Kirsten Sivesind

• 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.  s 1- 14 Fulltekst i vitenarkiv.
• Hall, Jeffrey Brooks & Sivesind, Kirsten (2017). State School Inspection Policy in Norway and Sweden (2002-2012): A reconfiguration of governing modes?, In Stephen Ball (ed.),  Governing by numbers: Education, governance, and the tyranny of numbers.  Routledge.  ISBN 9781138701151.  7.  s 131 - 160
• Sivesind, Kirsten & Luimes, Maike (2017). Didaktik and curriculum studies: a European perspective, In John Chi-kin Lee & Kerry J. Kennedy (ed.),  Theorizing Teaching and Learning in Asia and Europe. A Conversation between Chinese Curriculum and European Didactics.  Routledge.  ISBN 9781138805996.  11.  s 217 - 231
• Sivesind, Kirsten & Wahlström, Ninni (2017). Curriculum and Leadership in Transnational Reform Policy: A Discursive-Institutionalist Approach, In Michael Uljens & Rose Ylimaki (ed.),  Bridging Educational Leadership, Curriculum Theory and Didaktik. Non-affirmative Theory of Education.  Springer.  ISBN 978-3-319-58650-2.  Chapter 14.  s 439 - 462
• Møller, Jorunn & Sivesind, Kirsten (2016). Rektorers blikk på opplæringslovens rettslige regulering, I: Kristian Andenæs & Jorunn Møller (red.),  Retten i skolen - mellom pedagogikk, juss og politikk.  Universitetsforlaget.  ISBN 9788215026671.  Kapittel 8.  s 161 - 181
• Sivesind, Kirsten; Afsar, Azita & Bachmann, Kari Elisabeth (2016). Transnational policy transfer over three curriculum reforms in Finland : The constructions of conditional and purposive programs (1994–2016). European Educational Research Journal.  ISSN 1474-9041.  15(3), s 345- 365 . doi: 10.1177/1474904116648175 Vis sammendrag

  This article examines how three national curricula for basic education in Finland reflect transnational policy perspectives from 1994 to the present. By developing a conceptual apparatus for curriculum analysis, we examine how national curricula in Finland can be interpreted as modifications of transnational policy transfers shaped by international comparisons in today’s society. Transnational policy has been the subject of numerous studies, but ongoing curriculum modifications of policy transfers across reform periods have rarely been examined. Using a systems theory approach, we seek to understand how curriculum revisions are designed as combinations of conditional and purposive orientations. The most important contributions of this paper lie in its use of a mixture of these orientations, and its demonstration of the particular functions that these orientations play in both facilitating and constricting transnational policy transfer as evidenced by our analytical apparatus. Keywords: Curriculum, transnational policy, education reform, policy transfer.

• Sivesind, Kirsten; Skedsmo, Guri & Hall, Jeffrey Brooks (2016). Et felles nasjonalt tilsyn: Om rammeverk og reformbaner gjennom historien, I: Kristian Andenæs & Jorunn Møller (red.),  Retten i skolen - mellom pedagogikk, juss og politikk.  Universitetsforlaget.  ISBN 9788215026671.  Kapittel 5.  s 99 - 119
• Sivesind, Kirsten & Westbury, Ian (2016). State-based curriculum work and curriculum-making: Norway’s Læreplanverket 1997. Journal of Curriculum Studies.  ISSN 0022-0272.  48(6), s 766- 782 . doi: 10.1080/00220272.2016.1186741
• Sivesind, Kirsten & Westbury, Ian (2016). State-based curriculum-making, Part I. Journal of Curriculum Studies.  ISSN 0022-0272.  48(6), s 744- 756 . doi: 10.1080/00220272.2016.1186737
• Tønnesson, Johan & Sivesind, Kirsten (2016). The Rhetoric of the Norwegian Constitution Day: A Topos Analysis of Young Norwegian Students’ May 17 Speeches, 2011 and 2012. Scandinavian Journal of Educational Research.  ISSN 0031-3831.  60(2), s 201- 218 . doi: 10.1080/00313831.2015.1017837
• Westbury, Ian; Aspfors, Jessica; Fries, Anna-Verena; Hansen, Sven-Erik; Ohlhaver, Frank; Rosenmund, Moritz & Sivesind, Kirsten (2016). Organizing curriculum change: an introduction. Journal of Curriculum Studies.  ISSN 0022-0272.  48(6), s 729- 743 . doi: 10.1080/00220272.2016.1186736 Vis sammendrag

  This paper introduces the questions and approaches of a five-nation cross-cultural study of state-based curriculum-making discussed in this issue of JCS. The paper reviews the two decade-long interest of many nations in state-based curriculum-making and presents a framework for thinking about state-based curriculum-making as a tool of educational governance.

