Funktionen

• Leiterin des Instituts für Professionsforschung und Personalentwicklung (IPP)
• Leitung einer Forschungsprofessur am Institut für Professionsforschung und Personalentwicklung (IPP)
• Dozentin im Querschnittsfachkern Wissenschaftliches Denken und Arbeiten (WDA)
• Herausgeberin der internationalen, wissenschaftlichen Fachzeitschrift, Educational Assessment, Evaluation and Accountability (EAEA).

Schwerpunkte

• Bildungspolitik und Steuerung im Bildungssystem
• Schulleitung und Schulleitungshandeln
• Veränderungs- und Entwicklungsprozesse in der Schule und im Schulsystem
• Professionalisierung der schulischen Führungskräfte und Lehrpersonen

• 2005-2009: Philosophiae Doctor, University of Oslo, Norway
• 1993-1998: Candidada Paedagogiae, Institute for Educational Research, Faculty of Educational Sciences, University of Oslo, Norway
• 1992-1992: Studies in German (60 ECTS), Department of German Studies, Faculty of Humanities, University of Oslo, Norway
• 1991-1992: Examen Philosophicum (20 ECTS), Faculty of Humanities, University of Oslo, Norway
• 1991-1992: Studies in Phonetics and Linguistics (15 ECTS), Faculty of Humanities, University of Oslo, Norway

Berufsbiografie

• 2021-2022: Gastprofessorin, Linz School of Education, Johannes Kepler Universität Linz, Österreich
• 2019-2023: Leiterin des Querschnittsfachkerns Wissenschaftliches Denken und Arbeiten (WDA)
• 2018: Gastprofessorin, Linz School of Education, Johannes Kepler Universität Linz, Österreich
• Seit 2018: Senior Research Fellow, Asia Pacific Centre for Leadership and Change, The Education University of Hong Kong
• 2017-2019: Professorin, Institut für Bildungsmanagement und Bildungsökonomie (IBB), Pädagogische Hochschule Zug
• Seit 2013: Associate Professor, Department of Teacher Education and School Research, Faculty of Educational Sciences, University of Oslo, Norway
• Seit 2013: Adjunct Professor, Griffith Institute for Educational Research, Griffith University, Brisbane, Australia
• 2010-2017: Senior Researcher, Institut für Bildungsmanagement und Bildungsökonomie (IBB), Pädagogische Hochschule Zug
• 2010-2010: University Lecturer, Department of Teacher Education and School Research, Faculty of Educational Sciences, University of Oslo, Norway
• 2010-2013: Post Doctor, Department of Teacher Education and School Research, Faculty of Educational Sciences, University of Oslo, Norway
• 2009-2010: International Research Fellow, Institut für Bildungsmanagement und Bildungsökonomie (IBB), Pädagogische Hochschule Zug
• 2008: Visiting Scholar, College of Education, University of Washington, USA
• 2005-2009: Research Fellow, Department of Teacher Education and School Research (ILS), Faculty of Educational Sciences, University of Oslo, Norway
• 1999-2002: Project Assistant, Læringslaben AS, Oslo, Norway

Mitgliedschaften

• Schweizer Gesellschaft für Bildungsforschung
• Nordic Education Research Association
• American Educational Research Association
• Research Group CLEG (Curriculum, Leadership, Educational Reforms and Governance), Faculty of Educational Sciences, University of Oslo

Monografien

• Mausethagen, S., Prøitz, T.S. & Skedsmo, G. (2018). Elevresultater – mellom kontroll og utvikling. Oslo. Fagbokforlaget.

