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• Hörmann, Bernadette (2021). Fixing the Future: Public Discourse on the Implementation of Education Standards in Austria. In Tröhler, Daniel & Zhao, Weili (Ed.), Asian-European Encounters on 21st-century Competence-based Curriculum Reforms. Cultural Views on Globalization and Localization. Springer. ISSN 9789811630088. p. 111–132.
• Bachmann, Kari Elisabeth; Hörmann, Bernadette & Sivesind, Kirsten (2021). Bildung: alive and allowed? : a critical study of work plan practices in Norwegian schools. Journal of Curriculum Studies. ISSN 0022-0272. doi: 10.1080/00220272.2021.1936191. Show summary

  This article addresses how elementary school teachers approach Bildung when planning and monitoring the in-school- and at-home work of 6- and 9-year-old pupils. By examining a national sample of 204 weekly work plans designed by teachers in Norwegian schools, we investigate whether and how curriculum practices acknowledge principles of Bildung by opening up multiple futures through encouraging pupils to engage in meaning-making processes. To identify how work plans structure pupils’ schoolwork, we adopt a system-theoretical framework that distinguishes between conditional and purposive programme forms. The most interesting finding is that a substantial number of the investigated teachers use a purposive programme form. Through specifying objectives and assessment criteria, the teachers expect that pupils will develop and master a set of competencies. Some teachers apply a conditional form by devising work plans that emphasize subject matter content, but most of the work plans combine the two programme forms. By developing a typology of the various combinations, we find that, in addition to the pure conditional approach, a combined approach that provides objectives alongside broad descriptions of teaching content best reflects the principles of Bildung by promoting creative, dialogic interaction between teachers, pupils and parents. Keywords: work plans, bildung, system theory, lesson planning, curriculum practice

• Sivesind, Kirsten; Hovdhaugen, Elisabeth & Hörmann, Bernadette (2021). Medierende betingelser for læring og danning – om bruk og betydning av digitale medier i et bachelorstudium i pedagogikk. Nordisk tidsskrift for pedagogikk og kritikk. ISSN 2387-5739. doi: 10.23865/ntpk.v7.2512.
• Hörmann, Bernadette & Forghani-Arani, Neda (2019). Spongebob im Klassenzimmer. Pädagogische und didaktische Überlegungen auf der Grundlage von gelebter Unterrichtserfahrung. , Gute Schule ist machbar. Zur Evaluation der Niederösterreichischen Mittelschule.. Leykam. ISSN 978-3-7011-0402-4. p. 101–126.
• Baek, Chanwoong; Hörmann, Bernadette; Karseth, Berit; Pizmony-Levy, Oren; Sivesind, Kirsten & Steiner-Khamsi, Gita (2017). Policy learning in Norwegian school reform: a social network analysis of the 2020 incremental reform. Nordic Journal of Studies in Educational Policy. ISSN 2002-0317. 4(1), p. 1–14. doi: 10.1080/20020317.2017.1412747. Full text in Research Archive
• Hörmann, Bernadette (2016). Internationales Bildungsmonitoring und Marginalisierung. In Hedderich, Ingeborg; Biewer, Gottfried; Hollenweger, Judith & Markowetz, Reinhard (Ed.), Handbuch Inklusion und Sonderpädagogik. UTB Verlag. ISSN 978-3-8252-8643-9. p. 607–612.
• Hörmann, Bernadette (2015). Instrumentalism – Where is Bildung left? A reflective discussion on the contributions. In Hillen, Andrea Stefanie & Aprea, Carmela (Ed.), Instrumentalism in Education - Where is Bildung left?. Waxmann Verlag. ISSN 978-3-8309-3054-9. p. 131–138.
• Hörmann, Bernadette (2013). „Das ist kein Unterricht!“. Wie Schülerinnen und Schüler ihren schulischen Alltag konzeptualisieren, Die vielen Wirklichkeiten der Neuen Mittelschule. Zur Evaluation der Niederösterreichischen Mittelschule. Leykam. ISSN 978-3-7011-0263-1.
• Hörmann, Bernadette (2012). „Ja, also, das war nämlich so….“. Erzählungen von SchülerInnen über ihren schulischen Alltag als Mittel zur Evaluierung von Unterricht. Eine Schule für alle? Zur Evaluation der Niederösterreichischen Mittelschule. Leykam. ISSN 978-3-7011-0210-5.
• Hörmann, Bernadette & Hopmann, Stefan Thomas (2011). Marginalisierungsprozesse von Menschen mit Behinderungen im Rahmen von „School-Accountability“-Maßnahmen. In Flieger, Petra & Schönwiese, Volker (Ed.), Menschenrechte – Integration – Inklusion. Aktuelle Perspektiven aus der Forschung. Verlag Julius Klinkhardt. ISSN 978-3-7815-1793-6.
• Hörmann, Bernadette (2011). Capacities in diversified classrooms. In Hillen, Andrea Stefanie; Sturm, Tanja & Willbergh, Ilmi (Ed.), Challenges facing contemporary didactics: Diversity of students and the role of new media in teaching and learning. Waxmann Verlag. ISSN 978-3-8309-2589-7. Show summary

