Jeffrey B. Hall

Meland, R., & Hall, J. (2026). Balancing law and curriculum: principals’ discourse on the enactment of governance instruments. Journal of Educational Administration and History (Online first, Open Access), 1–20. https://doi.org/10.1080/00220620.2026.2708087

Hall, J. B. & Meland, R. (in press). The impact of juridification in primary and secondary education: shifts in Norwegian legislation and policy. In: M. R. Legge & M. Zamboni (red.). Juridification of Educational Spheres. Eddy/Stockholm. pp. 1-20.

Hall, J.B. & Karseth, B. (2025). Juridification of Norwegian education: students’ rights to a safe and good school environment. Journal of Education Policy (Open Access), 40(6), s. 1000–1021. https://doi.org/10.1080/02680939.2025.2537179

Skedsmo, G., Jensen, R. & Hall, J. B. (Eds.) (2025). Fullført og bestått – lovende og frafallshemmende praksiser for å beholde elevene i opplæringsløpet. Cappelen Damm Akademisk. ISBN 978-82-02-81514-1. 220 p.

Hall, J. & Jensen, R. (2025). Nasjonal forventningsstyring og frafall i grunnopplæringen – politikeres og statstjenestepersoners refleksjoner, In: G. Skedsmo et al. (Eds.). Fullført og bestått – lovende og frafallshemmende praksiser for å beholde elevene i opplæringsløpet. Cappelen Damm Akademisk. ISSN 9788202815141.

Skedsmo, G., Jensen, R. & Hall, J. (2025). Lovende og frafallshemmende praksiser – muligheter og utfordringer, In: G. Skedsmo et al. (Eds.). Fullført og bestått – lovende og frafallshemmende praksiser for å beholde elevene i opplæringsløpet. Cappelen Damm Akademisk. ISSN 9788202815141. pp. 195–201.

Jensen, R. & Hall, J. (2025). Skolenes strategiske arbeid for å beholde elevene: aktørene, her og nå-arbeidet, praksisene og tilpasningene, In: G. Skedsmo et al. (Eds.). Fullført og bestått – lovende og frafallshemmende praksiser for å beholde elevene i opplæringsløpet. Cappelen Damm Akademisk. ISSN 9788202815141.

Hall, J.B., Møller, J. & Rönnberg, L. (2024). (Re)configurations of public education: Marketisation, teacher professionalism, and individual rights of students and educators in Norway and Sweden. Critical Studies in Education (Online first, Open Access). https://doi.org/10.1080/17508487.2024.2420340

Gunnulfsen, A. E. & Hall, J. B. (2024). Rektor som rettsanvender - juridisk tenkning som verktøy for ledelse i skolen. Fagbokforlaget. ISBN 9788245044768. 194 p.

Hall, J. B., Gunnulfsen, A. E. & Jensen, R. (2024). Organisational arrangements, resources and tensions in the enactment of a renewed state curriculum: the entrepreneurial role of principals and superintendents. Journal of Educational Administration and History (Open Access), 56(2), 202–219. https://doi.org/10.1080/00220620.2023.2175801

Gunnulfsen, A. E. & Hall, J. B. (2023). Reform Planning Strategies: A Micro-Policy Case of Norwegian School Principals. Scandinavian Journal of Educational Research (Open Access). https://doi.org/10.1080/00313831.2023.2228830

Hall, J. B. & Johansson, L. (2023). Shifting school environment policies: A Deleuzian problematisation of universal rights in Norwegian education. Policy Futures in Education. (Open Access). https://doi.org/10.1177/14782103231177614

Johansson, L. & Hall, J. B. (2020). Research Ethics of Becoming: Approaches Beyond Moral Laws. International Review of Qualitative Research 12(4), 413-432.

Hall, J. B., Lindgren, J. & Sowada, M. (2019). Inspectors as information-seekers. In: S. Van de Walle & N. Raaphorst (Eds.), Inspectors and enforcement at the front line of government. Palgrave Macmillan. ISBN 978303004057-4, pp. 35-58.

Hall, J. B. (2019). Rettslig styring og rettsligjøring av grunnopplæringen - konsekvenser for skoleledere som juridiske aktører, In: R. Jensen et al. (Eds.). Styring og ledelse i grunnopplæringen. Spenninger og dynamikker.. Cappelen Damm Akademisk. ISSN 9788202605544. pp. 39–55.

Hall, J. B. (2018). The performative shift: middle leadership 'in the line of fire'. Journal of Educational Administration and History 50(4), 364 - 378.

Hall, J. B. (2018). Processes of reforming: The case of the Norwegian state school inspection policy frameworks. Education Inquiry 9(4), 397-414 (Open Access).

Hall, J. B. (2017). Statlig tilsyn av skoler i Norge: sikring av likeverdig opplæring?. In: S. Scheutz (Ed.) En likvärdig skola för alla (3). Iustus Förlag. ISBN 9789176789940, pp. 37-56.

Hall, J. B. & Sivesind. K. (2017). State school inspection policy in Norway and Sweden (2002–2012): a reconfiguration of governing modes?. In: S. J. Ball (Ed.). Governing by numbers - Education, governance, and the tyranny of numbers. Routledge. ISBN 9781138701151, pp. 131-160.

