Jorunn Midtsundstad

Professor

Department of Education

Email: jorunn.midtsundstad@uia.no
Phone: +47 38141229
Mobile phone: +4791561078

Office E1210 (Universitetsveien 25, 4630 Kristiansand, Norway)

Research groups

School development, evaluation and digital assessment

Areas of responsibility

Project Manager for project School-In (2017-2020). An innovation project for the development of an inclusive learning environment focusing on the importance of expectations for changing school culture. The project is funded by the Research Council of Norway, by the FINNUT- program and is one of the first projects within Innovation in the public sector. Five municipalities in Agder have initiated the project and, the research team is people from the University of Agder. The project aims to find answers to a common challenge for municipalities and school research; that measures and reforms differ in different schools in different places (OECD, 2015). School-In uses findings from the Learning Regions project (The Research Council of Norway), which shows that school culture is developed through the school's connection to the local environment's expectations (Midtsundstad and Langfeldt, 2020). The idea of the project is to change the school's expectations structures and investigate the process through a pre-post control group design. The research will give answers to how school culture can be reinforced by changing the expectations structures vertically in the school and influence expectations horizontally in the municipality. The School-In project is inspired by innovation research in the German school development program 'SINUS an Grundschulen'.

Research stay at Lynch School of Education, Boston College, MA, USA invited by Professor Dennis Shirley, recognized school researcher and editor in chief of the international journal: Journal of educational change (JCS). The Research Council of Norway funded the research exchange through the FINNUT- program, autumn 2015. The stay abroad was part of the research project 'Learning regions' and 'Project School-In' to be able to publish internationally on local, national research findings. In collaboration with Dennis Shirley and the editors of JEC, we arranged a symposium for my research colleagues in Norway at the University of Agder and in the US at Boston College: International Research Symposium. Toward the Fusion of Horizons. "Critical Dialogue for Increased Understanding: Beyond Epistemological Nationalism" Boston College, MA USA; 2015-10-22 - 2015-10-23.

'The meaning of the matter in classroom context'. A research project within the project 'Learning regions (2012-2014) - developing better necessary skills through the better understanding of local culture', funded by the Research Council of Norway and led by Professor Gjert Langfeld (PRAKUT program). The project qualitatively investigated what characterizes teaching methods and teaching communication between pupils and teachers in secondary schools in the regions of Aust-Agder and Sogn and Fjordane.

Post.Doc: 2014-2016: A universal didactic theory of school development (School-In).

PhD dissertation (2010). The title is A school theoretical framework for comparative studies. Theoretically systematized and empirically applied to Danish and Norwegian schools. Trondheim: PhD dissertation in pedagogy. Norwegian University of Science and Technology.

The project: "Collaboration for the child's total dividend (2008-2010). Kindergarten children with disabilities"- funded by the Research Council of Norway through the program: Research and development in practice. The project was a collaboration between Agder Research and the University of Agder, led by Professor David Lansing Cameron at the University of Agder.

ASSIGNMENTS

Invited keynote (20.04.20) by the Department for Education Policy from the Chamber of Labour in Vienna. (Cancelled due to the pandemic)

Lecturer at the UniversityofVienna, Autumn 2010.

Reviewer for theJournal of Curriculum Studies, from 2010.

Opponent at University of Aalborg, Doctoral dissertation, 2014.

Reviewer for theJournal of Educational Change, from 2014

Research

Academic interests

Lectured in the teacher educations, bachelor and masterprograms at thee University of Agder.

Publications:

Editor:Willberg, I. and Midtsundstad, J.H. (2012). Et bidrag til profesjonell identitet for opplæringsansvalige (A contribution to professional identity for teachers). In: Willberg, I., Midtsundstad, J.H., Kristiansen, A., Langfeldt, G. and Skagen, K. (Eds.). (2011).Opplæring i arbeidslivet. En didaktisk innføring.Bergen: Fagbokforlaget.

