Jorunn Møller

• Møller, Jorunn; Hall, David & Normand, Romuald (2024). Public education and teacher professionalism in an age of accountability. Critical Studies in Education. ISSN 1750-8487. doi: 10.1080/17508487.2024.2392609. Fulltekst i vitenarkiv Vis sammendrag

  The meaning of public education is contested. This article aims to understand national policy trajectories of reforming public education and teacher professionalism across three European countries. In the analysis, we will work with Evetts’ and Biesta’s dimensions of professionalism as conceptual tools to trace shifting reconstructions of teacher professionalism and public education. We include an analysis of the national nature of accountability and the status of professional knowledge in education across cases. The following questions are guiding the analysis: (1) What characterizes policy trajectories relating to public education reforms and teacher professionalism across countries? (2) Which convergences and divergences can be identified regarding the interplay between policies about public education reforms and how teacher professionalism is manifested across contexts? (3) What are possible implications of the re-articulation of public education and teacher professionalism in an age of accountability? England, France, and Norway act as cases to illustrate contrasting trajectories in education policy, public administrative traditions and rationales. The analysis shows striking differences between the transformation processes going on as countries have to varying degrees embraced NPM-approaches to educational reforms. We argue that research on public education needs to be examined historically to understand the national status of teacher professionalism.

• Gunter, Helen M. & Møller, Jorunn (2024). Charisma, claimocracy and educaiton policy in England and Norway. Journal of Educational Administration & History. ISSN 0022-0620. doi: 10.1080/00220620.2024.2359995. Fulltekst i vitenarkiv Vis sammendrag

  Education reform internationally has focused on school principals as corporate transformational leaders. Our research in England and Norway has identified the problematics of this model, where we have recognised an education reform claimocracy that has committed policy violence through this imposed identity. We explain the meaning and evidence for a claimocracy, and we show convergences in reform design and intentions. We then examine the divergences, and show how the political system and the ideological views of those who occupy roles and institutions matter, and this is used to explain how corporate transformational leadership has been variously adopted, resisted and developed within the two systems. We argue that the field of critical educational leadership needs to give attention not only to the problematics of this model, but to examine how the political system and the policy practices of its occupants need to be examined historically in regard to assertions about the good school leader.

• 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.

• Møller, Jorunn (2023). Critical Engagement and Commitment to the Field of Educational Leadership. I Fitzgerald, Tanya & Courtney, Steven J. (Red.), Critical Education Policy and Leadership Studies. The Intellectual Contributions of Helen M. Gunter. Springer. ISSN 9783031368035. s. 73–85. Fulltekst i vitenarkiv
• Møller, Jorunn (2022). Skoleutvikling i et ledelsesperspektiv - spenninger, strategier og dilemmaer. I Mausethagen, Sølvi & Helstad, Kristin (Red.), Skoleutvikling - i forskning, politikk og praksis. Cappelen Damm Akademisk. ISSN 9788202717728. s. 74–90. Fulltekst i vitenarkiv
• Keddie, Amanda; MacDonald, Katrina; Blackmore, Jill; Boyask, Ruth; Fitzgerald, Scott & Gavin, Mihajla [Vis alle 20 forfattere av denne artikkelen] (2022). What needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education? The Australian Educational Researcher. ISSN 0311-6999. doi: 10.1007/s13384-022-00573-w. Fulltekst i vitenarkiv Vis sammendrag

  Abstract The series of responses in this article were gathered as part of an online mini conference held in September 2021 that sought to explore different ideas and articulations of school autonomy reform across the world (Australia, Canada, England, Ireland, the USA, Norway, Sweden and New Zealand). It centred upon an important question: what needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education? There was consensus across the group that school autonomy reform creates further inequities at school and system levels when driven by the logics of marketisation, competition, economic efficiency and public accountability. Against the backdrop of these themes, the conference generated discussion and debate where provocations and points of agreement and disagreement about issues of social justice and the mobilisation of school autonomy reform were raised. As an important output of this discussion, we asked participants to write a short response to the guiding conference question. The following are these responses which range from philosophical considerations, systems and governance perspectives, national particularities and teacher and principal perspectives.

• Møller, Jorunn (2021). Images of Norwegian Educational Leadership – Historical and Current Distinctions. I Normand, Romuald; Moos, Lejf; Liu, Min & Tulowitzki, Pierre (Red.), The Cultural and Social Foundations of Educational Leadership. An International Comparison. Springer. ISSN 9783030744960. s. 67–82. doi: 10.1007/978-3-030-74497-7. Fulltekst i vitenarkiv Vis sammendrag

  This chapter aims to situate cultural and moral dimensions of Norwegian educational leadership within the broader social and political environment and in relation to political-ideological transformations that have taken place during the last 70 years. The analysis draws on historical and contemporary research on education policy and leadership. I start by drawing attention to some aspects of the ideology and history of Norwegian education to demonstrate the historical, political and cultural embeddedness of the education system. Purposes, curricula and moral foundation will be highlighted, and this analysis will be followed by a presentation of key principles for organising and leading schools today. I will use findings from three comparative research studies among school leaders to illustrate and discuss changes in conceptualizing educational leadership over time, and why. These findings indicate which conditions there are in Norway for adoption of theories of school leadership and governance that have been circulating internationally in research network. Finally, I will discuss how the cultural dimensions and key principles for organising and leading schools intersect with current globalised policy trends, and where there is likely to be tensions between these global trends and the political, cultural and historical imperatives of educational leadership and schooling.

