Kirsten Sivesind

• Sivesind, Kirsten (2023). Public schooling in a ‘post-factual’ society: A call for historically nuanced discussions. I Krogh, Ellen; Qvortrup, Ane & Graf, Stefan Ting (Red.), Bildung, Knowledge, and Global Challenges in Education. Didaktik and Curriculum in the Anthropocene Era. Routledge. ISSN 9781032245829.
• Sivesind, Kirsten; Tiplic-Lunde, Dijana & Johnsen, Lars Gunnarsønn Bagøien (2023). Surveying Policy Discourses Across Time and Space Internationalization of Knowledge Providers and Nordic Narratives. I Tröhler, Daniel; Hörmann, Bernadette; Tveit, Sverre & Bostad, Inga (Red.), The Nordic Education Model in Context. Historical Developments and Current Renegotiations. Routledge. ISSN 9781032110462. s. 308–331.
• Sivesind, Kirsten (2022). The Rise and Relevance of Curriculum Reform. I Tierney, Rob; Rizvi, Fazal & Ercikan, Kadriye (Red.), International Encyclopedia of Education. Elsevier. ISSN 9780128186305.
• Volmari, Saija; Sivesind, Kirsten & Jónasson, Jón Torfi (2022). Regional Policy Spaces, Knowledge Networks, and the "Nordic Other". I Karseth, Berit; Sivesind, Kirsten & Steiner-Khamsi, Gita (Red.), Evidence and Expertise in Nordic Education Policy. A comparative Network Analysis. Palgrave Macmillan. ISSN 978-3-030-91959-7. s. 349–382. doi: https%3A/doi.org/10.1007/978-3-030-91959-7_12.
• Sivesind, Kirsten & Karseth, Berit (2022). Introduction: A comparative Network Analysis of Knowledge Use in Nordic Education Policies. I Karseth, Berit; Sivesind, Kirsten & Steiner-Khamsi, Gita (Red.), Evidence and Expertise in Nordic Education Policy. A comparative Network Analysis. Palgrave Macmillan. ISSN 978-3-030-91959-7. s. 1–31. doi: https%3A/doi.org/10.1007/978-3-030-91959-7_1.
• Hörmann, Bernadette & Sivesind, Kirsten (2022). Structuring School Reform Policy with Evidence: The Inter-mediational Role of Knowledge Sources and Arguments. I Karseth, Berit; Sivesind, Kirsten & Steiner-Khamsi, Gita (Red.), Evidence and Expertise in Nordic Education Policy. A comparative Network Analysis. Palgrave Macmillan. ISSN 978-3-030-91959-7. s. 183–225. doi: https%3A/doi.org/10.1007/978-3-030-91959-7_7.
• Karseth, Berit & Sivesind, Kirsten (2022). Conclusions: Toward a Renewed Understanding of Evidence-Based Policy in Education . I Karseth, Berit; Sivesind, Kirsten & Steiner-Khamsi, Gita (Red.), Evidence and Expertise in Nordic Education Policy. A comparative Network Analysis. Palgrave Macmillan. ISSN 978-3-030-91959-7. s. 409–429.
• Sivesind, Kirsten (2021). Historical Trajectories of the Contract-School Model in Norway. I Tröhler, Daniel & Zhao, Weili (Red.), Asian-European Encounters on 21st-century Competence-based Curriculum Reforms. Cultural Views on Globalization and Localization. Springer. ISSN 9789811630088. s. 57–84. Fulltekst i vitenarkiv
• 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. 54(2), s. 179–195. doi: 10.1080/00220272.2021.1936191. Fulltekst i vitenarkiv 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. Fulltekst i vitenarkiv