Midtsundstad, J. H. (2012). Organisasjonsdidaktikk (Organisational Didactics). In: Willberg, I., Midtsundstad, J.H., Kristiansen, A., Langfeldt, G. and Skagen, K. (Eds.). (2011).Opplæring i arbeidslivet. En didaktisk innføring.Bergen: Fagbokforlaget.

Midtsundstad, J.H. (2012).Patient or participant?How professionals construct the child with special needs. In: Tobias Werler, David L. Cameron, Nils R. Birkeland (Eds.): When Education Meets the Care Paradigm. Waxmann Münster/New York/München/Berlin.

Editor: Midtsundstad, J.H. & Werler, T.(2011).Didaktikk i Norden(Didactics in the Nordic Countries).Kristiansand: Portal forlag.

Midtsundstad, J.H. & Werler, T. (2011). Nordisk didaktikk – et spørsmål om perspektiv. (Nordic didiactics – a question of perspective?). In J.H. Midtsundstad & T. Werler.Didaktikk i Norden.Kristiansand: Portal forlag.

Midtsundstad, J.H. (2011).Skandinavisk skoleforståelse i møte med OECD (The Scandinavian understanding of school encounters the OECD). In J.H. Midtsundstad & T.Werler.Didaktikk i Norden. Kristiansand: Portal forlag.

Midtsundstad, J.H. & Hopmann. S. T. (2011). Didaktiske posisjoner i et nordisk perspektiv (Didactic positions in a Nordic perspective).In J.H. Midtsundstad & T. Werler.Didaktikk i Norden.Kristiansand: Portal forlag.

Midtsundstad, J.H. (2011). School Performance and Diversity. In: Werler T. (Ed): Heterogeneity. General Didactics Meets the Stranger. Münster:Waxmann.

Diversity and School Performance.Paper presented at the internationalWorkshop:Heterogeneity. General Didactics Meets the Stranger.University College Volda, 14-15 June.

Editor: Midtsundstad, J. H., & Willbergh, I. (2010).Didaktikk – nye teoretiske perspektiver på undervisning (Didactics – new theoretical perspectives on teaching). Oslo: Cappelen Damm.

Midtsundstad, J. H., & Willbergh, I.(2010). Introduction. In J. H. Midtsundstad & I. Willbergh (Eds.),Didaktikk – nye teoretiske perspektiver på undervisning (Didactics – new theoretical perspectives on teaching).Oslo: Cappelen Damm.

Midtsundstad, J.H. (2010).Elevenes muligheter for kultivering og kvalifisering Pupils’ opportunities for cultivation and qualification).In J. H. Midtsundstad & I. Willbergh (Eds.),Didaktikk – nye teoretiske perspektiver på undervisning. Oslo: Cappelen Damm.

Midtsundstad, J.H. (2010).Lærerutdanningens allmenndidaktikk (General didiactics of teacher training).In J. H. Midtsundstad & I. Willbergh (Eds.),Didaktikk – nye teoretiske perspektiver på undervisning. Oslo: Cappelen Damm.

Midtsundstad, J.H. (2010).Et bidrag til læreres kunnskapsgrunnlag (A contribution to teachers’ knowledge foundation).In J. H. Midtsundstad & I. Willbergh (Eds.),Didaktikk – nye teoretiske perspektiver på undervisning.Oslo: Cappelen Damm.

Midtsundstad, J.H. and Hopmann, S.T. (2010). Diversity United.The Scandinavian Traditions of Lesson Planning.In:Bildung und Erziehung. Unterrichtsplanung iminternationalen Vergleich. Bøhlau Verlag Køln WeimarWien. 63/4, (p. 431-450).

