Guri Skedsmo
Biographic Data
| ID | 1546922 |
|---|---|
| NAME | Guri Skedsmo |
| GIVEN NAMES | Guri |
| FAMILY NAME | Skedsmo |
| SIGNATURE | SKEDSMO G |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0001-7151-8630 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 38 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
School leaders’ promotion of mental health
The present study aimed to explore the implementation of health promotion (HP) in schools in Malaysia and Switzerland, investigate how school leaders’ attitudes are related to such efforts, and identify contextual factors that contribute to HP implementation. School leaders from both countries (Malaysia and Switzerland) completed an online survey including the School Promotion of Social and Emotional Health, and a comparative analysis (hierarchic…
School leadership that supports health promotion in schools
Objective: Schools are important settings for health promotion. In schools, children and adolescents can be reached regardless of their social background, which represents a unique opportunity for promoting health. Several studies have demonstrated the importance of school leadership in initiating and sustaining health promotion; however, efforts to systematically review the influence of school leadership on school health promotion are still lack…
The battle for whole-child approaches
In different parts of the world, social movements led by parents, educators, and professional organizations have emerged that resist educational standardisation and use of (high stakes) standardised tests, and that push for educational change. With the aim of extending empirical coverage of protest movements in non-English speaking countries, this study examines a Norwegian parental movement called Foreldreopprør i Osloskolen (FiO) (in English: P…
The Importance of School Leaders’ Attitudes and Health Literacy to the Implementation of a Health-Promoting Schools Approach
Schools are considered as important settings for health education and the promotion of functioning, healthy people. Health-promoting schools (HPS) take a holistic approach to health promotion that addresses all school levels and members of the school community. Although it is assumed that school leaders are crucial in the implementation of HPS, little is known so far about which specific factors are relevant. The purpose of this study was to anal…
Test-based accountability in the Norwegian context
This paper investigates how and why test-based accountability (TBA), a global model for education reform, began to dominate educational debates in Norway in the early 2000s, and how this policy has been operationalised and institutionalised over time. In examining the adoption and retention of TBA in Norway, we build on the cultural political economy framework, in combination with a political sociology-driven approach to policy instruments. The a…
Redefining public values
In this article, we explore how values in education are negotiated and partly redefined by teachers, school leaders and local administrators with data use and accountability. Two dilemmas are prominent for the teachers: 1) Testing and data use are perceived as important to meet the needs of the students and to create transparency and initiating innovation in schools, yet they lead to performance pressure on the students and narrow the societal ma…
Comparing effects and side effects of different school inspection systems across Europe
In this article, different inspection models are compared in terms of their impact on school improvement and the mechanisms each of these models generates to have such an impact. Our theoretical framework was drawn from the programme theories of six countries’ school inspection systems (i.e. the Netherlands, England, Sweden, Ireland, the province of Styria in Austria and the Czech Republic). We describe how inspection models differ in the schedul…
Nova gestão pública na Noruega
Desde o final dos anos 1980, o sistema educacional norueguês passou por grandes reformas amplamente influenciadas pelas novas ideias gerencialistas. As estratégias para renovar o setor público foram promovidas com a nova gestão pública (NGP). Este artigo investiga a forma pela qual as ideias ligadas às reformas da NGP foram introduzidas e interpretadas no setor educacional norueguês. Com base em nossos estudos de documentos de políticas públicas …
Modernising education
Since the end of the 1980s, the Norwegian education system has gone through major reform, influenced largely by new managerialist ideas. Strategies to renew the public sector were promoted as the new public management (NPM). This paper investigates the way ideas connected to NPM reforms have been introduced and interpreted in the Norwegian education sector. Based on our studies of selected policy documents from the last two decades, we have ident…
Modernising education
Since the end of the 1980s, the Norwegian education system has gone through major reform, influenced largely by new managerialist ideas. Strategies to renew the public sector were promoted as the new public management (NPM). This paper investigates the way ideas connected to NPM reforms have been introduced and interpreted in the Norwegian education sector. Based on our studies of selected policy documents from the last two decades, we have ident…
Comparing effects and side effects of different school inspection systems across Europe
In this article, different inspection models are compared in terms of their impact on school improvement and the mechanisms each of these models generates to have such an impact. Our theoretical framework was drawn from the programme theories of six countries’ school inspection systems (i.e. the Netherlands, England, Sweden, Ireland, the province of Styria in Austria and the Czech Republic). We describe how inspection models differ in the schedul…
Test-based accountability in the Norwegian context