• Møller, Jorunn & Rönnberg, Linda (2021). Critical perspectives in and approaches to educaitonal leadership in two Nordic countries. I Courtney, Steven J.; Gunter, Helen M.; Niesche, Richard & Trujillo, Tina (Red.), Understanding educational leadership: Critical perspectives and approaches. Bloomsbury Academic. ISSN 9781350081819. Fulltekst i vitenarkiv Vis sammendrag

  What this chapter is about This chapter will situate educational leadership in the Nordic countries in relation to political-ideological transformations that have taken place during the last decades by exploring the comparatively divergent development of neo-liberal reform in Sweden and Norway and critically discussing implications for education as a public good in general and for educational leadership in particular. Our aim is to situate educational leadership within the broader political environments that often go unaccounted for in studies of school leadership. By framing schools and their leaders as political agents, we will show how school principals may enact their roles in ways that are defined not just by their local contextual conditions, but also by their macro-level political structures. By connecting two bodies of scholarship (policy and leadership), we contextualize the field of educational leadership to include an explicit consideration of the broader policy forces and political contexts that act on educational leaders’ work. This approach offers perspectives to promote critical reflection on the implications of the reciprocal relationship between school leadership and education policy.

• Møller, Jorunn (2021). Management, Leadership and Governance of Secondary Education (Norway). I Tatto, Maria Teresa & Hognestad, Karin (Red.), Bloomsbury Education and Childhood Studies. Bloomsbury Academic. ISSN 9781474209151. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv 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 & 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 9783030666293. s. 87–102. doi: 10.1007/978-3-030-66629-3_5. Fulltekst i vitenarkiv Vis sammendrag

  This article describes, analyzes and discusses key changes in the Norwegian education system during the last 60 years. It starts with the period from 1955 until about mid-1970s, often referred to as the golden era of social democracy. We will show how this period gave rise to a comprehensive education system, as well as to a public welfare system. During the next period (since the end of the 1980s), the Norwegian education system went through major reforms, influenced largely by new managerialist ideas, and we will discuss how and why new public management began to gather momentum in the 1990s, followed by an emphasis on ‘what works’ in schools. We argue that both individuals and organizations, often labelled as policy actors, have strongly influenced this change in educational policymaking. Although the basic values about equal opportunities and access for all seem to persist, we might see a process of re-imagination of these values through digitization in the local schools.

• 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. Fulltekst i vitenarkiv Vis sammendrag

  Although previous research has contributed to the body of literature in education for democracy by addressing deficits in policies in equalizing students’ life chances, less attention has been paid to how accomplishing a democratic mandate in education is constructed and legitimized by educational authorities in national policy documents. In this article, we report findings from a project that examined this issue. The aim is to provide insight into how professionalism is constructed and legitimized within and across key education policy documents in the wake of a major national educational reform in Norway. We identify possible discursive shifts and examine what tensions are at play via textual analysis of selected policy documents, with a methodology inspired by a critical approach to discourse analysis. Theories on professionalism and democratic leadership serve as an overarching framework. The findings suggest (1) there are tensions between the use of performance data and education for democracy; (2) little attention is given to professionalism as a deliberative activity; and (3) there is increased emphasis on fulfilling students’ individual rights. We argue that introducing a language of performance expectations has permitted the reinterpretation of what it means to be a professional educator in a social democratic welfare state.

• Camphuijsen, Marjolein; Møller, Jorunn & Skedsmo, Guri (2020). Test-based accountability in the Norwegian context: exploring drivers, expectations and strategies. Journal of Education Policy. ISSN 0268-0939. doi: 10.1080/02680939.2020.1739337. Fulltekst i vitenarkiv
• Møller, Jorunn (2020). Management, Leadership and Governance in Primary Education (Norway). I Menter, Ian; Tatto, Maria Teresa. & Hognestad, Karin (Red.), Bloomsbury Education and Childhood Studies. Bloomsbury Academic. ISSN 9781474209151. doi: 10.5040/9781350996502.0009. Fulltekst i vitenarkiv
• Møller, Jorunn (2019). Nye leder- og lærerroller i skolen – konsekvenser for rektorrollen. I Helstad, Kristin & Mausethagen, Sølvi (Red.), Nye lærer- og lederroller i skolen. Universitetsforlaget. ISSN 9788215034072. s. 185–203. Fulltekst i vitenarkiv
• Møller, Jorunn (2018). Creating Cultures of Equity and High Expectations in a Low-Performing School. Interplay Between District and School Leadership. Nordic Journal of Comparative and International Education (NJCIE). 2(2-3), s. 86–102. doi: 10.7577/njcie.2802. Fulltekst i vitenarkiv Vis sammendrag