Sæbø, Grethe Ingebrigtsvold & Midtsundstad, Jorunn H. (2022). How can critical reflection be promoted in professional learning communities? Findings from an innovation research project in four schools. Improving Schools. ISSN 1365-4802. doi: 10.1177/13654802221082477. Show summary
This article presents findings from an innovation research project titled School-In, focusing on school staff’s reflection. Teachers in four schools participated in focus group discussions in the beginning and at the end of the innovation. Wackerhausen’s theory is used to understand reflection and how it develops in professional learning communities. Findings from the study indicate: (1) in the beginning of the innovation, reflection mainly of first order – focusing on how things are or should have been, and (2) at the end of the innovation, reflection mainly of second order – critical reflection on the school’s practices. Change is promoted by use of different reflective work forms in mixed groups, focusing on collective capacity and common expectations. The innovation releases teachers’ knowledge and experiences, enabling them to carry out second-order reflection and to critically analyzing their personal and the school’s practice.
Midtsundstad, Jorunn H. & Dalehefte, Inger Marie (2022). Reflections on Relevance and Quality in School-In. In Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (Ed.), A Systemic Approach to School Development - Technical Report on the Project School-In. Waxmann Verlag. ISSN 978-3-8309-4502-4. p. 169–184. doi: 10.31244/9783830995029. Full text in Research Archive Show summary
The project School-In was an in-service professional development project which aimed to improve inclusion and facilitate schools' academic results by taking the local context, expectation structures, and school culture into consideration. This intervention project was based on a systemic approach and designed to include the entire teaching staff, ensuring cross-disciplinary and cross-level impact. Conducted in five Norwegian municipalities, School-In was financed by the Research Council of Norway (NFR) as an innovation project for the public sector. This book gives a detailed overview of the project School-In, documenting its research and intervention methods. It provides stakeholders, educational researchers, and practitioners with information about the make-up of the study. In this book, School-In is presented as an example of how new ideas and knowledge can be gained from several research approaches and readers are given specific examples of how development processes may be conducted and investigated in schools.
Midtsundstad, Jorunn H. (2022). Focus Group Discussions - Teaching Staff. In Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (Ed.), A Systemic Approach to School Development - Technical Report on the Project School-In. Waxmann Verlag. ISSN 978-3-8309-4502-4. p. 107–115. doi: 10.31244/9783830995029. Full text in Research Archive Show summary
The project School-In was an in-service professional development project which aimed to improve inclusion and facilitate schools' academic results by taking the local context, expectation structures, and school culture into consideration. This intervention project was based on a systemic approach and designed to include the entire teaching staff, ensuring cross-disciplinary and cross-level impact. Conducted in five Norwegian municipalities, School-In was financed by the Research Council of Norway (NFR) as an innovation project for the public sector. This book gives a detailed overview of the project School-In, documenting its research and intervention methods. It provides stakeholders, educational researchers, and practitioners with information about the make-up of the study. In this book, School-In is presented as an example of how new ideas and knowledge can be gained from several research approaches and readers are given specific examples of how development processes may be conducted and investigated in schools.
Midtsundstad, Jorunn H. (2022). The Intervention in the School-In Innovation. In Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (Ed.), A Systemic Approach to School Development - Technical Report on the Project School-In. Waxmann Verlag. ISSN 978-3-8309-4502-4. p. 33–55. doi: 10.31244/9783830995029. Full text in Research Archive Show summary
The project School-In was an in-service professional development project which aimed to improve inclusion and facilitate schools' academic results by taking the local context, expectation structures, and school culture into consideration. This intervention project was based on a systemic approach and designed to include the entire teaching staff, ensuring cross-disciplinary and cross-level impact. Conducted in five Norwegian municipalities, School-In was financed by the Research Council of Norway (NFR) as an innovation project for the public sector. This book gives a detailed overview of the project School-In, documenting its research and intervention methods. It provides stakeholders, educational researchers, and practitioners with information about the make-up of the study. In this book, School-In is presented as an example of how new ideas and knowledge can be gained from several research approaches and readers are given specific examples of how development processes may be conducted and investigated in schools.
