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Sivesind, Kirsten
(2022).
Hvordan brukes kunnskapskilder for å begrunne reformer for skoleverket? Hvem deltar? Resultater fra POLNET
.
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Hovland, Brit Marie & Sivesind, Kirsten
(2022).
Tracing the empirical and practical groundwork of national curricula in the interwar period.
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Sivesind, Kirsten
(2022).
Overrasket over hvor lite forskningsbasert skolepolitikken er.
Khrono.no.
ISSN 1894-8995.
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Sivesind, Kirsten
(2022).
PISA har blitt en politisk kjepphest. Gjør ingen forskjell.
Dagsavisen.
ISSN 1503-2892.
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Sivesind, Kirsten
(2022).
Forsvinner fagene med fagfornyelsen?
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Sivesind, Kirsten
(2022).
Funn og fortolkninger fra POLNET prosjektet.
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Sivesind, Kirsten & Karseth, Berit
(2022).
Hvordan innhentes og brukes kunnskap i arbeid med norske og nordiske skolereformer?
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Sivesind, Kirsten
(2022).
Comparing reform trajectories by moments of historical and societal transitions.
Vis sammendrag
The paper addresses how historical analysis of texts that are digitalized into full-text archives, provide new opportunities to examine dominating rationales and changes in reform trajectories and forms of curriculum control within a larger framework of historical and societal transitions. How can a researcher by the usage of digitalized search strategies identify 1) when in the history interests to develop national curricula were prevalent 2) which areas of knowledge they addressed, and 3) how international comparisons created moments of historical transitions?
The paper provide examples from an ongoing-study of school reform policy in Norway. It illustrates how to use N-gram search to identify books and articles that can deepen existing knowledge about the usage of international comparisons, how spatial and temporal dynamic of the reform processes can be visualized and how examination of full-text sources help interpreting how educators have translated rationales about schooling by their scholarly role of acting as authors.
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Sivesind, Kirsten
(2022).
Curriculum Studies: Deliberations and Debates.
IJHE Bildungsgeschichte.
ISSN 2192-4295.
12(22),
s. 51–57.
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Sivesind, Kirsten
(2021).
Kan et skolefag planlegges? Om moderniseringen av fag og kvalifikasjoner gjennom historien.
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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.
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Sivesind, Kirsten; Tiplic-Lunde, Dijana & Johnsen, Lars Gunnarsønn Bagøien
(2021).
Discourses of "the Nordic" within a transnational context: the salience of issues in white and green reports in Norway (1988-2017).
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Sivesind, Kirsten; Tiplic-Lunde, Dijana & Johnsen, Lars Gunnarsønn Bagøien
(2021).
Tracing Semantic Shifts in the History of Norwegian Reform Policy (1978 – 2017): Towards Stronger International Governance?
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Volmari, Saija; Sivesind, Kirsten & Jónasson, Jón Torfi
(2021).
Regional Policy Spaces, Knowledge Networks and the “Nordic Other”.
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Volmari, Saija; Sivesind, Kirsten & Jónasson, Jón Torfi
(2021).
Regional Policy Knowledge and the Nordic "other".
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Hörmann, Bernadette & Sivesind, Kirsten
(2021).
Structuring School Reform Policy with Evidence: The inter-mediational role of knowledge sources and arguments.
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Hörmann, Bernadette & Sivesind, Kirsten
(2021).
Structuring School Reform Policy with Evidence: The inter-mediational role of knowledge sources and arguments.
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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.
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Volmari, Saija; Sivesind, Kirsten & Jónasson, Jón Torfi
(2020).
Regional Knowledge Transfer in School Reform Policy and the Nordic Other.
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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
.
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Sivesind, Kirsten
(2019).
Å muliggjøre danning gjennom måter å forske på: om betydningen av bilder, scenarier og historiske linjer
.
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Hörmann, Bernadette; Karseth, Berit; Sivesind, Kirsten & Tiplic, Dijana
(2019).
Knowledge sources in crafting school reform policy: The case of Norway.
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Skedsmo, Guri & Sivesind, Kirsten
(2019).
