Utvalgte publikasjoner

Fagfellevurderte artikler

Lorentzen, M. (2020). Principals’ positioning of teacher specialists: between sensitivity, coaching, and dedication. International Journal of Leadership in Education.

Mausethagen, S., Prøitz, T.S. & Skedsmo, G. (2020). Redefining public values: data use and value dilemmas in Education. Education Inquiry.

Wermke, W., & Prøitz, T. S. (2019). Discussing the curriculum-Didaktik dichotomy and comparative conceptualisations of the teaching profession. Education Inquiry, 1-28.

Hermansen, H. (2019). In Pursuit of Coherence: Aligning Program Development in Teacher Education with Institutional Practices. Scandinavian Journal of Educational Research, 1-17.

Lorentzen, M. (2019). Teacher Specialists and the Boundaries They Encounter: Towards a Nuanced Understanding of Teachers’ Perspectives of Specialised Teacher Roles. Scandinavian Journal of Educational Research, 1-15.

Mølstad, C. E., & Prøitz, T. S. (2019). Teacher-chameleons: the glue in the alignment of teacher practices and learning in policy. Journal of Curriculum Studies, 51(3), 403-419.

Prøitz, T. S., & Nordin, A. (2019). Learning Outcomes in Scandinavian Education through the Lens of Elliot EisnerScandinavian Journal of Educational Research, 1-16.

Prøitz, T.S., Mausethagen, S. & Skedsmo, G. (2019). District administrators’ governing styles in the enactment of data-use practices. International Journal of Leadership in Education.

Wermke, W., & Prøitz, T. S. (2019). Discussing the curriculum-Didaktik dichotomy and comparative conceptualisations of the teaching profession. Education Inquiry, 1-28.

Afdal, H. W. & Afdal, G. (2019). The Making of Professional Ethics in the Age of Accountability.  European Educational Research Journal.

Bie-Drivdal, A. (2018). Public sector unions’ ideas about employee-driven development: Restricted conceptualization of representative participation in workplaces. Economic and Industrial Democracy.

Mausethagen, S., Prøitz, T.S. & Skedsmo, G. (2018). School leadership in data use practices: collegial and consensus-oriented. Educational Research.

Afdal, H. W., & Spernes, K. (2018). Designing and redesigning research-based teacher education. Teaching and teacher education, 74, 215-228.

Hermansen, H., Lorentzen, M., Mausethagen, S., & Zlatanovic, T. (2018). Hva kjennetegner forskning på lærerrollen under Kunnskapsløftet? En forskningskartlegging av studier av norske lærere, lærerstudenter og lærerutdannere. Acta Didactica, 12(1), 1-36.

Hermansen, H. (2017). Knowledge relations and epistemic infrastructures as mediators of teachers’ collective autonomy. Teaching and Teacher Education: An International Journal of Research and Studies.

Mausethagen, S., Prøitz, T., & Skedsmo, G. (2017). Teachers’ use of knowledge sources in ‘result meetings’: thin data and thick data use. Teachers and Teaching, 1-13.

Prøitz, T. S., Havnes, A., Briggs, M., & Scott, I. (2017). Learning outcomes in professional contexts in higher education. European Journal of Education, 52(1), 31-43.

Prøitz, T. S., Mausethagen, S., & Skedsmo, G. (2017). Investigative modes in research on data use in education. Nordic Journal of Studies in Educational Policy, 1-14.

Bøker og bokkapitler

Bøyum, S. (2020). Etikk for lærarar. Oslo: Samlaget.

Helstad, K. & Mausethagen, S. (2019) (red). Nye lærer- og lederroller i skolen. Oslo: Universitetsforlaget.

Mølstad, C. & Pettersson, D. (2019). New Practices of Comparison, Quantification and Expertise in Education Conducting Empirically Based Research, London: Routledge.

Mausethagen, S. & Helstad, K. (2019) Utviklingsarbeid i skolen – et kritisk blikk på en positiv diskurs , i Jensen, R. Karseth, B. & Ottosen, E. (red.) Styring og ledelse i grunnopplæringen. Spenninger og dynamikker, Oslo: Cappelen Damm Akademisk.

Prøitz, T. S. Rye, E. & Aasen, P. (2019) Nasjonal styring og lokal praksis – skoleledere og lærere som endringsagenter, i Jensen, R. Karseth, B. & Ottosen, E. (red.) Styring og ledelse i grunnopplæringen Spenninger og dynamikker, Oslo: Cappelen Damm Akademisk.

Mausethagen, S., Prøitz, T.S. & Skedsmo, G. (2018). Elevresultater – mellom kontroll og utvikling. Bergen: Fagbokforlaget.

Hermansen, H. (2018). Kunnskapsarbeid i lærerprofesjonen. Oslo: Universitetsforlaget.

Mausethagen, S. & Smeby, J.-C. (2017). Kvalifisering til profesjonell yrkesutøvelse. Oslo: Universitetsforlaget.

Rapporter

Prøitz, T. S. Barstad, K. & Aasen, P. (2019). Utbildning, lärande, forskning. En evalueringsstudie – delrapport 1. Skriftserien nr. 19. Universitetet i Sørøst-Norge.

Mausethagen, S., Shavard, G., Knudsmoen, H., Lorentzen, M. & Osland, O. (2019). Regelverksetterlevelse i grunnopplæringen. Rapport. Oslo: OsloMet – Storbyuniversitetet.

Mausethagen, S., Gundersen, T., Larsen, L.E. & Osland, O. (2018). Evaluering av lærerprofesjonens etiske råd. Rapport. Oslo: OsloMet – Storbyuniversitetet.