• 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. 7. doi: 10.23865/ntpk.v7.2512. Fulltekst i vitenarkiv
• 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
• Sivesind, Kirsten & Bachmann, Kari Elisabeth (2020). Læreplaner: fra dokumenter til dokumentasjon. I Krumsvik, Rune Johan & Säljö, Roger (Red.), Praktisk-pedagogisk utdanning – en antologi (2. utg.). Fagbokforlaget. ISSN 9788245033717. s. 321–345.
• Sivesind, Kirsten & Skedsmo, Guri (2020). Educational Governance, Gap-Management Strategies, and Reorganizational Processes of the State Authorities in Norway. I Ârlestig, Helene & Johansson, Olof (Red.), Educational Authorities and the Schools. Springer. ISSN 9783030387587. s. 75–92.
• Sivesind, Kirsten (2019). Læreplanen og det brede samfunnsmandatet, Styring og ledelse i grunnopplæringen. Spenninger og dynamikker.. Cappelen Damm Akademisk. ISSN 978-82-02-60554-4. s. 91–110.
• 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
• Sivesind, Kirsten (2019). Nordic Reference Societies in School Reforms in Norway: An Examination of Finland and the Use of International Large-Scale Assessments. I Waldow, Florian & Steiner-Khamsi, Gita (Red.), Understanding PISA’s Attractiveness. Critical Analyses in Comparative Policy Studies. Bloomsbury Academic. ISSN 9781350057302. doi: 10.5040/9781350057319.ch-005.
• 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
• Sivesind, Kirsten & Wahlström, Ninni (2017). Curriculum and Leadership in Transnational Reform Policy: A Discursive-Institutionalist Approach. I Uljens, Michael & Ylimaki, Rose (Red.), Bridging Educational Leadership, Curriculum Theory and Didaktik. Non-affirmative Theory of Education. Springer. ISSN 978-3-319-58650-2. s. 439–462. doi: 10.1007/978-3-319-58650-2_14.
• Sivesind, Kirsten & Luimes, Maike (2017). Didaktik and curriculum studies: a European perspective. I Lee, John Chi-kin & Kennedy, Kerry J. (Red.), Theorizing Teaching and Learning in Asia and Europe. A Conversation between Chinese Curriculum and European Didactics. Routledge. ISSN 9781138805996. s. 217–231. doi: 10.4324/9781315751900-13.
• Hall, Jeffrey Brooks & Sivesind, Kirsten (2017). State School Inspection Policy in Norway and Sweden (2002-2012): A reconfiguration of governing modes? I Ball, Stephen (Red.), Governing by numbers: Education, governance, and the tyranny of numbers. Routledge. ISSN 9781138701151. s. 131–160. doi: 10.4324/9781315203898-8.
• 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.
• 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.
• 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.
• Westbury, Ian; Aspfors, Jessica ; Fries, Anna-Verena; Hansen, Sven-Erik; Ohlhaver, Frank & Rosenmund, Moritz [Vis alle 7 forfattere av denne artikkelen] (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.