Midtsundstad, Jorunn H.; Dalehefte, Inger Marie; Hillen, Prof. Andrea Stefanie; Horrigmo, Kirsten Johansen & Sæbø, Grethe Ingebrigtsvold (2022). The Project School-In - an Overview. In Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (Ed.), A Systemic Approach to School Development - Technical Report on the Project School-In. Waxmann Verlag. ISSN 978-3-8309-4502-4. p. 13–32. doi: 10.31244/9783830995029. Full text in Research Archive Show summary
The project School-In was an in-service professional development project which aimed to improve inclusion and facilitate schools' academic results by taking the local context, expectation structures, and school culture into consideration. This intervention project was based on a systemic approach and designed to include the entire teaching staff, ensuring cross-disciplinary and cross-level impact. Conducted in five Norwegian municipalities, School-In was financed by the Research Council of Norway (NFR) as an innovation project for the public sector. This book gives a detailed overview of the project School-In, documenting its research and intervention methods. It provides stakeholders, educational researchers, and practitioners with information about the make-up of the study. In this book, School-In is presented as an example of how new ideas and knowledge can be gained from several research approaches and readers are given specific examples of how development processes may be conducted and investigated in schools.
Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (2022). Aim and Scope of the Technical Report. In Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (Ed.), A Systemic Approach to School Development - Technical Report on the Project School-In. Waxmann Verlag. ISSN 978-3-8309-4502-4. p. 9–12. doi: 10.31244/9783830995029. Full text in Research Archive Show summary
The project School-In was an in-service professional development project which aimed to improve inclusion and facilitate schools' academic results by taking the local context, expectation structures, and school culture into consideration. This intervention project was based on a systemic approach and designed to include the entire teaching staff, ensuring cross-disciplinary and cross-level impact. Conducted in five Norwegian municipalities, School-In was financed by the Research Council of Norway (NFR) as an innovation project for the public sector. This book gives a detailed overview of the project School-In, documenting its research and intervention methods. It provides stakeholders, educational researchers, and practitioners with information about the make-up of the study. In this book, School-In is presented as an example of how new ideas and knowledge can be gained from several research approaches and readers are given specific examples of how development processes may be conducted and investigated in schools.
Midtsundstad, Jorunn H. (2020). Hvordan kan skoleeiere og PP-tjenesten samarbeide om inkludering. Spesialpedagogikk. ISSN 0332-8457. p. 5–11.
Horrigmo, Kirsten Johansen & Midtsundstad, Jorunn Haugesten (2020). Schools' prerequisites for inclusion - the interplay between location, commuting, and social ties. International Journal of Inclusive Education. ISSN 1360-3116. doi: 10.1080/13603116.2020.1853257.
Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (2019). Linking School’s Local Context to Instruction: An Important Characteristic of the In-Service Teacher Professionalisation in School-In. In Janik, Tomas; Dalehefte, Inger Marie & Zehetmeier, Stefan (Ed.), Supporting Teachers: Improving Instruction. Examples of Research-based Teacher Education. Waxmann Verlag. ISSN 978-3-8309-4029-6. p. 77–88.
Sæbø, Grethe Ingebrigtsvold & Midtsundstad, Jorunn H. (2018). Teachers’ responsibility and expectations: Dependent on the school organisation? Improving Schools. ISSN 1365-4802. 21(3), p. 285–295. doi: 10.1177/1365480218783796.
Midtsundstad, Jorunn H. & Langfeldt, Gjert (2018). The School Programme: A Key Link between Contextual Influence and School Development. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2018.1495261.
Midtsundstad, Jorunn H. (2017). Reformer og risiko – et nordisk grunnlag for skoleutvikling? :. Nordic Studies in Education. ISSN 1891-5914. 37(3/4), p. 133–149. doi: 10.18261/issn.1891-5949-2017-03-04-02.
Midtsundstad, Jorunn H. (2017). Fra bekymring til forandring - å veilede i elevrollen ved hjelp av Drop-In metoden. In Lyngsnes, Kitt & Rismark, Marit (Ed.), Didaktisk praksis 5.-10.trinn. Gyldendal Akademisk. ISSN 9788205500617. p. 103–118.
Langfeldt, Gjert & Midtsundstad, Jorunn H. (2017). Ansvarsstyring – didaktikens slutpunkt? In Hansèn, Sven-erik & Forsman, Liselott (Ed.), Allmändidaktik - vetenskap för lärare. Studentlitteratur AB. ISSN 978-91-44-11317-3. p. 127–144.
Midtsundstad, Jorunn H. (2015). Bildung,at risk in school organisations? In Hillen, Andrea Stefanie & Aprea, Carmela (Ed.), Instrumentalism in Education - Where is Bildung left?. Waxmann Verlag. ISSN 978-3-8309-3054-9. p. 29–43.
Aasebø, Turid Skarre; Midtsundstad, Jorunn H. & Willbergh, Ilmi (2015). Teaching in the age of accountability: Restrained by school culture? Journal of Curriculum Studies. ISSN 0022-0272. 49(3), p. 273–290. doi: 10.1080/00220272.2015.1072249. Full text in Research Archive
Willbergh, Ilmi; Midtsundstad, Jorunn H. & Aasebø, Turid Skarre (2015). Mellom danning og resultater? Undervisning i Sogn og Fjordane og Aust-Agder. In Langfeldt, Gjert (Eds.), Skolens kvalitet skapes lokalt: Presentasjon av funn fra forskningsprosjektet "Lærende regioner". Fagbokforlaget. ISSN 978-82-450-1861-5. p. 217–234.