  The literature on successful schools has revealed that a school culture of high expectations is beneficial for student achievement and that leaders may exercise significant influence on their school’s success trajectory. However, less information is known about how leaders at different levels interact to build such cultures in local schools or how standards of professional work and new demands interact to support teachers’ com-mitment to quality education for a diverse student population. This study aimed to examine the interplay between district and school leadership in creating cultures of equity and high expectations for all students in a Norwegian low-performing school. Methods included interviews with the principal and the superin-tendent, focus group interviews with deputies, teachers and students, and a survey among all students in grade 10 at the selected school. The study demonstrated how leading teachers’ effort to raise academic and social standards among students was a complex endeavour and how a productive interplay between district level leadership and school-level leadership became one of the key enabling factors. A main argument is that promoting quality education for all begins with the question of purpose and requires understanding how principals’ and teachers’ work is embedded in broader social structures of power.

• Karseth, Berit & Møller, Jorunn (2018). Legal Regulation and Professional Discretion in Schools. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2018.1531918. Fulltekst i vitenarkiv Vis sammendrag

  The paper aims to analyse how pupils’ equal educational opportunities are warranted. We focus on how regulations of adapted education and the right to special needs education provide school leaders’ and teachers’ room for discretionary decision-making, how it is interpreted and how discretionary power is justified. The paper draws on findings from an interdisciplinary study (education and law) on the transformation of legal standards into professional actions in schools. This paper employs interview data from three compulsory schools (grades 1–10), legal documents, and public reports, and the analysis is guided by a conceptual distinction between structural and epistemic aspects of discretion. Based on our findings, we question whether the discretionary space regarding special needs education gives too many opportunities for action and, hence, weakens pupils’ legal rights. Under the guise of a common school, there is a risk that pupils’ special needs are made invisible.

• 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. Fulltekst i vitenarkiv
• Hall, David; Møller, Jorunn; Schratz, Michael & Serpieri, Roberto (2017). From welfarism to neo-liberalism: Conceptualizing the diversity of leadership models in Europe. I Waite, Duncan & Bogotch, Ira (Red.), The Wiley International Handbook of Educational Leadership. Wiley-Blackwell. ISSN 9781118956687. s. 311–334. doi: 10.1002/9781118956717.ch17. Fulltekst i vitenarkiv
• Crow, Gary M & Møller, Jorunn (2017). Professional identities of School leaders across international contexts: An introduction and rationale. Educational Management Administration & Leadership. ISSN 1741-1432. 45(5), s. 749–758. doi: 10.1177/1741143217714485. Fulltekst i vitenarkiv Vis sammendrag

  This introductory article attempts to set a conceptual stage for the special issue on identities of school leaders. We do this by beginning with a discussion of identity – its definition, philosophical roots, nature, and components. We then move to a discussion of identity development and the various dimensions that characterize this development. The article ends with a brief description of a critical constructivist model of identity. Our intention in the article is not to offer a theoretical framework that will be used by the article authors, but to offer a conceptual stage that provides the background for understanding identity.

• Møller, Jorunn (2017). Leading education beyond what works. European Educational Research Journal. 16(4), s. 375–385. doi: 10.1177/1474904117705487. Fulltekst i vitenarkiv Vis sammendrag

  Currently, the issue of inequality is one of the most pressing concerns in education and educational research. Factor such as increased socio-economic inequality, movement of people across national boundaries, and refugees, creates major challenges for local communities and schools. Therefore, it is crucial to ensure that teaching and leadership are informed by the best available knowledge to meet these challenges. This article, which is based on research on successful school leadership and school reforms, aims to explore what type of knowledge is used and given priority, when politicians and administrators make decisions about improving education. The article also discusses what we need to know to address equity-relevant progress and improvement. In the analysis the role the Organisation for Economic Co-operation and Development (OECD) has in setting the agenda in educational research is problematized and methodological shortcomings within research traditions focusing on successful school leadership are mentioned. A main argument is that our thinking about educational leadership must be complemented and informed by research which focuses on recent changes in the political economy which have challenged public education severely. To lead education beyond the agenda of what works we need different approaches to research, including critical studies addressing the power structures.

• Møller, Jorunn (2016). Accountability Policies across Austria, Germany, France, the Netherlands and Norway. I Easley, Jacob & Tulowitzki, Pierre (Red.), Educational Accountability: International Perspectives on Challenges and Possibilities for School Leadership. Routledge. ISSN 9781138777897. s. 224–232. Fulltekst i vitenarkiv
• Møller, Jorunn (2016). Norway: New approaches to governance and leadership. I Sprague, Terra (Red.), Education in Non-EU Countries in Southern and Western Europe. Bloomsbury Academic. ISSN 9781472592507. s. 59–73. doi: 10.5040/9781474243230.ch-003. Fulltekst i vitenarkiv
• Crow, Gary; Day, Chris & Møller, Jorunn (2016). Framing Research on School Principals' Identities. International Journal of Leadership in Education. ISSN 1360-3124. 20(3), s. 265–277. doi: 10.1080/13603124.2015.1123299. Fulltekst i vitenarkiv Vis sammendrag