• Sivesind, Kirsten; Skedsmo, Guri & Hall, Jeffrey Brooks (2016). Et felles nasjonalt tilsyn: Om rammeverk og reformbaner gjennom historien. I Andenæs, Kristian & Møller, Jorunn (Red.), Retten i skolen - mellom pedagogikk, juss og politikk. Universitetsforlaget. ISSN 9788215026671. s. 99–119.
• Møller, Jorunn & Sivesind, Kirsten (2016). Rektorers blikk på opplæringslovens rettslige regulering. I Andenæs, Kristian & Møller, Jorunn (Red.), Retten i skolen - mellom pedagogikk, juss og politikk. Universitetsforlaget. ISSN 9788215026671. 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.

• 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.
• 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 & Karseth, Berit (2014). Curriculum Theory and Research in Norway: Traditions, Trends and Topics. I Pinar, William F. (Red.), International Handbook of Curriculum Research. Routledge. ISSN 9780415804295. s. 362–375. doi: 10.4324/9780203831694.ch30.
• 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 & Bachmann, Kari Elisabeth (2013). Læreplaner – fra dokumenter til dokumentasjon. I Krumsvik, Rune Johan & Säljö, Roger (Red.), Praktisk-pedagogisk utdanning - en antologi. Fagbokforlaget. ISSN 978-82-450-1280-4. s. 303–342.
• Sivesind, Kirsten (2013). Læreplanene i Kunnskapsløftet: et internasjonalt-sammenliknende perspektiv. Norsk pedagogisk tidsskrift. ISSN 0029-2052.
• 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. s. 65–95.
• 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; 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.
• Sivesind, Kirsten (2012). Jus + ped = sant? Et felles nasjonalt tilsyn i skolen - om nye styringsformer og bruken av faglig skjønn. I Jakhelln, Henning & Welstad, Trond-Erik (Red.), Utdanningsrettslige emner. Cappelen Damm AS. ISSN 9788202358822. s. 655–681.
• Bachmann, Kari Elisabeth & Sivesind, Kirsten (2012). Kunnskapsløftet som reformprogram: fra betingelser til forventninger. I Englund, Tomas; Forsberg, Eva & Sundberg, Daniel (Red.), Vad räknas som kunskap? Läroplanteoretiska utsikter och inblickar i lärarutbildning och skola. Liber. ISSN 978-91-47-09985-6. s. 242–260.
• Sivesind, Kirsten (2011). Johann Friedrich Herbart. Den pedagogiske forelesningen. I Skodvin, Arne; Flyum, Karl Henrik; Knudsen, Geir & Simonsen, Eva (Red.), Forelesningens kunst. Unipub forlag. ISSN 978-82-7477-499-5. s. 115–133.
• Karseth, Berit & Sivesind, Kirsten (2011). Conceptualising Curriculum Knowledge Within and Beyond the National Context. I Yates, Lyn & Grumet, Madeleine (Red.), Curriculum in Today's World. Routledge. ISSN 978-0-415-57582-9. s. 58–76. doi: 10.1111/j.1465-3435.2009.01418.x.
• Sivesind, Kirsten & Bachmann, Kari Elisabeth (2011). Et felles nasjonalt tilsyn - om forholdet mellom statlig styring og faglig skjønn. I Møller, Jorunn & Ottesen, Eli (Red.), Rektor som leder og sjef - om styring, ledelse og kunnskapsutvikling i skolen. Universitetsforlaget. ISSN 978-82-15-01797-6. s. 51–73.
• Elstad, Eyvind & Sivesind, Kirsten (2010). OECD setter dagsorden. I Elstad, Eyvind & Sivesind, Kirsten (Red.), PISA sannheten om skolen?. Universitetsforlaget. ISSN 978-82-15-01487-6. s. 20–41.
• Sivesind, Kirsten (2010). PISA i Arkimedes. ånd: om evalueringers oppdrift i utdanningssystemet. I Elstad, Eyvind & Sivesind, Kirsten (Red.), PISA sannheten om skolen?. Universitetsforlaget. ISSN 978-82-15-01487-6. s. 124–142.
• 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)

• Karseth, Berit & Sivesind, Kirsten (2009). Læreplanstudier - perspektiver og posisjoner. I Dale, Erling Lars (Red.), Læreplan i et forskningsperspektiv. Universitetsforlaget. ISSN 978-82-15-01323-7. s. 23–61. Vis sammendrag

  **

Se alle arbeider i Cristin

• Karseth, Berit; Sivesind, Kirsten & Steiner-Khamsi, Gita (2022). Evidence and Expertise in Nordic Education Policy. A comparative Network Analysis. Palgrave Macmillan. ISBN 978-3-030-91959-7. 429 s.
• Elstad, Eyvind & Sivesind, Kirsten (2010). PISA sannheten om skolen? Universitetsforlaget. ISBN 978-82-15-01487-6. 323 s.