Beiträge in Fachzeitschriften

• Skedsmo, G. & Huber, S. G. (2024): Navigating Educational Challenges: Insights into Accountability, Support and Teacher Professionalism in Diverse Contexts. Educational Assessment, Evaluation and Accountability, 36(1), 1-6.
• Skedsmo, G. & Huber, S. G. (2023): Assessing Learning Gaps and Gains? Educational Assessment, Evaluation and Accountability, 35(4), https://doi.org/10.1007/s11092-023-09423-4
• Skedsmo, G. & Huber, S. G. (2023): Analyses of quality assurance and development in education. Educational Assessment, Evaluation and Accountability, 35(3), 309-312.
• Adams, D., Lok Tan, K., Sandmeier, A., & Skedsmo, G. (2023). School leadership that supports health promotion in schools: A systematic literature review. Published Online 9. June. Health Education Journal.
• Skedsmo, G. & Huber, S. G. (2023): Understanding academic resilience, equity, and research engagement to improve education. Educational Assessment, Evaluation and Accountability, 35(2), 165-168.
• Skedsmo, G. & Huber, S. G. (2023): How are Teachers Positioned in Evaluation Procedures? Educational Assessment, Evaluation and Accountability, 35(1), 1-3.
• Betschart, S., Sandmeier, A., Skedsmo, G., Hascher, T., Okan, O. & Dadaczynski, K. (2022). The Importance of School Leaders’ Attitudes and Health Literacy to the Implementation of a Health Promoting Schools Approach. Journal of International Environmental Research and Public Health, 19(22).
• Skedsmo, G. & Huber, S. G. (2022): Assessment as a policy instrument and/or tool for professional development. Educational Assessment, Evaluation and Accountability, 34(4), 423-425.
• Skedsmo, G. & Camphuijsen, M. K. (2022). The Battle for Whole-Child Approaches: Examining the Motivations, Strategies and Successes of a Parents’ Resistance Movement against a Performance regime in a Local Norwegian School System. Education Policy Analysis Archives, 30(135).
• Skedsmo, G. & Huber, S. G. (2022): Learning to Assess and Evaluate Complex Realities. Educational Assessment, Evaluation and Accountability, 34(3), 275-277.
• Skedsmo, G. & Huber, S. G. (2022): Theoretical competence models, tests and designs. Educational Assessment, Evaluation and Accountability, 34(2), 139-141.
• Skedsmo, G. & Huber, S. G. (2022): Data-driven approaches to education governance and their implications. Educational Assessment, Evaluation and Accountability, 34(1), 1-4.
• Skedsmo, G. & Huber, S. G. (2021): What does educational quality mean? Educational Assessment, Evaluation and Accountability, 33(4), 587-589. https://doi.org/10.1007/s11092-021-09378-4
• Verger, A. & Skedsmo, G. (2021). Enacting accountability in education: exploring new policy contexts and theoretical elaborations. Educational Assessment, Evaluation and Accountability, 33(3), 391-402. https://doi.org/10.1007/s11092-021-09371-x
• Futter, K., Skedsmo, G. & Sandmeier, A. (2021). Wissenschaftliche Abschlussarbeiten an der Pädagogischen Hochschule Schwyz. Beiträge zur Lehrerinnen- und Lehrerbildung, 39(1), 60-65.
• Skedsmo, G. & Huber, S. G. (2021): Data, Indicators and Feedback in Education. Educational Assessment, Evaluation and Accountability, 33(2), 251-254.
• Altrichter, H., Herzog-Punzenberger, B., Fulterer, S., Brown, M., Burns, D., Nortvedt, G. A., Skedsmo, G., Wiese, E., Nayir, F., Fellner, M., McNamara, G., & O’Hara, J. (2021). Leistungsbeurteilung und kulturelle Vielfalt: Herausforderungen und Bewertungspraktiken in Schulen der Sekundarstufe I in Österreich, Irland, Norwegen und der Türkei. Erziehung und Unterricht, 171(3-4), 251-261.
• Herzog-Punzenberger, B., Altrichter, H., Brown, M., Burns, D., Nortvedt, G. A., Skedsmo, G., Wiese, E., Nayir, F., Fellner, M., McNamara, G. and O’Hara, J. (2020). Teachers responding to cultural diversity: case studies on assessment practices, challenges and experiences in secondary schools in Austria, Ireland, Norway and Turkey. Educational Assessment, Evaluation and Accountability, 32/3, 395-424.