Hall, J. B. (2017). "Governing by templates" through new modes of school inspection in Norway. Journal of Educational Change, 18(2), 161-182.

Hall, J. B. (2017). Examining School Inspectors and Educational Directors within the Organisation of School Inspection Policy: Perceptions and Views. Scandinavian Journal of Educational Research, 61(1), 112-126.

Hall, J. B. (2016). State School Inspection: The Norwegian Example. (Thesis for the degree of PhD). Faculty of Educational Sciences, University of Oslo.

Sivesind, K.; Skedsmo, G. & Hall, J. B. (2016). Et felles nasjonalt tilsyn: Om rammeverk og reformbaner gjennom historien. In K. Andenæs & J. Møller (Eds.), Retten i skolen - mellom pedagogikk, juss og politikk. Universitetsforlaget. ISSN 9788215026671. pp. 99–119.

Hall, J. B. (2016). Nasjonalt tilsyn: et skritt fra lovregulering til evaluering av innhold? In: K. Andenæs & J. Møller (Eds.), Retten i skolen - mellom pedagogikk, juss og politikk. Universitetsforlaget. ISSN 9788215026671. pp. 279–296.

Gunnulfsen, A. E. & Hall, J. B. (2015). En skoleleders dagbok - profesjonell praksis og juridisk skjønn. Gyldendal Akademisk. ISBN 9788205459489. 232 p.

Hall, J. B. & Sivesind, K. (2015). State School Inspection Policy in Norway and Sweden (2002-2012): a reconfiguration of governing modes? Journal of Education Policy, 30(3), 429-458 (Open Access).

• Meland, Ragnhild & Hall, Jeffrey (2026). Balancing law and curriculum: principals’ discourse on the enactment of governance instruments. Journal of Educational Administration & History. ISSN 0022-0620. s. 1–20. doi: 10.1080/00220620.2026.2708087. Fulltekst i vitenarkiv
• Hall, Jeffrey & Karseth, Berit (2025). Juridification of Norwegian education: students’ rights to a safe and good school environment. Journal of Education Policy. ISSN 0268-0939. 40(6), s. 1000–1021. doi: 10.1080/02680939.2025.2537179. Fulltekst i vitenarkiv Vis sammendrag

  Juridification implies increased focus on the law, having clear implications for society as well as in a school setting. Concurrently, individual rights are arguably more in the limelight than previously. The purpose of this paper is to study how amendments to the Education Act may be understood as expressions of juridification in Norwegian schools. The issue in question is two-fold: first, we examine how zero-tolerance towards degrading treatment in schools has emerged over the last five decades, and secondly, we study how zero-tolerance is addressed by key actors through consultation hearings. Drawing on the theoretical perspectives of juridification of and previous empirical research in the Nordics, this study unpacks changes in Norwegian legislation, more closely Chapter 9A (now 12) of the Education Act, ensuring students’ individual right to a safe and good school environment. Through a practice-oriented policy analysis, we draw on the trajectory of key documents leading up to amendments in 2017, as well as consultation hearings, in addition to the Education Act. The findings suggest that these shifts have been paramount in challenging school leaders’ professional discretion. For example, we identify a general increase in regulation, testing established practices and positions within and across schools.

• Hall, Jeffrey & Jensen, Ruth (2025). Nasjonal forventningsstyring og frafall i grunnopplæringen – politikeres og statstjenestepersoners refleksjoner, Fullført og bestått – lovende og frafallshemmende praksiser for å beholde elevene i opplæringsløpet. Cappelen Damm Akademisk. ISSN 9788202815141. Fulltekst i vitenarkiv
• Skedsmo, Guri; Jensen, Ruth & Hall, Jeffrey (2025). Lovende og frafallshemmende praksiser – muligheter og utfordringer, Fullført og bestått – lovende og frafallshemmende praksiser for å beholde elevene i opplæringsløpet. Cappelen Damm Akademisk. ISSN 9788202815141. s. 195–201. Fulltekst i vitenarkiv
• Jensen, Ruth & Hall, Jeffrey (2025). Skolenes strategiske arbeid for å beholde elevene: aktørene, her og nå-arbeidet, praksisene og tilpasningene, Fullført og bestått – lovende og frafallshemmende praksiser for å beholde elevene i opplæringsløpet. Cappelen Damm Akademisk. ISSN 9788202815141. Fulltekst i vitenarkiv
• Hall, Jeffrey; Møller, Jorunn & Rönnberg, Linda (2024). (Re)configurations of public education: Marketisation, teacher professionalism, and individual rights of students and educators in Norway and Sweden. Critical Studies in Education. ISSN 1750-8487. doi: 10.1080/17508487.2024.2420340. Fulltekst i vitenarkiv Vis sammendrag

  This article studies the (re)configurations of ‘public education’ in Norway and Sweden by empirically unpacking connections between marketisation, teacher professionalism and schools’ mandate to secure the individual rights of students and teachers. These countries share considerable common cultural and political history; however, they display varying trajectories and configurations in both educational policy and practice. This makes these cases particularly useful for comparing how ‘publicness’ and ‘public education’ are (re)configured in the two Nordic welfare states. This comparative exploration is framed by four dimensions of public schooling regarding national policy set-ups expressed through control, access, funding, and teaching. The data includes official policy documents, such as legislation and government reports. We unpack and discuss commonalities and differences by relating them to multiple issues of (re)configured ‘publicness’ and its implications. Moreover, we argue that the differences in the degrees to which inflows have shaped the Norwegian and Swedish education systems (despite their similarities) offer valuable opportunities for exploring (re)configurations of the notion of publicness.