• Westbury, Ian & Sivesind, Kirsten (2016). State-based curriculum-making, Part 2, the tool-kit for the state’s curriculum-making. Journal of Curriculum Studies.  ISSN 0022-0272.  48(6), s 757- 765 . doi: 10.1080/00220272.2016.1186738
• 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.
• Sivesind, Kirsten (2014). Education in the Spirit of Archimedes: pertaining to the buoyancy of PISA. Oxford Studies in Comparative Education.  ISSN 0961-2149.  24(1), s 57- 77
• Sivesind, Kirsten & Karseth, Berit (2014). Curriculum Theory and Research in Norway: Traditions, Trends and Topics, In William F. Pinar (ed.),  International Handbook of Curriculum Research.  Routledge.  ISBN 9780415804295.  30.  s 362 - 375
• Sivesind, Kirsten (2013). Læreplanene i Kunnskapsløftet: et internasjonalt-sammenliknende perspektiv. Norsk pedagogisk tidsskrift.  ISSN 0029-2052.
• Sivesind, Kirsten (2013). Mixed images and merging semantics in European curricula. Journal of Curriculum Studies.  ISSN 0022-0272.  45(1), s 52- 66 . doi: 10.1080/00220272.2012.757807
• Sivesind, Kirsten & Bachmann, Kari Elisabeth (2013). Læreplaner – fra dokumenter til dokumentasjon, I: Rune Johan Krumsvik & Roger Säljö (red.),  Praktisk-pedagogisk utdanning - en antologi.  Fagbokforlaget.  ISBN 978-82-450-1280-4.  Kapittel.  s 303 - 342
• Tønnesson, Johan & Sivesind, Kirsten (2013). Grunnlovens unge ambassadører: Analyse av et utvalg 17. maitaler holdt av norske skolelever i 2011 og 2012. Maal og Minne.  ISSN 0024-855X.  (2), s 65- 95
• Bachmann, Kari Elisabeth & Sivesind, Kirsten (2012). Kunnskapsløftet som reformprogram: fra betingelser til forventninger, I: Tomas Englund; Eva Forsberg & Daniel Sundberg (red.),  Vad räknas som kunskap? Läroplanteoretiska utsikter och inblickar i lärarutbildning och skola.  Liber.  ISBN 978-91-47-09985-6.  Kapittel 12.  s 242 - 260 Vis sammendrag

  Som det tredje bidraget i avdelningen ger Kirsten Sivesind och Kari Bachmann en analys av hur läroplaner historisk konstruerats och forändrats med den norska läroplansreformen "Kunskapslyftet" som ett samtida exempel. I kapitlet behandlas vilken roll skolors lokala läroplans- och utvecklingsarbete har i skifte från mandat- til kontraktsstyrning.