This paper investigates how and why test-based accountability (TBA), a global model for education reform, began to dominate educational debates in Norway in the early 2000s, and how this policy has been operationalised and institutionalised over time. In examining the adoption and retention of TBA in Norway, we build on the cultural political economy framework, in combination with a political sociology-driven approach to policy instruments. The a…
Redefining public values
In this article, we explore how values in education are negotiated and partly redefined by teachers, school leaders and local administrators with data use and accountability. Two dilemmas are prominent for the teachers: 1) Testing and data use are perceived as important to meet the needs of the students and to create transparency and initiating innovation in schools, yet they lead to performance pressure on the students and narrow the societal ma…
Nova gestão pública na Noruega
Desde o final dos anos 1980, o sistema educacional norueguês passou por grandes reformas amplamente influenciadas pelas novas ideias gerencialistas. As estratégias para renovar o setor público foram promovidas com a nova gestão pública (NGP). Este artigo investiga a forma pela qual as ideias ligadas às reformas da NGP foram introduzidas e interpretadas no setor educacional norueguês. Com base em nossos estudos de documentos de políticas públicas …
Modernising education
Since the end of the 1980s, the Norwegian education system has gone through major reform, influenced largely by new managerialist ideas. Strategies to renew the public sector were promoted as the new public management (NPM). This paper investigates the way ideas connected to NPM reforms have been introduced and interpreted in the Norwegian education sector. Based on our studies of selected policy documents from the last two decades, we have ident…
Comparing effects and side effects of different school inspection systems across Europe
In this article, different inspection models are compared in terms of their impact on school improvement and the mechanisms each of these models generates to have such an impact. Our theoretical framework was drawn from the programme theories of six countries’ school inspection systems (i.e. the Netherlands, England, Sweden, Ireland, the province of Styria in Austria and the Czech Republic). We describe how inspection models differ in the schedul…
Nova gestão pública na Noruega
Desde o final dos anos 1980, o sistema educacional norueguês passou por grandes reformas amplamente influenciadas pelas novas ideias gerencialistas. As estratégias para renovar o setor público foram promovidas com a nova gestão pública (NGP). Este artigo investiga a forma pela qual as ideias ligadas às reformas da NGP foram introduzidas e interpretadas no setor educacional norueguês. Com base em nossos estudos de documentos de políticas públicas …
Redefining public values
In this article, we explore how values in education are negotiated and partly redefined by teachers, school leaders and local administrators with data use and accountability. Two dilemmas are prominent for the teachers: 1) Testing and data use are perceived as important to meet the needs of the students and to create transparency and initiating innovation in schools, yet they lead to performance pressure on the students and narrow the societal ma…
Test-based accountability in the Norwegian context
This paper investigates how and why test-based accountability (TBA), a global model for education reform, began to dominate educational debates in Norway in the early 2000s, and how this policy has been operationalised and institutionalised over time. In examining the adoption and retention of TBA in Norway, we build on the cultural political economy framework, in combination with a political sociology-driven approach to policy instruments. The a…
The battle for whole-child approaches
In different parts of the world, social movements led by parents, educators, and professional organizations have emerged that resist educational standardisation and use of (high stakes) standardised tests, and that push for educational change. With the aim of extending empirical coverage of protest movements in non-English speaking countries, this study examines a Norwegian parental movement called Foreldreopprør i Osloskolen (FiO) (in English: P…
The Importance of School Leaders’ Attitudes and Health Literacy to the Implementation of a Health-Promoting Schools Approach
Schools are considered as important settings for health education and the promotion of functioning, healthy people. Health-promoting schools (HPS) take a holistic approach to health promotion that addresses all school levels and members of the school community. Although it is assumed that school leaders are crucial in the implementation of HPS, little is known so far about which specific factors are relevant. The purpose of this study was to anal…
School leadership that supports health promotion in schools
Objective: Schools are important settings for health promotion. In schools, children and adolescents can be reached regardless of their social background, which represents a unique opportunity for promoting health. Several studies have demonstrated the importance of school leadership in initiating and sustaining health promotion; however, efforts to systematically review the influence of school leadership on school health promotion are still lack…
School leaders’ promotion of mental health
The present study aimed to explore the implementation of health promotion (HP) in schools in Malaysia and Switzerland, investigate how school leaders’ attitudes are related to such efforts, and identify contextual factors that contribute to HP implementation. School leaders from both countries (Malaysia and Switzerland) completed an online survey including the School Promotion of Social and Emotional Health, and a comparative analysis (hierarchic…
Political science (8 works) · Psychology (5 works) · Educational Assessment and Improvement (4 works) · Pedagogy (4 works) · Public relations (4 works) · Accountability (3 works) · Evaluation and Performance Assessment (3 works) · Health promotion (3 works) · Medicine (3 works) · School Health and Nursing Education (3 works)