• 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. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Gunnulfsen, Ann Elisabeth & Hall, Jeffrey (2023). Reform planning strategies: a micro-policy case of Norwegian school principals. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2023.2228830. Fulltekst i vitenarkiv Vis sammendrag

  This paper investigates how Norwegian school principals prepared to carry out the LK20 reform process. The importance of school principals and middle-level leaders as enactors of change efforts results from their close ties to teachers and teacher classroom practices. This suggests that without negotiation and support from micro-policy actors, such as school principals, reforms are unlikely to be realized as intended and are therefore likely to fail. The present study was based on interviews and video observations of principals and leader team meetings. The findings demonstrate that school principals’ interpretations of policy intentions through their enforcement of curriculum reform demands are closely connected to their schools’ organizational contexts. The planning process involves recycling previous plans and customizing them to new ones. Opportunities and challenges are illuminated when school principals provide counter-discourses in the planning process.

• Hall, Jeffrey Brooks & Johansson, Lotta (2023). Shifting school environment policies: A Deleuzian problematisation of universal rights in Norwegian education. Policy Futures in Education. 0. doi: 10.1177/14782103231177614. Fulltekst i vitenarkiv Vis sammendrag

  The learning environment of students is a fundamental part of school life, both socially and academically. The ambition to create a school serving the best interests of all children is explored by analysing key concepts encompassing students’ right to a healthy school environment, and examining how this discourse has unfolded over five decades in Norway. A conceptual analysis concerning the school environment, inspired by Deleuze and Guattari, is proposed and introduced as ‘regulative vector concepts’. The article examines key changes regarding students’ school environment, shifting from work environment to learning environment. As one consequence of the conceptual shifts, the individual rights of students have been ensured, such as through recent amendments in regulation. These concepts are understood as potential answers to already existing problems that policy and regulation attempt to encompass by producing new concepts, new policy and regulation.

• Johansson, Lotta & Hall, Jeffrey Brooks (2020). Research Ethics of Becoming: Approaches Beyond Moral Laws. International review of Qualitative Research. ISSN 1940-8447. 12(4), s. 413–432. doi: 10.1525/irqr.2019.12.4.413. Fulltekst i vitenarkiv Vis sammendrag

  This paper explores the post-qualitative notion of “ethics of becoming” through a critique of common understandings of ethical approaches to research. By applying Deleuze’s reading of Spinoza, the ethics of becoming are discussed using empirical examples from field studies. Attention is given to how ethically challenging moments arise in the imminent space beyond humanism, in which commonly acknowledged handbooks insufficiently prepare the researcher for what is to (be)come. The analysis demonstrates that an ethic of becoming does not direct attention toward moments of stability, as universal ethics usually do, but toward the situation of becomings, and of new relations which are created in the moments of research.

• Hall, Jeffrey Brooks (2019). Rettslig styring og rettsligjøring av grunnopplæringen - konsekvenser for skoleledere som juridiske aktører, Styring og ledelse i grunnopplæringen. Spenninger og dynamikker.. Cappelen Damm Akademisk. ISSN 9788202605544. s. 39–55. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks; Lindgren, Joakim & Sowada, Moritz (2019). Inspectors as information-seekers. I Walle, Steven Van de & Raaphorst, Nadine (Red.), Inspectors and Enforcement at the Front Line of Government. Palgrave Macmillan. ISSN 9783030040574. s. 35–58. doi: 10.1007/978-3-030-04058-1_3. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2018). The performative shift: middle leadership 'in the line of fire'. Journal of Educational Administration & History. ISSN 0022-0620. 50(4), s. 364–378. doi: 10.1080/00220620.2018.1518317. Fulltekst i vitenarkiv Vis sammendrag

  State school inspection in Norway is currently changing with targeted schools becoming subject to more complex methods of inquiry. Not only school principals but middle leaders are exposed to this shifting system, for the latter are in the frontline of their schools’ everyday practices. The article examines how state school inspection is used as means of controlling legal compliance, as well as evaluating the formative assessment routines and practices of schools, middle leaders, and individual teachers. Drawing on the concepts of accountability and performativity, field observations of inspectors interrogating department heads in primary education are analysed. The empirical study demonstrates how use of standardised rubrics steer the inspection process in schools, aiming more towards completing on task, rather than supporting middle leaders in their struggle to comply with legal standards. During such interrogation, the department heads comply with the system, and are at the same time open towards the inspectors’ questioning concerning the school’s lack of fully implemented routines.