  This anthology raises the issue on current empirical and theoretical research approaches in the field of didactics, in respect to diversity, gender and new media. The intention is to show the related contemporary use and the reflections on didactic approaches based on the tradition of Allgemeine Didaktik. The brainchild to use English as publication language pursues the idea to make the concept of didactics accessible for the English speaking world. The attempt is to mirror differences of provisions incurrent societal phenomena: new media, gender, and diversity which educational institutions are facing. It will reveal and demonstrate that this is a common issue which is to be addressed for satisfying the demands and necessities in today’s schooling out of the national educational perspectives given through the different educational systems. This anthology follows the idea to present approaches with their theoretical or empirical results. Thus, the reader will find a bunch of procedures, suggestions, and methods as well as critical questions shaped by the empirical and theoretical reflective work of the Norwegian, Austrian, US-American, and German authors, who contributed to the book.

• Hörmann, Bernadette (2011). Marginalization in the Age of “School Accountability”. In Werler, Tobias Christoph (Eds.), Heterogeneity. General Didactics Meets the Stranger. Waxmann Verlag. ISSN 978-3-8309-2609-2.
• Langfeldt, Gjert & Hörmann, Bernadette (2011). Didaktik und Inklusion – eine skandinavische Perspektive. Sonderpädagogische Förderung heute. ISSN 1866-9344.
• Hörmann, Bernadette (2007). Disappearing Students. PISA and Students With Disabilities. In Hopmann, Stefan; Brinek, Gertrude & Retzl, Martin (Ed.), PISA zufolge PISA - PISA According to PISA: Hält PISA, was es verspricht? - Does PISA Keep What It Promises?. LIT Verlag. ISSN 978-3-8258-0946-1.