• Sivesind, Kirsten (2012). Jus + ped = sant? Et felles nasjonalt tilsyn i skolen - om nye styringsformer og bruken av faglig skjønn, I: Henning Jakhelln & Trond-Erik Welstad (red.),  Utdanningsrettslige emner.  Cappelen Damm AS.  ISBN 9788202358822.  34.  s 655 - 681
• Sivesind, Kirsten; van den Akker, Jan & Rosenmund, Moritz (2012). The European Curriculum: restructuring and renewal. European Educational Research Journal.  ISSN 1474-9041.  11(3), s 320- 327
• Karseth, Berit & Sivesind, Kirsten (2011). Conceptualising Curriculum Knowledge Within and Beyond the National Context, In Lyn Yates & Madeleine Grumet (ed.),  Curriculum in Today's World.  Routledge.  ISBN 978-0-415-57582-9.  Kapittel 5.  s 58 - 76
• Sivesind, Kirsten (2011). Johann Friedrich Herbart. Den pedagogiske forelesningen, I: Arne Skodvin; Karl Henrik Flyum; Geir Knudsen & Eva Simonsen (red.),  Forelesningens kunst.  Unipub forlag.  ISBN 978-82-7477-499-5.  Kapittel.  s 115 - 133
• Sivesind, Kirsten & Bachmann, Kari Elisabeth (2011). Et felles nasjonalt tilsyn - om forholdet mellom statlig styring og faglig skjønn, I: Jorunn Møller & Eli Ottesen (red.),  Rektor som leder og sjef - om styring, ledelse og kunnskapsutvikling i skolen.  Universitetsforlaget.  ISBN 978-82-15-01797-6.  Kapittel 3.  s 51 - 73
• Elstad, Eyvind & Sivesind, Kirsten (2010). OECD setter dagsorden, I: Eyvind Elstad & Kirsten Sivesind (red.),  PISA sannheten om skolen?.  Universitetsforlaget.  ISBN 978-82-15-01487-6.  Kapittel1.  s 20 - 41
• Karseth, Berit & Sivesind, Kirsten (2010). Conceptualising Curriculum Knowledge Within and Beyond the National Context. European Journal of Education.  ISSN 0141-8211.  45(1), s 103- 120 . doi: 10.1111/j.1465-3435.2009.01418.x Vis sammendrag