  This paper provides a basis for a tentative framework for guiding future research into principals' identity construction and development. It is situated in the context of persisting emphases placed by government policies on the need for technocratic competencies in principals as a means of demonstrating success defined largely as compliance with demands for the improvement in student test scores. Often this emphasis is at the expense of forwarding a broader view of the need, alongside these, for clear educational values, beliefs and practices that are associated with these. The framework is informed by the theoretical work of Wenger and Bourdieu as well as recent empirical research on the part played by professional identity and emotions in school leadership. In the paper we highlight different lines of inquiry and the issues they raise for researchers. We argue that the constructions of school leadership identities are located in time, space and place, and emotions reflect complex leadership identities situated within social hierarchies which are part of wider structures and social relations of power and control.

• Holm, Vibeke Norheim & Møller, Jorunn (2016). Tilsyn - en hjelp i forebyggende arbeid med skolemiljøet? I Andenæs, Kristian & Møller, Jorunn (Red.), Retten i skolen - mellom pedagogikk, juss og politikk. Universitetsforlaget. ISSN 9788215026671. s. 263–278. Fulltekst i vitenarkiv
• Møller, Jorunn & Karseth, Berit (2016). Profesjonell skjønnsutøvelse og kravet til tilpasset opplæring. I Andenæs, Kristian & Møller, Jorunn (Red.), Retten i skolen - mellom pedagogikk, juss og politikk. Universitetsforlaget. ISSN 9788215026671. s. 199–215. Fulltekst i vitenarkiv
• Møller, Jorunn & Sivesind, Kirsten (2016). Rektorers blikk på opplæringslovens rettslige regulering. I Andenæs, Kristian & Møller, Jorunn (Red.), Retten i skolen - mellom pedagogikk, juss og politikk. Universitetsforlaget. ISSN 9788215026671. s. 161–181. Fulltekst i vitenarkiv
• Møller, Jorunn (2016). Opplæringsloven og kommunal styring. I Andenæs, Kristian & Møller, Jorunn (Red.), Retten i skolen - mellom pedagogikk, juss og politikk. Universitetsforlaget. ISSN 9788215026671. s. 229–244. Fulltekst i vitenarkiv
• Møller, Jorunn & Ottesen, Eli (2016). Et godt psykososialt skolemiljø - rettslig regulering og yrkesetiske normer. I Andenæs, Kristian & Møller, Jorunn (Red.), Retten i skolen - mellom pedagogikk, juss og politikk. Universitetsforlaget. ISSN 9788215026671. s. 182–198. Fulltekst i vitenarkiv
• Møller, Jorunn & Ottesen, Eli (2016). Rettslig regulering og profesjonelle normer i skolen. Utbildning och Demokrati. ISSN 1102-6472. 25(1), s. 113–132. Fulltekst i vitenarkiv
• Ottesen, Eli & Møller, Jorunn (2016). Organisational routines – the interplay of legal standards and professional discretion. European Educational Research Journal. 15(4), s. 428–446. doi: 10.1177/1474904116638853. Fulltekst i vitenarkiv Vis sammendrag

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

• Jakhelln, Henning & Møller, Jorunn (2016). Retten i skolen - styring og sikring. I Andenæs, Kristian & Møller, Jorunn (Red.), Retten i skolen - mellom pedagogikk, juss og politikk. Universitetsforlaget. ISSN 9788215026671. s. 27–39. Fulltekst i vitenarkiv
• Skedsmo, Guri & Møller, Jorunn (2016). Governing by new performance expectations in Norwegian schools. I Gunter, Helen Mary; Grimaldi, Emiliano; Hall, David & Serpieri, Roberto (Red.), New Public Management and the Reform of Education. European lessons for policy and practice. Routledge. ISSN 9781138833814. s. 53–66. Fulltekst i vitenarkiv
• Møller, Jorunn (2016). Kvalifisering som skoleleder i en norsk kontekst: Et historisk tilbakeblikk og perspektiver på utdanning av skoleledere. Acta Didactica Norge. 10(4), s. 7–26. doi: 10.5617/adno.3871. Fulltekst i vitenarkiv Vis sammendrag

