Oppdatert mai 2019
Andreasen, K., Kelly P. , Kousholt, K. Mc Ness, E. & Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: a comparative study and analysis. Bildung und Erziehung 68 (2015) 3, p. 329-348 (19s)
Aune, H. (2016) Rettslig standarder i oppl?ringsloven og barnehageloven. I K.Anden?s & J. M?ller (red.) Retten i skolen -pedagogikk, juss og politikk ( s. 54-74). Oslo: Universitetsforlaget (20s.)
Beach, Dennis, From, Tuuli, Johansson , Monica & ?hrn, Elisabet (2018) Educational and spatial justice in rural and urban areas in three Nordic countries: a metaethnographic analysis, Education Inquiry, 9:1, 4-21, (17 s.)
Bl?meke, S. & Olsen, R.V. (2018) P? vei mot et sammenhengende nasjonalt kvalitetsvurderingssystem, Acta Didactica Vol. 12, Nr. 4, Art. 1, (21 s. ) https://journals.uio.no/index.php/adno/article/view/6278
Ensor, P. (2015) Regulative discourse, ritual and the recontextualising of education policy into practice. Learning, Culture and Social Interaction 6 (2015) 67–76, (9s) https://ac.els-cdn.com/S2210656115000185/1-s2.0-S2210656115000185-main.pdf?_tid=92df1287-dbdf-4bc3-a04a-457f4d617d73&acdnat=1523278113_2a991c0917932b749205f18415c1d283
Gjerpe, K. K. (2017) Samisk l?replanverk – en symbolsk forpliktelse? Nordic Studies in Education, vol 37: 03-04 s150-165, (15 s)DOI: 10.18261/issn.1891-5949-2017-03-04-03
Green. B. (2018) Understanding curriculum? Notes towards a conceptual basis for curriculum inquiry. Curriculum Perspectives (2018) 38:81–84 https://doi.org/10.1007/s41297-017-0038-2 , (3 s.)
Hermansen, Hege & Mausethagen, S?lvi (2016) N?r kunnskap blir styrende: L?reres rekontekstualisering av nye kunnskapsformer . Acta Didactica, 10(3), 92- 107). DOI: http://dx.doi.org/10.5617/adno.2467 (15s.)
Hopmann , Stefan (2015) ‘Didaktik meets Curriculum’ revisited: historical encounters, systematic experience, empirical limits, Nordic Journal of Studies in Educational Policy, 2015:1, 14 - 21, DOI: 10.3402/nstep.v1.27007, (7s)
Jensen, R., Karseth, B. & Ottesen, E. (red) (2019) Styring og ledelse i grunnoppl?ringen. Spenninger og dynamikker . Oslo: Cappelen, 230 sider (kommer ut senest 13. juni)
Karseth, B. & M?ller J. (2014). ?Hit eit steg og dit eit steg?. Et institusjonelt blikk p? reformarbeid i skolen. Norsk Pedagogisk Tidsskrift 98 (6), 452-468. (16 s.) https://www.idunn.no/npt/2014/06/hit_eit_steg_og_dit_eit_steg_-_et_institusjonelt_blikk_paa
Maroy, Christian. (2008). The New Regulation Forms of Educational Systems in Europe: Towards a Post-bureaucratic Regime. In N. C. Soguel & P. Jaccard (Eds.), Governance and Performance of Education Systems (pp. 13-33). London: Springer (20 s.)
Midtsundstad, J. (2017) Reformer og risiko – et nordisk grunnlag for skoleutvikling. Nordic Studies in Education 133-149, (16 s.) DOI: 10.18261/issn.1891-5949-2017-03-04-02
Muller, Johan (2016) Knowledge and the Curriculum in the Sociology of Knowledge. I D. Wyse, L. Hayward & J. Pandya (eds.) The SAGE Handbook of Curriculum, Pedagogy and Assessment, vol 1. (s.92-106), London: SAGE. (14 s).
Nordeng, Kenneth (2017) Powerful knowledge, intercultural learning and history education, Journal of Curriculum Studies, 49:5, 663-682, (19 s.)
R?vik, K.J, Eilertsen, T.V. & Lund, T. (2014) “Hvor har de det fra, og hva gj?r de med det?” Utdanningsdirektoratet som innhenter, oversetter og iverksetter av reformideer. I K.A. R?rvik , T.V. Eilertsen & E. M. Furu (red) Reformideer i norsk skole. (s. 87-120). Oslo Cappelen (33 s.)
Schulte, B. (2018) Envisioned and enacted practices: educational policies and the ‘politics of use’ in schools, Journal of Curriculum Studies, 50:5, 624-637, DOI: 10.1080/00220272.2018.1502812, (13 s.)
Sinnes, A. & Straume, I.S. (2017) B?rekraftig utvikling, tverrfaglighet og dybdel?ring: fra big ideas til store sp?rsm?l, Acta Didactica, Vol. 11, Nr. 3. Art. 7 (22.s)
Singh, P. , Thomas, S. & Harris, J. (2013) Recontextualising policy discourses: a Bernsteinian perspective on policy interpretation, translation, enactment. Journal of Education Policy, 2013 Vol. 28, No. 4, 465–480, http://dx.doi.org/10.1080/02680939.2013.770554 (15 s.)
Skedsmo, Guri., & Mausethagen S?lvi. (2017) Nye styringsformer i utdanningssektoren – spenninger mellom resultatstyring og fagligprofesjonelt ansvar. Norsk Pedagogisk Tidsskrift 101(2), 169–179 (10s)
Thomas, P. (2017) The call for muslim schools in Norway. Nordic Studies in Education, Vol. 37, 3–4-2017, pp. 166–182. (16 s.) DOI: 10.18261/issn.1891-5949-2017-03-04-04
Tr?hler, D. (2016). Curriculum History or the Educational Construction of Europe in the Long Ninetheen-Century. European Educational Research Journal, 15 (3). (19 s.)
Tveit, Sverre (2017) Ambitious and ambiguous: shifting purposes of national testing in the legitimation of assessment policies in Norway and Sweden (2000–2017), Assessment in Education: Principles, Policy & Practice, 25:3, 327-350, DOI: 10.1080/0969594X.2017.1421522 (23 s)
Verger, Antoni (2014) Why do Policy-makers Adopt Global Education Policies? Toward a Research Framework on the Varying Role of Ideas in Education Reform. Current Issues in Comparative Education 16 (2), 14 – 29. (15s.)
Volckmar, N. (2018). The Enduring Quest for Equity in Education: Comparing Norway and Australia, Scandinavian Journal of Educational Research, DOI: 10.1080/00313831.2017.1415967, 1-15 (15 s)
Wahlstr?m, Ninni & Sundberg, Daniel (2018) Discursive institutionalism: towards a framework for analysing the relation between policy and curriculum, Journal of Education Policy, 33:1, 163-183 (20 s)
Wiborg, Susanne (2016) Global uddannelsespolitik og nationale skolesystemer: Divergens eller kovergens. I N. Volckmar (red.) Utdanningshistorie. Grunnskolen som samfunnsintegrerende. (241-264)- Oslo: Gyldendal. (23 s.)
Williamson, B. (2016) Digital education governance: data visualization, predictive analytics, and ‘real-time’ policy instruments, Journal of Education Policy, 31:2, 123-141, DOI: 10.1080/02680939.2015.1035758 (18 s.)
Totalt: 683 sider