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• Sivesind, Kirsten (2010). PISA i Arkimedes. ånd: om evalueringers oppdrift i utdanningssystemet, I: Eyvind Elstad & Kirsten Sivesind (red.),  PISA sannheten om skolen?.  Universitetsforlaget.  ISBN 978-82-15-01487-6.  Kapittel 7.  s 124 - 142
• Karseth, Berit & Sivesind, Kirsten (2009). Læreplanstudier - perspektiver og posisjoner, I: Erling Lars Dale (red.),  Læreplan i et forskningsperspektiv.  Universitetsforlaget.  ISBN 978-82-15-01323-7.  Kapittel 2.  s 23 - 61
• Bachmann, Kari Elisabeth; Sivesind, Kirsten & Bergem, Randi (2008). Evaluering og ansvarliggjøring i skolen, I: Eyvind Elstad; Gjert Langfeldt & Stefan Hopmann (red.),  Ansvarlighet i skolen. Politiske spørsmål og pedagogiske svar.  Cappelen Damm Akademisk.  ISBN 978-82-02-28007-9.  Kapittel 4.  s 94 - 122
• Sivesind, Kirsten & Bachmann, Kari Elisabeth (2008). Hva forandres med nye standarder? Krav og utfordringer med Kunnskapsløftets læreplaner, I: Eyvind Elstad; Gjert Langfeldt & Stefan Hopmann (red.),  Ansvarlighet i skolen. Politiske spørsmål og pedagogiske svar.  Cappelen Damm Akademisk.  ISBN 978-82-02-28007-9.  Kapittel 3.  s 62 - 93
• Werler, Tobias & Sivesind, Kirsten (2007). Norway, In Hans Döbert; Wolfgang Hörner; Von Knopp Bortho & Wolfgang Mitter (ed.),  The Education Systems of Europe.  Kluwer Academic Publishers.  ISBN 1-4020-4868-8.  Kapittel.  s 573 - 589
• Afsar, Azita; Bachmann, Kari Elisabeth & Sivesind, Kirsten (2006). Fra gammel til ny læreplan - etablerte forventninger og mulige forandringer, I: Ragnhild Midtbø (red.),  Lærerkvalifisering og godt lærerarbeid.  Bedre skole.  ISBN 8291684-19-7.  Kapittel 7.  s 91 - 111
• Møller, Jorunn; Sivesind, Kirsten; Skedsmo, Guri & Aas, Marit (2006). Skolelederundersøkelsen 2005. Om arbeidsforhold, evalueringspraksis og ledelse i skolen. Acta Didactica.  ISSN 1502-2013.  (1)
• Sivesind, Kirsten (2006). Innledning, I: Kirsten Sivesind; Gjert Langfeldt & Guri Skedsmo (red.),  Utdanningsledelse.  Cappelen Damm Akademisk.  ISBN 978-82-02-25997-6.  Innledning.  s 7 - 20
• Afsar, Azita; Skedsmo, Guri & Sivesind, Kirsten (2006). Evaluering og kunnskapsutvikling i ledelse av utdanning, I: Kirsten Sivesind; Gjert Langfeldt & Guri Skedsmo (red.),  Utdanningsledelse.  Cappelen Damm Akademisk.  ISBN 978-82-02-25997-6.  Kapittel 11.  s 202 - 226
• Werler, Tobias & Sivesind, Kirsten (2006). Norway. Norway, In  Hörner, W.; Döbert, H.; von Kopp, B.; Mitter, W. (Eds.) : The Education Systems of Europe.  Springer Science+Business Media B.V..  s 573 - 589
• Gundem, Bjørg Brandtzæg; Karseth, Berit & Sivesind, Kirsten (2003). Curriculum Theory and Research in Norway: Traditions, Trends, and Challenges, In William Pinar (ed.),  International Handbook of Curriculum Research.  Lawrence Erlbaum Associates.  ISBN 0-8058-3222-X.  Chapter 29.  s 517 - 534
• Sivesind, Kirsten & Karseth, Berit (2003). Curriculum Theory and Research in Norway: Traditions, Trends, and Topics, In William Pinar (ed.),  International Handbook of Curriculum Research.  Lawrence Erlbaum Associates.  ISBN 0-8058-3222-X.  30.  s 362 - 375
• Sivesind, Kirsten (2002). Pedagogiske refleksjoner i en reformtid. Uddannelse.  ISSN 0503-0102.  (10), s 54- 60
• Sivesind, Kirsten (2002). Reform 97 - Pedagogiske avveininger på politiske premisser, I:  En lærende skole - L97 i skolepraksis.  J.W. Cappelens Forlag AS.  ISBN 8202218160.  Kapittel 3.  s 35 - 62
• Sivesind, Kirsten (2002). Task and Themes in Communication about the Curriculum: The Norwegian Compulsory School Reform, In  Comparing Curriculum-Making Processes.  Peter Lang Publishing Group.  ISBN 3-906768-68-6.  Chapter 22.  s 319 - 332
• Bachmann, Kari Elisabeth & Sivesind, Kirsten (2002). Hva læreplanen kan - og ikke kan, I: [Mangler fornavn] [Mangler etternavn] (red.),  En lærende skole. L97 i skolepraksis.  J.W. Cappelens Forlag AS.  Kapittel.
• Sivesind, Kirsten & Gundem, Bjørg Brandtzæg (2000). Läroplansreformer och lärarprofessionalitet - reflektioner om didaktikens relevans i arbetet med läroplaner, I: Ulla Tebelius & Silwa Claesson (red.),  Skolan i centrum.  Studentlitteratur, Lund.  ISBN 91-44-01496-1.  s 25 - 42
• Sivesind, Kirsten & Hopmann, Stefan (1997). Fra læreplanutforming til undervisningsplanlegging, I: Berit Karseth; Sigrun Gudmundsdottir & Stefan Hopmann (red.),  Didaktikk: Tradisjon og fornyelse. Festskrift til Bjørg Brandtzæg Gundem.  Rapport : Pedagogisk forskningsinstitutt, Universitetet i Oslo.  s 237 - 257
• Sivesind, Kirsten (1993). Målstyring - sentralisering eller desentralisering? En analyse av begrepsbruk og politisk innhold i St. meld. nr. 37 (1990-91). Norsk pedagogisk tidsskrift.  ISSN 0029-2052.  2, s 69- 82

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• Elstad, Eyvind & Sivesind, Kirsten (red.) (2010). PISA sannheten om skolen?. Universitetsforlaget.  ISBN 978-82-15-01487-6.  323 s.
• Sivesind, Kirsten; Langfeldt, Gjert & Skedsmo, Guri (red.) (2006). Utdanningsledelse. Cappelen Damm Akademisk.  ISBN 978-82-02-25997-6.  271 s.
• Langfeldt, Gjert; Sivesind, Kirsten & Skedsmo, Guri (red.) (2006). Utdanningsledelse. Cappelen Damm Akademisk.  ISBN 8202259975.  271 s.
• Bachmann, Kari Elisabeth; Sivesind, Kirsten; Afsar, Azita & Hopmann, Stefan (2005). Hvordan formidles læreplanen? En komparativ evaluering av læreplanbaserte virkemidler - deres konsistens og læreres praksis. Cappelen Damm Høyskoleforlaget.

