Christina Niemi Mølstad

• Løfblad, Åse Wedø; Mølstad, Christina Niemi & Steinsli, Merethe Nilsen (2026). Mellom Didaktik og Curriculum: Konstruksjoner av pedagogikk i et kvalitetsvurderingsverktøy for barnehager. Nordisk tidsskrift for pedagogikk og kritikk. 12(1), s. 266–284. doi: 10.23865/ntpk.v12.7781. Fulltekst i vitenarkiv Vis sammendrag

  Barnehagene i Norge kan sies å befinne seg i et krysspress mellom ambisjoner om økt kvalitet og profesjonalisering av barnehagelærerrollen i møte med styring gjennom utstrakt bruk av standardiserte verktøy og programmer. Denne artikkelen belyser hvilke forståelser av pedagogikk som bygges inn i et utvalgt verktøy som brukes til å vurdere og forbedre barnehagers praksis. Verktøyet vi studerer er En Bedre Barnehage for Alle (EBBA). For å undersøke hvordan verktøyet beskriver og rammer inn pedagogisk arbeid tar vi utgangspunkt i Didaktik- og Curriculum-tradisjonene (Gundem & Hopmann, 1998; Hopmann, 2003, 2007). Analysen viser hvordan EBBA beskriver planlegging, gjennomføring og refleksjon, som er begreper vi kjenner fra Didaktik-tradisjonen og som den norske barnehagepedagogikken historisk er tett forbundet til (se f.eks. Vik, 2014). Dette danner grunnlag for en diskusjon av verktøyets konstruksjoner av pedagogikk og pedagogisk arbeid, forstått innenfor rammen av de historiske tradisjonene. English abstract Between Didaktik and Curriculum: Constructions of Pedagogy in a Quality Assessment Tool for Early Childhood Education Early childhood education, in Norway, can be viewed as operating under a cross-pressure between ambitions for higher quality and the professionalization of the preschool teacher role, while simultaneously facing governance through extensive use of standardized tools and programs. This article examines the understandings of pedagogy constructed in a selected tool used to assess and improve practices in early childhood settings. The tool under study is En Bedre Barnehage for Alle [A Better Kindergarten for All]. To explore how the tool frames and describes pedagogical work, we draw on the Didaktik and Curriculum traditions (Gundem & Hopmann, 1998; Hopmann, 2003, 2007). The analysis demonstrates how EBBA conceptualizes planning, implementation, and reflection—terms familiar from the Didaktik tradition and historically closely connected to Norwegian early childhood pedagogy (see, e.g., Vik, 2014). This serves as a point of departure for a discussion of the tool’s constructions of pedagogy and pedagogical work, situated within historical traditions.

• Mølstad, Christina Elde (2024). The Return to Bildung in the Shape of Learning Outcomes. I Trifonas, Peter Pericles & Jagger, Susan (Red.), Handbook of Curriculum Theory and Research. Springer. ISSN 9783030829766. s. 489–505. doi: 10.1007/978-3-031-21155-3_16. Fulltekst i vitenarkiv
• Somby, Hege Merete; Stalheim, Odd Rune; Mølstad, Christina Elde; Bjørnsrud, Kari Myren & Isaksen, Aurora Johanne (2022). Augmented reality in mathematics: Enhancing pupils’ everyday school lives. Digital Culture and Education. 14(3), s. 87–104. Fulltekst i vitenarkiv Vis sammendrag

  This article presents findings from a study focused on using technology as a learning tool in education. Educational research on game-based learning argues that technology-based learning tools effectively enhance learning and memory. Augmented reality (AR) technology is attracting significant attention; its importance will continue to increase as new learning environments are exploited and new possibilities for promoting flexible and playful learning are revealed. This study investigated pupils’ experiences with an AR application by comparing experiences and reflections from pupils who learned mathematics using the Wittario game-based learning application with pupils exposed to more traditional instructional methods. 72 pupils in 5th and 6th grade, divided into three different test groups, and 5 teachers were interviewed. The study revealed that the application provided more subjectoriented interactions, and pupils expressed a high level of motivation and peer affiliation when using the application. Our findings, therefore, reveal that using the application, especially when facilitating tasks that involve peer collaboration and interaction with a specter of features available, contributes to a positive learning environment. Also uncovered was that the teacher’s presence and positioning of the activity in a pedagogical context are essential to this process.

