Kirsten Sivesind

• 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 Vis sammendrag

  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

• Hansen, Petteri; Sivesind, Kirsten & Thostrup, Rune (2021). Managing expectations by projecting the future school: Observing the Nordic future school reports via temporal topologies. European Educational Research Journal.  ISSN 1474-9041. . doi: 10.1177/1474904121995695 Vis sammendrag

  This study focuses on the politics of time in education by analysing ‘The Future School’ reports published by Nordic state authorities between 2010 and 2015. Building on a system-theoretical understanding of social time, steering and second-order observations, we investigate how temporal political communication frames the future of Nordic basic education. By applying semantic analysis, we identified four temporal topologies according to which these reports deal with the future: (a) calculated futures based on future projections with numbers; (b) unpredictable futures based on future projections contrasting learning with adaptivity; (c) technology-determined futures; and (d) personalised futures based on child well-being. Whereas these topologies constitute a shared semantical base for discussing the future of school education, a comparison of the reports also reveals differences and paradoxes between the temporal topologies in the Nordic welfare state context.

• 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
• Sivesind, Kirsten & Hovdhaugen, Elisabeth (2021). Oppgaver som medierende betingelser for læring og danning – erfaringer fra et bachelorstudium i pedagogikk. UNIPED.  ISSN 1500-4538.  44(1), s 43- 59 . doi: 10.18261/issn.1893-8981-2021-01-05 Fulltekst i vitenarkiv. Vis sammendrag

  I dag er det nærmest en selvfølge å be studenter om å gjøre obligatoriske oppgaver underveis i et studieløp. Likevel er det forsket lite på hvordan studentene erfarer å arbeide med denne typen oppgaver. Denne artikkelen presenterer et forsknings- og utviklingsprosjekt der målet var å utvikle ny kunnskap om hvordan arbeidet med obligatoriske oppgaver kan muliggjøre danning. Vi prøvde ut forskjellige oppgavetyper i et bachelorstudium i pedagogikk. Gjennom en spørreskjemaundersøkelse og fire gruppeintervjuer undersøkte vi studentenes erfaringer og vurderinger. Den første oppgaven var utgangsorientert ved å presisere hva arbeidet skulle munne ut i. Den ba studentene om å lage en Pecha Kucha i form av en PowerPoint-presentasjon med både tekst, bilder og lyd. Den andre oppgaven var i større grad inngangsbestemt. Den innebar å analysere et utvalg høringssvar relatert til en utdanningspolitisk sak og fokuserte på innholdet. Begge oppgavene la vekt på undersøkende arbeidsformer. Funnene tilsier at studentene erfarte den andre oppgaven som mest meningsfull. Studentene satte pris på den faglige innrammingen og den konkrete hjelpen de fikk. Oppgaven ga større rom for å studere en sak i dybden. Undersøkelsen illustrerer problemer med å innføre en ny oppgavesjanger, der både formatet og oppfølgingen har implikasjoner for studentenes erfaringer.

• Sivesind, Kirsten & Bachmann, Kari Elisabeth (2020). Læreplaner: fra dokumenter til dokumentasjon, I: Rune Johan Krumsvik & Roger Säljö (red.),  Praktisk-pedagogisk utdanning – en antologi (2. utg.).  Fagbokforlaget.  ISBN 9788245033717.  12.  s 321 - 345
• Sivesind, Kirsten & Skedsmo, Guri (2020). Educational Governance, Gap-Management Strategies, and Reorganizational Processes of the State Authorities in Norway, In Helene Ârlestig & Olof Johansson (ed.),  Educational Authorities and the Schools.  Springer.  ISBN 9783030387587.  Norway.  s 75 - 92 Vis sammendrag

  This chapter disentangles the organizational structures of national policies for basic education in Norway and examines how state boards and agencies fulfill their institutional responsibilities and roles within the education system. In the last two decades, state authorities have encouraged national reform programs to create innovation and change across policy realms and levels. They have also enacted changes by reorganizing their own administrative apparatus at the national level. This study examines policy documents, consisting of white and green papers, expert reports, and website articles. All texts were organized thematically in order to provide an overview of the reform programs, the problems and solutions that were addressed by policy-makers and experts, and the strategies that led to reorganizational processes at the state administrative level. To map out the challenges, the chapter summarizes reviews of policy-relevant research on the implementation of the Knowledge Promotion Reform (2006–2020) and similar studies that reflect how the government sets the agenda and formulates new policies for basic education. By investigating the current reorganization of state agencies, the chapter also demonstrates how gap management is employed at the state level to enable or constrain the ways in which school reforms change policies and practices.

• Sivesind, Kirsten (2019). Læreplanen og det brede samfunnsmandatet, I:  Styring og ledelse i grunnopplæringen. Spenninger og dynamikker..  Cappelen Damm Akademisk.  ISBN 978-82-02-60554-4.  6.  s 91 - 110 Vis sammendrag

  Dette kapitlet beskriver den nye overordnede delen av læreplanverket og tidstypiske trekk ved fagfornyelsen. Ifølge stortingsmeldinger og offentlige utredninger handler reformarbeidet om å realisere "skolens brede samfunnsmandat". Det skal ivareta elevenes rettigheter, vektlegge samfunnsverdier og skjerpe den faglige fordypningen og læringen. Kapitlet har til hensikt å avklare hvordan den overordnede delen utleder mandatet og bidrar til å forme en styrende samfunnskontrakt for skolen.

