Ann Elisabeth Gunnulfsen
Biographic Data
| ID | 4219247 |
|---|---|
| NAME | Ann Elisabeth Gunnulfsen |
| GIVEN NAMES | Ann Elisabeth |
| FAMILY NAME | Gunnulfsen |
| SIGNATURE | GUNNULFSEN A E |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0002-2406-9729 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
School leadership
This paper examines peer-reviewed research articles from Western countries on school leadership in times of crisis published from 2013 to 2024. The objective of this review is to enhance our understanding of the features of school-level crises, the challenges principals face, and the effective roles and actions they undertake during such events. We aim to contribute to the existing body of research by uncovering the dilemmas school leaders encoun…
Developing Competence for Teachers, Mentors, and School Leaders
The use of video-based learning designs in higher education has gained increased attention in higher education in the last decade. The aim of this study is to contribute to the development of knowledge about video-based learning designs as potential drivers of professional competence for different practitioners in schools: teachers, mentors, and school leaders. By adopting a theoretical perspective of authentic learning, we explore how different …
Nordic research on educational leadership in times of crises
Purpose The international body of research on crises and school leadership is expanding, yet studies focusing on this theme within the Nordic context remain limited, predominantly addressing the impact of the COVID-19 pandemic. This article aims to examine contemporary research on leadership and crisis management in Nordic education to elucidate the governance, support and control mechanisms employed during unexpected events and to inform future …
Successful School Principals Balancing Ethical, Personal and Collective—A Norwegian Case
Over the past two decades, there has been extensive research into what constitutes successful school principal leadership under the assumption that leaders’ practices are significant and context-dependent on their school organization. By investigating how successful principals balance their personal ethical leadership dispositions and their intention of sharing leadership, this paper aims to contribute to the knowledge of how school principals ne…
Education and Democracy in the Nordic Countries
Conceptualizing Successful School Leadership in Norway
Throughout the last two decades, successful school leadership has been subject to extensive research in Norway and comparisons across countries as part of the International Successful School Principals Project (ISSPP). This paper identifies and discusses how and why Norwegian research on the relationship between school leadership positions and governance regimes comes into play when defining terms such as “success” and “effectiveness”. A critical…
Organisational arrangements, resources and tensions in the enactment of a renewed state curriculum
This paper examines how superintendents and school principals enact national policy reform expectations and what characterises their local organisational arrangements. Furthermore, the paper investigates how superintendents and school principals deal with tensions as entrepreneurs. The study builds on qualitative interview data from two municipalities in Norway. Analytically, the study draws on institutional theory, more specifically, on entrepre…
Policy work in educational leadership courses
This study investigates policy work in educational leadership courses at universities.It analyses the types of engagement present in university teachers' policy work and in their interpretations and translations of policy intentions into teaching designs and practices.The study illustrates policy work as a phenomenon and draws on the theory of policy work; it examines one case from Norway and one from California.The data has been analysed through…
Policy pressure on partnerships
Internationally, the emphasis on school reforms is increasing, and school leaders play a key role in realising reform initiatives for school development and change.Often, the formation of partnerships between researchers and practitioners for school improvement is promoted to facilitate professional development and enhance student learning.However, limited attention has been directed towards the underlying ideas, values and beliefs in government-…
Applying the Integration Dimensions of Quantitative and Qualitative Methods in Education Policy Research
Qualitative research methods have been predominantly used to understand the complex phenomenon of educational policy enactment at the school level. This article contributes to the field of mixed methods research by applying three dimensions of integration-rationale, study purpose, and research design-to the study of micro-policymaking in schools. By examining these three dimensions, this article contributes to the limited body of mixed-methods mo…
Student teachers’ practice and experience with differentiated instruction for students with higher learning potential
Student teachers’ practice and experience with differentiated instruction for students with higher learning potential
Applying the Integration Dimensions of Quantitative and Qualitative Methods in Education Policy Research
Qualitative research methods have been predominantly used to understand the complex phenomenon of educational policy enactment at the school level. This article contributes to the field of mixed methods research by applying three dimensions of integration-rationale, study purpose, and research design-to the study of micro-policymaking in schools. By examining these three dimensions, this article contributes to the limited body of mixed-methods mo…
Education and Democracy in the Nordic Countries
Conceptualizing Successful School Leadership in Norway
Throughout the last two decades, successful school leadership has been subject to extensive research in Norway and comparisons across countries as part of the International Successful School Principals Project (ISSPP). This paper identifies and discusses how and why Norwegian research on the relationship between school leadership positions and governance regimes comes into play when defining terms such as “success” and “effectiveness”. A critical…
Organisational arrangements, resources and tensions in the enactment of a renewed state curriculum
This paper examines how superintendents and school principals enact national policy reform expectations and what characterises their local organisational arrangements. Furthermore, the paper investigates how superintendents and school principals deal with tensions as entrepreneurs. The study builds on qualitative interview data from two municipalities in Norway. Analytically, the study draws on institutional theory, more specifically, on entrepre…
Policy work in educational leadership courses
This study investigates policy work in educational leadership courses at universities.It analyses the types of engagement present in university teachers' policy work and in their interpretations and translations of policy intentions into teaching designs and practices.The study illustrates policy work as a phenomenon and draws on the theory of policy work; it examines one case from Norway and one from California.The data has been analysed through…
Policy pressure on partnerships
Internationally, the emphasis on school reforms is increasing, and school leaders play a key role in realising reform initiatives for school development and change.Often, the formation of partnerships between researchers and practitioners for school improvement is promoted to facilitate professional development and enhance student learning.However, limited attention has been directed towards the underlying ideas, values and beliefs in government-…
Successful School Principals Balancing Ethical, Personal and Collective—A Norwegian Case
Over the past two decades, there has been extensive research into what constitutes successful school principal leadership under the assumption that leaders’ practices are significant and context-dependent on their school organization. By investigating how successful principals balance their personal ethical leadership dispositions and their intention of sharing leadership, this paper aims to contribute to the knowledge of how school principals ne…
Developing Competence for Teachers, Mentors, and School Leaders
The use of video-based learning designs in higher education has gained increased attention in higher education in the last decade. The aim of this study is to contribute to the development of knowledge about video-based learning designs as potential drivers of professional competence for different practitioners in schools: teachers, mentors, and school leaders. By adopting a theoretical perspective of authentic learning, we explore how different …
Nordic research on educational leadership in times of crises
Purpose The international body of research on crises and school leadership is expanding, yet studies focusing on this theme within the Nordic context remain limited, predominantly addressing the impact of the COVID-19 pandemic. This article aims to examine contemporary research on leadership and crisis management in Nordic education to elucidate the governance, support and control mechanisms employed during unexpected events and to inform future …
School leadership
This paper examines peer-reviewed research articles from Western countries on school leadership in times of crisis published from 2013 to 2024. The objective of this review is to enhance our understanding of the features of school-level crises, the challenges principals face, and the effective roles and actions they undertake during such events. We aim to contribute to the existing body of research by uncovering the dilemmas school leaders encoun…
Pedagogy (10 works) · Sociology (9 works) · Political science (8 works) · Teacher Education and Leadership Studies (8 works) · Psychology (6 works) · Public relations (6 works) · Mathematics education (5 works) · Norwegian (5 works) · Educational leadership (4 works) · Collaborative Teaching and Inclusion (3 works)