Jorunn Midtsundstad

Professor Department of Education

Email: jorunn.midtsundstad@uia.no
Phone: +47 38 14 12 29
Mobile phone: +47 91 56 10 78
Office: E1210 (Universitetsveien 25, 4630 Kristiansand, Norway)

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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).

Research groups

School development, evaluation and digital assessment

Midtsundstad, Jorunn H. & Hopmann, Stefan (2025). Diversity United. The Scandinavian Tradition of Lesson Planning. In Wermke, Wieland & Sivesind, Kirsten (Ed.), Curriculum Dynamics within and across Contexts: Collected Works of Stefan Thomas Hopmann. Peter Lang Publishing Group. ISSN 9783631923771. p. 275–296. doi: https:/supplementaryresources.blob.core.windows.net/4336963-wermke/9783631923771_Ch-12.pdf. Full text in Research Archive Show summary
Scandinavian “Didaktik(k)” and lesson planning have some common roots, convictions, and traditions. The roots are the basis for didactical possibilities and the grounds on which Didaktik is understood. The Scandinavian understanding of education is characterized by local autonomy, living dialogue in the interplay between teachers and students and among students, as well as emphasis placed on a student’s activity in the classroom. The traditional lesson planning models show the tradition of emphasizing general didactics. The current wave of accountability measures puts Scandinavian local autonomy at risk because it measures outcomes by parameters, and these do not reflect the embedded variety of situated outcomes. A Scandinavian solution presented at the end of the article suggests how to make the tests only one of several different measures of school performance connected to the individual local school.
Midtsundstad, Jorunn H.; Aanensen, Mariette; Barken, Monica Endresen; Dale, Trine Smiseth; Engtrø, Randi & Flaten, Tom [Show all 10 contributors for this article] (2024). Regional kompetanseutvikling i barnehager og skoler – muligheter og utfordringer. In Midtsundstad, Jorunn H. (Eds.), Samskaping av kunnskap og kompetanse. Et tverrfaglig bidrag til regional kompetanseutvikling i barnehagen, skolen og UH-sektoren. Universitetsforlaget. ISSN 9788215063331. p. 11–33. doi: 10.18261/9788215063348-24-01. Full text in Research Archive Show summary
Vi som skriver dette kapitlet, er alle ansatt ved Universitet i Agder og deltar i regional kompetanseutvikling i barnehage og skole. Her diskuterer vi spørsmålet: Hvilke muligheter og utfordringer gir ordningen for utvikling av kunnskap og kompetanse i praksisfeltet og på universitetet? Som svar beskriver vi ordningen som del av dagens utdanningspolitikk. Videre presenterer vi vårt kunnskapssyn og sentrale samskapingsprosesser, før vi diskuterer etiske dilemmaer knyttet til å forske på modellen for regional kompetanseutvikling.
Nilsen, Julie K. & Midtsundstad, Jorunn H. (2024). Hvordan kan vi få til samskaping av kompetanseutvikling i barnehager og skoler? En diskusjon mellom Region Kristiansand og UiA. In Midtsundstad, Jorunn H. (Eds.), Samskaping av kunnskap og kompetanse. Et tverrfaglig bidrag til regional kompetanseutvikling i barnehagen, skolen og UH-sektoren. Universitetsforlaget. ISSN 9788215063331. p. 77–96. Full text in Research Archive Show summary
I 2021 ble tilskuddsordning for lokal kompetanseutvikling i barnehage og grunnopplæringen innført. Ordningen skal styrke den kollektive kompetansen i barnehager og skoler ut fra lokale behov gjennom partnerskap med universitet og høyskoler, samt styrke lærerutdanningene. Denne boken er skrevet av en tverrfaglig gruppe forskere ved Universitetet i Agder, som har fulgt utviklingen av ordningen lokalt. De har særlig vært opptatt av samskapingen av innholdet i kompetanseutviklingen og gjennomføringen i praksis. Boken starter med et kapittel som beskriver hvordan samskaping av kompetanseutvikling byr på utfordringer og muligheter for praksisfeltet og på universitetet. Kapittelet danner bakgrunnen for bokens tre deler. Del 1, «Perspektiver på å utvikle kunnskap og kompetanse sammen», består av tre kapitler som diskuterer samskaping som begrep og prosess. Del 2, «Forskning på Rekomp- og Dekompordningen », inneholder fem kapitler som presenterer forskning på hvordan kompetanseutviklingen foregår i barnehage og skole. Del 3, «Å forske sammen – praksis, lærerstudenter og UH-sektoren», består av to kapitler som viser hvordan samskaping av kompetanseutvikling kan foregå som et forskningsprosjekt der lærerstudenter er direkte involvert. Målgruppen for boken er alle som er involvert og interessert i arbeidet med tilskuddsordningen for lokal kompetanseutvikling i barnehage og skole.
