lejf (Red.), What Works in Nordic School Policies?. Springer. ISSN 978-3-030-66629-3. s. 87–102. Fulltekst i vitenarkiv
• Lunde, Ida & Gunnulfsen, Ann Elisabeth (2021). Governance Through Digital Formations – The Case of ‘What Works’ in a Norwegian Education Context. I Krejsler, John Benedicto & Moos, Lejf (Red.), What Works in Nordic School Policies?. Springer. ISSN 978-3-030-66629-3. s. 195–212.
• Gunnulfsen, Ann Elisabeth (2020). School leadership and micro-policymaking in schools - time use and the collective care for the self. International Journal of Leadership in Education. ISSN 1360-3124.
• Gunnulfsen, Ann Elisabeth (2019). Ledelse, roller og makt i utviklingsarbeid . I Helstad, Kristin & Mausethagen, Sølvi (Red.), Nye lærer- og lederroller i skolen. Universitetsforlaget. ISSN 978-82-15-03407-2.
• Gunnulfsen, Ann Elisabeth & Jacobsen, Hilde Marie Madsø (2019). Bidrag til et mer motiverende ungdomstrinn? UH-sektorens erfaringer med intensjon og virkelighet i nasjonal politikkutforming. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 103(1), s. 29–41. doi: 10.18261/issn.1504-2987-2019-01-04.
• Skedsmo, Guri & Gunnulfsen, Ann Elisabeth (2019). Elevresultater og ledelsesstrategier i (sam)spill – skolelederes praksis for å følge opp resultater i skolen, Styring og ledelse i grunnopplæringen. Spenninger og dynamikker.. Cappelen Damm Akademisk. ISSN 978-82-02-60554-4. s. 56–72.
• 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
• 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 (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.
• 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.
• Brevik, Lisbeth M. & Gunnulfsen, Ann Elisabeth (2016). Differensiert undervisning for høytpresterende elever med stort læringspotensial. Acta Didactica Norge. ISSN 1504-9922. 10(2), s. 212–234. doi: 10.5617/adno.2554. Fulltekst i vitenarkiv
• 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 Elstad, Eyvind & Helstad, Kristin (Red.), Profesjonsutvikling i skolen. Universitetsforlaget. ISSN 978-82-15-02355-7. s. 331–349.

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• Gunnulfsen, Ann Elisabeth (2020). Utdanningsledelse som mikropolitisk praksis. Forhandling om mening, makt og posisjonering. . Universitetsforlaget. ISBN 978-82-15-03619-9. 213 s.
• 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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• Ødegaard, Kjersti Løken & Gunnulfsen, Ann Elisabeth (2022). Research-Practice Partnerships as Policy in School Reform Work. Intentions, Expectations and Legitimisation in Norwegian Reform Policy Documents.
• Gunnulfsen, Ann Elisabeth & Hall, Jeffrey Brooks (2022). School leaders' planning for curriculum reform in Norway - something old, something new, something borrowed, something true?
• Ødegaard, Kjersti Løken & Gunnulfsen, Ann Elisabeth (2022). Policy Demands on School Reform and Research-Practice Partnerships. Ideas and expectations in Norwegian policy documents.
• 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.
• Gunnulfsen, Ann Elisabeth & Hall, Jeffrey Brooks (2022). School Leaders' Planning for Curriculum Reform in Norwegian Schools: Something Old, Something New, Something Borrowed, Something True?
• Gunnulfsen, Ann Elisabeth (2021). Ledelse av reformarbeid i videregående skole- endringsverksteder som metode (Endringsledelse).
• Gunnulfsen, Ann Elisabeth (2021). Ledelse av reformarbeid i videregående skole- endringsverksteder som metode.
• Gunnulfsen, Ann Elisabeth (2021). Ledelse av reformarbeid i og på tvers av arenaer.
• Gunnulfsen, Ann Elisabeth (2021). Ledelse av reformarbeid i og på tvers av arenaer.
• Jensen, Ruth; Gunnulfsen, Ann Elisabeth; Abrahamsen, Hedvig Neerland; Helstad, Kristin & Ødegaard, Kjersti Løken (2021). Formative Interventions in School Leadership Teams in Upper Secondary Schools.
• Gunnulfsen, Ann Elisabeth & Larsen, Eivind (2021). The Norwegian Case of School Reform, External Quality Control, and the Call for Democratic Practice .
• Gunnulfsen, Ann Elisabeth & Møller, Jorunn (2021). Production, transforming and practicing ‘what works’ in education – the case of Norway .
• Gunnulfsen, Ann Elisabeth & Ottesen, Eli (2021). Ledelse av fagfornyelsen. Something old, something new, something borrowed, something blue.
• 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).