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• Hörmann, Bernadette & Sivesind, Kirsten (2021). Structuring School Reform Policy with Evidence: The InterMediational Role of Knowledge Sources and Arguments in Norwegian Policy Documents.
• Hörmann, Bernadette & Sivesind, Kirsten (2021). Structuring School Reform Policy with Evidence: The inter-mediational role of knowledge sources and arguments.
• Hörmann, Bernadette & Sivesind, Kirsten (2021). Structuring School Reform Policy with Evidence: The inter-mediational role of knowledge sources and arguments.
• Hörmann, Bernadette; Karseth, Berit; Sivesind, Kirsten & Tiplic, Dijana (2019). Knowledge sources in crafting school reform policy: The case of Norway.
• Steiner-Khamsi, Gita; Baek, Chanwoong; Hörmann, Bernadette; Karseth, Berit & Sivesind, Kirsten (2018). Policy Knowledge and Lesson Drawing in Nordic School Reform in an Era of International Comparison.
• Baek, Chanwoong & Hörmann, Bernadette (2017). Research methodology: data entrance and coding.
• Hörmann, Bernadette & Forghani-Arani, Neda (2017). Spongebob & die „normale Ordnung“. Wie Schüler/innen und Lehrer/innen ihren Unterricht an NNÖMS erleben .
• Sivesind, Kirsten & Hörmann, Bernadette (2017). Bildung – Alive and allowed? Curriculum practices, European didactics and the governing role of new assessment pedagogies in schools.
• Hörmann, Bernadette (2015). All Aboard the Good Ship Named Schooling? Marginalization in an Era of School Accountability.
• Hörmann, Bernadette (2015). “Our Teachers Should Be There for Us!” School accountability Tools and Their Marginalizing Impact.
• Hörmann, Bernadette & Neda, Forghani-Arani (2014). Lived experience of schooling from two perspectives. Doing classroom research with a phenomenologically oriented approach.
• Geppert, Corinna & Hörmann, Bernadette (2013). The transition from primary to secondary school: results from a mixed-methods study on student self-concept and supportive school climate.
• Hörmann, Bernadette (2012). Marginalisierung in der gelebten Unterrichtserfahrung von Schülerinnen und Schülern. Kontraste.
• Hörmann, Bernadette (2012). Processes of Marginalization Within the Classroom in an Era of School Accountability.
• Hörmann, Bernadette (2011). Instructional Patterns.
• Hörmann, Bernadette (2011). Students’ perceptions of marginalization within the classroom.
• Hörmann, Bernadette & Forghani-Arani, Neda (2011). Teachers’ and Students’ Experience of Instruction; Meaning-Making in Heterogeneous Classrooms.
• Hörmann, Bernadette (2011). Processes of marginalization in the context of student assessment tests and standardization.- Presentation in the symposium “General Didactics – Challenged by Diversity.
• Forghani-Arani, Neda & Hörmann, Bernadette (2011). Teachers‘ and Students‘ Lived Experience of Schooling. Looking into Classrooms with a Phenomenological Orientation.
• Hörmann, Bernadette (2010). Umstritten: Migranten hinter dem Lehrerpult. [Newspaper]. Die Presse.
• Hörmann, Bernadette (2010). Aus den Augen, aus dem Sinn. Marginalisierungsprozesse von Menschen mit Behinderungen im Rahmen von „School-Accountability“-Maßnahmen.
• Hörmann, Bernadette (2010). Disappearing Students. The role of students with disabilities in times of student assessment tests and standardization.
• Hörmann, Bernadette (2010). Capacities in diverse classrooms.
• Hörmann, Bernadette (2010). Subjective perceptions of marginalizing processes in education.
• Hörmann, Bernadette (2009). Der Umgang mit dem Rotstift. [Newspaper]. Die Furche.
• Hörmann, Bernadette & Hopmann, Stefan Thomas (2009). One size fits all? Die PISA-Studie und ihr Platz im wirklichen Leben. Schulheft.
• Hopmann, Stefan Thomas; Hörmann, Bernadette & Retzl, Martin (2009). Gibt es eine Alternative zu Schülerleistungsdaten als Evidenz für Schul- und Lernqualität? Politikum. 30(4).
• Hörmann, Bernadette (2009). Heterogeneity as Capacity in Schools.- Presentation in the symposium “Doing Differences”.
• Hopmann, Stefan Thomas; Retzl, Martin & Hörmann, Bernadette (2009). What Counts as Quality? Conditions and Constraints of School Accountability.- Presentation in the symposium “How is evidence based governance possible, regarding intransparent and non-intentional coordination dynamics in school systems?“.
• Hörmann, Bernadette & Retzl, Martin (2008). No State Left Behind. The Case of Austria Or: L’école, c’est l’État.
• Hörmann, Bernadette (2007). Die Unsichtbaren in PISA, TIMSS & Co. Kinder mit Behinderungen in nationalen und internationalen Schulleistungsstudien.
• Hörmann, Bernadette (2015). All Aboard the Good Ship Schooling? Marginalisation in an Era of School Accountability. Universität Wien.
• Hörmann, Bernadette & Forghani-Arani, Neda (2012). Gelebte Unterrichtserfahrungen. Wie SchülerInnen und Lehrpersonen ihren Unterricht in der Niederösterreichischen Mittelschule erleben. NOESIS Arbeitsbericht 7. Universität Wien.
• Geppert, Corinna; Knapp, Mariella & Hörmann, Bernadette (2012). Das niederösterreichische Sonderschulwesen im Fokus. NOESIS Arbeitsbericht 14. Universität Wien.
• Hörmann, Bernadette (2012). Wie SchülerInnen ihren Unterricht in der Niederösterreichischen Mittelschule erleben. NOESIS Arbeitsbericht 12. Universität Wien.
• Hörmann, Bernadette (2007). Die Unsichtbaren in PISA, TIMSS & Co. Kinder mit Lernbehinderungen in nationalen und internationalen Schulleistungsstudien. Universität Wien.

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