• Camphuijsen, M., Møller, J. & Skedsmo, G. (2020). Test-based accountability in the Norwegian context: exploring drivers, expectations and strategies. Journal of Educational Policy. Published online 11. March.
• Mausethagen, S., Prøitz, T.S. & Skedsmo, G. (2020): Redefining public values: Data use and value dilemmas in education. Education Inquiry. Published online 2. March.
• Skedsmo, G. & Huber, S. G. (2020): Unintended Effects of Accountability Policies and the Quality of Assessment and Evaluation Formats. Educational Assessment, Evaluation and Accountability, 32(4), 427-429.
• Skedsmo, G. & Huber, S. G. (2020): Measuring teaching quality, designing tests, and transforming feedback targeting various education actors. Educational Assessment, Evaluation and Accountability, 32(3), 271-273.
• Skedsmo, G. (2020): Assessment and evaluation with clarifying purposes for policy and practice. Educational Assessment, Evaluation and Accountability, 32(2), 103-106.
• Skedsmo, G. & Huber, S. G. (2020): Culturally responsive student assessment and quality work in higher education. Educational Assessment, Evaluation and Accountability, 32(1), 1-4.
• Skedsmo, G. & Huber, S. G. (2019): Trust in results. Educational Assessment, Evaluation and Accountability, 31(4), 377-380. https://doi.org/10.1007/s11092-019-09312-9
• Skedsmo, G. & Huber, S. G. (2019): Forms and practices of accountability in education. Educational Assessment, Evaluation and Accountability, 31(3), 251–255. https://doi.org/10.1007/s11092-019-09305-8
• Nayir, F., Brown, M., Burns, D., O’Hara, J., McNamara, G., Nortvedt, G., Skedsmo, G., Gloppen, S. & Wiese, E. (2019). Assessment with and for Migration Background Students – Cases from Europe. Eurasian Journal of Educational Research. 79, 39-68. DOI: 10.14689/ejer.2019.79.3
• Skedsmo, G. & Huber, S. G. (2019): Key issues related to measuring teaching quality. Educational Assessment, Evaluation and Accountability, 31(2), 151-153. https://doi.org/10.1007/s11092-019-09299-3
• Mausethagen, S., Prøitz, T.S. & Skedsmo, G. (2019): School leadership in data use practices: collegial and consensus-oriented. Educational Research, 61(1), 70-86. https://doi.org/10.1080/00131881.2018.1561201
• Skedsmo, G. & Huber, S. G. (2019): Top-down and bottom-up approaches to improve educational quality: their intended and unintended consequences. Educational Assessment, Evaluation and Accountability, 31(1), 1-4. https://doi.org/10.1007/s11092-019-09294-8
• Prøitz, T., Mausethagen, S. & Skedsmo, G. (2019): District Administrators’ Governing Styles in the Enactment of Data Use Practices. International Journal of Leadership in Education. https://doi.org/10.1080/13603124.2018.1562097
• Skedsmo, G. & Huber, S.G. (2018): Reliability, validity and fairness—key issues in assessing the quality of teaching, instructional leadership and school practice. Educational Assessment, Evaluation and Accountability, 30(4), 343-346. https://doi.org/10.1007/s11092-018-9290-8
• Skedsmo, G. & Huber, S.G. (2018): Assessment and evaluation: incentives, sanctions and power relations. Educational Assessment, Evaluation and Accountability, 30(3), 207-210. https://doi.org/10.1007/s11092-018-9284-6
• Mausethagen, S., Prøitz, T.S. & Skedsmo, G. (2018): Teachers’ use of knowledge sources in ‘result meetings’: Thin data and thick data use. Teachers and Teaching: Theory and Practice, 43(6), 37-49. https://doi.org/10.1080/13540602.2017.1379986
• Skedsmo, G. & Huber, S.G. (2018): Key actors’ involvement in implementing assessment reforms and using quality improvement measures. Educational Assessment, Evaluation and Accountability, 30(2), 93-95. https://doi.org/10.1007/s11092-018-9279-3