  Denne artikkelen har en dobbel målsetting. For det første er målet å gi et kort historisk tilbakeblikk over hva som har vært gjennomført av skoleleder-opplæring i norsk regi i løpet av de siste 50 årene, da det gir en mulighet til å vise endringer som har skjedd over tid. For det andre er målet å drøfte dagens krav til kvalifisering av skoleledere i et internasjonalt perspektiv. Analysen av det historiske tilbakeblikket i en norsk kontekst bygger på dokumentanalyser og programevalueringer som har vært gjennomført av de ulike programmene siden 1960-tallet. Drøftingen av forholdet mellom utdanningspolitikk og kunnskaps-grunnlag har fokus på hva slags kunnskap som er i bruk og hvorfor, og er inspirert av Gunters kategorisering av skoleledelse som forskningsfelt. I tillegg er internasjonale “handbooks” om utvikling av skoleledere viktige referanser. Den historiske oversikten basert på erfaringer i Norge, gir et bilde av hva slags kompetanse man har hatt som intensjon å utvikle, og hvilke innholds-elementer som har vært vurdert som viktige til ulike tider. Analysen viser at utdanningsprogrammene i hovedsak henter teorigrunnlaget fra generell ledelsesteori og effektstudier, og i økende grad er den nasjonalt baserte utdanningspolitikken blitt påvirket av en internasjonal diskurs om kvalitet i skolen hvor OECD i stor grad setter agendaen og legger premissene for utvikling av skoleledelse og praksis i skolen.

• Møller, Jorunn (2015). Researching Norwegian Principals. Online ISBN978-3-319-23027-6. I Ârlestig, Helene; Day, Chris & Johansson, Olof (Red.), A Decade of Research on School Principals: cases from 24 countries. Springer. ISSN 9783319230276. s. 77–102. Fulltekst i vitenarkiv
• Hall, David; Grimaldi, Emiliano; Gunter, Helen Mary; Møller, Jorunn & Skedsmo, Guri (2015). Educational Reform and Modernisation in Europe: The Role of National Contexts in Mediating the New Public Management. European Educational Research Journal. 14(6), s. 487–507. doi: 10.1177/1474904115615357. Fulltekst i vitenarkiv Vis sammendrag

  This article examines the spread of new public management (NPM) across European education systems as it has traversed national boundaries. While recognising the transnational dimensions of the spread of NPM, the authors offer new insights into the importance of national contexts in mediating this development in educational settings by focusing upon NPM within three European countries (England, Italy and Norway). We reveal its recontextualisation in these sites and the interplay between NPM, and local and national conditions. This analysis is underpinned by a theoretical framework that seeks to capture the relationship between education and the state and to reveal tensions produced by NPM both as a shaping force and an entity shaped by local conditions in these contexts. The article concludes by focusing upon the complexities and specificities of NPM recontextualisation in the three countries as a basis for a reflection upon possible future policy trajectories.

• Møller, Jorunn & Skedsmo, Guri (2015). New public management in norway: The role of national context in mediating educational reform. Educação & Sociedade. ISSN 0101-7330. 36(132), s. 779–800. doi: 10.1590/ES0101-73302015152510. Fulltekst i vitenarkiv
• Møller, Jorunn (2014). Ledelse som masteride i norsk skole sett i et internasjonalt perspektiv. I Røvik, Kjell Arne; Eilertsen, Tor Vidar & Furu, Eli Moksnes (Red.), Reformideer i norsk skole. Spredning, oversettelse og implementering. Cappelen Damm Akademisk. ISSN 9788202430153. s. 147–165. Fulltekst i vitenarkiv