• Hall, Jeffrey Brooks (2018). Processes of reforming: The case of the Norwegian state school inspection policy frameworks. Education Inquiry. 9(4), s. 397–414. doi: 10.1080/20004508.2017.1416247. Fulltekst i vitenarkiv Vis sammendrag

  State school inspection in Norway has undergone multiple reform initiatives from the state level, a system predominantly aimed at controlling legal compliance of school districts and individual schools. Rather than focusing on policy reform, this paper draws attention to how enactment of state inspection policy has taken place through institutional and dynamic processes of reforming, within and across hierarchical levels in organisations. Theoretically, the study applies an institutional understanding of the actor-centred concepts of reforming and policy enactment. The paper historically analyses how inspection policy frameworks in Norway have evolved from control and support, via mere compliance control, to more recently include modes of evaluation and potential support. Finally, the paper suggests that, by focusing on the dynamic relations and processes of policy enactment, it is possible to fully capture the complexity of reforming state inspection of schools.

• Hall, Jeffrey Brooks (2017). Statlig tilsyn av skoler i Norge: sikring av likeverdig opplæring? I Scheutz, Sverker (Red.), En likvärdig skola för alla. Iustus förlag. ISSN 9789176789940. s. 37–55. Fulltekst i vitenarkiv Vis sammendrag

  Internasjonalt er det gjennomført en rekke studier som undersøker hvordan skolen, skoleledere, elever og skolesamfunnet for øvrig blir påvirket av ulike former for statlige styringsverktøy. I norsk sammenheng, som i andre europeiske og nordiske kontekster, innebærer dette at utdanningssektoren er gjenstand for en rekke politiske reformer og ulike forsøk på å styre skolen gjennom for eksempel læreplaner, nasjonale prøver, lovverk og tilsyn. Formålet med dette kapitlet er å drøfte hvordan nasjonalt tilsyn av skoler i Norge, fra et historisk og styringsmessig perspektiv, i hovedtrekk har beveget seg siden midten av det 19. århundre. Hovedfokuset er på nyere endringer fra 2006 og frem til i dag. Videre tar kapitlet opp i hvilken grad slike skifter i tilsynspolitikken kan bidra til å sikre elevenes rett til en likeverdig opplæring, gjennom kontroll av regeletterlevelse, men også ideelt sett gjennom å gi veiledning og støtte til skoler slik at deres rettslige praksis er på linje med lovverket. Kapitlet vil trekke på forskningsresultater innenfor områdene tilsyn, styring og utdanningsrettslige problemstillinger, men også relevante styringsdokumenter og lovtekster I dette kapitlet vil jeg først gjøre rede for noen hovedtrekk i forskningskonteksten innenfor skoleinspeksjonsstudier.2 Deretter vil jeg presentere en tredelt historisk analyse, med vekt på den norske casen i fortid, nåtid og i fremtiden. Til slutt vil jeg diskutere og trekke opp noen implikasjoner i forhold til hvilken retning det norske, statlige tilsynet synes å bevege seg. Dette vil sees i forhold til i hvilken utstrekning elevenes rett til likeverdig opplæring blir ivaretatt gjennom tilsynet. Dette er en akseptert versjon av et kapittel utgitt i En likvärdig skola för alla, red. Sverker Scheutz. © 2017 Iustus förlag

• Hall, Jeffrey Brooks & Sivesind, Kirsten (2017). State School Inspection Policy in Norway and Sweden (2002-2012): A reconfiguration of governing modes? I Ball, Stephen (Red.), Governing by numbers: Education, governance, and the tyranny of numbers. Routledge. ISSN 9781138701151. s. 131–160. doi: 10.4324/9781315203898-8. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2017). "Governing by templates" through new modes of school inspection in Norway. Journal of educational change. ISSN 1389-2843. 18(2), s. 161–182. doi: 10.1007/s10833-017-9295-y. Fulltekst i vitenarkiv Vis sammendrag

  To date, few observational studies have addressed Scandinavian school inspectors in the field, specifically how inspectors use templates to monitor the formative assessment routines of schools and local school authorities. This paper investigates how the current inspection handbook is being adopted and enacted on the municipal level and the school level in Norwegian compulsory schools. Specifically, this study illuminates through observation two empirical examples of how one of the 17 County Governors’ Offices, as part of a larger study, conducted regular, state school inspection. Conceptually, the paper focuses on how inspection guides and steers though use of fixed templates. Analysis shows that inspectors and schools under scrutiny are struggling in combining the traditional focus on legal compliance with a more performative emphasis on formative assessment of students. In addition, the examples given highlight how combining field observation and the concept of “governing by templates” contributes to school inspection studies, in a dynamic policy context undergoing substantial change. This is a post-peer-review, pre-copyedit version of an article published in Journal of Educational Change. The final authenticated version is available online at: http://dx.doi.org/10.1007/s10833-017-9295-y

• Hall, Jeffrey Brooks (2016). Examining school inspectors and education directors within the organisation of school inspection policy: perceptions and views. Scandinavian Journal of Educational Research. ISSN 0031-3831. 61(1), s. 112–126. doi: 10.1080/00313831.2015.1120234. Fulltekst i vitenarkiv Vis sammendrag