Se alle arbeider i Cristin

• Sivesind, Kirsten (2022). Curriculum Studies: Deliberations and Debates. IJHE Bildungsgeschichte. ISSN 2192-4295. 12(22), s. 51–57.
• Sivesind, Kirsten (2021). Kan et skolefag planlegges? Om moderniseringen av fag og kvalifikasjoner gjennom historien.
• Hörmann, Bernadette & Sivesind, Kirsten (2021). Structuring School Reform Policy with Evidence: The InterMediational Role of Knowledge Sources and Arguments in Norwegian Policy Documents.
• 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).
• 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?
• Volmari, Saija; Sivesind, Kirsten & Jónasson, Jón Torfi (2021). Regional Policy Spaces, Knowledge Networks and the “Nordic Other”.
• Volmari, Saija; Sivesind, Kirsten & Jónasson, Jón Torfi (2021). Regional Policy Knowledge and the Nordic "other".
• 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.
• 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.
• 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 (2019). Å muliggjøre danning gjennom måter å forske på: om betydningen av bilder, scenarier og historiske linjer .
• Hörmann, Bernadette; Karseth, Berit; Sivesind, Kirsten & Tiplic, Dijana (2019). Knowledge sources in crafting school reform policy: The case of Norway.
• Skedsmo, Guri & Sivesind, Kirsten (2019). Educational governance, gap-management strategies, and reorganizational processes of the state authorities in Norway.
• Sivesind, Kirsten & Skedsmo, Guri (2019). Styring, gap-analyser og reorganisering av den statlige utdanningsadministrasjonen i Norge.
• Sivesind, Kirsten (2019). Policy transfer, regional workshop: Summing up – future steps .
• Sivesind, Kirsten & Karseth, Berit (2019). Knowledge sources in crafting school reform policy: The case of Norway.
• Sivesind, Kirsten (2019). Policy Knowledge and Lesson Drawing in Nordic School Reform in an Era of International Comparison: A Double Symposium.
• Karseth, Berit & Sivesind, Kirsten (2019). Recent reform trajectories in Nordic school reform - towards stronger international convergence?
• Sivesind, Kirsten (2019). Kunnskap, kyndighet og kjærlighet - den læreplanhistoriske arven." En kommentar Gudmund Hernes.
• 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). En podcast om gamle og nye læreplaner. [Internett]. Universitetet i Oslo.
• Sivesind, Kirsten (2019). Fagfornyelsen. [Radio]. NRK P2.
• Sivesind, Kirsten (2019). Kunnskapsløft eller kunnskapsbløff? Innlegg og deltakelse paneldebatt om fagfornyelsen i regi av Klassekampen. [Avis]. Kulturhuset i Oslo.
• Sivesind, Kirsten (2018). Læreplanen i et samfunnsperspektiv.
• Sivesind, Kirsten (2018). Fagfornyelsen: muligheter og utfordringer. Innlegg og paneldebatt i regi av Utdanningsforbundet . [Internett]. Lærernes hus.
• 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.
• Lie, Elin Rødahl; Sivesind, Kirsten & Landfald, Ørjan Flygt (2017). Medierende betingelser for læring og danning: et pedagogisk forsknings- og utviklingsprosjekt.
• Sivesind, Kirsten & Karseth, Berit (2017). Externalization in Norwegian School Reform: A Social Network Analysis of International and Regional References. Summary of the Norwegian Project.
• Baek, Chanwoong & Sivesind, Kirsten (2017). The Use of International and National "Evidence" in White and Green Papers from Norway: A detailed SNA of references.
• 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 Kvamme, Ole Andreas; Kvernbekk, Tone & Strand, Torill (Red.), Pedagogiske fenomener. En innføring. Cappelen Damm Akademisk. ISSN 9788202494667. 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). Content for teaching or competencies for learning? The formation of subject matter content and its legitimation.
• 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).
• 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.
• 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 & 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).

• 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.

• Bachmann, Kari Elisabeth & Sivesind, Kirsten (2010). Administrating Minds, Managing Hopes. The Movement toward Accountability and Individualization in Education.
• Elstad, Eyvind & Sivesind, Kirsten (2010). Innledning. I Elstad, Eyvind & Sivesind, Kirsten (Red.), PISA sannheten om skolen?. Universitetsforlaget. ISSN 978-82-15-01487-6. s. 16–19.
• Elstad, Eyvind & Sivesind, Kirsten (2010). Hvorfor en bok om PISA? I Elstad, Eyvind & Sivesind, Kirsten (Red.), PISA sannheten om skolen?. Universitetsforlaget. ISSN 978-82-15-01487-6. s. 13–15.
• Bachmann, Kari Elisabeth & Sivesind, Kirsten (2009). Læreplanen: en betingelse eller forventning? En sammenliknende studie av skolens respons på nye læreplaner i et styringsperspektiv.
• Skedsmo, Guri; Sivesind, Kirsten & Bachmann, Kari Elisabeth (2009). Responsibility and Accountability in Institutional Governance.
• Karseth, Berit & Sivesind, Kirsten (2009). Skolens samfunnsmandat – med eller uten anførselstegn. Bedre Skole. ISSN 0802-183X. s. 50–54.
• Sivesind, Kirsten & Afsar, Azita (2010). Proramevaluering av Master i Pedagogikk, Universitetet i Agder. Universitetet i Agder.

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