• Helstad, Kristin & Møller, Jorunn (2014). Når lærere lærer om skriving. Betydningen av ledelse og ekstern støtte. I Hvistendahl, Rita Elisabeth & Roe, Astrid (Red.), Alle tiders norskdidaktiker. Festskrift til Frøydis Hertzberg på 70-årsdagen. Novus Forlag. ISSN 9788270997848. s. 277–300. Fulltekst i vitenarkiv
• Karseth, Berit & Møller, Jorunn (2014). "Hit eit steg og dit eit steg". Et institusjonelt blikk på reformarbeid i skolen. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 98(6), s. 452–468. Fulltekst i vitenarkiv
• Møller, Jorunn & Vedøy, Gunn (2013). Norway: Leadership for social justice: educating students as active citizens in a democratic society. I Day, Christopher & Gurr, David (Red.), Leading Schools Successfully. Stories from the field. Routledge. ISSN 9780415854986. s. 163–173. Fulltekst i vitenarkiv
• Uljens, Michael; Møller, Jorunn; Ârlestig, Helene & Frederiksen, Lars Frode (2013). The Professionalisation of Nordic School Leadership. I Moos, Lejf (Red.), Transnational Influences on Values and Practices in Nordic Educational Leadership. Is there a Nordic Model?. Springer. ISSN 9789400762251. s. 133–158. doi: 10.1007/978-94-007-6226-8_9. Fulltekst i vitenarkiv
• Møller, Jorunn & Skedsmo, Guri (2013). Norway: Centralisation and Decentralisation as Twin Reform Strategies. I Moos, Lejf (Red.), Transnational Influences on Values and Practices in Nordic Educational Leadership. Is there a Nordic Model?. Springer. ISSN 9789400762251. s. 61–72. doi: 10.1007/978-94-007-6226-8_5. Fulltekst i vitenarkiv
• Møller, Jorunn; Prøitz, Tine Sophie; Rye, Ellen & Aasen, Petter (2013). Kunnskapsløftet som styringsreform. I Karseth, Berit; Møller, Jorunn & Aasen, Petter (Red.), Reformtakter: Om fornyelse og stabilitet i grunnopplæringen. Universitetsforlaget. ISSN 9788215021386. s. 23–41. Fulltekst i vitenarkiv
• Møller, Jorunn (2013). Ledelse og kvalitetsutvikling i skolen. I Krumsvik, Rune Johan & Säljö, Roger (Red.), Praktisk-pedagogisk utdanning - en antologi. Fagbokforlaget. ISSN 9788245012804. s. 257–278. Fulltekst i vitenarkiv
• Møller, Jorunn & Skedsmo, Guri (2013). Modernizing education - NPM reform in the Norwegianeducation system. Journal of Educational Administration & History. ISSN 0022-0620. 45(4), s. 336–335. doi: 10.1080/00220620.2013.822353. Fulltekst i vitenarkiv
• Helstad, Kristin & Møller, Jorunn (2013). Leadership as Relational Work: Risks and Opportunities. International Journal of Leadership in Education. ISSN 1360-3124. 16(3), s. 245–262. doi: 10.1080/13603124.2012.761353. Fulltekst i vitenarkiv
• Karseth, Berit; Møller, Jorunn & Aasen, Petter (2013). Reformtakter - Kunnskapsløftets komposisjon. I Karseth, Berit; Møller, Jorunn & Aasen, Petter (Red.), Reformtakter: Om fornyelse og stabilitet i grunnopplæringen. Universitetsforlaget. ISSN 9788215021386. s. 231–248. Fulltekst i vitenarkiv
• Møller, Jorunn (2012). The construction of a public face as a school principal. International Journal of Educational Management. ISSN 0951-354X. 26(5), s. 452–460. doi: 10.1108/09513541211240246. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Johnson, Lauri; Møller, Jorunn; Pashiardis, Petros; Vedøy, Gunn & Savvides, Vassos (2011). Culturally Responsive Practices. I Ylimaki, Rose & Jacobson, Stephen L. (Red.), US and Cross-National Policies, Practices, and Preparation. Implications for Successful Instructional Leadership, Organizational Learning, and Culturally Responsive Practices. Springer. ISSN 9789400705418. s. 75–101. Fulltekst i vitenarkiv Vis sammendrag