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Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (2022). A Systemic Approach to School Development - Technical Report on the Project School-In. Waxmann Verlag. ISBN 978-3-8309-4502-4. 189 p. Full text in Research Archive Show summary
The project School-In was an in-service professional development project which aimed to improve inclusion and facilitate schools' academic results by taking the local context, expectation structures, and school culture into consideration. This intervention project was based on a systemic approach and designed to include the entire teaching staff, ensuring cross-disciplinary and cross-level impact. Conducted in five Norwegian municipalities, School-In was financed by the Research Council of Norway (NFR) as an innovation project for the public sector. This book gives a detailed overview of the project School-In, documenting its research and intervention methods. It provides stakeholders, educational researchers, and practitioners with information about the make-up of the study. In this book, School-In is presented as an example of how new ideas and knowledge can be gained from several research approaches and readers are given specific examples of how development processes may be conducted and investigated in schools.
Lorentzen, Gro & Midtsundstad, Jorunn H. (2020). Frivillighet: nye former for frivillig arbeid i norske kommuner. Fagbokforlaget. ISBN 9788245033991. 164 p.
Midtsundstad, Anders; Pedersen Bergkvist, Tove & Midtsundstad, Jorunn H. (2020). Veiledning i rolle - for opplevd tilhørighet. Fagbokforlaget. ISBN 978-82-450-3423-3. 14 p.
Midtsundstad, Jorunn H. (2019). Lokal skoleutvikling. Sammenhengen mellom sted, roller og undervisning. Fagbokforlaget. ISBN 978-82-450-2205-6. 128 p.