  State school inspection creates expectations in the interface between transnational ideas and national policy contexts. However, few Scandinavian studies address how new expectations currently shape the role of school inspectors, relating to national policy frameworks and transnational influences. This article investigates how inspectors and education directors understand and reformulate their regulatory roles through governing schools and local school authorities, in relation to the new framework for school inspection policy in Norway. Using data from the LEX-EL project, semi-structured interviews with three educational directors and six school inspectors in three County Governors’ Offices were analysed. The article draws on organizational theory, interpreted within the concept of institutionalization. Findings suggest inspectors function as change agents, experiencing greater dependency through inter- and intra-institutional cooperation than previously. Additionally directors are more tightly coupled to their counterparts in other counties. Moreover, the role of school inspectors is changing, moving from a compliancy-based focus to increased emphasis on selfevaluation and quality assessment. © 2016 Taylor & Francis

• Sivesind, Kirsten; Skedsmo, Guri & Hall, Jeffrey Brooks (2016). Et felles nasjonalt tilsyn: Om rammeverk og reformbaner gjennom historien. I Andenæs, Kristian & Møller, Jorunn (Red.), Retten i skolen - mellom pedagogikk, juss og politikk. Universitetsforlaget. ISSN 9788215026671. s. 99–119. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2016). Nasjonalt tilsyn: et skritt fra lovregulering til evaluering av innhold? I Andenæs, Kristian & Møller, Jorunn (Red.), Retten i skolen - mellom pedagogikk, juss og politikk. Universitetsforlaget. ISSN 9788215026671. s. 279–296. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks & Sivesind, Kirsten (2015). State School Inspection Policy in Norway and Sweden (2002-2012): a reconfiguration of governing modes? Journal of Education Policy. ISSN 0268-0939. 30(3), s. 429–458. doi: 10.1080/02680939.2014.945488. Fulltekst i vitenarkiv Vis sammendrag

  There is growing research interest in school inspection throughout Europe; however, there have been few comparative studies between Swedish and Norwegian school inspectorates. Such a study is necessary since little is known about how inspection policies are shaped through ‘governing modes’ in the two Nordic countries. This paper explores the similarities and differences between state school inspection policies within the two countries from 2002 to 2012. Based on a rigorous, comparative document analysis of 23 policy documents, a particular focus is given to how school inspection adheres to professional-bureaucratic control as a mode of governing and/or details national expectations through performance audit, potentially intervening into school practices. We demonstrate that even if the cases of public administration seem to be somewhat homogenous from the outside, there is substantial evidence of major differences in the inspection policies of these two countries which can be explored by comparative analysis. Specifically, this paper contributes both conceptually and comparatively to understanding how a study of purposive and evaluative modes of governing can add to the field of school inspection studies. The final version of this research has been published in the Journals of Education Policy. © 2014 Taylor & Francis

Se alle arbeider i NVA

• Skedsmo, Guri; Jensen, Ruth & Hall, Jeffrey (2025). Fullført og bestått – lovende og frafallshemmende praksiser for å beholde elevene i opplæringsløpet. Cappelen Damm Akademisk. ISBN 9788202815141. Fulltekst i vitenarkiv
• Gunnulfsen, Ann Elisabeth & Hall, Jeffrey Brooks (2024). Rektor som rettsanvender - Juridisk tenkning som verktøy for ledelse i skolen. Fagbokforlaget. ISBN 9788245044768. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks & Gunnulfsen, Ann Elisabeth (2015). En skoleleders dagbok: Profesjonell praksis og juridisk skjønn. Gyldendal Akademisk. ISBN 9788205459489. 232 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Gunnulfsen, Ann Elisabeth & Hall, Jeffrey (2026). Krisefortellinger og krisen som uteble | DN. Fulltekst i vitenarkiv Vis sammendrag

  Hvilken kunnskap skal styre skolen?

• Hall, Jeffrey (2026). Navigating the complex landscape of law and policy: perspectives on the governance of primary and secondary education. doi: https:/www.phil.fau.eu/events/ed-gov-dialogues-navigating-the-complex-landscape-of-law-and-policy-perspectives-on-the-governance-of-primary-and-secondary-education-prof-dr-jeff-b-hall-university-of-oslo/. Fulltekst i vitenarkiv
• Meland, Ragnhild & Hall, Jeffrey (2026). Balancing law and curriculum: Principals' discourse on the enactment of governance instruments. Fulltekst i vitenarkiv
• Hall, Jeffrey (2025). Statstjenestepersoners og politikeres strategier i frafallshemmende arbeid . doi: https:/www.uv.uio.no/ils/om/aktuelt/arrangementer/skolelederdagen/index.html. Fulltekst i vitenarkiv
• Hall, Jeffrey & Jensen, Ruth (2025). Dropout in upper-secondary education as a “wicked problem”: Legislation, policy, and the expectations of experts at the state level. Fulltekst i vitenarkiv
• Hall, Jeffrey (2025). Nasjonal forventningsstyring og frafall i grunnopplæringen – politikeres og statstjenestepersoners refleksjoner. Fulltekst i vitenarkiv
• Skedsmo, Guri; Hall, Jeffrey & Jahreie, Josefine (2025). International Research on Strategies to Prevent Dropout and Retain Students in Secondary Education. Fulltekst i vitenarkiv
• Hall, Jeffrey & Jensen, Ruth (2025). Nasjonal forventningsstyring og frafall i grunnopplæringen – politikeres og statstjenestepersoners refleksjoner. Fulltekst i vitenarkiv
• Hall, Jeffrey & Møller, Jorunn (2025). Public education for democracy in the current geopolitical situation: A Nordic example. Fulltekst i vitenarkiv Vis sammendrag

