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Nordic Journal of Studies in Educational Policy Volume 3, 2017 - Issue 1: Data Use in Education

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National test results: representation and misrepresentation. Challenges for municipal and local school administration in Norway

Elisabeth HovdhaugenNordic Institute for Studies in Innovation, Research and Education, Oslo, NorwayCorrespondence[email protected]

Nils VibeNordic Institute for Studies in Innovation, Research and Education, Oslo, Norway

Idunn SelandNordic Institute for Studies in Innovation, Research and Education, Oslo, Norway

Pages 95-105 | Received 15 Aug 2016, Accepted 25 Mar 2017, Published online: 24 Apr 2017

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https://doi.org/10.1080/20020317.2017.1316636
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Wieland Wermke & Tine S. Prøitz. (2019) Discussing the curriculum-Didaktik dichotomy and comparative conceptualisations of the teaching profession. Education Inquiry 10:4, pages 300-327.
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Cecilie Rønning Haugen. (2019) A fragile autonomy in a performativity culture? Exploring positions in the recontextualising field in a Norwegian rural municipality. Journal of Education Policy 34:1, pages 133-152.
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Tommi Wallenius, Sara Juvonen, Petteri Hansen & Janne Varjo. (2018) Schools, accountability and transparency—approaching the Nordic school evaluation practices through discursive institutionalism. Nordic Journal of Studies in Educational Policy 4:3, pages 133-143.
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Articles from other publishers (1)

Anabel Corral-Granados, Anna Cecilia Rapp & Eli Smeplass. (2022) Barriers to Equality and Cultural Responsiveness in Three Urban Norwegian Primary Schools: A Critical Lens for School Staff Perceptions. The Urban Review 55:1, pages 94-132.
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