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Midtsundstad, Jorunn H. (2024). Samarbeid om inkluderende praksis for PPT, barnehager, skoler og aktivitetsskoler .
Midtsundstad, Jorunn H. & Horrigmo, Kirsten Johansen (2023). Hvordan forsterke broen mellom lokalt/regionalt næringsliv og skole?
Midtsundstad, Jorunn H. (2023). Listermodellen, et samarbeid mellom ungdomsskoler og næringsliv.
Midtsundstad, Jorunn H. (2023). Samarbeid om inkluderende praksis for PPT, barnehager, skoler og aktivitetsskoler .
Midtsundstad, Jorunn H. (2023). Inkluderende fellesskap i barnehage og skole.
Midtsundstad, Jorunn H. (2023). Skolens funksjon og ytelse. Perspektiver basert på Niklas Luhmanns systemteori.
Midtsundstad, Jorunn H. (2023). Drop-In metoden i prosjektet: Følg meg hele veien hjem - sammen om habilitering.
Midtsundstad, Jorunn Haugesten (2022). Betydningen av å forske sammen. Bedre Skole. ISSN 0802-183X.
Midtsundstad, Jorunn Haugesten (2022). Tett på eller langt borte? Perspektiver på kompetanse og inkludering i skolen. Spesialpedagogikk. ISSN 0332-8457.
Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (2022). Å forske sammen. Erfaringer fra prosjektet School-In.
Kvåle, Gunhild; Midtsundstad, Jorunn H. & Dalehefte, Inger Marie (2022). Colletts kafe podkast: Å forske på skuleutvikling - School-In.
Wergeland, Birgitte & Midtsundstad, Jorunn H. (2021). Profesjonsfellesskap - fra refleksjon til tiltak. [Internet]. https://www.uia.no/om-uia/podkast/laeringspodden.
Midtsundstad, Jorunn H. (2021). Nettsiden Aktive sammen.
Wergeland, Birgitte & Midtsundstad, Jorunn H. (2021). Profesjonsfellesskap – fra refleksjon til tiltak. En samtale på podkasten Læringspodden.
Midtsundstad, Jorunn H. (2021). Samskaping av forskning. Betydningen av strukturer og møteplasser.
Midtsundstad, Jorunn H. (2021). Godt læringsmiljø. Universitetspedagogikk.
Midtsundstad, Jorunn H. & Harbo, Steinar (2021). De beste skolene i Agder samarbeider tett med lokalmiljøet. . Fædrelandsvennen. ISSN 0805-3790.
Midtsundstad, Jorunn H.; Dalehefte, Inger Marie; Hillen, Prof. Andrea Stefanie; Horrigmo, Kirsten Johansen; Ingebrigtsvold Sæbø, Grethe & Sæbø, Grethe Ingebrigtsvold (2020). Nettsiden: School-In. Arbeidsmetode for utvikling av inkluderende fellesskap. https://www.uia.no/om-uia/prosjekter/school-in.-arbeidsmetode-for-utvikling-av-inkluderende-fellesskap.
Midtsundstad, Jorunn H. (2020). Å forske sammen med praksisfeltet.
Midtsundstad, Jorunn H. (2020). Sammen har vi funnet nøkkelen til inkluderende fellesskap!
Hillen, Prof. Andrea Stefanie & Midtsundstad, Jorunn H. (2020). Mental Mapping Respons Metoden (Modellering).
Midtsundstad, Jorunn H.; Hillen, Prof. Andrea Stefanie; Ingebrigtsvold Sæbø, Grethe; Dalehefte, Inger Marie & Horrigmo, Kirsten Johansen (2020). Prosjekt School-In. Inkluderende læringsmiljø. Bruk av kartlegging som grunnlag for tiltak i arbeid med inkluderende læringsmiljø .
Midtsundstad, Jorunn H. & Horrigmo, Kirsten Johansen (2019). Iveland – oppvekst i byregionens ytterkant? Steders betydning for oppvekst og inkludering.
Horrigmo, Kirsten Johansen & Midtsundstad, Jorunn H. (2019). How does the connections between families, school and local society facilitate inclusion?
Horrigmo, Kirsten Johansen & Midtsundstad, Jorunn H. (2019). The Interplay between school and place - possibilities and hinderances for school's inclusion .