• Silva, Ana Lucia Lennert Da & Mølstad, Christina Elde (2022). Lærerautonomi i spennet mellom styring og profesjonelt samarbeid. I Mausethagen, Sølvi & Helstad, Kristin (Red.), Skoleutvikling - i forskning, politikk og praksis. Cappelen Damm Akademisk. ISSN 9788202717728. s. 196–213. Fulltekst i vitenarkiv
• Mølstad, Christina Elde; Prøitz, Tine S. & Dieudè, Alessandra (2020). When assessment defines the content—understanding goals in between teachers and policy. The Curriculum Journal. ISSN 0958-5176. 32(2). doi: 10.1002/curj.74. Fulltekst i vitenarkiv Vis sammendrag

  Education policy development internationally reflect a widespread expansion of learning outcome orientation in policy, curricula and assessment. In this paper, teachers’ perceptions about their work are explored, as goals and assessment play a more prominent role driven by the introduction of a learning outcomes‐oriented system. This is investigated through interviews of Norwegian teachers and extensive policy analysis of Norwegian policy documents. The findings indicate that the teachers are finding ways to negotiate and adjust to the language in the policies investigated in this study. Furthermore, the findings show that the teachers have developed their professional language according to the policies. The teachers referred to their self‐made criteria and goal sheets as central tools in explicating what is to be learned. In many ways, the tools for assessment, thus determine the content of education as well as what is valued in the educational system.

• Restad, Frode & Mølstad, Christina Elde (2020). Social and emotional skills in curriculum reform: a red line for measurability? Journal of Curriculum Studies. ISSN 0022-0272. doi: 10.1080/00220272.2020.1716391. Fulltekst i vitenarkiv Vis sammendrag

  This article applies a current example of curriculum reform to investigate mechanisms driving the push for international comparative assessment of social and emotional skills in contemporary education. Using a combination of bibliometric and content analysis the article identifies key sources in the recent Norwegian curriculum reform. The article considers how understanding and measurability of social and emotional skills is negotiated in policy documents and the cited knowledge base. Nine international sources are identified in the policy documents underlying the reform. Arguments from these sources are compared with arguments in policy documents to demonstrate overlap and potential misalignment. The final curriculum is found to be in non-alignment with the knowledge base that supports of a broad understanding of social and emotional skills and the measurement of such skills in schools. Drawing on critical realism the authors argue that Norwegian policymakers have rejected the global push for comparative assessment. They have drawn a red line to prevent social and emotional skills from becoming part of students’ subject competence and to protect students from standardized assessment of such skills in schools. This position represents a strong case against measurability that may influence ongoing debates on quantification and comparisons in education.

• Silva, Ana Lucia Lennert Da & Mølstad, Christina Elde (2020). Teacher autonomy and teacher agency: a comparative study in Brazilian and Norwegian lower secondary education. The Curriculum Journal. ISSN 0958-5176. 31(1), s. 115–131. doi: 10.1002/curj.3. Fulltekst i vitenarkiv Vis sammendrag

  Teacher autonomy and teacher agency are positively related to teachers’ motivation and engagement in teaching. This paper combines the concepts of teacher autonomy and teacher agency to study how Brazilian and Norwegian lower secondary teachers respond to an accountability system marked by a centralised outcomes‐based curriculum and testing. Teacher autonomy concerns the relations between teachers’ scope of action and the state’s role in providing resources and regulations that extend or constrain this scope of action. Teacher agency refers to teachers’ professional action based on their perceptions and experiences of their scope of action as they navigate accountability to respond to educational dilemmas at hand. The findings show that teachers navigate policies in a variety of forms to fit their needs and beliefs and those of their students. Brazilian teachers have a constrained scope of action and possibilities for achieving agency in comparison with their Norwegian counterparts. Norwegian teachers also have their individual autonomy constrained by extended state control over the curriculum and testing. However, the practice of collective work opens up for the exercise of agency because of the possibility of reflection and collective construction of teaching plans and strategies that frame and legitimise teaching work.