• Skedsmo, G. & Huber, S.G. (2018): Teacher evaluation: the need for valid measures and increased teacher involvement. Educational Assessment, Evaluation and Accountability, 30(1), 1-5. https://doi.org/10.1007/s11092-018-9273-9
• Jones, K., Kemethofer, D., McNamara, G., O’Hara, and Huber, S., Skedsmo, G. & Greger, D. (2017). The unintended consequences of school inspection: The prevalence of inspection side-effects in Austria, the Czech Republic, England, Ireland, the Netherlands, Sweden and Switzerland. Oxford Review of Education, 43(6), 805–822.
• Skedsmo, G. & Huber, S.G. (2017): Policies and practices related to student assessment and learning outcomes – combining different purposes and ideals. Educational Assessment, Evaluation and Accountability 29(3), 225-228. https://doi.org/10.1007/s11092-017-9268-y
• Skedsmo, G. & Mausethagen, S. (2017): Nye styringsformer i utdanningssektoren – spenninger mellom resultatstyring og profesjonelt ansvar. Norsk Pedagogisk tidsskrift 101(2), 169-179. DOI: 10.18261/issn.1504-2987-2017-02-06
• Prøitz, T.S., Mausethagen, S. & Skedsmo, G. (2017): Data use in education: alluring attributes and productive processes. Nordic Journal of Studies in Educational Policy, 3(1), 1-5. https://doi.org/10.1080/20020317.2017.1328873
• Prøitz, T.S., Mausethagen, S. & Skedsmo, G. (2017): Investigative modes in research on data use in education. Nordic Journal of Studies in Educational Policy, 3(1), p. 42-55. http://dx.doi.org/10.1080/20020317.2017.1326280
• Skedsmo, G. & Huber, S.G. (2017): Evaluation of educators’ performance—balancing various measures to improve practice. Educational Assessment, Evaluation and Accountability 29(2), 107-110. https://doi.org/10.1007/s11092-017-9262-4
• Huber, S. G. & Skedsmo, G. (2017): Standardization and assessment practices. Educational Assessment, Evaluation and Accountability 29(1), 1-3. https://doi.org/10.1007/s11092-017-9257-1
• Skedsmo, G. & Huber, S.G. (2017): Governing education quality—challenges of perspective and methodology. Educational Assessment, Evaluation and Accountability 29(4), 315-318. https://doi.org/10.1007/s11092-017-9271-3
• Huber, S. G. & Skedsmo, G. (2016): Educators’ responses to policies and accountability expectations. Educational Assessment, Evaluation and Accountability 28(4), 1-4. https://doi.org/10.1007/s11092-016-9253-x
• Huber, S. G. & Skedsmo, G. (2016): Assessment in education – from early childhood to higher education. Educational Assessment, Evaluation and Accountability 28(3), 1-3. https://doi.org/10.1007/s11092-016-9245-x
• Mausethagen, S., Skedsmo, G. & Prøitz, T. (2016): Ansvarliggjøring og nye organisasjonsrutiner i skolen – rom for læring? Nordiske organisasjonsstudier. Vol. 18/2, 79-97.
• Huber, S.G. & Skedsmo, G. (2016): Teacher Evaluation – Accountability and Improving Teaching Practices. Educational Assessment, Evaluation and Accountability 28(2), 105-109. https://doi.org/10.1007/s11092-016-9241-1
• Huber, S.G. & Skedsmo, G. (2016): Data Use - a Key to Improve Teaching and Learning? Educational Assessment, Evaluation and Accountability 28(1), 1-3. https://doi.org/10.1007/s11092-016-9239-8
• Hall, D., Grimaldi, E., Gunter, H.M., Møller, J., Serpieri, R. & Skedsmo, G. (2015): Educational Reform and Modernisation in Europe: The Role of National Contexts in Mediating the New Public Management. European Educational Research Journal. Vol. 14/6. p. 487-507. DOI: 10.1177/1474904115615357
• Ehren, M.C.M., Gustafsson, J.E., Altrichter, H., Skedsmo, G., Kemethofer, D. & Huber, S.G. (2015): Comparing effects and side effects of different School inspection systems across Europe. Comparative Education, 51(3), 375-400 DOI: 10.1080/03050068.2015.1045769
• Huber, S.G. & Skedsmo, G. (2015): Self-Assessment und Coaching zur Förderung professioneller Reflexion über pädagogische Führung. Journal für Schulentwicklung 2015/2.

