Kirsten Foshaug Vennebo

Kirsten Foshaug Vennebo
Oslo Metropolitan University · Department of Primary and Secondary Teacher Education

PhD (2015)

About

16
Publications
2,265
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
91
Citations

Publications

Publications (16)
Article
Full-text available
This article focuses on the use of case-based instruction in the National School Leadership Program offered by universities in Norway. The research addresses the following research question: How can case-based instruction promote leadership learning when used in school leadership programs? The study demonstrates case-based instruction’s ability to...
Article
Full-text available
This research study focuses on school leadership groups taking part in an action research project (AR project) within schools in a Norwegian municipality. The study aims to show and discuss how action research (AR) adopted in school change can help build collective leadership capacity in school leadership groups. Combined with the theory of expansi...
Article
Full-text available
This article examines the leadership of school principals who, based on the narrative case of the Blueberry School, discuss how they as principals would have responded to a similar problematic situation regarding a school change process. The study is grounded in the context of the Norwegian National School Leadership Programme. Theoretically, the s...
Article
Full-text available
Background Developing collective professional capacities in schools is important for school improvement, and principals can initiate such developments. That is, by initiating and leading professional group discussions on teaching and learning, principals can influence teaching practices and, thereby, indirectly affect student outcomes and school im...
Article
Developing collective professional capacity in schools is viewed as important for improving schools. Furthermore, principals are seen as being in a key position to promote the development of collective capacity. Although an array of studies report on what principals can do to support capacity development, such as by facilitating collective professi...
Article
In this paper, we investigate how a Benchlearning program for principals in Norway and Sweden supports changes in Norwegian principals’ leadership practices. The program design builds on principles for practical action research. The aim of the program was to inspire changes in the principals’ leadership practices that encourage innovative school pr...
Article
Et sentralt krav for den nasjonale rektorutdanningen i Norge er at den skal ha en praksisnær tilnærming til læring av ledelse. I denne artikkelen ser vi nærmere på hvordan begrepet «praksisorientering» kan forstås. Dernest undersøker vi hvordan tilbyderne av rektorutdanningen på sine hjemmesider redegjør for hvordan de vil tilrettelegge for praksis...
Article
Full-text available
Artikkelens hensikt er å bidra med kunnskap om hvordan rektorer kollektivt utforsker krav om resultatforbedring i skolen. Empirisk er artikkelen forankret i Rektorutdanningen ved Universitetet i Oslo, der case brukes som en læringsmetode. Teoretisk bygger artikkelen på perspektiver om ledelse og resultatstyring og om skolelederes profesjonsutøvelse...
Article
Purpose This paper aims to address workplace learning in terms of investigating school leadership development in an inter-professional team (the team) in which principals, administrators and researchers work together on a local school improvement project. The purpose is to provide an enriched understanding of how school leadership development evolv...
Article
Leadership is recognised in both policy and research as a key enabler of innovation in schools. Numerous researchers have focused on how school leaders formally narrate their experiences of leading innovations including their observations of effect; however, modest attention has been paid to the processes through which leaders engage in innovative...
Thesis
Summary (The full version is accessible here: https://www.duo.uio.no/handle/10852/54523 or on request) This study investigates school leadership in innovative work in the context of school development processes in Norway. The aim of the study is to develop new insight into the complexities involved and the functions of leadership in this kind of wo...
Article
Full-text available
In this article, we analyse the school developmental work of a project team in Norwegian upper secondary schools. The team aims to improve teaching and learning by making use of new technologies. The aim of the article is to explore the “black box” of developmental work practices by analysing the interactions between the team members to make the pr...
Article
Full-text available
Leadership is currently viewed as a guarantee for educational quality and reforms, as a crucial component for schools' capacity building and as a major contributor to the trans-formation of practices. Although an array of leadership studies report on the need for lead-ership by demonstrating what leaders must do or how leadership practices should b...

Network

Cited By