• Sivesind, Kirsten (2019). Nordic Reference Societies in School Reforms in Norway: An Examination of Finland and the Use of International Large-Scale Assessments, In Florian Waldow & Gita Steiner-Khamsi (ed.),  Understanding PISA’s Attractiveness. Critical Analyses in Comparative Policy Studies.  Bloomsbury Academic.  ISBN 9781350057302.  5.
• Sivesind, Kirsten & Karseth, Berit (2019). An officially endorsed national curriculum: institutional boundaries and ideational concerns. Curriculum Perspectives.  ISSN 0159-7868.  39(2), s 193- 197 . doi: 10.1007/s41297-019-00074-4 Fulltekst i vitenarkiv.
• 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), s 1- 14 . doi: 10.1080/20020317.2017.1412747 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 . doi: 10.2304/eerj.2012.11.3.320
• 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

  (uten UiO-adresse på artikkelen)

• 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

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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.

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• Hansen, Petteri; Sivesind, Kirsten & Thostrup, Rune (2020). Managing Expectations by Projecting the Future School:Observing the Nordic Future School Reports via Temporal Topologies.
• Sivesind, Kirsten (2020). Hvordan skape god utdanning i en globalisert tidsalder? Historisk sammenliknende læreplanstudier gir flere svar. Vis sammendrag

  FNs bærekraftsmål om «God utdanning» fremmer verdier og rettigheter for befolkninger over hele verden. Målet tematiserer forventninger om å gi alle barn og unge en gratis og likeverdig grunnskole og videregående opplæring av høy kvalitet. En slik utdanning forutsetter offentlige læreplaner som beskriver hva som er skolens innhold og oppgaver. Sammenliknende læreplanstudier undersøker hvordan læreplaner utformes i lys av globale nøkkelproblemer. Dermed kan fagfeltet vise til eksempler på hvordan myndigheter forholder seg til slike problemer. Men kanskje viktigere er betydningen av å forske på likheter og forskjeller mellom læreplaner fra ulike regioner og land. Slike sammenlikninger bidrar til å se betydningen institusjonelle betingelser for å drive skole som ivaretar nasjonale og lokale variasjoner i en globalisert verden.

• Volmari, Saija; Sivesind, Kirsten & Jónasson, Jón Torfi (2020). Regional Knowledge Transfer in School Reform Policy and the Nordic Other.
• Hörmann, Bernadette; Karseth, Berit; Sivesind, Kirsten & Tiplic, Dijana (2019). Knowledge sources in crafting school reform policy: The case of Norway.
• Karseth, Berit & Sivesind, Kirsten (2019). Recent reform trajectories in Nordic school reform - towards stronger international convergence?.
• Sivesind, Kirsten (2019, 12. juni). En podcast om gamle og nye læreplaner. [Internett].  Universitetet i Oslo.
• Sivesind, Kirsten (2019, 02. juni). Fagfornyelsen. [Radio].  NRK P2.
• Sivesind, Kirsten (2019). Kunnskap, kyndighet og kjærlighet - den læreplanhistoriske arven." En kommentar Gudmund Hernes.
• Sivesind, Kirsten (2019, 27. mars). Kunnskapsløft eller kunnskapsbløff? Innlegg og deltakelse paneldebatt om fagfornyelsen i regi av Klassekampen.  Kulturhuset i Oslo.
• Sivesind, Kirsten (2019). Læreplan, ledelse og styring av utdanning.
• Sivesind, Kirsten (2019). Læreplanen som kontrakt. Et foredrag for 300 skoleledere i regi av Faggruppen for Utdanningsledelse, ILS..
• Sivesind, Kirsten (2019). Policy Knowledge and Lesson Drawing in Nordic School Reform in an Era of International Comparison: A Double Symposium.
• Sivesind, Kirsten (2019). Policy transfer, regional workshop: Summing up – future steps.
• Sivesind, Kirsten (2019). Å muliggjøre danning gjennom måter å forske på: om betydningen av bilder, scenarier og historiske linjer.
• Sivesind, Kirsten & Karseth, Berit (2019). Knowledge sources in crafting school reform policy: The case of Norway.
• Sivesind, Kirsten & Skedsmo, Guri (2019). Styring, gap-analyser og reorganisering av den statlige utdanningsadministrasjonen i Norge.
• Skedsmo, Guri & Sivesind, Kirsten (2019). Educational governance, gap-management strategies, and reorganizational processes of the state authorities in Norway.
• Sivesind, Kirsten (2018, 30. oktober). Fagfornyelsen: muligheter og utfordringer. Innlegg og paneldebatt i regi av Utdanningsforbundet. [Internett].  Lærernes hus.
• Sivesind, Kirsten (2018). Læreplanen i et samfunnsperspektiv.
• 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 & Sivesind, Kirsten (2017). The Use of International and National "Evidence" in White and Green Papers from Norway: A detailed SNA of references.
• Lie, Elin Rødahl; Sivesind, Kirsten & Landfald, Ørjan Flygt (2017). Medierende betingelser for læring og danning: et pedagogisk forsknings- og utviklingsprosjekt.
• Sivesind, Kirsten & Hörmann, Bernadette (2017). Bildung – Alive and allowed? Curriculum practices, European didactics and the governing role of new assessment pedagogies in schools.
• Sivesind, Kirsten & Karseth, Berit (2017). Externalization in Norwegian School Reform: A Social Network Analysis of International and Regional References. Summary of the Norwegian Project.
• 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)

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