Oppdatert mai 2019
Læreplan, styring og reformer
Bok
Jensen, R., Karseth, B. & Ottesen, E. (red) (2019) Styring og ledelse i grunnopplæringen. Spenninger og dynamikker . Oslo: Cappelen, 230 sider
Artikler/ kapitler
Au, Wayne (2011). Teaching under the new Taylorism: High-stakes testing and the standardization of the 21st century curriculum. Journal of Curriculum Studies, 43(1), 25-45. (20 sider) Elektronisk versjon
Granheim, Marit K., & Lundgren, Ulf P. (1991). Steering by goals and evaluation in the Norwegian education system: a report from the Emil project. Journal of Curriculum Studies, 23(6), 481-505 (15 sider)
Fredriksson, A. (2009). On the Consequences of the Marketisation of Public Education in Sweden: for-profit charter schools and the emergence of the ‘market-oriented teacher’. European Educational Research Journal, 8(2), 299-310. (11 sider) Elektronisk versjon
Grek, S., Lawn, M., Lingard, B., Ozga, J., Rinne., Segerholm, C. & Simola, H. (2009). National policy brokering and the Construction of the European Education Space in England, Sweden, Finland and Scotland. Comaparative Education. 45(1), 5-21. (16 sider) Elektronisk versjon
Hopmann, S.T. (2008). No child, no school, no state left behind: schooling in the age of accountability. Journal of Curriculum Studies. 40(4), 417-456. (39 sider) Elektronisk versjon
Hopmann, S.T. (1999). The curriculum as a Standard of Public Education. Studies in Philosophy and Education, 18, Kluwer Academic Publisher, Netherland, 89-105. (16 sider)
Elektronisk versjon
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) (20 sider). London: Springer. Elektronisk versjon
Pinar, W.F. (2008). Crisis, reconceptualization, internationalization: US curriculum theory since 1950. Presented in Shanghai. (28 sider)
Scholl, Daniel. (2012). Are the Traditional Curricula Dispensable? A Feature Pattern to Compare Different Types of Curriculum and a Critical View of Educational Standards and Essential Curricula in Germany. European Educational Research Journal, 11(3), 328–341. (13 sider) Elektronisk versjon
Steiner-Khamsi, G. (2013). What is Wrong with the ‘What-Went-Right’ Approach in Educational Policy? European Educational Research Journal, 12(1). S 20-33 (13 sider)
Elektronisk versjon
Williamson, Ben. (2014). New governing experts in education: Self-learning software, policy labs and transactional pedagogies. S. 218-231 (13 sider) Elektronisk versjon
Kunnskapsspørsmål, didaktikk og skolefag
Bok
Krogh, Ellen, Christensen, Torben Spanget, & Qvortrup, Ane. (2016). Almendidaktik og fagdidaktik: Frydenlund Academic. (97 sider)
Artikler/ kapitler
Binkley, Marilyn, Erstad, Ola, Herman, Joan, Raizen, Senta, Ripley, Martin, Miller-Ricci, May, & Rumble, Mike. (2012). Defining twenty-first century skills Assessment and teaching of 21st century skills (pp. 17-66): Springer. (49 sider) Elektronisk versjon
Gundem, B.B. (1992b). Notes on the Development of Nordic Didactis. Curriculum Studies, 24(1), 61-70. (9 sider) Elektronisk versjon
Lundgren, U.P. (2015) What’s in a name? That which we call a crisis? A
commentary on Michael Young’s article ‘Overcoming the crisis in curriculum theory’, Journal of Curriculum Studies, 47:6, 787-801
(14 sider) Elektronisk versjon
McEneaney, E.H. (2015) Finding knowledge on the Internet:implications for the knowledge-driven curriculum, Journal of Curriculum Studies, 47:6, 802-819, (17 sider) Elektronisk versjon
Yates, L. (2009). From curriculum to pedagogy and back again: knowledge, the person and the changing world. Pedagogy, Culture & Society, 17(1), 17-28. doi: 10.1080/14681360902742837. (11 sider) Elektronisk versjon
Yates, L., & Miller, V. (2016). ‘Powerful knowledge’ curriculum theories and the case of physics. The Curriculum Journal 27(3), 298-312 (14 sider) Elektronisk versjon
Uhlenwinkel, A., Béneker, T., Bladh, G.,Tani, S. & Lambert, D.(2017) GeoCapabilities and curriculum leadership: balancing the priorities of aim-based and knowledge-led curriculum thinking in schools, International Research in Geographical and Environmental Education, 26:4, 327-341, (15 sider) Elektronisk versjon
Young, M. (2010). Alternative Educational Futures for a Knowledge Society. European Educational Research Journal, 9(1), 1-12. (11 sider) Elektronisk versjon
Young, M. (2013) Overcoming the crisis in curriculum theory: a knowledge-based approach Journal of Curriculum Studies, 45:2, 101-118, (17 sider) Elektronisk versjon
Klasseromsanalyser
Bok
Alexander, R. (2008). Essays on pedagogy. London: Routledge. Kap. 4, 5, 6, s. 72-153. (81 sider)
Artikler/ kapitler
Dalland, Cecilie P., & Klette, Kirsti. (2016). Individual teaching methods: Work plans as a tool for promoting self-regulated learning in lower secondary classrooms? Education Inquiry, 7(4), 28249. doi:10.3402/edui.v7.28249 s 381-404 (23 sider) Elektronisk versjon