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.
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 9783830945024. 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). 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 9783830945024. 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 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.
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 9783830945024. 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.
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 9783830945024. 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.
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. 27(4). doi: 10.1080/13603116.2020.1853257. Full text in Research Archive Show summary
Recent research has focused on local context as crucial for inclusion. This paper focuses on schools’ prerequisites for inclusion and how such prerequisites can be theorised. We explore theoretically and empirically how location, commuting, and social ties interrelate and influence schools’ prerequisites for inclusion. Using case studies, we compare two schools’ local contexts. We find that the local place and community contribute to students’ relations, including how they interact with and include each other in school. We also find that the local composition of social ties is crucial for schools’ abilities to develop as inclusive communities and that commuting influences teachers’ involvement in local community and school, and with students. The theoretical model presented is used to analyze the schools’ prerequisites for inclusion.
Midtsundstad, Jorunn H. (2020). Hvordan kan skoleeiere og PP-tjenesten samarbeide om inkludering. Spesialpedagogikk. ISSN 0332-8457. p. 5–11. Full text in Research Archive
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 9783830940296. p. 77–88. Full text in Research Archive
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
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. Full text in Research Archive
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. Full text in Research Archive
Langfeldt, Gjert & Midtsundstad, Jorunn H. (2017). Ansvarsstyring – didaktikens slutpunkt? In Hansèn, Sven-erik & Forsman, Liselott (Ed.), Allmändidaktik - vetenskap för lärare. Studentlitteratur AB. ISSN 9789144113173. p. 127–144. Full text in Research Archive
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. Full text in Research Archive
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 9783830930549. p. 29–43. Full text in Research Archive

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Midtsundstad, Jorunn H. (2024). Samskaping av kunnskap og kompetanse. Et tverrfaglig bidrag til regional kompetanseutvikling i barnehagen, skolen og UH-sektoren. Universitetsforlaget. ISBN 9788215063331. 242 p. doi: 10.18261/9788215069463-24-00. Full text in Research Archive Show summary
I 2021 ble tilskuddsordning for lokal kompetanseutvikling i barnehage og grunnopplæringen innført. Ordningen skal styrke den kollektive kompetansen i barnehager og skoler ut fra lokale behov gjennom partnerskap med universitet og høyskoler, samt styrke lærerutdanningene. Denne boken er skrevet av en tverrfaglig gruppe forskere ved Universitetet i Agder, som har fulgt utviklingen av ordningen lokalt. De har særlig vært opptatt av samskapingen av innholdet i kompetanseutviklingen og gjennomføringen i praksis. Boken starter med et kapittel som beskriver hvordan samskaping av kompetanseutvikling byr på utfordringer og muligheter for praksisfeltet og på universitetet. Kapittelet danner bakgrunnen for bokens tre deler. Del 1, «Perspektiver på å utvikle kunnskap og kompetanse sammen», består av tre kapitler som diskuterer samskaping som begrep og prosess. Del 2, «Forskning på Rekomp- og Dekompordningen », inneholder fem kapitler som presenterer forskning på hvordan kompetanseutviklingen foregår i barnehage og skole. Del 3, «Å forske sammen – praksis, lærerstudenter og UH-sektoren», består av to kapitler som viser hvordan samskaping av kompetanseutvikling kan foregå som et forskningsprosjekt der lærerstudenter er direkte involvert. Målgruppen for boken er alle som er involvert og interessert i arbeidet med tilskuddsordningen for lokal kompetanseutvikling i barnehage og skole.
Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (2022). A Systemic Approach to School Development - Technical Report on the Project School-In. Waxmann Verlag. ISBN 9783830945024. 189 p. 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, Anders; Bergkvist, Tove Pedersen & Midtsundstad, Jorunn H. (2020). Veiledning i rolle - for opplevd tilhørighet. Fagbokforlaget. ISBN 9788245034233. 14 p. Full text in Research Archive
Lorentzen, Gro & Midtsundstad, Jorunn H. (2020). Frivillighet: nye former for frivillig arbeid i norske kommuner. Fagbokforlaget. ISBN 9788245033991. 164 p. Full text in Research Archive
Midtsundstad, Jorunn H. (2019). Lokal skoleutvikling. Sammenhengen mellom sted, roller og undervisning. Fagbokforlaget. ISBN 9788245022056. 128 p. Full text in Research Archive

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Midtsundstad, Jorunn H. (2025). Resultatstyring hindrer kunnskapsutvikling i skolen. doi: https:/www.utdanningsnytt.no/fellesskolen-ilmi-willbergh-jorunn-h-midtsundstad/resultatstyring-hindrer-kunnskapsutvikling-i-skolen/464940. Full text in Research Archive Show summary
Debatt: – I dagens skole tilpasses kunnskapsinnholdet til enhver tid en vurderingssituasjon. Det er på tide å fri seg fra vurdering som tvangstrøye i klasserommene.
Midtsundstad, Jorunn H. (2024). Samarbeid om inkluderende praksis for PPT, barnehager, skoler og aktivitetsskoler. Full text in Research Archive
Midtsundstad, Jorunn H.; Dale, Trine Smiseth; Engtrø, Randi; Hansen, Arve; Moseid, Elin Arnesen & Smith-Gahrsen, Martin (2024). Samskaping av kunnskap og kompetanse - Et tverrfaglig bidrag til regional kompetanseutvikling i barnehagen, skolen og UH-sektoren. Full text in Research Archive
Midtsundstad, Jorunn H. (2023). Samarbeid om inkluderende praksis for PPT, barnehager, skoler og aktivitetsskoler. Full text in Research Archive
Midtsundstad, Jorunn H. (2023). Listermodellen, et samarbeid mellom ungdomsskoler og næringsliv. Full text in Research Archive
Midtsundstad, Jorunn H. (2023). Skolens funksjon og ytelse. Perspektiver basert på Niklas Luhmanns systemteori. Full text in Research Archive
Midtsundstad, Jorunn H. (2023). Drop-In metoden i prosjektet: Følg meg hele veien hjem - sammen om habilitering. Full text in Research Archive
Midtsundstad, Jorunn H. & Horrigmo, Kirsten Johansen (2023). Hvordan forsterke broen mellom lokalt/regionalt næringsliv og skole? Full text in Research Archive
Midtsundstad, Jorunn H. (2023). Inkluderende fellesskap i barnehage og skole. Full text in Research Archive
Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (2022). Å forske sammen. Erfaringer fra prosjektet School-In. Full text in Research Archive
Kvåle, Gunhild; Midtsundstad, Jorunn H. & Dalehefte, Inger Marie (2022). Colletts kafe podkast: Å forske på skuleutvikling - School-In. Full text in Research Archive
Midtsundstad, Jorunn Haugesten (2022). Tett på eller langt borte? Perspektiver på kompetanse og inkludering i skolen. Spesialpedagogikk. ISSN 0332-8457. Full text in Research Archive
Midtsundstad, Jorunn Haugesten (2022). Betydningen av å forske sammen. Bedre Skole. ISSN 0802-183X. Full text in Research Archive
Midtsundstad, Jorunn H. (2021). Godt læringsmiljø. Universitetspedagogikk. Full text in Research Archive
Midtsundstad, Jorunn H. (2021). Samskaping av forskning. Betydningen av strukturer og møteplasser. Full text in Research Archive