Educational governance, gap-management strategies, and reorganizational processes of the state authorities in Norway.
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Sivesind, Kirsten & Skedsmo, Guri
(2019).
Styring, gap-analyser og reorganisering av den statlige utdanningsadministrasjonen i Norge.
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Sivesind, Kirsten
(2019).
Policy transfer, regional workshop: Summing up – future steps .
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Sivesind, Kirsten & Karseth, Berit
(2019).
Knowledge sources in crafting school reform policy: The case of Norway.
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Sivesind, Kirsten
(2019).
Policy Knowledge and Lesson Drawing in Nordic School Reform in an Era of International Comparison: A Double Symposium.
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Karseth, Berit & Sivesind, Kirsten
(2019).
Recent reform trajectories in Nordic school reform - towards stronger international convergence?
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Sivesind, Kirsten
(2019).
Kunnskap, kyndighet og kjærlighet - den læreplanhistoriske arven." En kommentar Gudmund Hernes.
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Sivesind, Kirsten
(2019).
Læreplan, ledelse og styring av utdanning.
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Sivesind, Kirsten
(2019).
Læreplanen som kontrakt. Et foredrag for 300 skoleledere i regi av Faggruppen for Utdanningsledelse, ILS.
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Sivesind, Kirsten
(2019).
Kunnskapsløft eller kunnskapsbløff? Innlegg og deltakelse paneldebatt om fagfornyelsen i regi av Klassekampen.
[Avis].
Kulturhuset i Oslo.
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Sivesind, Kirsten
(2018).
Læreplanen i et samfunnsperspektiv.
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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.
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Lie, Elin Rødahl; Sivesind, Kirsten & Landfald, Ørjan Flygt
(2017).
Medierende betingelser for læring og danning: et pedagogisk forsknings- og utviklingsprosjekt.
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Sivesind, Kirsten & Karseth, Berit
(2017).
Externalization in Norwegian School Reform: A Social Network Analysis of International and Regional References. Summary of the Norwegian Project.
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Baek, Chanwoong & Sivesind, Kirsten
(2017).
The Use of International and National "Evidence" in White and Green Papers from Norway: A detailed SNA of references.
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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.
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Afsar, Azita & Sivesind, Kirsten
(2016).
Undervisning.
I Kvamme, Ole Andreas; Kvernbekk, Tone & Strand, Torill (Red.),
Pedagogiske fenomener. En innføring.
Cappelen Damm Akademisk.
ISSN 9788202494667.
s. 137–154.
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Sivesind, Kirsten
(2015).
Komparative studier: om forholdet mellom utdanningspolitikk og utdanningsforskning.
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Sivesind, Kirsten & Luimes, Maike
(2015).
Conceptualizing Curriculum and Bildung: rethinking the ‘whys’ and ‘whats’ of teaching within a European Research Discourse.
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Luimes, Maike & Sivesind, Kirsten
(2014).
Content for teaching or competencies for learning? The formation of subject matter content and its legitimation.
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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).
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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).
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Sivesind, Kirsten; Bachmann, Kari Elisabeth & Afsar, Azita
(2013).
Researching curriculum specification and freedom in Norway.
I Kuiper, Wilmad & Berkvens, Jan (Red.),
Balancing Curriculum Regulation and Freedom across Europe : CIDREE Yearbook 2013.
CIDREE: Consortium of Institutions for Development and Research in Education in Europe.
ISSN 978-90-329-2336-5.
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.
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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.
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Hall, Jeffrey Brooks & Sivesind, Kirsten
(2013).
State Inspectoral Systems in Norwegian and Swedish Education: From Politics to Practice - Preliminary Results.
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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).
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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.
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Bachmann, Kari Elisabeth & Sivesind, Kirsten
(2010).
Administrating Minds, Managing Hopes. The Movement toward Accountability and Individualization in Education.
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Tønnesson, Johan Laurits & Sivesind, Kirsten
(2013).
Analyse av tretti 17.mai taler holdt av elever i Norge i 2011 og 2012.
Institutt for lærerutdanning og skoleforskning.
ISSN 1891-3075.