• Mølstad, Christina Elde & Pettersson, Daniel (2019). Introduction. I Mølstad, Christina Elde & Petterson, Daniel (Red.), New Practices of Comparison, Quantification and Expertise in Education: Conducting Empirically Based Research. Routledge. ISSN 9781138612853. s. 1–17. Fulltekst i vitenarkiv
• Urban-Andreas, Johansson & Mølstad, Christina Elde (2019). School Certification: Marketing Schools by Appearance. I Mølstad, Christina Elde & Petterson, Daniel (Red.), New Practices of Comparison, Quantification and Expertise in Education: Conducting Empirically Based Research. Routledge. ISSN 9781138612853. Fulltekst i vitenarkiv
• Chakraborty, Sarbani; Mølstad, Christina Elde; Feng, Jingying & Pettersson, Daniel (2019). The Reception of Large-scale Assessments in China and India. I Mølstad, Christina Elde & Petterson, Daniel (Red.), New Practices of Comparison, Quantification and Expertise in Education: Conducting Empirically Based Research. Routledge. ISSN 9781138612853. doi: 10.4324/9780429464904-11. Fulltekst i vitenarkiv
• Gran, Lillian; Petterson, Daniel & Mølstad, Christina Elde (2019). Digital bildung: Norwegian students´understanding of teaching and learning with ict. Nordic Journal of Digital Literacy. 14(1-2), s. 23–36. doi: 10.18261/ISSN.1891-943X-2019-01-02-03. Fulltekst i vitenarkiv Vis sammendrag

  The aim of this paper is to elaborate on how students perceive their own learning and democratic development in relation to their digital interactions and competencies. This paper seeks an understanding of students’ perspectives on digital Bildung. We investigate these issues by comparing different notions of Bildung perspectives among young students from four Norwegian schools. The study consists of interviews with 12 focus groups of 3 students in each. The results indicate that the students experienced unwanted interference by the teachers during the school day, and that they felt a lack of democratic involvement in social conflicts, digital usages and other daily forms of decision-making. Further, the interviews indicated that students perceived their teachers as biased when it came to helping students in situations of bullying or other relationship challenges. In investigating digital interactions and competencies among Norwegian students, we identified a visible gap in the notion of Bildung and identity development between the students and the teachers. This finding suggests a need to further discuss the role of students in creating a better school system based on democratic ideals.

• Mølstad, Christina Elde & Pettersson, Daniel (2018). Who governs the numbers? The framing of educational knowledge by TIMSS research. I Lindblad, Sverker; Pettersson, Daniel & Popkewitz, Thomas S. (Red.), Education by the numbers and the making of society. Routledge. ISSN 9781138295834. s. 166–184. doi: 10.4324/9781315100432-14. Fulltekst i vitenarkiv
• Mølstad, Christina Elde; Pettersson, Daniel & Prøitz, Tine Sophie (2018). Soft Infusion: Constructing ‘Teachers’ in the PISA Sphere, Education Policies and the Restructuring of the Educational Profession - Global and Comparative Perspectives. Springer Nature. ISSN 9789811082788. s. 13–26. doi: 10.1007/978-981-10-8279-5. Fulltekst i vitenarkiv
• Mølstad, Christina Elde & Prøitz, Tine Sophie (2018). Teacher-chameleons: the glue in the alignment of teacher practices and learning in policy. Journal of Curriculum Studies. ISSN 0022-0272. doi: 10.1080/00220272.2018.1504120. Fulltekst i vitenarkiv Vis sammendrag

  This article investigates how learning outcomes, a concept inspired by an Anglo-Saxon curriculum approach, are expressed in policy documents, with an emphasis on expectations articulated to teachers. Developments in education policy for the last two decades reflect a widespread expansion of learning outcome orientation in curricula and assessment in most of the modern world. These developments have led to changes in how education is governed and practised, and this makes it necessary to form critical concepts to understand how curricula are formed and functioned today. The research questions of the study are: How is learning outcomeoriented policy defined in key policy documents and what are the implications of these policies for the teaching profession? The topic is investigated through a document content analysis of key policy documents. A complex picture of teachers emerges in which they are to be both controlled and autonomous. The study also identifies a strong belief in ‘alignment between teachers’ competences and practices and students’ life opportunities. The findings indicate that the policies move back and forth between different parameters for describing teachers and teaching, and as such, teachers must be able to adapt as chameleons in the context of each policy.

