Grethe Ingebrigtsvold Sæbø

• 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. Full text in Research Archive 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.

• Sæbø, Grethe Ingebrigtsvold (2022). Dialogue Café - Bringing up Ideas in Collegial Teams. In Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (Ed.), A Systemic Approach to School Development - Technical Report on the Project School-In. Waxmann Verlag. ISSN 9783830945024. p. 69–79. 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 9783830945024. 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.

• 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. Full text in Research Archive

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• Sæbø, Grethe Ingebrigtsvold (2019). Hvordan legge til rette for gode refleksjonsprosesser? Full text in Research Archive
• Midtsundstad, Jorunn H. & Sæbø, Grethe Ingebrigtsvold (2019). Hvordan videreutvikle refleksjonen i profesjonelle læringsfellesskap? Full text in Research Archive
• Sæbø, Grethe Ingebrigtsvold (2019). Dialogcafè og Refleksjonssirkel. Nettverkssamling i School-In; 2019-10-11. Full text in Research Archive
• Sæbø, Grethe Ingebrigtsvold & Midtsundstad, Jorunn H. (2019). Professional Learning Communities in four schools - How do their reflection develop during innovation? Full text in Research Archive
• Sæbø, Grethe Ingebrigtsvold & Midtsundstad, Jorunn H. (2018). Ansvarsorganisering og virkninger på inkludering. Full text in Research Archive
• Sæbø, Grethe Ingebrigtsvold & Midtsundstad, Jorunn H. (2018). Professional learning communities - How do they reflect on inclusion as a balance between soicial and academic needs? Full text in Research Archive
• 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? Full text in Research Archive
• Sæbø, Grethe Ingebrigtsvold (2018). School In - Innovation working methods: Dialogue cafè and Reflection cycle. Full text in Research Archive
• Midtsundstad, Jorunn H.; Sæbø, Grethe Ingebrigtsvold & Horrigmo, Kirsten Johansen (2016). Teachers’ awareness of the importance of their interpersonal competence for students’ eagerness and confidence. Full text in Research Archive
• Hillen, Andrea Stefanie; Sæbø, Grethe Ingebrigtsvold; Skagen, Kaare; Øvensen-Vesøen, Ruth & Frydenlund, Erling (2017). PROGRAMEVALUERING​ ​2017 Bachelorprogram​ ​i​ ​pedagogikk. Universitetet i Agder. Full text in Research Archive

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