Midtsundstad, Jorunn H. & Harbo, Steinar (2021). De beste skolene i Agder samarbeider tett med lokalmiljøet. Full text in Research Archive
Wergeland, Birgitte & Midtsundstad, Jorunn H. (2021). Profesjonsfellesskap - fra refleksjon til tiltak. [Internet]. https://www.uia.no/om-uia/podkast/laeringspodden. Full text in Research Archive
Hillen, Prof. Andrea Stefanie & Midtsundstad, Jorunn H. (2020). Mental Mapping Respons Metoden (Modellering). Full text in Research Archive
Midtsundstad, Jorunn H.; Hillen, Prof. Andrea Stefanie; Sæbø, Grethe Ingebrigtsvold; Dalehefte, Inger Marie & Horrigmo, Kirsten Johansen (2020). Prosjekt School-In. Inkluderende læringsmiljø. Bruk av kartlegging som grunnlag for tiltak i arbeid med inkluderende læringsmiljø. Full text in Research Archive
Midtsundstad, Jorunn H. (2020). Sammen har vi funnet nøkkelen til inkluderende fellesskap! Full text in Research Archive
Midtsundstad, Jorunn H. (2020). Å forske sammen med praksisfeltet. Full text in Research Archive
Midtsundstad, Jorunn H. & Horrigmo, Kirsten Johansen (2019). Iveland – oppvekst i byregionens ytterkant? Steders betydning for oppvekst og inkludering. Full text in Research Archive
Midtsundstad, Jorunn H. & Sæbø, Grethe Ingebrigtsvold (2019). Hvordan videreutvikle refleksjonen i profesjonelle læringsfellesskap? Full text in Research Archive
Midtsundstad, Jorunn H. (2019). Implementering av Overordnet del. Refleksjon i profesjonelle læringsfellesskap som forberedelse til Fagfornyelsen. Full text in Research Archive
Midtsundstad, Jorunn H. (2019). Overordnet del: Realisering av fagfornyelsen. Full text in Research Archive
Midtsundstad, Jorunn H. (2019). Ledelse og utvikling av profesjonelle lærende fellesskap i barnehage og skole. Full text in Research Archive
Midtsundstad, Jorunn H. (2019). Hvordan kan skoleeiere lede rektorers læring slik at de kan lede læreres læring? Om profesjonsfellesskap i Fagfornyelsen. Full text in Research Archive
Midtsundstad, Jorunn H. (2019). Å lede læreres læring. Nye føringer i Fagfornyelsen. Full text in Research Archive
Midtsundstad, Jorunn H. (2019). Fagfornyelsen - Overordnet del: Å lede læreres læring. Full text in Research Archive
Midtsundstad, Jorunn H. (2019). Overordnet del. Et grunnlag for kompetanseheving og realisering av fagfornyelsen. Full text in Research Archive
Midtsundstad, Jorunn H. (2019). Research focus and theory Development for project School-In. Full text in Research Archive
Midtsundstad, Jorunn H. (2019). Desentralisert kompetanseheving. Praksiseksempel fra ledernettverk i Østre Agder. Full text in Research Archive
Midtsundstad, Jorunn H.; Sæbø, Grethe Ingebrigtsvold; Dalehefte, Inger Marie; Hillen, Prof. Andrea Stefanie & Horrigmo, Kirsten Johansen (2019). Nettverkssamling. Arbeidsmåter i School-In. Full text in Research Archive
Midtsundstad, Jorunn H. (2019). Desentralisert kompetanseheving. Fagfornyelsen – ledernettverk. Å lede læring og utvikling. Full text in Research Archive
Midtsundstad, Jorunn H. (2019). Ledersamling - Inkluderende læringsmiljø. Ledelse og utvikling av profesjonelle læringsfellesskap i barnehage og skole. Full text in Research Archive
Horrigmo, Kirsten Johansen & Midtsundstad, Jorunn H. (2019). The Interplay between school and place - possibilities and hinderances for school's inclusion. Full text in Research Archive