• Mølstad, Christina Elde; Pettersson, Daniel & Forsberg, Eva (2017). A game of thrones: Organizing and legitimizing knowledge through PISA research. European Educational Research Journal. 16(6), s. 869–884. doi: 10.1177/1474904117715835. Fulltekst i vitenarkiv Vis sammendrag

  This study investigates knowledge structures and scientific communication using bibliometrics methods to explore scientific knowledge production and dissemination. The aim is to develop knowledge about this growing field by investigating studies using international large-scale assessment (ILSA) data, with a specific focus on those using Programme for International Student Assessment (PISA) data. As international organisations use ILSA to measure, assess and compare the success of national education systems, it is important to study this specific knowledge to understand how it is organized and legitimised within research. The findings show an interchange of legitimisation, where major actors from the USA and other English-speaking and westernised countries determine the academic discourse. Important epistemic cultures for PISA research are identified: the most important of which are situated within psychology and education. These two research environments are epicenters created by patterns of the referrals to and referencing of articles framing the formulation of PISA knowledge. Finally, it is argued that this particular PISA research is self-referential and self-authorizing, which raises questions about whether research accountability leads to ‘a game of thrones’, where rivalry going on within the scientific field concerning how and on what grounds ‘facts’ and ‘truths’ are constructed, as a continuing process with no obvious winner.

• Pettersson, Daniel & Mølstad, Christina Elde (2016). PISA Teachers: The Hope and the Happening of Educational Development. Educação & Sociedade. ISSN 0101-7330. 37(136), s. 629–645. doi: 10.1590/ES0101-73302016165509. Fulltekst i vitenarkiv Vis sammendrag

  Programme for International Student Assessment (PISA) activities and their effects are diverse, and it can be said that PISA both creates and forms a specific reasoning (HACKING, 1992) about how to argue, talk, and think about education. In this study of PISA activities, ideas about teachers, the activities they perform, and how these are conceptualized within a textual PISA narrative are analyzed. The results show that teachers are highlighted as being important in and crucial for educational transformation and development. Teachers are also interpreted as being essential for closing a measured ”achievement gap” among students in terms of how they perform in PISA tests. Moreover, “good” teachers and “effective” teaching are described as teachers and strategies that facilitate the closure of measured “achievement gaps”. Consequently, the main PISA reports emphasize teachers as developers of education and educational strategies, rather than deliverers of state determined policy. As such, teachers are regarded as indicators of the effectiveness of the education system, and as important factors for raising the performance standards, thereby regarding them as the hope and the process of education.

• Mølstad, Christina Elde & Karseth, Berit (2016). National curricula in Norway and Finland: The role of learning outcomes. European Educational Research Journal. 15(3), s. 329–344. doi: 10.1177/1474904116639311. Fulltekst i vitenarkiv
• Mølstad, Christina Elde (2015). State-based curriculum-making: approaches to local curriculum work in Norway and Finland. Journal of Curriculum Studies. ISSN 0022-0272. 47(4), s. 441–461. doi: 10.1080/00220272.2015.1039067. Fulltekst i vitenarkiv
• Mausethagen, Sølvi & Mølstad, Christina Elde (2015). Shifts in Curriculum Control: Contesting Ideas of Teacher Autonomy. Nordic Journal of Studies in Educational Policy. 1(1). doi: 10.3402/nstep.v1.28520. Fulltekst i vitenarkiv Vis sammendrag

  This article addresses how the introduction of a more product-oriented curriculum in Norway has challenged and altered more traditional ideas of teacher autonomy. Based on interview data, the study investigates prominent perspectives on autonomy through an analysis of how teachers, principals, a district superintendent and educational administrators perceive the current steering and control through the national curriculum. The findings show three main perspectives on teacher autonomy as (1) pedagogical freedom and absence of control, (2) the will and capacity to justify practices and (3) a local responsibility. However, these varying viewpoints are contested and highlight the multidimensionality of teacher autonomy. These should be discussed in relation to one another for an increased understanding of the associated and current dilemmas arising in the teaching profession with the shifts in curriculum control. The findings also shed light on how an increase in local responsibilities related to student outcomes and school development interferes in the unofficial contract that has historically existed between teachers and the state.