Beiträge in Herausgeberwerken

• Sigurðardóttir, S. M. & Skedsmo, G. & Ärlestig, H (2023). Principals’ preparation and professional development in Nordic countries. In: Ärlestig, H., Gunnulfsen, A. E. & Storgaard, M. J. (Eds.) Education and Democracy in the Nordic Countries - Making Sense of School Leadership, Policy and Practice (p. 153-171). Springer.
• Gunnulfsen, A. E. & Skedsmo, G. (2023). School Leadership in Norway: Key Characteristics and Current Challenges. In: Ärlestig, H., Gunnulfsen, A. E. & Storgaard, M. J. (Eds.) Education and Democracy in the Nordic Countries - Making Sense of School Leadership, Policy and Practice (p. 61-73). Springer.
• Skedsmo, G. & Huber, S. G. (2021). School Turnaround in Ten Schools in Difficult Circumstances in Germany: The Need for Adaptive and Contextualized Approaches to Development and Change. In: Ylimaki, R. & Brunderman, L. (Eds.). Evidence-Based School Development in Changing Demographic Contexts (p. 159-176). Springer. https://doi.org/10.1007/978-3-030-76837-9_11
• Skedsmo, G. (2020). La comparaison el l’analyse comparative comme éléments clés des processus de gouvernance dans les écoles norvégiennes (197-226). In: Levasseur, L., Normand, R., Liu, M., Carvalho, L. M. & Oliveira, D. A. (Eds.). Les politiques de restructuration des professions de l’éducation. Les Presses de l’Université Laval.
• Skedsmo, G., Rönnberg, L. & Ydesen, C. (2020). National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. In: Verger, A., Grek, S. & Maroy, C. (Eds.). World Yearbook of Education – Accountability and Datafication in the Governance of Education (p. 113-129). London: Routledge.
• Mausethagen, S., Prøitz, T.S. & Skedsmo, G. (2020). Data use in recent school reforms. Oxford Research Encyclopedia of Education.
• Sivesind, K. & Skedsmo, G. (2020). Educational governance, gap-management strategies, and reorganizational processes of the state authorities in Norway (p. 75-92). In: Ärlestig, H. & Johansson, O. (Eds.): Educational Authorities and the Schools. Organisation and Impact in 20 States. Springer.
• Skedsmo, G. (2020): Forgotten – or ignored perspectives in education and leadership? In: Moos, L., Nihlfors, E. & Paulsen J. M. (Eds): “Re-centering the critical potential of Nordic school leadership research: Fundamental but often forgotten perspectives”. Springer.
• Mausethagen, S., Skedsmo, G. & Prøitz, T. (2019). Hva slags utvikling? Elevresultater som utgangspunkt for utviklingsarbeid. I: Helstad, Kristin; Mausethagen, Sølvi (red.). Nye lærer- og lederroller i skolen (s. 53-69). Oslo: Universitetsforlaget.
• Skedsmo, G. & Gunnulfsen, A. E. (2019). Elevresultater og ledelsesstrategier i (sam)spill – skolelederes praksis for å følge opp resultater i skolen. I: Jensen, R., Karseth, B. & Ottesen, E. (red.). Styring og ledelse i grunnopplæringen. Spenninger og dynamikker (s. 56-72). Oslo: Cappelen Damm Akademisk.
• Skedsmo, G. (2018): Comparison and benchmarking as governing processes in Norwegian schools. I: Carvalho, L.M., Levasseur, L., Liu, M., Normand, R. & Oliveira, D.A. (Ed.). Education Policies and the Restructuring of the Educational Profession (p. 137-158). Singapore: Springer.
• Mausethagen, S., Prøitz, T.S. & Skedsmo, G. (2017): Resultatstyring i skolen: Nye styringsformer og kunnskapskilder i (sam)spill. Eksempler fra skolefeltet. In: Mausethagen, S. & Smeby, J.-C. (Ed.): Kvalifisering til profesjonell yrkesutøvelse (s. 130-139). Oslo. Universitetsforlaget.
• Skedsmo, G. & Aas, M. (2017): Selvvurdering og gruppecoaching: Nye muligheter for refleksjon og læring for skoleledere. I: Paulsen, J.M. & Aas, M. (red.): Ledelse i fremtidens skole (s. 333-356). Oslo: Fagbokforlaget.
• Mausethagen, S., Skedsmo, G. & Prøitz, T.S. (2017): Bruk av elevresultater for å styrke og lede profesjonsutvikling – utfordringer og muligheter. I: Paulsen, J.M. & Aas, M. (Ed.): Ledelse i fremtidens skole (s. 31-52). Oslo: Fagbokforlaget.
• Skedsmo, G. & Mausethagen, S. (2016): Accountability policies and educational leadership - a Norwegian perspective. In: Easley, J. and Tulowitzki, P. (Ed.): Accountability and Educational Leadership – country perspectives (p. 205-223). London. Routledge.
• Skedsmo, G. & Møller, J. (2016): Governing by new performance expectations in Norwegian schools. In: Gunter, H., Hall, D., Serpieri, R. & Grimaldi, E. (Ed.): New Public Management and the Reform of Education: European lessons for policy and practice (s. 53-65). London. Routledge.
• Sivesind, K., Skedsmo, G. & Hall, J. (2016): Et felles nasjonalt tilsyn: Om rammeverk og reformbaner gjennom historien. I: Andenæs, K. & Møller, J. (Ed.): Retten i skolen. Mellom pedagogikk, juss og politikk (s. 99-122). Oslo. Universitetsforlaget.
• Altrichter, H., Kemethofer, D., Ehren, M., Gustafsson, J.-E., Skedsmo, G.; Huber, S.G., Conyngham, G., McNamara, G., & O’Hara, J. (2016). Wirkungen und Nebenwirkungen europäischer Inspektionssysteme. In Arbeitsgruppe Schulinspektion (Hrsg.). Schulinspektion als Steuerungsimpuls? Ergebnisse aus Forschungsprojekten. Wiesbaden: Springer VS.
• Huber, S.G., Skedsmo, G. & Schwander, M. (2015): Self-Assessment und Coaching zur Förderung professioneller Reflexion über pädagogische Führung. In: K. Kansteiner & C. Stamann (Hrsg.), Personalentwicklung in der Schule zwischen Fremdsteuerung und Selbstbestimmung (S. 252-267). Bad Heilbrunn: Julius Klinkhardt.
• Huber, S. G., Skedsmo, G. & Schwander, M. (2015): Förderung professioneller Reflexion über pädagogische Führung durch Feedback und Coaching – Das Self-Assessment „Kompetenzprofil Schulmanagement (KPSM)“. In: Huber, S. G., Stiftung der deutschen Wirtschaft, Robert Bosch Stiftung (Hrsg.): Schule gemeinsam gestalten – Entwicklung von Kompetenzen für pädagogische Führung (S.133-146). Münster. Waxmann.