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• Sivesind, Kirsten & Hörmann, Bernadette (2017). Bildung – Alive and allowed? Curriculum practices, European didactics and the governing role of new assessment pedagogies in schools.
• Afsar, Azita & Sivesind, Kirsten (2016). Undervisning, I: Ole Andreas Kvamme; Tone Kvernbekk & Torill Strand (red.),  Pedagogiske fenomener. En innføring.  Cappelen Damm Akademisk.  ISBN 9788202494667.  Kapittel.  s 137 - 154
• Sivesind, Kirsten & Wahlström, Ninni (2016). Curriculum on the European policy agenda: Global transitions and learning outcomes from transnational and national points of view. European Educational Research Journal.  ISSN 1474-9041.  15(3), s 271- 278 . doi: 10.1177/1474904116647060
• Sivesind, Kirsten (2015). Komparative studier: om forholdet mellom utdanningspolitikk og utdanningsforskning.
• Sivesind, Kirsten & Luimes, Maike (2015). Conceptualizing Curriculum and Bildung: rethinking the ‘whys’ and ‘whats’ of teaching within a European Research Discourse.
• Luimes, Maike & Sivesind, Kirsten (2014). A comparison of subject matter content and the semantics of new curricula for lower secondary school in Norway and Germany (North Rhine-Westphalia).
• Luimes, Maike & Sivesind, Kirsten (2014). A comparison of subject matter content and the semantics of new curricula for lower secondary school in Norway and Germany (North Rhine-Westphalia).
• Luimes, Maike & Sivesind, Kirsten (2014). Content for teaching or competencies for learning? The formation of subject matter content and its legitimation.
• 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.
• Hall, Jeffrey Brooks & Sivesind, Kirsten (2013). State Inspectoral Systems in Norwegian and Swedish Education: From Politics to Practice - Preliminary Results.
• Sivesind, Kirsten; Bachmann, Kari Elisabeth & Afsar, Azita (2013). Researching curriculum specification and freedom in Norway, In Wilmad Kuiper & Jan Berkvens (ed.),  Balancing Curriculum Regulation and Freedom across Europe : CIDREE Yearbook 2013.  CIDREE: Consortium of Institutions for Development and Research in Education in Europe.  ISBN 978-90-329-2336-5.  Chapter.  s 163 - 188 Vis sammendrag

  This chapter examines the way professional freedom is shaping as well as is being shaped across two periods of compulsory school reform in Norway. It is based on data collected through surveys given to professionals in schools involved in curriculum development, textbook production, implementation and teaching. We are above all interested in how goals and expectations towards a national curriculum are expressed by different groups of reform actors, how their conceptions correspond with the way the existing curriculum specifies goals and contents and how their conceptions interplay with reform efforts that increasingly emphasize assessment and outcomes. A range of reform studies indicates that a detailed curriculum restricts professional freedom in schools. Our own studies as well as research findings from similar studies in Norway show that a curriculum that focuses on goals and contents creates room to move for professionals although it does not necessarily enhance self-control. We also see that teachers’ conceptions and preferences are changing along with national reform towards specification of minimum content and assessment criteria, partly contradicting the current curriculum in Norway, which holds the school level accountable for both development processes and outcomes.

• Sivesind, Kirsten (2012). Trajectories of national school inspection: between norms and rights. Vis sammendrag

  The paper examines how legal, professional, social and scientific norms are justified and applied within guidelines for school inspection in Norway. The paper takes Max Weber's idealtype of the bureaucracy into regard and shows how the combination and conflict of norms appears as a consequence of paralell and changing mindsets within the state administration towards old and new forms of governing.