Sæbø, Grethe Ingebrigtsvold & Midtsundstad, Jorunn H. (2019). Professional Learning Communities in four schools - How do their reflection develop during innovation?
Midtsundstad, Jorunn H. (2019). Research focus and theory Development for project School-In.
Midtsundstad, Jorunn H. (2019). Desentralisert kompetanseheving. Fagfornyelsen – ledernettverk. Å lede læring og utvikling .
Midtsundstad, Jorunn H. (2019). Desentralisert kompetanseheving. Praksiseksempel fra ledernettverk i Østre Agder.
Midtsundstad, Jorunn H.; Ingebrigtsvold Sæbø, Grethe; Dalehefte, Inger Marie; Hillen, Prof. Andrea Stefanie & Horrigmo, Kirsten Johansen (2019). Nettverkssamling. Arbeidsmåter i School-In.
Midtsundstad, Jorunn H. (2019). Ledersamling - Inkluderende læringsmiljø. Ledelse og utvikling av profesjonelle læringsfellesskap i barnehage og skole.
Midtsundstad, Jorunn H. (2019). Hvordan kan skoleeiere lede rektorers læring slik at de kan lede læreres læring? Om profesjonsfellesskap i Fagfornyelsen.
Midtsundstad, Jorunn H. (2019). Å lede læreres læring. Nye føringer i Fagfornyelsen.
Midtsundstad, Jorunn H. (2019). Fagfornyelsen - Overordnet del: Å lede læreres læring.
Midtsundstad, Jorunn H. (2019). Overordnet del: Realisering av fagfornyelsen.
Midtsundstad, Jorunn H. (2019). Overordnet del. Et grunnlag for kompetanseheving og realisering av fagfornyelsen.
Midtsundstad, Jorunn H. (2019). Ledelse og utvikling av profesjonelle lærende fellesskap i barnehage og skole.
Midtsundstad, Jorunn H. (2019). Implementering av Overordnet del. Refleksjon i profesjonelle læringsfellesskap som forberedelse til Fagfornyelsen.
Midtsundstad, Jorunn H. & Sæbø, Grethe Ingebrigtsvold (2019). Hvordan videreutvikle refleksjonen i profesjonelle læringsfellesskap? .
Midtsundstad, Jorunn H. (2018). Implementering av overordnet de: Medvirkning i skolens undervisning.
Midtsundstad, Jorunn H. (2018). Implementering av orverordnet del. Menneskeverdet og medvirkning i praksis.
Midtsundstad, Jorunn H. (2018). Metoden "Aktive Sammen".
Midtsundstad, Jorunn H. (2018). PPT som veiledningstjeneste. Systemarbeid i barnehager og skoler.
Sæbø, Grethe Ingebrigtsvold & Midtsundstad, Jorunn H. (2018). Professional learning communities - How do they reflect on inclusion as a balance between soicial and academic needs?
Sæbø, Grethe Ingebrigtsvold & Midtsundstad, Jorunn H. (2018). Professional learning communities in four schools - how do they percieve inclusion as a balance between social and academic needs?
Sæbø, Grethe Ingebrigtsvold & Midtsundstad, Jorunn H. (2018). Ansvarsorganisering og virkninger på inkludering.
Horrigmo, Kirsten Johansen & Midtsundstad, Jorunn H. (2018). Foreldre og skole på samme lag.
Horrigmo, Kirsten Johansen & Midtsundstad, Jorunn H. (2018). Stedets betydning for skolens pågående utvikling.
Horrigmo, Kirsten Johansen; Midtsundstad, Jorunn H. & Myrann, Maria Kristianne (2018). The influence of local context and their support for schools.
Horrigmo, Kirsten Johansen; Midtsundstad, Jorunn H. & Myrann, Maria Kristianne (2018). How does the interplay between school and place influence inclusion?
Midtsundstad, Jorunn H. (2018). Prosjekt School-In: Kunnskapsområdene.
Midtsundstad, Jorunn H. (2018). Project School-In; Research focus and theory development.
Midtsundstad, Jorunn H. (2018). Desentral ordning for kompetanseutvikling i skolen,- erfaringer fra Prosjekt School-In.
Midtsundstad, Jorunn H. (2018). Workshop for vitenskaplig ansatte i lærerutdanningene v/UiA .