Andere Publikationen

• Skedsmo, G., Sandmeier, A. & Betschart, S. (2023). School Health Promotion in Context. Project report for Bilateral Science and Technology Programme with China, Japan, South Korea and the ASEAN region, ETH Zürich.
• Skedsmo, G. (2022). Different stakeholders' need for information to assess and develop quality in and of schools. Knowledge synthesis for the government-appointed Quality Development Committee.
• Skedsmo, G. & Sandmeier, A. (2021). Health Promotion in Schools in Times of Covid-19. Project report for Bilateral Science and Technology Programme with China, Japan, South Korea and the ASEAN region 2017 – 2020, ETH Zürich.
• Sandmeier, A., Betschart, S., Perrenoud, O. & Skedsmo, G. (2021). Health Promotion in Schools in Times of Covid-19: Erste Ergebnisse zur Gesundheit von Schweizer Schulleiterinnen und Schulleiter. https://zenodo.org/record/5575956#.YdLptmCZM2x
• Skedsmo, G. & Huber, S.G. (2015): Externe Evaluation und Schulinspektion in der Schweiz. In: Huber, S.G. & Skedsmo, G. (Ed): Evaluation – Bereicherung oder Belastung? Schulverwaltung Spezial 17 (1). Wolters Kluwer Deutschland GmbH, Neuwied. Online.
• Kemethofer, D., Skedsmo, G., Altrichter, H. & Huber, S.G. (2015): Steuerung durch Erwartungen? In: Huber, S.G. & Skedsmo, G. (Ed): Evaluation – Bereicherung oder Belastung? Schulverwaltung Spezial 17 (1). Wolters Kluwer Deutschland GmbH, Neuwied, p. 26-28.
• Huber, S.G. & Skedsmo, G. (2015): Evaluation – Bereicherung oder Belastung? Editorial. Schulverwaltung Spezial 17 (1). Wolters Kluwer Deutschland GmbH, Neuwied.
• Skedsmo, G. & Mausethagen, S. (2015): Spenningen mellom kontroll og læring. Bruk av nye vurderingsverktøy i utdanningssektoren. Bedre Skole 3/2015, 16-21.
• Skedsmo, G., Mausethagen, M., Prøitz, T.S. & Hopfenbeck, T.N. (2015): Nye verktøy og rutiner for resultatoppfølging. Bedre Skole 3/2015, 22-28.