• Mausethagen, Sølvi & Mølstad, Christina Elde (2014). Licence to teach? Læreplananalyse og profesjonsutvikling. I Elstad, Eyvind & Helstad, Kristin (Red.), Profesjonsutvikling i skolen. Universitetsforlaget. ISSN 9788215023557. s. 152–167. Fulltekst i vitenarkiv
• Mølstad, Christina Elde & Hansén, Sven-Erik (2013). The Curriculum as a Governing Instrument - A Comparative Study of Finland and Norway. Education Inquiry. 4(4), s. 1–19. doi: 10.3402/edui.v4i4.23219. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Silva, Ana Lucia Lennert Da & Mølstad, Christina Niemi (2024). Lykken er en læreplan. Lokalt arbeid med læreplaner. Fagbokforlaget. ISBN 9788245051223. 124 s. Fulltekst i vitenarkiv
• Mølstad, Christina Elde & Petterson, Daniel (2019). New Practices of Comparison, Quantification and Expertise in Education: Conducting Empirically Based Research. Routledge. ISBN 9781138612853. 254 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Mølstad, Christina Niemi; Løfblad, Åse Wedø; Brønstad, Odin Thune; Sønsthagen, Sigrun; Laski, Alona & Bergseth, Kristin Kathinka Due [Vis alle 50 forfattere av denne artikkelen] (2026). Skroting av lærernormen – basert på forskning? doi: https:/www.utdanningsnytt.no/barnehage-klasseledelse-laerernorm/skroting-av-laerernormen-basert-pa-forskning/469012?fbclid=IwY2xjawQ54sJleHRuA2FlbQIxMQBzcnRjBmFwcF9pZBAyMjIwMzkxNzg4MjAwODkyAAEe5-ESejbAANeW9iL_Yi5PFe-M92Cok76QgWJztVKEVMpy9_jpymhzgRro7ls_aem_NkB3gbl0zcVLQ8D6kE2ejQ. Fulltekst i vitenarkiv Vis sammendrag

  Forslagene om å skrote lærernormen og fjerne øremerkede midler til toppbemanning i barnehage er på kollisjonskurs med profesjonsutøvernes fortellinger om knappe ressurser, og med forskningsbidrag i feltet.

• Løfblad, Åse Wedø; Buseth, Jill Tove; Mølstad, Christina Niemi; Vestby, Stian; Kjørven, Ole Kolbjørn & Markeng, Synnøve [Vis alle 38 forfattere av denne artikkelen] (2025). Støtte til lærerne fra lærerutdannere ved Universitetet i Innlandet. doi: https:/www.h-a.no/stotte-til-larerne-fra-larerutdannere-ved-universitetet-i-innlandet/o/5-139-1873013?fbclid=IwY2xjawQ557pleHRuA2FlbQIxMQBzcnRjBmFwcF9pZBAyMjIwMzkxNzg4MjAwODkyAAEeTSA5OfTw61ApyWbm7JXXcExAT-H4uI9U7ndr8v2lF02OUZ0xBQLC61mOAGg_aem_B1VQaG05Q8KC3_Qx3F8fVw. Fulltekst i vitenarkiv
• Mølstad, Christina Niemi & Tronvoll, Åse (2025). Billig lærerutdanning koster dyrt for barna. doi: https:/www.h-a.no/billig-larerutdanning-koster-dyrt-for-barna/o/5-139-1810267. Fulltekst i vitenarkiv
• Silva, Ana Lucia Lennert Da & Mølstad, Christina Niemi (2025). Lærernes handlingsrom i LK20. Fulltekst i vitenarkiv
• Tronvoll, Åse Wedø; Kampmann-Jensen, Trine; Høglind, Hanne; Pesch, Anja Maria & Mølstad, Christina Niemi (2024). Å synliggjøre samisk språk og kultur i barnehagen. Fulltekst i vitenarkiv
• Silva, Ana Lucia Lennert Da & Mølstad, Christina Niemi (2024). Professional work with the national curriculum​. Fulltekst i vitenarkiv
• Silva, Ana Lucia Lennert Da & Mølstad, Christina Niemi (2024). Fagseminar om boken "Lykken er en læreplan". Fulltekst i vitenarkiv
• Mølstad, Christina Niemi (2023). Samenes nasjonaldag: Vi trenger kunnskap om samisk språk og kultur – Dagsavisen. Fulltekst i vitenarkiv Vis sammendrag

  Jeg lengter etter den dagen vi i Norge løfter aspekter ved samisk kultur fram og opp som noe vi alle kan være stolte av. https://www.dagsavisen.no/debatt/vi-trenger-kunnskap-om-samisk-sprak-og-kultur/5411532