  https://video.manchester.ac.uk/faculties/8856f85434e41fb156ec49cee2ff2134/e42794b0-0c40-4cf5-9262-f46e51775970/

• Paul, Sylvaine & Hall, Jeffrey (2024). Pause concept : le leadership du changement. [Internet]. https://www.ih2ef.gouv.fr/la-collection-pause-concept. Fulltekst i vitenarkiv Vis sammendrag

  Jeffrey Hall, enseignant chercheur à Oslo, aborde un point clé pour tout chef d'établissement : le changement. Comment faire en sorte de rallier ses équipes et les faire avancer ? Il expose ses recherches actuelles (2021-2025) en période de changements des programmes. L'accompagnement par des experts externes revêt un caractère essentiel pour faire progresser et uniformiser l'appropriation des nouveaux programmes, jouant ainsi un rôle de médiateurs entre les politiques gouvernementales et le terrain d'exercice.

• Gunnulfsen, Ann Elisabeth & Hall, Jeffrey (2024). Curriculum Reform Planning Strategies: a micro-policy case of Norwegian school principals. Fulltekst i vitenarkiv
• Gunnulfsen, Ann Elisabeth & Hall, Jeffrey (2024). LIBERO-modellen for ledelse: et verktøy for å håndtere juridiske utfordringer i skolen. Fulltekst i vitenarkiv
• Hall, Jeffrey (2024). Skolen som arbeidsplass og arbeidsgiver: et organisasjonsperspektiv. Fulltekst i vitenarkiv
• Hall, Jeffrey & Karseth, Berit (2024). Juridification of Norwegian education: the case of students’ right to a safe and good school environment. Fulltekst i vitenarkiv
• Hall, Jeffrey & Karseth, Berit (2024). Juridification of Norwegian education: students’ right to a safe and good school environment. Fulltekst i vitenarkiv
• Jahreie, Josefine; Hall, Jeffrey & Skedsmo, Guri (2024). International Research on Strategies to Prevent Dropout and Retain Students in Secondary Education. Fulltekst i vitenarkiv
• Lomsdalen, Christian; Gunnulfsen, Ann Elisabeth & Hall, Jeffrey (2024). Om rektor som rettsanvender (Podcast, Lektor Lomsdalens innfall). [Internet]. https://lektorlomsdalen.no/. Fulltekst i vitenarkiv Vis sammendrag

  Hva må rektor vite om utdanningsrett? Hvordan håndtere saker som for eksempel relatert til kapittel 9A? Hvordan skal rektor tenke om og forstå jus? For rektor er jo sjelden jurist, men hva må hen vite om det likevel som en del av jobben? Et av de viktigste temaene innenfor skoleledelse og utdanningsledelse er spørsmål knyttet til det juridiske. Dette spenner fra ganske tydelige tolkninger i opplæringsloven til skjønnsmessige vurderinger om fritak, tiltak og oppfølging. De siste årene har endringer gjennom blant annet opplæringslovens kapittel 9A, som handler om elevenes rett til et godt skolemiljø, gjort at rektors handlingsrom har blitt mindre. I intervjuet snakker jeg med Jeffrey Hall og Ann Elisabeth Gunnulfsen, som begge to er førsteamanuensiser ved Universitetet i Oslo.

• 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/ . Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2023). Inspection, leadership and support. Fulltekst i vitenarkiv Vis sammendrag

  Inspection plays a key role in overseeing the legal and pedagogical praxis of schools and school districts. Concurrently, society has experienced the rise of an “Audit Culture”, where professionals such as school leaders must relate to new mixtures of tools, Quality Assessment & Evaluation (QAE) and performance measurement, together expressing varying modes of governing (Apple, 2005; Hall & Sivesind, 2015). Here, inspection represents a set of instruments and procedures used to monitor and steer the inner lives of educational facilities and those responsible for carrying out the intentions of lawmakers, namely school leaders and school authorities. This lecture will focus on the links between inspection, leadership and support of schools in the inspection process. Drawing on previous research, it will furthermore address how various configurations of ‘soft’ and ‘hard’ governance have implications on how school leaders and teachers experience such supervision (Hall, 2016, 2017; Maroy, 2015). One point of focus is the challenging balance between compliance control and professional support, both aimed at enabling school leaders to increase their knowledge of the law. Thus, not only should inspection monitor the legal decision-making of school leaders, but also support them in making better judgments within the limits of regulation.

