Judit Novak

• Gloppen, Silje Kristin & Novak, Judit (2023). Making teachers by policy? The case of teacher evaluation in Norwegian education. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2023.2192747. Fulltekst i vitenarkiv Vis sammendrag

  The reported study investigates the emergence of teacher evaluation (TE) in Norwegian green papers between 1988 and 2019. We examine how knowledge dissemination and discourses in Norwegian official reports shape suggestions for TE and discuss implications for how teachers are “made by policy”. Guided by Bacchi’s (2009) approach to critical discourse analysis, “What’s the problem represented to be?” (WPR), we explore where problem representations and their underpinning assumptions are produced and disseminated, and how they invoke new arguments and discursive and subjectification effects. The study contributes new knowledge on the origins of TE as a policy tool for governing Norwegian education in general, and teachers more specifically. Across time and irrespective of government coalitions, we identify the OECD as a main contributor to new problem representations and display how proposals for TE policies based on performance-based accountability (PBA) promote new discourses on teacher professionalism. Implications for research, policy and practice are discussed.

• Teasdale, Rebecca M.; McNeilly, Jennifer R.; Ramírez Garzón, Maria Isabel; Novak, Judit & Greene, Jennifer C. (2023). “A Lot of It Really Does Come Down to Values”: An Empirical Study of the Values Advanced by Seasoned Evaluators. American Journal of Evaluation (AJE). ISSN 1098-2140. doi: 10.1177/10982140231153805. Vis sammendrag

  This study challenges persistent misrepresentations of evaluation as a value-neutral inquiry process by presenting an empirical study that deepens understanding of evaluators’ values and how they “show up” in evaluation practice. Through semistructured interviews and inductive analysis, we examined the values advanced by a sample of eight experienced evaluators. We surfaced and examined 12 values, which we organized into five clusters, that shaped the constitutive elements of the studies these evaluators conducted and guided how the evaluators positioned their work. Our findings provide empirical evidence about the role of values in evaluation practice and can support evaluators in reflecting on their own values and enacting their professional and ethical responsibilities to identify and articulate their values in the context of evaluation practice.

• Prøitz, Tine Sophie; Novak, Judit & Mausethagen, Sølvi (2022). Representations of student performance data in local education policy. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. 34, s. 89–111. doi: 10.1007/s11092-022-09379-x. Fulltekst i vitenarkiv Vis sammendrag

  The use of data for governance purposes has been widely recognised as a way for national authorities to coordinate their activities across administrative levels and improve educational quality. This places the mid-central authority—in many countries the municipal level—in the midst of modern education governing. This article reports a case study analysis of the particular uses of performance data and numbers by mid-central municipal authorities in the daily work of governing schools in Norway. The three empirical case studies combine an analysis of policy document and fieldwork interviews with municipal administrators. The article contributes important insights into the role of municipal administrators as interpreters of policy goals at a crucial yet understudied level of the education system. In contrast to the dominant perspective in the data use literature, which often addresses implementation and the effectiveness of how numbers and data can be ideally designed and used, the results provide grounds for a more nuanced understanding of the institutional processes related to setting performance goals.

• Segerholm, Christina; Lindgren, Joakim & Novak, Judit (2021). Evidence-Based Governing? Educational Research in the Service of the Swedish Schools Inspectorate. Scandinavian Journal of Educational Research. ISSN 0031-3831. 66(4), s. 642–657. doi: 10.1080/00313831.2021.1897882. Fulltekst i vitenarkiv
• Nihlfors, Elisabet & Novak, Judit (2020). Institutet för utbildningsrätt och dess föreståndare. I Eklund, Hans; Lerwall, Lotta & Lind, Anna-Sara (Red.), Vänbok till Sverker Scheutz: om rätt och att undervisa rätt. Iustus förlag. ISSN 9789177371106. s. 511–514.
• Novak, Judit & Gustafsson, Håkan (2020). God utbildning i lagens namn? I Fejes, Andreas & Dahlstedt, Magnus (Red.), Perspektiv på skolans problem - vad säger forskningen? . Studentlitteratur AB. ISSN 9789144133898. s. 237–251. Vis sammendrag

  Under de senaste decennierna har den svenska skolan genomgått en utveckling där allt fler områden kommit att bli underställda försök till rättslig problemlösning. En så kallad juridifiering har uppstått. Elever och föräldrar har i allt större utsträckning blivit tilldelade individuella rättigheter och dessa rättigheter antas lösa såväl pedagogiska som skolmiljörelaterade problem. Rättigheterna medför att en rad frågor och samhälleliga problem framstår som individuella problem, som förs över till det juridiska området genom rättslig tillsyn och domstolsprocesser. I det här kapitlet argumenterar vi för att denna rättighetsinriktade utveckling har stora konsekvenser inom skolans område som det finns anledning att ställa sig kritisk till.