• Gunnulfsen, Ann Elisabeth & Abrahamsen, Hedvig Neerland (2021). Formative Interventions in School Leadership Teams in Upper Secondary Schools.
• 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 .
• Gunnulfsen, Ann Elisabeth & Hall, Jeffrey Brooks (2021). Forberedelse til fagfornyelse - andre vurderingsrapport . [Fagblad]. Bedre Skole 2/2021.
• Gunnulfsen, Ann Elisabeth & Hall, Jeffrey Brooks (2021). Evaluering av fagfornyelsens intensjoner, prosesser og praksiser EVA2020 Rapport 2.
• Gunnulfsen, Ann Elisabeth & Hall, Jeffrey Brooks (2021). Rapport 2: Fagfornyelsens forberedelser i praksis: Strategier, begrunnelser, spenninger.
• Skedsmo, Guri & Gunnulfsen, Ann Elisabeth (2020). School leadership in Norway: Key characteristics and current challenges.
• Jensen, Ruth & Gunnulfsen, Ann Elisabeth (2020). Leading Reform Work in Upper Secondary Schools- Change Laboratories as Method (ChangeLead).
• Gunnulfsen, Ann Elisabeth (2020). Ledelse av fagfornyelsen i institusjonsskoler - forhandling om mening, makt og posisjonering.
• Skedsmo, Guri & Gunnulfsen, Ann Elisabeth (2019). Elevresultater og ledelsesstrategier i (sam)spill – skolelederes praksis for å følge opp resultater i skolen.
• Roe, Astrid & Gunnulfsen, Ann Elisabeth (2019). Skolers bruk av resultater på nasjonale prøver. Bedre Skole. ISSN 0802-183X. 2019(3), s. 32–37.
• Hall, Jeffrey Brooks & Gunnulfsen, Ann Elisabeth (2019). Skolen og personvern: Dilemmaer for ledere og lærere .
• Gunnulfsen, Ann Elisabeth (2019). A more motivating lower secondary school? The University and College Sector’s experience with Intentions and Reality in National Policy Design .
• Gunnulfsen, Ann Elisabeth & Jensen, Ruth (2019). Experiencing the Use of Tools in School Leadership Programs in Two Different National Policy Contexts .
• Gunnulfsen, Ann Elisabeth (2019). The context of time, talk and power in policy making A study of how school professionals deal with policy intentions.
• Gunnulfsen, Ann Elisabeth (2019). Micro Policy Making in Schools The role of Leadership in Test-based Accountability Dynamics in Norway .
• Gunnulfsen, Ann Elisabeth (2018). Micro Policy Making in Schools The contexts of power, talk and time .
• Gunnulfsen, Ann Elisabeth & Møller, Jorunn (2018). Ledelse som drivkraft for utvikling.
• Gunnulfsen, Ann Elisabeth & Hall, Jeffrey Brooks (2018). Ledelse av læreplanarbeid i et juridisk perspektiv.
• Gunnulfsen, Ann Elisabeth (2018). Ledelse, læreres praksis og bruk av resultater på nasjonale prøver .
• Gunnulfsen, Ann Elisabeth (2018). How do teachers use national test results? Exploring testing policies, teacher practice and principals’ facilitation.
• 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). School Leaders’ and Teachers’ Work with National Test Results: Lost in Translation? .
• Gunnulfsen, Ann Elisabeth (2017). How do teachers use national test results? Exploring testing policies, teacher practice and principals facilitating .
• Gunnulfsen, Ann Elisabeth (2017). Norwegian School Leaders’ and Teachers’ Use of National Test Results: Opportunities Lost? .
• Gunnulfsen, Ann Elisabeth (2017). Kva skjer på skulane? Korleis bruker skulane resultata på nasjonale prøver i sitt arbeid med skuleutvikling og elevane si læring?
• Helstad, Kristin & Gunnulfsen, Ann Elisabeth (2017). Når UIU møter UIO: Språk og systemer i spill.
• 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.
• Gunnulfsen, Ann Elisabeth (2016). National Testing. gains or Strains? School Leaders' Responses to Policy Demands.
• 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.
• 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). 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” .
• 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. Fulltekst i vitenarkiv
• Ottesen, Eli; Colbjørnsen, Tor; Gunnulfsen, Ann Elisabeth; Hall, Jeffrey Brooks & Jensen, Ruth (2021). Fagfornyelsens forberedelser i praksis: Strategier, begrunnelser, spenninger. Det Utdanningsvitenskapelige fakultet, Universitetet i Oslo. ISSN 978-82-93847-02-1. Fulltekst i vitenarkiv
• Gunnulfsen, Ann Elisabeth (2018). Micro Policy Making in Schools. Use of National Test Results in a Norwegian Context. Det utdanningsvitenskapelige fakultet.

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