• Silva, Ana Lucia Lennert Da & Mølstad, Christina Elde (2023). Teacher agency in an accountability context. Fulltekst i vitenarkiv
• Silva, Ana Lucia Lennert Da & Mølstad, Christina Elde (2023). Teacher agency and professional collaboration in a context of educational accountability. Fulltekst i vitenarkiv
• Nilsen, Merethe & Mølstad, Christina Elde (2023). Early childhood teacher profession in the space between national curriculum and professional tools. Fulltekst i vitenarkiv
• Tronvoll, Åse; Nilsen, Merethe & Mølstad, Christina Niemi (2023). Early Childhood teacher profession in the space between national curriculum and professional tools. Fulltekst i vitenarkiv
• Buseth, Jill Tove & Mølstad, Christina Niemi (2023). Samisk språk og kultur - alles ansvar. Fulltekst i vitenarkiv
• Nilsen, Merethe & Mølstad, Christina Niemi (2023). Early Childhood teacher profession in the space between national curriculum and professional tools. Fulltekst i vitenarkiv
• Silva, Ana Lucia Lennert Da & Mølstad, Christina Elde (2022). Lærerautonomi i spennet mellom styring og profesjonelt samarbeid. Fulltekst i vitenarkiv
• Tronvoll, Åse Wedø; Nilsen, Merethe & Mølstad, Christina Elde (2022). Profesjonsutøvelse i spennet mellom statlig styring og pedagogiske verktøy. Fulltekst i vitenarkiv
• Mølstad, Christina Elde; Somby, Hege Merete & Iversen, Jonas Yassin (2021). Norsk som premiss for det samiske – en læreplananalyse av overgangen fra LK06/S til LK20/S . Fulltekst i vitenarkiv
• Iversen, Jonas Yassin; Mølstad, Christina Elde & Somby, Hege Merete (2021). Norwegian culture as premise for Sámi perspectives: an analysis of the revised Norwegian national curriculum. Fulltekst i vitenarkiv
• Prøitz, Tine Sophie; Mølstad, Christina Elde; Dieudè, Alessandra & Wiig, Astrid Camilla (2020). LEARNING OUTCOMES CHANGING EDUCATION – TRACES OF POLICY IN PRACTICE. Fulltekst i vitenarkiv Vis sammendrag

  This video paper presentation prepared for the vCIES 2020 undertakes a discussion approach to a set of three empirical studies from the Learning outcomes in policy and practice (LOaPP) research project. In LOaPP we investigate how education policy is defined, materialized and operationalized in education practice. The context of the study is a period of intense education reform in Norway introducing learning outcomes as an instrument for education change at policy, school and classroom level. By examining the relationships of the macro-policy of the formal system and the micro-activities of the ‘lived organization’ of administrators, school leaders and teachers the paper generate insights about change in education policy and education practice. The findings of the paper show how the introduction of learning outcomes have led to several changes in Norwegian policy, in schools and in classrooms. The study also highlights the roles of actors in education as co-constructors of education policy and the need for multi level and multi method approaches when studying policy and practice relations in education.