  This chapter aims to explore how successful leadership for diversity is defined, negotiated, and addressed in selected policy documents and culturally diverse schools in Norway, the USA, and Cyprus. The reanalysis of leadership practice is based on data from the International Successful School Principalship Project (ISSPP) case studies. We will discuss how leadership for diversity is enacted in the ISSPP schools and explore how principals negotiate the balance between honouring student cultures and emphasizing student learning and achievement. These practices are analyzed through the theoretical frameworks of culturally responsive leadership (Ladson-Billings 1995; Johnson 2006; 2007) and leadership for democratic education (Møller 2006; Vedøy and Møller 2007). We argue that establishing a dichotomy between an emphasis on social justice and academics is inappropriate, but a narrow conception of student achievement may privilege certain social and cultural groups and marginalize others. Therefore, self-reflexivity is demanded, and in particular in terms of foregrounding notions of power. Finding a balance between honouring student home cultures and emphasizing student learning outcomes does not easily lend itself to quick fixes.

• Johnson, Lauri; Møller, Jorunn; Ottesen, Eli; Pashiardis, Petros; Savvides, Vassos & Vedøy, Gunn (2011). Leadership Preparation for Culturally Diverse Schools in Cyprus, Norway and the United States. I Ylimaki, Rose & Jacobson, Stephen L. (Red.), US and Cross-National Policies, Practices, and Preparation. Implications for Successful Instructional Leadership, Organizational Learning, and Culturally Responsive Practices. Springer. ISSN 9789400705418. s. 153–177. doi: 10.1007/978-94-007-0542-5_8. Fulltekst i vitenarkiv
• Møller, Jorunn (2011). Research on Principals in Norway. I Johansson, Olof (Red.), Rektor - en forskningsöversikt 2000-2010 - Del I Research on School Leaders with Nordic and European Reviews 2000-2010 - Del II. Vetenskapsrådets rapportserie. ISSN 9789173071956. s. 112–134. doi: 10.1007/978-3-319-23027-6_5. Fulltekst i vitenarkiv
• Møller, Jorunn (2011). Rektorers profesjonsforståelse - faglig autonomi og administrativ underordning. I Møller, Jorunn & Ottesen, Eli (Red.), Rektor som leder og sjef - om styring, ledelse og kunnskapsutvikling i skolen. Universitetsforlaget. ISSN 9788215017976. s. 27–51. Fulltekst i vitenarkiv
• Møller, Jorunn & Ottesen, Eli (2011). Building Leadership Capacity: The Norwegian Approach. I Townsend, Tony & MacBeath, John (Red.), International Handbook of Leadership for Learning. Springer. ISSN 9789400713505. s. 619–635. doi: 10.1007/978-94-007-1350-5_35. Fulltekst i vitenarkiv
• Johnson, Lauri; Møller, Jorunn; Ottesen, Eli; Petros, Pashiardis; Savvides, Vassos & Vedøy, Gunn (2011). Leadership Preparation for Culturally Diverse Schools in Cypros, Norway, and the United States. I Ylimaki, Rose & Jacobson, Stephen L. (Red.), US and Cross-National Policies, Practices, and Preparation. Implications for Successful Instructional Leadership, Organizational Learning, and Culturally Responsive Practices. Springer. ISSN 9789400705418. s. 153–177. Fulltekst i vitenarkiv
• Day, Christopher; Johansson, Olof & Møller, Jorunn (2011). Sustaining Improvements in Student Learning and Achievement: The Importance of Resilience in Leadership. I Moos, Lejf; Johansson, Olof & Day, Christopher (Red.), How School Principals Sustain Success over Time. International Perspectives. Springer. ISSN 9789400713345. s. 167–182. doi: 10.1007/978-94-007-1335-2_10. Fulltekst i vitenarkiv
• Møller, Jorunn; Vedøy, Gunn; Presthus, Anne Marie & Skedsmo, Guri (2011). Sustainable Improvement - the Significance of Ethos and Leadership. I Moos, Lejf; Johansson, Olof & Day, Christopher (Red.), How School Principals Sustain Success over Time. International Perspectives. Springer. ISSN 9789400713345. s. 55–71. doi: 10.1007/978-94-007-1335-2_4. Fulltekst i vitenarkiv
• Møller, Jorunn & Ottesen, Eli (2011). Styring, ledelse og kunnskapsutvikling i skolen. I Møller, Jorunn & Ottesen, Eli (Red.), Rektor som leder og sjef - om styring, ledelse og kunnskapsutvikling i skolen. Universitetsforlaget. ISSN 9788215017976. s. 15–26. Fulltekst i vitenarkiv
• Møller, Jorunn (2011). Promoting Equity and Social Justice: A Task Too Heavy for Individual School Principals? I Shields, Carolyn M. (Red.), Transformative Leadership. A Reader. Peter Lang Publishing Group. ISSN 9781433113093. s. 271–282. Fulltekst i vitenarkiv
• Møller, Jorunn (2010). Leadership: Democratic. I Peterson, Penelope; Baker, Eva & McGaw, Barry (Red.), International Encyclopedia of Education, Third edition, Volume 5. Elsevier. ISSN 9780080448930. Fulltekst i vitenarkiv

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• Andenæs, Kristian & Møller, Jorunn (2016). Retten i skolen - mellom pedagogikk, juss og politikk. Universitetsforlaget. ISBN 9788215026671. 328 s. Fulltekst i vitenarkiv
• Karseth, Berit; Møller, Jorunn & Aasen, Petter (2013). Reformtakter: Om fornyelse og stabilitet i grunnopplæringen. Universitetsforlaget. ISBN 9788215021386. 253 s. Fulltekst i vitenarkiv
• Møller, Jorunn & Ottesen, Eli (2011). Rektor som leder og sjef - om styring, ledelse og kunnskapsutvikling i skolen. Universitetsforlaget. ISBN 9788215017976. 301 s. Fulltekst i vitenarkiv

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• 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/