Horrigmo, Kirsten Johansen & Midtsundstad, Jorunn H. (2019). How does the connections between families, school and local society facilitate inclusion? 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
Midtsundstad, Jorunn H. (2018). Implementering av overordnet de: Medvirkning i skolens undervisning. Full text in Research Archive
Midtsundstad, Jorunn H. (2018). Implementering av orverordnet del. Menneskeverdet og medvirkning i praksis. Full text in Research Archive
Horrigmo, Kirsten Johansen & Midtsundstad, Jorunn H. (2018). Stedets betydning for skolens pågående utvikling. Full text in Research Archive
Horrigmo, Kirsten Johansen & Midtsundstad, Jorunn H. (2018). Foreldre og skole på samme lag. Full text in Research Archive
Horrigmo, Kirsten Johansen; Midtsundstad, Jorunn H. & Myrann, Maria Kristianne (2018). The influence of local context and their support for schools. Full text in Research Archive
Horrigmo, Kirsten Johansen; Midtsundstad, Jorunn H. & Myrann, Maria Kristianne (2018). How does the interplay between school and place influence inclusion? Full text in Research Archive
Midtsundstad, Jorunn H. (2018). Metoden "Aktive Sammen". Full text in Research Archive
Midtsundstad, Jorunn H. (2018). PPT som veiledningstjeneste. Systemarbeid i barnehager og skoler. Full text in Research Archive
Midtsundstad, Jorunn H. (2018). Workshop for vitenskaplig ansatte i lærerutdanningene v/UiA. 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
Midtsundstad, Jorunn H. (2018). PPT som veiledningstjeneste. Prinsipper for arbeidet? Full text in Research Archive
Midtsundstad, Jorunn H. (2018). Desentral ordning for kompetanseutvikling i skolen,- erfaringer fra Prosjekt School-In. Full text in Research Archive
Midtsundstad, Jorunn H. (2018). Project School-In; Research focus and theory development. Full text in Research Archive
Midtsundstad, Jorunn H. (2018). Prosjekt School-In: Kunnskapsområdene. Full text in Research Archive
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? Full text in Research Archive
Hillen, Andrea Stefanie; Sæbø, Grethe Ingebrigtsvold; 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. p. 39–39. Full text in Research Archive
Midtsundstad, Jorunn H.; Harbo, Steinar & Løvdal, Line Håberg (2017). Prosjekt School-In. Innovasjon i offentlig sektor. Full text in Research Archive
Midtsundstad, Jorunn H. & Løvdal, Line Håberg (2017). Prosjekt School-In, -en innovasjon for utvikling av inkluderende læringsmiljø. Full text in Research Archive
Midtsundstad, Jorunn H. (2017). Skolens grenser for inkludering - et resultat av kommunens tverrfaglige støtte? Full text in Research Archive
Midtsundstad, Jorunn H. (2017). Så barna merker det - å lede og følge opp lærende fellesskap. Full text in Research Archive
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. Full text in Research Archive 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/
Midtsundstad, Jorunn H. (2016). Forventingers betydning for inkludering. Full text in Research Archive
Midtsundstad, Jorunn H. (2016). Mine egne forventningers betydning for det enkelte barn i barnehagen vår. Full text in Research Archive
Midtsundstad, Jorunn H. (2016). Forventingers betydning for inkludering i barnehagen. Full text in Research Archive
Midtsundstad, Jorunn H. (2016). Forventningers betydning for inkludering i barnehagen. Full text in Research Archive
Midtsundstad, Jorunn H. (2016). Forventingers betydning for inkludering i skolen. Full text in Research Archive