Midtsundstad, Jorunn H. (2018). PPT som veiledningstjeneste. Prinsipper for arbeidet?
Dalehefte, Inger Marie; Kristiansen, Aslaug & Midtsundstad, Jorunn H. (2018). The decision for a school intervention – What happens when a democratic school culture and participation of the teaching staff have an influence on the intervention subject?
Midtsundstad, Jorunn H. (2017). Vi vil, men hva må til? Om inkludering av barn med nedsatt funksjonsevne i barnehagen og om overgangen fra barnehage til grunnskole. Show summary
Foredraget er filmet: https://www.bufdir.no/arrangementer/Gode_skole__og_utdanningslop_for_personer_med_nedsatt_funksjonsevne__er_det_mulig_a_fa_til/
Hillen, Andrea Stefanie; Ingebrigtsvold Sæbø, Grethe; Horrigmo, Kirsten Johansen; Dalehefte, Inger Marie; Myrann, Maria Kristianne & Midtsundstad, Jorunn H. (2017). Tydelige forventninger er best for alle elever. Samfunnets holdninger til skolen er like viktig som foreldrenes utdanningsnivå. Fædrelandsvennen. ISSN 0805-3790. p. 39–39.
Midtsundstad, Jorunn H. (2017). Skolens grenser for inkludering - et resultat av kommunens tverrfaglige støtte?
Midtsundstad, Jorunn H.; Harbo, Steinar & Håberg Løvdal, Line (2017). Prosjekt School-In. Innovasjon i offentlig sektor.
Midtsundstad, Jorunn H. (2017). Så barna merker det - å lede og følge opp lærende fellesskap.
Midtsundstad, Jorunn H. & Håberg Løvdal, Line (2017). Prosjekt School-In, -en innovasjon for utvikling av inkluderende læringsmiljø .
Midtsundstad, Jorunn H. (2016). Forventingers betydning for inkludering i barnehagen.
Midtsundstad, Jorunn H. (2016). Forventingers betydning for inkludering.
Midtsundstad, Jorunn H. (2016). Mine egne forventningers betydning for det enkelte barn i barnehagen vår.
Midtsundstad, Jorunn H. (2016). Forventingers betydning for inkludering i skolen.
Midtsundstad, Jorunn H. (2016). Forventningers betydning for inkludering i barnehagen.
Midtsundstad, Jorunn H. (2016). Forventningers betydning for inkludering i barnehagen.
Midtsundstad, Jorunn H. (2016). Forventningsstrukturers betydning for inkludering.
Midtsundstad, Jorunn H. (2016). Forventningsstrukturers betydning for inkludering. Invitert foredrag.
Midtsundstad, Jorunn H. (2016). Samarbeid for barnets helhetlige utbytte? Et forskningsprosjekt sett i lys av nye veiledere.
Midtsundstad, Jorunn H.; Sæbø, Grethe Ingebrigtsvold & Horrigmo, Kirsten Johansen (2016). Teachers’ awareness of the importance of their interpersonal competence for students’ eagerness and confidence.
Hillen, Andrea Stefanie & Midtsundstad, Jorunn H. (2015). Teacher's expectation- shaped and reshaped by the local environment.
Hillen, Stefanie A. & Midtsundstad, Jorunn H. (2015). Teachers’ expectations’ - shaped and reshaped by the local environment - a system thinking approach.
Midtsundstad, Jorunn H. (2015). The School organization’s limits to Inclusion - from comparisons to change.
Midtsundstad, Jorunn H. (2015). Inkluderende læringsmiljø. Forventningsstrukturers betydning for inkludering.
Midtsundstad, Jorunn H. & Langfeldt, Gjert (2015). The importance of place in education. Results from the Nordic Research Association project Learning Regions.
Willbergh, Ilmi; Midtsundstad, Jorunn H. & Aasebø, Turid Skarre (2015). Klasseromskommunikasjon i skolen i Aust-Agder og Sogn og Fjordane.
Midtsundstad, Jorunn H. (2014). Drop-In metoden for individuell inkludering i skolen.

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Published Apr. 16, 2024 11:29 AM