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Simon Sjölund, J. Lindvall, M. Larsson & A. Ryve. (2023) Mapping roles in research-practice partnerships – a systematic literature review. Educational Review 75:7, pages 1490-1518.
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Wieland Wermke, Ronny Freier & Daniel Nordholm. (2023) Framing curriculum making: bureaucracy and couplings in school administration. Journal of Curriculum Studies 55:5, pages 562-579.
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Vera Moser. (2023) Profession, organization, and academic discipline. Differentiation of a special education science in Germany since 1900. Journal of Curriculum Studies 0:0, pages 1-11.
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Carl-Henrik Adolfsson & Jan Håkansson. (2023) Data Analysis for School Improvement within Coupled Local School Systems: Which Data and with What Purposes?. Leadership and Policy in Schools 22:3, pages 714-727.
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Tine Sophie Prøitz, Sølvi Mausethagen & Guri Skedsmo. (2021) District administrators’ governing styles in the enactment of data-use practices. International Journal of Leadership in Education 24:2, pages 244-265.
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Sølvi Mausethagen, Tine S. Prøitz & Guri Skedsmo. (2021) Redefining public values: data use and value dilemmas in education. Education Inquiry 12:1, pages 1-16.
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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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Søren Hornskov, Camilla Nørgaard & Pernille Hansen. (2019) Standards as epistemological practice. A study of how Danish school leaders use assessment findings in the development of leadership practice. Nordic Journal of Studies in Educational Policy 5:1, pages 19-29.
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Sølvi Mausethagen, Tine S. Prøitz & Guri Skedsmo. (2019) School leadership in data use practices: collegial and consensus-oriented. Educational Research 61:1, pages 70-86.
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Sølvi Mausethagen, Tine Prøitz & Guri Skedsmo. (2018) Teachers’ use of knowledge sources in ‘result meetings’: thin data and thick data use.. Teachers and Teaching 24:1, pages 37-49.
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Tine S. Prøitz, Sølvi Mausethagen & Guri Skedsmo. (2017) Data use in education: alluring attributes and productive processes. Nordic Journal of Studies in Educational Policy 3:1, pages 1-5.
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Wieland Wermke, Daniel Nordholm, Annika I Anderson & Riitta Kotavuopio-Olsson. (2023) Deconstructing autonomy: The case of principals in the North of Europe. European Educational Research Journal, pages 147490412211386.
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Sølvi Mausethagen & Hege Hermansen. 2023. From Education Policy to Education Practice. From Education Policy to Education Practice
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Miriam MadsenMiriam Madsen. 2022. Governing by Numbers and Human Capital in Education Policy Beyond Neoliberalism. Governing by Numbers and Human Capital in Education Policy Beyond Neoliberalism
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Tine Prøitz. (2021) Styring og støtte i moderne governance – samverkan för bästa skola. Pedagogisk forskning i Sverige 26:1, pages 126-132.
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Guri Skedsmo & Stephan Gerhard Huber. (2021) Data, indicators, and feedback in education. Educational Assessment, Evaluation and Accountability 33:2, pages 251-254.
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Wieland Wermke & Maija SalokangasWieland Wermke & Maija Salokangas. 2021. The Autonomy Paradox: Teachers’ Perceptions of Self-Governance Across Europe. The Autonomy Paradox: Teachers’ Perceptions of Self-Governance Across Europe
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Maija Salokangas, Wieland Wermke & Gerry Harvey. (2019) Teachers’ autonomy deconstructed: Irish and Finnish teachers’ perceptions of decision-making and control. European Educational Research Journal 19:4, pages 329-350.
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Kirsten Sivesind & Guri Skedsmo. 2020. Educational Authorities and the Schools. Educational Authorities and the Schools
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Jannika Lindvall & Andreas Ryve. (2019) Coherence and the positioning of teachers in professional development programs. A systematic review. Educational Research Review 27, pages 140-154.
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Guri Skedsmo & Stephan Gerhard Huber. (2019) Measuring teaching quality: some key issues. Educational Assessment, Evaluation and Accountability 31:2, pages 151-153.
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Guri Skedsmo & Stephan Gerhard Huber. (2018) Key actors’ involvement in implementing assessment reforms and using quality improvement measures. Educational Assessment, Evaluation and Accountability 30:2, pages 93-95.
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Cornelius Young, Gerry McNamara, Martin Brown & Joe O’Hara. (2018) Adopting and adapting: school leaders in the age of data-informed decision making. Educational Assessment, Evaluation and Accountability 30:2, pages 133-158.
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Unni Fuglestad, Toril Frafjord Hoem & Katrin Schulz-Heidorf. 2017. Klar framgang!. Klar framgang!
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Guri Skedsmo & Sølvi Mausethagen. (2017) Nye styringsformer i utdanningssektoren - spenninger mellom resultatstyring og faglig-profesjonelt ansvar. Norsk pedagogisk tidsskrift 101:2, pages 169-179.
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