• Møller, Jorunn (2023). Foreword. I Gunnulfsen, Ann Elisabeth; Ârlestig, Helene & Merete, Storgaard (Red.), Education and Democracy in the Nordic Countries: Making Sense of School Leadership, Policy, and Practice. Springer. ISSN 9783031331947. s. ix–xi. Fulltekst i vitenarkiv
• Gunnulfsen, Ann Elisabeth & Møller, Jorunn (2021). Production, transforming and practicing ‘what works’ in education – the case of Norway. Fulltekst i vitenarkiv
• Møller, Jorunn (2020). Fagfornyelsen - utfordringer og muligheter for skoleledere. Bedre Skole. ISSN 0802-183X. s. 35–40. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Møller, Jorunn (2018). The issue of relevance in researching educational leadership. Fulltekst i vitenarkiv
• Camphuijsen, Marjolein; Møller, Jorunn & Skedsmo, Guri (2018). School Autonomy with Accountability as a Global Education Reform: Its Adoption and Re-contextualization in the Norwegian Context. Fulltekst i vitenarkiv
• Gunnulfsen, Ann Elisabeth & Møller, Jorunn (2018). Ledelse som drivkraft for utvikling. Fulltekst i vitenarkiv
• Møller, Jorunn & Aas, Marit (2017). Improving low-performing schools– the interplay of district and school leadership, culture and student achievement – A Norwegian example. Fulltekst i vitenarkiv
• Møller, Jorunn (2017). Educational Leadership in the Pursuit of Purpose - Rethinking Social Justice and Equity as Key Values in the School of the Future. Fulltekst i vitenarkiv
• Karseth, Berit & Møller, Jorunn (2017). Equal educational opportunities? Legal regulation and professional discretion in schools. Fulltekst i vitenarkiv
• Andenæs, Kristian & Møller, Jorunn (2016). Bokas tema. I Andenæs, Kristian & Møller, Jorunn (Red.), Retten i skolen - mellom pedagogikk, juss og politikk. Universitetsforlaget. ISSN 9788215026671. s. 15–23. Fulltekst i vitenarkiv
• Møller, Jorunn (2016). Leading education beyond what works. Fulltekst i vitenarkiv
• Gunnulfsen, Ann Elisabeth & Møller, Jorunn (2016). National Testing: Gains or Strains? School Leaders Responses to Policy Demands. Fulltekst i vitenarkiv
• Jensen, Ruth; Helstad, Kristin & Møller, Jorunn (2016). Skolelederutdanning og ledelsesutvikling i skolen. Acta Didactica Norge. 10(4), s. 1–6. Fulltekst i vitenarkiv
• Møller, Jorunn; Ballangrud, Brit Bolken; Paulsen, Jan Merok; Skrøvset, Siw; Stjernstrøm, Else & Aas, Marit (2015). Low performing Schools in Transition - A Norwegian Case Study. Fulltekst i vitenarkiv
• Møller, Jorunn (2015). Leadership as a Catalyst for the Modernization Project in Education. Fulltekst i vitenarkiv
• Møller, Jorunn; Aas, Marit; Johansson, Olof; Ârlestig, Helene; Ahlström, Björn & Norberg, Katarina (2015). Leadership in Low- and Underperforming Schools – A Scandinavian Example. Fulltekst i vitenarkiv
• Møller, Jorunn (2015). Reformtakter og styring av skolen – kommunens ansvar i utvikling av skolen. Fulltekst i vitenarkiv
• Møller, Jorunn (2014). Reformtakter og styring av skolen. Fulltekst i vitenarkiv
• Aas, Marit; Møller, Jorunn; Paulsen, Jan Merok; Skrøvset, Siw; Stjernstrøm, Else & Ballangrud, Britt (2014). Facilitating High Expectations for a Diverse Student Population – a Norwegian Case. Fulltekst i vitenarkiv
• Aas, Marit; Paulsen, Jan Merok; Møller, Jorunn; Ballangrud, Brit Bolken; Stjernstrøm, Else & Skrøvset, Siw (2014). Methodological challenges in comparative studies of leadership in under-performing schools. Fulltekst i vitenarkiv
• Ottesen, Eli & Møller, Jorunn (2014). Working with and on organisational routines – the interplay of legal standards and professional discretion. Fulltekst i vitenarkiv
• Cuthbert, Rob; Møller, Jorunn & Ozga, Jenny (2013). Review symposium. Leadership and the reform of education. British Journal of Sociology of Education. ISSN 0142-5692. 34(2), s. 281–294. doi: 10.1080/01425692.2012.761385. Fulltekst i vitenarkiv
• Karseth, Berit; Møller, Jorunn & Aasen, Petter (2013). Opptakten. I Karseth, Berit; Møller, Jorunn & Aasen, Petter (Red.), Reformtakter: Om fornyelse og stabilitet i grunnopplæringen. Universitetsforlaget. ISSN 9788215021386. s. 13–20. Fulltekst i vitenarkiv
• Møller, Jorunn & Skedsmo, Guri (2013). Implementing NPM Reforms in the Norwegian Education System – Tensions, Ambiguities and Agency. Fulltekst i vitenarkiv
• Møller, Jorunn & Ottesen, Eli (2012). Kunnskapsinformert ledelse i skolen - en utfordring for skoleeier. I Jøsendal, Jan Sivert; Langfeldt, Gjert & Roald, Knut (Red.), Skoleeier som kvalitetsutvikler. Hvordan kommuner og fylkeskommuner skaper gode læringsresultater. Kommuneforlaget AS. ISSN 9788244621212. s. 171–187. Fulltekst i vitenarkiv
• Møller, Jorunn (2012). Educational Reform as Boundary Work. Fulltekst i vitenarkiv
• Møller, Jorunn (2011). Rektor som leder og sjef – om ledelse og kunnskapsutvikling i skolen. Fulltekst i vitenarkiv
• Møller, Jorunn (2011). Utdanningsledelse – styring og profesjon. Fulltekst i vitenarkiv
• Møller, Jorunn (2011). Skolelederutfordringer sett med forskerbriller. Fulltekst i vitenarkiv
• Helstad, Kristin & Møller, Jorunn (2011). Pushing the Boundaries across School Subjects - Leading Teachers’ Collective Learning. Fulltekst i vitenarkiv
• Møller, Jorunn (2011). Styring og profesjon. (Publisert i et hefte utgitt av KS og Utdanningsforbundet). Fulltekst i vitenarkiv
• Møller, Jorunn (2011). Styringen av grunnopplæringen under Kunnskapsløftet. Fulltekst i vitenarkiv
• Aasen, Petter; Møller, Jorunn; Rye, Ellen Margrethe; Ottesen, Eli; Prøitz, Tine Sophie & Hertzberg, Frøydis (2012). Kunnskapsløftet som styringsreform - et løft eller et løfte? Forvaltningsnivåenes og institusjonenes rolle i implementeringen av reformen. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788272188442. Fulltekst i vitenarkiv Vis sammendrag

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

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