Midtsundstad, Jorunn H. (2016). Forventningers betydning for inkludering i barnehagen. Full text in Research Archive
Midtsundstad, Jorunn H. (2016). Samarbeid for barnets helhetlige utbytte? Et forskningsprosjekt sett i lys av nye veiledere. 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
Midtsundstad, Jorunn H. (2016). Forventningsstrukturers betydning for inkludering. Full text in Research Archive
Midtsundstad, Jorunn H. (2016). Forventningsstrukturers betydning for inkludering. Invitert foredrag. Full text in Research Archive
Midtsundstad, Jorunn H. (2015). Inkluderende læringsmiljø. Forventningsstrukturers betydning for inkludering. Full text in Research Archive
Hillen, Stefanie A. & Midtsundstad, Jorunn H. (2015). Teachers’ expectations’ - shaped and reshaped by the local environment - a system thinking approach. Full text in Research Archive
Midtsundstad, Jorunn H. (2015). The School organization’s limits to Inclusion - from comparisons to change. Full text in Research Archive
Midtsundstad, Jorunn H. & Langfeldt, Gjert (2015). The importance of place in education. Results from the Nordic Research Association project Learning Regions. Full text in Research Archive
Hillen, Andrea Stefanie & Midtsundstad, Jorunn H. (2015). Teacher's expectation- shaped and reshaped by the local environment. Full text in Research Archive
Bergkvist, Tove Pedersen & Midtsundstad, Jorunn H. (2025). Samtaler som fremmer medvirkning og utvikling av egen deltakerrolle for barn og unge med funksjonsnedsettelse. Teorigrunnlag for Deltakermodellen. Valnesfjord Helsesportsenter. ISSN 9788293056157. doi: https:/vhss.no/wp-content/uploads/2025/09/Teorigrunnlag-Deltakermodellen_digital.pdf. Full text in Research Archive Show summary
I denne rapporten presenteres bakgrunnen for Deltakermodellen som skal fremme utvikling av, og medvirkning i, egen deltakerrolle for barn og unge med funksjonsnedsettelse. Målgruppen er de som samarbeider med barn og unge før, under og etter habiliteringsopphold. Deltakermodellen bygger på prosjektet «Følg meg hele veien hjem – sammen om habilitering» initiert av Nasjonalt kvalitets- og kompetansenettverk for barn og unge med funksjonsnedsettelser. Teorigrunnlaget for modellen og utprøvingen som foregår i prosjektet, har barn og unges medvirkning i egen habilitering som mål. Kjernen i prosjektet er hvordan voksne samtaler med barn for å åpne for deres tanker, bekymringer, ønsker (mål) for egen deltakerrolle. På Valnesfjord Helsesportsenter (VHSS) er det mestring av fysiske aktiviteter og innlæring av ferdigheter som har hovedfokus. Mestring av fysisk aktivitet, innlæring av ferdigheter og utvikling av deltakerrollen gjøres i en gruppe sammen med 6-8 andre i trygge rammer. Inntak i gruppe prioriteres fordi relasjonelle og mellommenneskelige forhold er viktig. Alle unge har behov for å utvikle en robusthet og mange trenger veiledning i å bli tydeligere deltakere. Hvordan de kan se seg selv som deltakere i klassen, på klatregruppa, i svømminga eller på fotballaget handler mye om hvilke erfaringer de har, men også hvor gode tilbudene i kommune og på VHSS er. Rapporten tar hensyn til både det individuelle og det systemiske perspektivet i samtaler med barn, og beskriver teorigrunnlaget for hvordan en kan samtale med barn og unge for å fremme deres medvirkning og utvikling av egen deltakerrolle.

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Published Apr. 16, 2024 11:29 AM