Vorträge

• Skedsmo, G. & Mausethagen, S. (2023). Presentation at the annual conference of World Education Research Association: "Creating Safety Nets in a Loosely-Coupled System", 23.11.2023, National Institute of Education, Singapore.
• Skedsmo, G. (2023). Presentation within the Symposium on the World School Leadership Study at the annual conference of World Education Research Association: "Current Challenges for School Leadership in Norway", 22.11.2023, National Institute of Education, Singapore.
• Mausethagen, S. & Skedsmo, G. (2023). Workshop, 'Skolelederdagen', annual school leadership conference. Å lage sikkerhetsnett i et system med løse koblinger: Fylkeskommunale strategier for å beholde elevene i videregående opplæring. University of Oslo, 3. November.
• Hall, J. B. & Skedsmo, G. (2023). Supporting Migration Background Students: Institutional Collaboration Between Internal and External Actors. Presentation at the European Congress for Educational Research, 25.08.23, Glasgow, Scotland.
• Niederberger, V. & Skedsmo, G. (2023). Teachers’ Responses to Expectations about School Improvement: Empirical findings from Switzerland. Presentation at the European Congress for Educational Research, 23.08.23, Glasgow, Scotland
• Sandmeier, A., Skedsmo G., Dadaczynski, K. & Okan, O. (2023). Work-related Stress, Coping, and Emotional Exhaustion of School Principals. Results of the COVID-HL Study. Presentation at the European Congress for Educational Research, 25.08.23, Glasgow, Scotland.
• Betschart, S., Sandmeier, A., Skedsmo, G. & Adams, D. (2023). School Health Promotion – A Comparative Study between Malaysia and Switzerland. Presentation at European Congress for Educational Research, 23.08.23, Glasgow, Scotland.
• Skedsmo, G. & Mausethagen, S. (2023). Enactment of Policy Interventions to Retain Students in a Market-Oriented Secondary Education in Norway. Presentation within the symposium "Social Justice and the Market in a comparative Perspective: the Maintenance of Public Good?". European Congress for Educational Research, 23.08.23, Glasgow, Scotland.
• Skedsmo, G., Verger, A., Maroy, C. (2023). The Regulatory Power of Policy Instruments. Evidence From Accountability Reform in Education. Presentation within the symposium “Enacting Contemporary Education Reforms: Analyses of School Autonomy with Accountability Policies in Europe”. European Congress for Educational Research, 23.08.23, Glasgow, Scotland.
• Montefiore, G. & Skedsmo, G. (2023). Data Use in Education: New Trends and Emerging Issues. Presentation within the symposium “Enacting Contemporary Education Reforms: Analyses of School Autonomy with Accountability Policies in Europe”. European Congress for Educational Research, 23.08.23, Glasgow, Scotland.
• Niederberger, V. L. & Skedsmo, G. (2023). 'Teachers’ Responses to Expectations about School Improvement: Empirical findings from Switzerland'. Presentation at the annual conference organised by Schweizerische Gesellschaft für Bildungsforschung (SGBF), 30.06.2023, Zurich, Switzerland.
• Skedsmo, G. (2023). Presentation of 'success story', 'Matching research portfolio, grant writing and strategic planning' at Grant Writing Workshop organised by Leading House Asia – ETH Zurich in cooperation with Fachhochschule Nordwestschweiz (FHNW). 09.05.2023, Online.
• Niederberger, V. L. & Skedsmo, G. (2023). 'Teachers’ Responses to Expectations about School Improvement: Empirical findings from Switzerland'. Presentation within the symposium 'Enacting Accountability in Education: Consequences for Teaching Professionalism and Practice'. Annual meeting organised by the American Educational Research Association (AERA), 14.04.2023, Chicago, USA.
• Niederberger, V. & Skedsmo, G. (2022). School Actors’ Use of Research to Develop Practice: Review of Existing Research in the German-speaking Contexts. Presentation at the European Congress for Educational Research. Online, 09.09.2022.
• Skedsmo, G. (2022). Utvikling av profesjonskompetanse og implikasjoner for Rektorutdanningen: hva slags rolle spiller forskning og evidens? Keynote at the national conference for principal training, 7. June, Umeå University, Sweden.
• Skedsmo, G. & Camphuijsen, M. K. (2022). "The Battle for Whole-Child Approaches: Examining the Motivations, Strategies and Successes of a Parents’ Resistance Movement against a Performance Regime in a Local Norwegian School System". Vortrag im Rahmen des Symposiums "Enactment of PBA and Implications for Stakeholders", Jahreskongress, American Educational Research Association, 26. April, Online.
• Courtney, S., Skedsmo, G., Verger, T., Parcerisa, L. & Mentini, L. (2022). "Deprivileging the public in school governance participation". Vortrag im Rahmens des internationalen Forschungsseminars, "Investigating the public in public education services" organisiert von Manchester University, England, 21. März, Online.
• Gloppen, S. K. & Skedsmo, G. (2021). Lærervurdering i Norge: Nye praksiser og forståelser i framvekst? Foredrag, Skolelederdagen, Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo, 12. November.
• Vortrag für die Weiterbildung für Schulleiterinnen und Schulleiter in der Westschweiz und in Frankreich 13. Oktober. HEP Vaud/Universität Strasbourg.
• Hall, J. B. & Skedsmo, G. (2021). Current Policy Expectations for Norwegian School Leaders. Vortrag im Symposium "Policy Expectations towards School Leaders: Country perspectives", 8. September, Netzwerk 26, European Educational Research Association (ECER), Genf/Online.
• Adams, D., Lok, T. K., Sandmeier, A. & Skedsmo, G. (2021). School Leadership that Supports Health Promotion in Schools: A Systematic Literature Review. Vortrag im Symposium "School Leaders’ Health and Health Promotion Approaches in Schools and Communities", 8. September, Netzwerk 26, European Educational Research Congress (ECER), Genf/Online.