• Mølstad, Christina Elde (2019). Ulike perspektiver læreplanteori/styringsteori - og forskningsfunn. Fulltekst i vitenarkiv
• Prøitz, Tine Sophie & Mølstad, Christina Elde (2019). Læringsutbytte i politikk og praksis. Fulltekst i vitenarkiv
• Silva, Ana Lucia Lennert Da & Mølstad, Christina Elde (2019). The multidimensionality of teacher autonomy – a comparative study in São Paulo state (Brazilian) and Norwegian schools. Fulltekst i vitenarkiv
• Mølstad, Christina Elde & Pettersson, Daniel (2019). International Curriculum Making: the McKinsey, the OECD and the Pearson Company. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin; Pettersson, Daniel & Mølstad, Christina Elde (2019). Jeg, du, meg og deg: Hva kan vi egentlig lære av PISA? Norsk pedagogisk tidsskrift. ISSN 0029-2052. 103(01), s. 42–52. Fulltekst i vitenarkiv
• Andreas, Johansson & Mølstad, Christina Elde (2018). Selling Schools by Appearance. Fulltekst i vitenarkiv
• Gran, Lillian & Mølstad, Christina Elde (2018). Bildung perspectives by students in a modern society. Fulltekst i vitenarkiv
• Mølstad, Christina Elde; Langaas, Ylva & Prøitz, Tine Sophie (2018). Differences in curriculum content in the Norwegian and Science curriculum. Fulltekst i vitenarkiv
• Mølstad, Christina Elde; Pettersson, Daniel & Prøitz, Tine Sophie (2018). Soft infusion:Constructing teachers within the PISA sphere. Fulltekst i vitenarkiv
• Mølstad, Christina Elde; Pettersson, Daniel & Forsberg, Eva (2017). Methods of Portraying Curriculum Research. Fulltekst i vitenarkiv
• Lilja, Søberg & Mølstad, Christina Elde (2017). A Curriculum in the hyper complex knowledge society. Fulltekst i vitenarkiv
• Langaas, Ylva & Mølstad, Christina Elde (2017). Prosess, prosess, prosess og prosess: En analyse av en veileder for lærere. Fulltekst i vitenarkiv
• Mølstad, Christina Elde; Pettersson, Daniel & Forsberg, Eva (2017). Experts or Algorithms in the Framing of Curriculum Research. Fulltekst i vitenarkiv
• Mølstad, Christina Elde; Pettersson, Daniel & Lindblad, Sverker (2017). Comparative reasoning: curriculum making in the ‘grey zone’? Fulltekst i vitenarkiv
• Mølstad, Christina Elde & Prøitz, Tine Sophie (2017). The vision of alignment of teacher practices and student learning in policy documents. Fulltekst i vitenarkiv
• Mølstad, Christina Elde; Pettersson, Daniel & Prøitz, Tine Sophie (2017). ’Teachers’ in the PISA sphere. Fulltekst i vitenarkiv
• Langaas, Ylva & Mølstad, Christina Elde (2017). Teachers understanding of output control. Fulltekst i vitenarkiv
• Mølstad, Christina Elde; Pettersson, Daniel & Forsberg, Eva (2017). Scientific Framing of Curriculum Research: Experts or Algorithms? Fulltekst i vitenarkiv
• Mølstad, Christina Elde; Pettersson, Daniel & Prøitz, Tine Sophie (2017). Soft infusion: Constructing ’teachers’ in the PISA sphere. Fulltekst i vitenarkiv
• Mølstad, Christina Elde & Prøitz, Tine Sophie (2017). Alignment of teacher practices and student learning in policy documents. Fulltekst i vitenarkiv Vis sammendrag

  This article investigates how learning outcomes, a concept inspired by an Anglo-Saxon curriculum approach, are expressed in policy documents, with an emphasis on expectations articulated to teachers. Developments in education policy for the last two decades reflect a widespread expansion of learning outcome orientation in curricula and assessment in most of the modern world. These developments have led to changes in how education is governed and practised, and this makes it necessary to form critical concepts to understand how curricula are formed and functioned today. The research questions of the study are: How is learning outcome-oriented policy defined in key policy documents and what are the implications of these policies for the teaching profession? The topic is investigated through a document content analysis of key policy documents. A complex picture of teachers emerges in which they are to be both controlled and autonomous. The study also identifies a strong belief in ‘alignment between teachers’ competences and practices and students’ life opportunities. The findings indicate that the policies move back and forth between different parameters for describing teachers and teaching, and as such, teachers must be able to adapt as chameleons in the context of each policy.