• Sivesind, Kirsten & Skedsmo, Guri (2012). National School Inspection and Modernizing Trajectories of Governing and Control. Vis sammendrag

  This paper provides an overview of governing structures in Norwegian education, which are important to understand current inspection devices and practices. The overall problem of analysis is how modernizing trajectories in the national school inspection system are changing along with new methodologies of policy. In Norway, school inspection has for many decades been conducted in terms of advicement, organized by national authorities to support municipalities and schools in their effort of structuring and developing their educative programs and activities. Historically, this practice has been highly regulated but at the same time decentralised, motivated by municipalities’ need for guidance to assure that education is in accordance with the overall legislation (Sivesind, 2008). Today this institutional practice is reorganized; new tools and methods are introduced, like school auditing and self-evaluation. In the first part of the paper we describe differences between tools and methodologies applied in current systems for school inspection, like auditing, monitoring, supervision and advicement. Thereafter we discuss implications of introducing school auditing within the Norwegian context. Drawing on Pollit and Bouckaert (2004), we examine differences between compliance-oriented audit, which is heavily legalistic, and performance-audit which focuses on observed outcomes.These two forms of auditing is not contradictory but correspond to opposite accounts of trajectories. A related problem, discussed in the last part of the paper, is how different froms of inspection conceptualise norms through applied methodologies; wether inspection focus on norms as devices for action and/or norms as descriptive standards, detailing civil and individual rights. The paper concludes on how justification of legal norms depends on applied tools and methodologies in national school inspection, reflecting modernizing trajectories within a European policy context (Ozga, 2011).

• Bachmann, Kari Elisabeth & Sivesind, Kirsten (2010). Administrating Minds, Managing Hopes. The Movement toward Accountability and Individualization in Education.
• Elstad, Eyvind & Sivesind, Kirsten (2010). Hvorfor en bok om PISA?, I: Eyvind Elstad & Kirsten Sivesind (red.),  PISA sannheten om skolen?.  Universitetsforlaget.  ISBN 978-82-15-01487-6.  Forord.  s 13 - 15
• Elstad, Eyvind & Sivesind, Kirsten (2010). Innledning, I: Eyvind Elstad & Kirsten Sivesind (red.),  PISA sannheten om skolen?.  Universitetsforlaget.  ISBN 978-82-15-01487-6.  Innledning.  s 16 - 19
• Sivesind, Kirsten & Afsar, Azita (2010). Proramevaluering av Master i Pedagogikk, Universitetet i Agder.
• Bachmann, Kari Elisabeth & Sivesind, Kirsten (2009). Læreplanen: en betingelse eller forventning? En sammenliknende studie av skolens respons på nye læreplaner i et styringsperspektiv.
• Karseth, Berit & Sivesind, Kirsten (2009). Skolens samfunnsmandat – med eller uten anførselstegn. Bedre Skole.  ISSN 0802-183X.  (1), s 50- 54
• Sivesind, Kirsten (2009). Juss + ped = sant? Om felles nasjonalt tilsyn i Oslo og Akershus 2008.
• Skedsmo, Guri; Sivesind, Kirsten & Bachmann, Kari Elisabeth (2009). Responsibility and Accountability in Institutional Governance.
• Skedsmo, Guri; Sivesind, Kirsten & Bachmann, Kari Elisabeth (2009). Responsibility and Accountability in Institutional Governance.
• Elstad, Eyvind; Hopmann, Stefan; Langfeldt, Gjert & Sivesind, Kirsten (2008). Ansvarliggjøring i praksis.
• Møller, Jorunn & Sivesind, Kirsten (2008). OECD-rapporten om skoleledelse og sluttresultater fra ASAP-prosjektet. Hvilke forventninger rettes mot norsk utdanningspolitikk?.
• Sivesind, Kirsten (2008). Reformulating reform: curriculum history revisited. Doktoravhandlinger forsvart ved Det utdanningsvitenskapelige fakultet, Universitetet i Oslo. 101.
• Sivesind, Kirsten & Bachmann, Kari Elisabeth (2007). Evaluation and Standardization. The Changing Role of Curriculum and Reform.
• Sivesind, Kirsten; Carlsten, Tone Cecilie & Westbury, Ian (2007). Back to the Future - the Changing Role of Curriculum Politics in Norway and Illinois.
• Afsar, Azita; Bachmann, Kari Elisabeth & Sivesind, Kirsten (2006). Fra gammel til ny læreplan - etablerte forventninger og mulige forandringer. Kommunikasjon.  ISSN 1502-3052.  (6)
• Sivesind, Kirsten (2005). PISA og TIMSS. En kommentar.
• Sivesind, Kirsten & Fries, Anna-Verena (2005). Perception of confclict sources in curriculum making.
• Sivesind, Kirsten & Fries, Anna-Verena (2005). Tensions in curriculum making.
• Bachmann, Kari Elisabeth; Sivesind, Kirsten; Afsar, Azita & Hopmann, Stefan (2004). Hvordan formidles læreplanen? En komparativ evaluering av læreplanbaserte virkemidler - deres utforming, konsistens og betydning for læreres praksis. Evaluering av Reform 97 - i regi av Norges forskningsråd.
• Sivesind, Kirsten (2004). Hva forandres med nye standarder? En drøfting av læreplanens mål og legitimering i lys av nye former for ansvarliggjøring (accountability).
• Sivesind, Kirsten (2004). Komparativ analyse i et systemteoretisk perspektiv.
• Sivesind, Kirsten (2003). Sammenlikgning af nordiske læreplaner med henblik på indholdsstyringen.
• Sivesind, Kirsten; Backström Widjeskog, Bettina & Apsfors, Jessica (2003). Exploring curriculum changes through comparative research.
• Sivesind, Kirsten; Afsar, Azita & Bachmann, Kari Elisabeth (2003). Nordiske læreplaner og den ukjente x.
• Sivesind, Kirsten; Bachmann, Kari Elisabeth & Afsar, Azita (2003). Nordiske læreplaner.
• Sivesind, Kirsten (2002). Didaktikk og klasseromsforskning - av samme slag?. Nordisk Pedagogik.  ISSN 0901-8050.  (4), s 244- 250
• Sivesind, Kirsten (2001). Mål - uten mening? Om didaktikk, læreplan og undervisning. Pedagogisk profil.  ISSN 0805-5610.  8(2)
• Sivesind, Kirsten (1999). Task and themes in communication on curriculum. Common and different orientations in Germany, Switzerland and Norway. Vis sammendrag