• Sandmeier, A., Betschart, S., Adams, D. & Skedsmo, G. (2021). School Leaders’ Approaches to Health Promotion in Schools. Präsentiert im Symposium "School Leaders’ Health and Health Promotion Approaches in Schools and Communities", 8. September, Netzwerk 26, European Education Research Congress (ECER), Genf/Online.
• Skedsmo, G., Rönnberg, L. & Ydesen, C. (2021). National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. Vortrag im Symposium "Accountability and Datafication in the Governance of Education", 7. September, Netzwerk 23, European Educational Research Association (ECER), Genf/Online.
• Online-Vorträge, "Governance in Education – Recent Trends and Emerging Issues", Vortrag und Diskussion, Ferienakademien für die Studierenden in der Begabtenförderung, Cusanuswerk, Deutschland, 17-24. August.
• Skedsmo, G. (2021). What can we learn from school leadership research in China? Video clip developed and shown for Asia Leadership Roundtable, Plenary programme, Online, 25. June.
• Skedsmo, G. (2021): "Accountable for Improving Education for All? Tensions in Local Practices of Data Use in Norwegian Municipalities and Schools". Vortrag als Teil des internationalen Symposiums "Enacting Accountability, Jahreskongress, American Educational Research Association, Online, 11. April.
• Skedsmo, G. (2020). "Professional Actors' Work on Retaining Students in Secondary Education". Presentation at research seminar arranged by the research network Curriculum, Leadership and Education Governance (CLEG), University of Oslo, 16. November.
• Skedsmo, G. & Huber S. G. (2020): "School Turnaround in Ten Schools in Difficult Circumstances in Germany: The Need for Adaptive and Contextualized Approaches to Development and Change". Vortrag bei World Education Leadership Symposium (WELS), 2. September, Online.
• Skedsmo, G. & Gunnulfsen, A. E. (2020). School leadership in Norway: Key characteristics and current challenges. World Education Leadership Symposium (WELS), 2. September.
• Sivesind, K. & Skedsmo, G. (2019). "Styring, gap-analyser og reorganisering av den statlige utdanningsadministrasjonen i Norge." Vortrag beim internationalen Forschungsseminar. Department of Education, University of Oslo, 29. November.
• Skedsmo, G. & Sivesind, K. (2019). "Educational governance, gap-management strategies, and reorganizational processes of the state authorities in Norway". Vortrag im Symposium "Comparing International Educational Authorities – Concepts, efficiency, structure and goal fulfillment". World Education Leadership Symposium, 26. September, Zug.
• Skedsmo, G. & Gloppen, S. (2019). "Enacting Teacher Evaluation Policies: A review of International Research Over the Last Two Decades". Vortrag im Symposium "Accountability Policies’ Enactments : Comparative Perspectives. Part 2 Mediations". European Congress for Education Research, 6. September, Hamburg, Deutschland.
• Maroy, C., Verger, T., Skedsmo, G. & Pons, X. (2019). "Accountability Policies’ Enactments : Comparative Perspectives - Part 1 Instrumentation and Part 2 Mediations", Organisierung eines doppelten Symposiums, European Congress for Educational Research. 5.-6. September, Hamburg, Deutschland.
• Huber, S. & Skedsmo, G. (2019). "School Turnaround in Ten Schools in Germany: Identifying change and development models". Vortrag im Symposium "Leadership and School Development in Diverse, Underperforming Contexts: Evidence-Based Policies, Values and Practices in the U.S., Sweden, Germany and Australia". European Congress for Educational Research, 4. September, Hamburg, Deutschland.
• Skedsmo, G., Kots, S. & Huber, S.G. (2019). "Development in Schools in Difficult Circumstances in Germany: The role of School Leaders in Change Processes", Vortrag beim Jahreskongress der Schweizer Gesellschaft für Bildungsforschung, 28. Juni, Basel.
• Skedsmo, G. and Gunnulfsen, A.E. (2019). Hauptvortrag beim Forschungsseminar, Department of Teacher Education and School Research, University of Oslo. “Elevresultater og ledelsesstrategier i (sam)spill – skolelederes praksis for å følge opp resultater i skolen”, 14. Juni, Oslo, Norwegen.
• Skedsmo, G. (2019). “Achievement Test and Test-Based Accountability in Norway: Comparison, Benchmarking, and Visibility.” Vortrag im Symposium “The Intended and Side Effects of Accountability Reforms in Education: International Perspectives”. Jahreskongress, American Educational Research Association, 9. April, Toronto, Canada.
• Skedsmo, G. (2018): Vortrag beim Jahreskongress für Verband Schulleiterinnen und Schulleiter Schweiz. “Datengestützte Schulentwicklung”, 17. März, Argau.
• Skedsmo, G. (2017): Hauptvortrag beim Jahreskongress der Rektorenausbildung, Stockholm University, Clarion Hotel Stockholm: «Lederverktøy for kvalitetsutvikling og resultatoppfølging i skolen», 8. Mai.
• Mausethagen, S. & Skedsmo, G. (2016): Vortrag, Brown Bag Seminar, Center of Educational Measurement, University of Oslo, “Data use in education: Accountability practices and integration of knowledge sources in result meetings“. 13. Dezember.
• Skedsmo, G. (2016): Vortrag beim Forschungskolloquium, Institut für Erziehungswissenschaft, Universität Zurich, “Data Use as Part of Local School Governing in Norway”, 4. Oktober.
• Skedsmo, G. (2016): Vortrag, MAS Schulmanagement, Pädagogische Hochschule Luzern, “Externe Schulevaluation und Schulentwicklung”, 14. September.
• Skedsmo, G. (2016): Hauptvortrag, Asian Leadership Roundtable, The Education University of Hong Kong. “Carrying Leadership Knowledge across Border”, 8. März.
• Mausethagen, S. & Skedsmo, G. (2016): Vortrag, Norwegian Directorate for Education and Training, «Ansvarliggjøring og nye organisasjonsrutiner i skolen – rom for læring?» 17. Februar.