• Hall, Jeffrey Brooks & Skedsmo, Guri (2023). Supporting Migration Background Students - Institutional Collaboration Between Internal and External Actors. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2023). Skoleledere som «juridiske navigatører»: en krevende balansegang mellom mange ulike hensyn. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2023). Legal Standards and Professional Judgment in Educational Leadership; LEX-EL. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks & Skedsmo, Guri (2023). Collaboration between internal and external actors in support of students with a migration background. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2023). Chapter 9A and legal regulation – students’ rights in the Norwegian school system. Fulltekst i vitenarkiv
• Skedsmo, Guri & Hall, Jeffrey (2023). Professional Work to Retain Students in Secondary Education: Coordination and Systemic Approaches. Fulltekst i vitenarkiv
• Gunnulfsen, Ann Elisabeth & Hall, Jeffrey Brooks (2022). School Leaders' Planning for Curriculum Reform in Norwegian Schools: Something Old, Something New, Something Borrowed, Something True? Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks & Novak, Judit (2022). Current Policy Expectations on Norwegian School Leaders: State policy on the professional work of retaining students in secondary education. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2022). Skoleledere som juridiske aktører: en krevende balansegang mellom mange hensyn. Fulltekst i vitenarkiv
• Gunnulfsen, Ann Elisabeth & Hall, Jeffrey Brooks (2022). School leaders' planning for curriculum reform in Norway - something old, something new, something borrowed, something true? Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2022). What research tells about the challenges and opportunities for ICCEP. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2022). Samarbeid mellom aktører rundt elever med migrasjonsbakgrunn: Foreløpige funn fra ICCEP-prosjektet. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2022). Skolinspektion ur ett jamförande perspektiv. Fulltekst i vitenarkiv
• Gunnulfsen, Ann Elisabeth & Hall, Jeffrey Brooks (2021). Forberedelse til fagfornyelse - andre vurderingsrapport. [Journal]. Bedre Skole 2/2021. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Gunnulfsen, Ann Elisabeth & Hall, Jeffrey Brooks (2021). Rapport 2: Fagfornyelsens forberedelser i praksis: Strategier, begrunnelser, spenninger. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks & Nielsen, Sandra Rebecca (2021). ILS er tildelt to nye oppdrag for videreutdanninger. [Internet]. https://www.uv.uio.no/ils/om/aktuelt/aktuelle-saker/2021/ils. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks & Novak, Judit (2021). Current Policy Expectations on Norwegian School Leaders: State policy and the professional work of retaining students in secondary education. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks; Heie, Magnus & Akre, Bente (2021). Må du være jurist for å være skoleleder? [Internet]. https://www.uv.uio.no/forskning/aktuelt/podkast/laering/juri. Fulltekst i vitenarkiv
• Bjermeland, Monica; Hall, Jeffrey Brooks; Akre, Bente; Colvin, Shane David & Heie, Magnus (2021). Episode 18: Må du være jurist for å være skoleleder? Podcast "Læring", Det utdanningsvitenskapelige fakultet, Universitetet i Oslo. [Internet]. https://open.spotify.com/episode/2322eD21QDpTbow43K1TAx?si=2. Fulltekst i vitenarkiv
• Gunnulfsen, Ann Elisabeth & Hall, Jeffrey Brooks (2021). Evaluering av fagfornyelsens intensjoner, prosesser og praksiser EVA2020 Rapport 2. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks & Lomsdalen, Christian (2021). LL-325: Jeffrey Hall om utdanningsrett og skoleleders ansvar (Podcast). [Internet]. https://open.spotify.com/episode/1AlYpkMekCs0hlMhAhl8CG . Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2020). Styring handler ikke bare om kontroll og sanksjoner. [Journal]. utdanningsnytt.no . Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks & Johansson, Lotta (2020). Student Learning Environment: Regulation in Transition and Challenges for School Leaders as Enactors of the Law. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks & Johansson, Lotta (2020). School Environment Regulation in Transition: Strengthening Individual Rights? Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2020). Lærerprofesjonen – styring og skjønn [The teaching profession: governance and discretion]. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks & Gunnulfsen, Ann Elisabeth (2019). Skolen og personvern: Dilemmaer for ledere og lærere. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks; Lindgren, Joakim & Sowada, Moritz (2019). Information-seeking practices of school inspectors: navigating through state policy. Fulltekst i vitenarkiv
• Heie, Magnus & Hall, Jeffrey Brooks (2019). Forskerprofilen: Mellom pedagogikken og jussen. [Internet]. https://www.uv.uio.no/ils/forskning/aktuelt/profiler/2019/. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2019). Legal knowledge and the enactment of educational law - challenges and possibilities for school professionals. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2019). Ledelse i skolen: Elevenes rettigheter og skolens plikter i forhold til nytt kapittel 9A i opplæringsloven. Fulltekst i vitenarkiv
• Gunnulfsen, Ann Elisabeth & Hall, Jeffrey Brooks (2018). Ledelse av læreplanarbeid i et juridisk perspektiv. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2018). The role of school inspectors as information-seekers. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2018). Supervising formative assessment routines and leadership in public schools: Ensuring legal rights and equal opportunities for all students? Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2018). Nasjonalt tilsyn: skolens plikter og sikring av elevenes rettigheter. Dialog, råd og veiledning under tilsynet. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2018). Ledelse i skolen: elevenes rettigheter og skolens plikter. Fulltekst i vitenarkiv Vis sammendrag

  I norsk skole kommer retten til grunnleggende opplæring til uttrykk i Grunnlovens § 109. For å sikre ivaretakelse av kravene inneholder regelverket flere rettssikrende tiltak som e.g. internkontroll, saksbehandlingsregler og tilsyn. Seminaret vil fokusere på skolelederes arbeid rundt disse tiltakene.