  Curricula are constituted as parts of societal activity. Different theoretical conceptualisations of society give rise to alternative findings and interpretations of empirical data. According to a post-modernist view, globalisation causes cultural plurality in the society and a vanish a common ground for educational change and activity. Curricula are then characterised as nothing but stories. On the opposite, a modernistic view regards cultural and organisational institutions as still important. Interactions between countries organised under the label of internationalisation, result in possibilities for governing and production in the educational area. My paper however, points to curricular discourses as an important aspect of societal activity structured by specific tasks to be handled. Participants attribute to their position and selfreferences in the communication and secure stability through the repetition of themes and ways of communicating. International agreements, evaluation-programs and exchange of personnel between countries, will not have any influence on communicated themes in curriculum work unless the activity corresponds to the general problems actualised by specific systems. In my paper I will give some examples of such themes and orientations generated in German, Swiss and Norwegian curriculum work. The results are produced by the international project: From syllabus development to Lesson Planning.

• Sivesind, Kirsten (1999). The possibility for internationalisation in curriculum work. A theoretical discussion with reference to the case of Germany, Switzerland and Norway.
• Sivesind, Kirsten (1999). The process of curriculum reforms - whose development and what change? The Compulsory School Reform in Norway, 1991 - 1999.
• Gundem, Bjørg Brandtzæg & Sivesind, Kirsten (1997). From Politics to Practice: Reflections from a Research Project on Curriculum Policy and Notes from (outside and inside) a National Curriculum Reform Project.
• Sivesind, Kirsten (1997). Norwegen: Der neue Lehrplan. Infos & Akzente. Lehrplanbulletin..  (17), s 45- 47
• Sivesind, Kirsten (1997). The Curriculum - a political manifest or a tool for governing? The case of Norway.
• Sivesind, Kirsten & Gundem, Bjørg Brandtzæg (1997). Prosjektorganisation und Systementwicklung in der norwegischen Lehrplanarbeit.

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