• Novak, Judit (2020). On Realizing the World-Class University: Litigation and the State. I Rider, Sharon; Peters, Michael A.; Hyvönen, Mats & Besley, Tina (Red.), World Class Universities. A Contested Concept. Springer. ISSN 978-981-15-7598-3. s. 93–106. doi: 10.1007/978-981-15-7598-3_7. Fulltekst i vitenarkiv Vis sammendrag

  This chapter examines Dickinson v. Mälardalen University as an empirical manifestation of state action for creating and maintaining world-class universities (WCUs). It advances the argument that while litigation has long been assumed to play a far more limited role in higher education (HE) than it does in other areas of public policy, this element of governing fuels a different form of state building, in which courts and judges—sometimes from even the mere existence or threat of their intervention—can play a crucial role in WCU development. At the same time, we need to ask a variety of questions about the outcomes of lawsuits and their effects on HE. Does litigation have the effect of realizing the WCU, or does it not matter at all whether policy goals are pressed in courts or through legislation and professional choices? If it does matter, how and why? This chapter argues that a turn to the courts and a reliance on more formal, less malleable rules is not merely an alternative route to the same goal; litigation matters because law is different, because judicial decision-making shapes and constrains HE politics and policy in important ways.

• Tibbitts, Felisa; Nygren, Thomas; Novak, Judit; Bentrovato, Denise; Wassermann, Johan & Anamika, . (2020). Insights from Students on Human Rights Education in India, South Africa, Sweden and the United States. I Zajda, Joseph (Red.), Human Rights Education Globally. Springer Netherlands. ISSN 978-94-024-1913-9. s. 51–74. doi: 10.1007/978-94-024-1913-9_3. Vis sammendrag

  This article presents the results of a cross-national study on secondary school students’ views about human rights and how they learned about human rights in school. The human rights education literature has recognized the importance of “vernacularization”, or localization, in the learning of universal human rights themes and values (Merry, 2001, 2006; Coysh, 2016). This study involved classrooms in India, South Africa, Sweden and the United States, and demonstrates that vernacularization in human rights education practice has complex applications. The specific context influences not only relevant local human rights concerns, but also classroom teaching methodology and views towards taking action. Results suggest that further research into the vernacularization of human rights education needs to take into account multiple dimensions of the political and educational contexts in which learning is taking place.

• Nygren, Thomas; Kronlid, David O.; Larsson, Esbjörn; Novak, Judit; Bentrovato, Denise & Wassermann, Johan [Vis alle 9 forfattere av denne artikkelen] (2020). Global citizenship education for global citizenship? Students’ views on learning about, through, and for human rights, peace, and sustainable development in England, India, New Zealand, South Africa, and Sweden. Journal of Social Science Education. ISSN 1611-9665. 19(4), s. 63–97. doi: 10.4119/jsse-3464. Fulltekst i vitenarkiv
• Novak, Judit (2019). Juridification of educational spheres: The case of Sweden. Educational Philosophy and Theory. ISSN 0013-1857. 51(12), s. 1262–1272. doi: 10.1080/00131857.2017.1401464.
• Novak, Judit (2017). Juridification and Education . I Peters, Michael A. (Red.), Encyclopedia of Educational Philosophy and Theory. Springer Science+Business Media B.V.. ISSN 978-981-287-587-7. s. 1200–1205. doi: 10.1007/978-981-287-588-4.
• Novak, Judit & Carlbaum, Sara (2017). Juridification of Examination Systems: Extending State Level Authority through Regrading of National Tests. Journal of Education Policy. ISSN 0268-0939. 32(5), s. 673–693. doi: 10.1080/02680939.2017.1318454.
• Novak, Judit (2016). Skolan och rättssäkerheten: vad har en elev rätt att kunna? I Gustavsson, Michael; Österman, Tove & Hållén, Elinor (Red.), Vad ska en svensk kunna?: Utbildningens dilemma - intressenas spel . Daidalos. ISSN 9789171734747. s. 105–131.
• Novak, Judit (2014). Anpassningarnas för(e)ställning: Om Skolinspektionens tillsyn som en scen för förändring. Utbildning och Demokrati. ISSN 1102-6472. 23(1), s. 127–144.
• Carlbaum, Sara; Hult, Agneta; Lindgren, Joakim; Novak, Judit; Rönnberg, Linda & Segerholm, Christina (2014). Skolinspektion som styrning. Utbildning och Demokrati. ISSN 1102-6472. 23(1), s. 5–20.

Se alle arbeider i Cristin

• Lerwall, Lotta; Nilsson, Annika & Novak, Judit (2022). Utbildningsmiljö och utbildningsrätt: Från förskola till forskarexamen. Iustus förlag. ISBN 9789177372066. 181 s.

Se alle arbeider i Cristin

• Novak, Judit; Lerwall, Lotta & Nilsson, Annika (2022). Inledning. I Lerwall, Lotta; Nilsson, Annika & Novak, Judit (Red.), Utbildningsmiljö och utbildningsrätt: Från förskola till forskarexamen.. Iustus förlag. ISSN 9789177372066. s. 9–14.
• 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.
• 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.
• Haakestad, Hedda; Frøjd, Elise Koppang; Mausethagen, Sølvi & Novak, Judit (2019). Gir mer juss en mer rettferdig skole? [Internett]. Forskning.no.

Se alle arbeider i Cristin