• Colbjørnsen, Tor & Hall, Jeffrey Brooks (2017). Perceptions of the future and the past: A study of students' expectations in the National Leadership Program in Norway, and conducted leadership after having finished the program. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2017). Shifting modes of governing: Reflecting upon state school inspection in Norway. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2017). Utdanningsrett og profesjonelle normer: En presentasjon av PRONLED-prosjektet. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2017). The changing appearance of state school inspection: The Norwegian case. Fulltekst i vitenarkiv
• Nielsen, Sandra Rebekka; Smestad, Trine & Hall, Jeffrey Brooks (2017). Mener myndighetene ikke utnytter skoletilsynet godt nok. [Internet]. http://www.uv.uio.no/ils/forskning/aktuelt . Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2017). "Moving through the checkout line?" Legal standards, performance and state inspection policy. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2016). Nasjonalt tilsyn - mellom fag, juss og politikk. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2016). “Moving towards the checkout line”? Norwegian school inspection policy in a process of change. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2016). Ny tilsynspraksis - tett på skoler og klasserom. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2016). Statlig tilsyn av skoler i Norge: hvor er vi, og hvor går vi? Fulltekst i vitenarkiv
• Johansson, Lotta & Hall, Jeffrey Brooks (2016). Blurred roles and an ethic of tagging along. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2015). Juridiske og pedagogiske utfordringer i skolen og barnehagen. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2015). Juridisk styring i og av skolen. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2015). State School Inspection in Norway and Sweden: A comparative study of key actors' legal practices, legal statutes, and policy. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2015). Interpreting modes of governing - a conceptual, comparative-historical approach to education policy analysis. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2015). Governing by feedback through the new state inspection handbook in Norway. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2014). State School Inspection as a Regulatory Tool - Institutional Expectations from the CGO Inspectors' and Leaders' Point of View. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2014). Skoleledelse og juss. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2014). State School Inspection Policy in Norway and Sweden: a reconfiguration of governing modes? Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2014). State School Inspection as a Regulatory Tool: Institutional expectations from the County Governor inspectors’ and leaders’ point of view. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2013). Nasjonalt tilsyn: Hva trenger vi det for? - Nye funn fra en komparativ tekstanalyse av nasjonale tilsyn i Sverige og Norge. Fulltekst i vitenarkiv
• Welstad, Trond-Erik & Hall, Jeffrey Brooks (2013). Digital Legal Resources for Use in the Education of School Leaders and Teachers. Fulltekst i vitenarkiv
• Hall, Jeffrey (2013). Skoleledelse, juss og legal styring. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2013). Governing modes, social networks and enactment - A comparative study of state school inspection in Norway and Sweden. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2013). Henrik Berggren Jessen & Claus Madsen: Ildfast i krydsild - Standhaftig skoleledelse i brændpunktet. Bokanmeldelse. Acta Didactica Norge. 7(1). Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks & Sivesind, Kirsten (2013). State Inspectoral Systems in Norway and Sweden: a reconfiguration of governing modes? Conference Paper. NW 23: School Inspection - Policies and Practices. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2013). Felles nasjonalt tilsyn - valget mellom kontroll og hjelp til selvhjelp. Bedre Skole. ISSN 0802-183X. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks & Sivesind, Kirsten (2013). State Inspectoral Systems in Norwegian and Swedish Education: From Politics to Practice - Preliminary Results. Fulltekst i vitenarkiv
• Hall, Jeffrey (2012). Taking off the rose tinted spectacles? Organizational Relationships through National Inspection; A Case Study in the U.K. Conference Paper, ECER 2012, Cádiz. Fulltekst i vitenarkiv
• Hall, Jeffrey (2012). Nasjonalt tilsyn i Norge og Sverige; "Jerngrep eller silkehanske"? Fulltekst i vitenarkiv
• Hall, Jeffrey (2012). Ledelsesrelasjoner under ekstern intervensjon - Om en casestudie i Storbritannia. Fulltekst i vitenarkiv
• Gunnulfsen, Ann Elisabeth; Abrahamsen, Hedvig Neerland; Hall, Jeffrey & Jacobsen, Hilde Marie Madsø (2024). Styring og ledelse i realiseringen av nytt læreplanverk: Tillit, tolkning og tid. Det utdanningsvitenskapelige fakultet. ISSN 9788293847151. Fulltekst i vitenarkiv
• 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 9788293847090. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Hall, Jeffrey Brooks (2016). State School Inspection: The Norwegian Example. Universitetet i Oslo. Fulltekst i vitenarkiv

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