• Mølstad, Christina Elde; Pettersson, Daniel & Forsberg, Eva (2016). International Large-Scale Assessment Research: The Intellectual Frame of PISA and TIMSS Knowledge. Fulltekst i vitenarkiv
• Mølstad, Christina Elde & Pettersson, Daniel (2016). The Making of Educational Facts: The PISA narrative on teachers and teaching. Fulltekst i vitenarkiv
• Mølstad, Christina Elde & Pettersson, Daniel (2016). Legitimization of Educational Knowledge through TIMSS research. Fulltekst i vitenarkiv
• Mølstad, Christina Elde; Pettersson, Daniel & Forsberg, Eva (2016). International Large-Scale Assessment Research: Scholarly Organization of Knowledge. Fulltekst i vitenarkiv
• Mølstad, Christina Elde; Pettersson, Daniel & Forsberg, Eva (2015). PISA as curriculum research? Fulltekst i vitenarkiv
• Mølstad, Christina Elde & Mausethagen, Sølvi (2015). Curriculum developer or implementer? Controversies over teachers’ individual autonomy. Fulltekst i vitenarkiv
• Mausethagen, Sølvi & Mølstad, Christina Elde (2014). Licence to teach? The entangled relationship between teacher autonomy and emerging accountability. Fulltekst i vitenarkiv
• Mølstad, Christina Elde & Karseth, Berit (2014). National curricula in Norway and Finland: the role of learning outcomes. Fulltekst i vitenarkiv
• Mausethagen, Sølvi & Mølstad, Christina Elde (2014). Licence to teach? Curriculum analysis and professional Development. I symposium: Curriculum, assessment policies and learning outcomes. Fulltekst i vitenarkiv
• Mausethagen, Sølvi & Mølstad, Christina Elde (2013). Læreroppfatninger av handlingsrom i læreplanen. Fulltekst i vitenarkiv
• Mølstad, Christina Elde & Karseth, Berit (2013). The national curriculum: moribund? How global trends have an impact on curriculum as an tradition. Fulltekst i vitenarkiv
• Mølstad, Christina Elde & Karseth, Berit (2013). Curricula in Norway and Finland – governing by learning outcomes? Fulltekst i vitenarkiv
• Mølstad, Christina Elde & Karseth, Berit (2012). The Regulatory Architecture of the Curriculum: The impact of the introduction of national qualifications frameworks as a regulative tool. Fulltekst i vitenarkiv
• Mølstad, Christina Elde & Hansén, Sven-Erik (2012). CURRICULUM AND GOVERNANCE STRUCTURES: Curriculum as governance structures at national level in Finland and Norway. Fulltekst i vitenarkiv
• Mølstad, Christina Elde (2011). Curriculum text in Norway and Finland. Fulltekst i vitenarkiv
• Restad, Frode; Fritze, Yvonne; Mølstad, Christina Elde & Eriksen, Ingunn Marie (2021). Curriculum Making for Social Learning : Exploring Policy and Practice in Norwegian Lower Secondary Education. Universitetet i Innlandet. ISSN 9788283802764. Fulltekst i vitenarkiv Vis sammendrag

  This thesis explores the concept of social learning in international policy and research, and curriculum making for social learning in Norwegian policy and practice. The main purpose of the study is to investigate how students social learning is influenced by curriculum making at the national policy level and by curriculum making in subjects at the classroom level in Norwegian lower secondary education. The study has a theoretical grounding in critical realism (Bhaskar, 2008a; Danermark, Ekström, Jakobsen, & Karlsson, 2011) that emphasizes social phenomena as complex and emergent from the interactions of agents, structures and mechanisms at multiple layers of reality. Wenger’s social theory of learning (Wenger, 1999) is used to analyse collective outcomes of students and teachers’ social interactions. Curriculum theory (Deng, 2017; Englund, 2015; Reid, 2016) is used to analyse teachers practices of curriculum making in subjects as instructional events in the classroom, and to analyse curriculum making at the national policy level (Chan, 2012; Hopmann, 2003; Lundgren, 2012) as negotiated practices of educational governance and control. The study has a qualitative design building on data from policy, research and classroom interaction. Policy and literature reviews have been conducted using critical research review methodology (Suri, 2013), and methods of contents and bibliometric analysis (Bowen, 2009; Weber, 1990) to generate data on curriculum making at the national and international levels. Qualitative interviews (Brinkmann & Kvale, 2015) with students and teachers and participant observation (Heath, Brooks, Cleaver, & Ireland, 2009; Okely, 2013) of their interactions has been used to generate data on curriculum making at the classroom level. The study identifies two main understandings of social learning as; the development of skills, and the development of community, in international policy and research. The study finds that Norwegian policymakers draw on both understandings in a compromised concept of social learning in the newly revised core curriculum. The study also identifies how students’ social learning is influenced by mechanism of personalization, peering, grouping and identification in subject teaching. Overall, these findings indicate that students’ social learning is influenced by a dual dialectic of curriculum making in policy and practice, and of social structures and students’ and teachers’ agency in the classroom.

• Mølstad, Christina Elde (2015). State-Based Curriculum-Making – A Study of Curriculum in Norway and Finland. Universitetet i Oslo. Fulltekst i vitenarkiv

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