Knight, Simon, Buckingham Shum, Simon, & Littleton, Karen. (2014). Epistemology, Assessment, Pedagogy: Where Learning Meets Analytics in the Middle Space. 2014, 1(2), 25. S. 23-47 doi:10.18608/jla.2014.12.3 (22 sider) Elektronisk versjon
Sahlström, F. (2008). Från lärare till elever, från undervisning til lärande - utveklingslinjer i svensk, nordisk och internationell klassromsforskning. 9, 8-71. (63 sider)
Turner, J. C. & Meyer, D.K. (2000). Studying and understanding the instructional contexts of classrooms: Using our past to forge our future. Educational Psychologist, 35, 69-85. (16 sider) Elektronisk versjon
Reform- og endringsarbeid
Artikler/ kapitler
Bridwell-Mitchell, E.N. (2015). Theorizing Teacher Agency and Reform: How Institutionalized Instructional Practices Change and Persist. Sociology of Education, 88(2) 140–159 (19 sider). Elektronisk versjon
Ensor, P. (2015) Regulative discourse, ritual and the recontextualising of education policy into practice. Learning, Culture and Social Interaction 6 (2015) 67–76, (9 sider) Elektronisk versjon
Fenwick, T. (2012). Reading Educational Reform with Actor-Network Theory: Fluid spaces, otherings, and ambivalences. In Tara Fenwick and Richard Edwards (eds.) Researching Education Through Actor-Network Theory, Philosophy of Education Society of Australasia. DOI:10.1002/9781118275825 , s. 97-116, (19 sider) Elektronisk versjon
Huizinga, T., Handelzalts, A., Nieveen, N., & Voogt, J. M. (2013). Teacher involvement in curriculum design: need for support to enhance teachers’ design expertise. Journal of Curriculum Studies, 46(1), 33-57. doi: 10.1080/00220272.2013.834077. (24 sider) Elektronisk versjon
Spillane, J og Burch, P. (2006). The institutional Environment and Instructional Practice: Changing Patterns of Guidance and Control in Public Education. In: H-D. Meyer og B.Rowan (eds.). The New Institutionalism in Education. New York: Suny, pp. 87-102. (15 sider) Elektronisk versjon
Vermeir, Karen, Kelchtermans, Geert, & März, Virginie. (2017). Implementing artifacts: An interactive frame analysis of innovative educational practices. Teaching and Teacher Education, 63, 116-125. (9 sider) Elektronisk versjon
Yelland, Nicola J., & Wai Man Vivienne, Leung. (2016). Policy into practice in Hong Kong pre-primary kindergartens: the impact of a reform agenda viewing early childhood as the foundation for lifelong learning. Early Years, 1-16. doi:10.1080/09575146.2016.1234433 (15 sider) Elektronisk versjon
Profesjonalisering og utdanningsrettslige temaer
Bok
Andenæs, K. og Møller, J. (red.) (2016). Retten i skolen. Mellom pedagogikk, juss og politikk. Oslo: Unversitetsforlaget (Studentene velger et utvalg på ca 100 sider)
Artikler/ kapitler
Englund, T. (2010). The Potential of Education for Creating Mutual Trust: Schools as sites for deliberation. Educational Philosophy and Theory. (13 sider)
Elektronisk versjon
Dembour, M.-B. (2010). What Are Human Rights? Four Schools of Thought. Human Rights Quarterly, 32(1), pp. 1-20. (19 sider) Elektronisk versjon
Grimen, Harald. (2017). Skjønn som resonneringsform. Profesjonsledelse og kunnskapsorganisering. (7 sider)
Grimen, H. & Molander, A. (2008) Profesjon og skjønn. I Molander, A. Terum L.I. (red.) Profesjonsstudier ( 179-196), Oslo: Universitetsforlaget. (17 sider)
Gilje, N. (2017) Profesjonskunnskapens elemenære former. I S. Mausethagen J.-C. Smeby (re.) Kvalifisering til profesjonell yrkesutøvelse. (21-32) Oslo: Universitetsforlaget. (11 sider)
Utdanningshistoriske temaer
Bok
Volckmar, Nina. (2016), m. Karl Arne Næss, Heidun Oldervik, Hans Petter Ulleberg, og Susanne Wiborg Utdanningshistorie : grunnskolen som samfunnsintegrerende institusjon. Oslo: Gyldendal akademisk. (285 s)
Artikler/ kapitler
Evenshaug, T. (2017) «Da prinsessen og halve kongeriket glapp – om skole og samfunnsintegrasjon på norsk.» Nordisk tidsskrift for pedagogikk og kritikk, 3 (1), pp. 1–17. (17 sider). Elektronisk versjon
Laberee, D. (2009). Educational Formalism and the Language of Goals in American Education, Educational Reform, and Educational History. In: P. Smeyers, M. Depaepe (eds.). Educational Research: Proofs, Arguments, and Other Reasonings, pp.41-60. (20 sider) Elektronisk versjon
Lauglo, J. (1995). Populism and Education in Norway. Comparative Education Review, 39(3), 255-279. doi: 10.2307/1188908 (24 sider)
Popkewitz, T.S. (2009). Curriculum study, curriculum history, and curriculum theory: the reason of reason. Journal of Curriculum Studies, 41(3), 301-319 . (18 sider). Elektronisk versjon
Tröhler, D. (2016). Curriculum History or the Educational Construction of Europe in the Long Ninetheen-Century. European Educational Research Journal, 15 (3). 19 sider
Elektronisk versjon
1479 sider