Youtube as a site for vocational learning: Instructional video types for interactive service work in retail. Journal of Vocational Education & Training. Published online.
Arkenback, C. (2023).
Publications
Refereed Journal Articles in English
Practising educational leading ‘in’ and ‘from’ the middle: a site ontological view of best practice. Journal of Educational Administration and History, 55(1), 72–88.
Edwards-Groves, C., Grootenboer, P., Petrie, K., & Nicholas, Z. (2023).
Developing school leading guidelines facilitating a whole school approach to education for sustainable development, Environmental Education Research, 29(5), 783–805.
Forssten Seiser, A., Mogren, A., Gericke, N., Berglund, T., & Olsson, D. (2023).
Becoming an engineering education researcher through a kaleidoscope of practice theory perspectives. Australasian Journal of Engineering Education, 1–12.
Goldsmith, R., Miao, G., Daniel, S., Briozzo, P., Chai, H., & Gardner, A. (2023).
Decentring pedagogical leadership: Educational leading as a pedagogical practice. Journal of Educational Administration and History, 55(1), 89–107.
Grice, C., Forssten Seiser, A., & Wilkinson, J. (2023).
A curriculum of mathematical practices. Pedagogy, Culture and Society, 31(3), 607–625.
Grootenboer, P., Edwards-Groves, C., & Kemmis, S. (2023).
Teachers’ action research as a case of social learning: Exploring learning in between research and school practice. Scandinavian Journal of Educational Research. Published online.
Johannesson, P. & Olin, A. (2023).
Coming to practice differently in the workplace: a practice architectures exploration of workplace learning in times of change. Studies in Continuing Education.
Lizier, A. L., Price, O. M. & Francisco, S. (2023).
To recognize oneself and others in teacher-researcher collaboration, Educational Action Research, 31(2), 248–264.
Olin, A., Almqvist, J., & Hamza, K. (2023).
De-centring the leader: Using the theory of practice architectures in a postgraduate education course. Journal of Educational Administration and History, 55(1), 6–22.
Reich, A., & Lizier, A. L. (2023).
Educational Action Research for Being. Nordic Studies in Education, 43(1), 78–93.
Salo, P., & Rönnerman, K. (2023).
Developing project management principles by examining codesign practices in innovative contexts. Project Management Journal.
Zeivots, S., Cram, A., & Wardak, D. (2023).
Practising school-home collaboration in upper secondary schools: To solve problems or to promote adolescents’ autonomy? Pedagogy, Culture & Society, 31(3), 439–457.
Vedeler, G. W. (2023).
Acknowledging, negotiating, and reporting 'uncomfortable truths' in action research. Educational Action Research.
Boyle, T., Petrie, K., Edwards-Groves, C., Rönnerman, K., & Grootenboer, P. (2022).
Norm Critical Projects in Swedish School Librarian Practices. Nordic Journal of Library and Information Studies, 3(2), 16–32.
Centerwall, U., & Langelotz, L. (2022).
Swedish elite athletics coaches’ professional development in practices of organized coaches’ meetings, Education Inquiry, 13(3), 354–373.
Dohlsten, J., Rönnerman, K., & Lindgren, E-C. (2022).
Research conceptualised in seven cornerstones as conditions for transforming education. International Journal of Action Research 18(2), 116–133.
Edwards-Groves, C., & Rönnerman, K. (2022).
Critical aspects to consider when establishing collaboration between school leaders and researchers: Two cases from Sweden. Educational Action Research. Published online.
Forssten Seiser, A., & Portfelt, I. (2022).
Unpacking the theory of practice architectures for research in early childhood education. Australasian Journal of Early Childhood, 47(4), 260–274.
Gibbs, L., Cooke, M., & Salamon, A. (2022).
Promoting students’ safety and wellbeing: Ethical practice in schools. The Australian Educational Researcher.
Graham, A., Canosa, A., Boyle, T., Moore, T., Taylor, N., Anderson, D., & Robinson, S. (2022).
How professional education can foster praxis and critical praxis: An example of changing practice in healthcare. Vocations and Learning, 15(1), 49–70.
Hopwood, N., Blomberg, M., Dahlberg, J., & Abrandt Dahlgren, M. (2022).
‘This is our treehouse’: Investigating play through a practice architectures lens. Childhood 29(2), 187–203.
Kaukko, M., Wilkinson, J., & Haswell, N. (2022).
Connective enactment and collective accomplishment in professional practices. Professions and Professionalism, 12(3).
Kemmis, S., & Hopwood, N. (2022).
Risk for Professional Learning when the Academic Coummunity is forced Online? Studies in Continuing Education, 44(2), 284–299.
Langelotz, L., & Mahon, K. (2022).
Action Research and Curriculum Development with Consideration of the Nordic Context. Oxford Research Encyclopedia, Education. Published online.
Langelotz, L., & Olin, A. (2022).
The geographic periphery as architecture for leadership practice with Swedish primary school principals: A peripatetic leading practice. International Journal of Leadership in Education. Published online.
Lund, S. (2022).
Creating spaces of learning in academia: fostering niches for professional learning practice. Studies in Continuing Education, 44(2), 266–283.
MacDonald, K., Diamond, F., Wilkinson, J., Sum, N., Longmuir, F., & Kaukko, M. (2022).
Practices in different school cultures and principals’ improvement work. International Journal of Leadership in Education, 25(2), 310–330.
Nehez, J. & Blossing, U. (2022).
Middle leaders translating knowledge about improvement: Making change in the school and preschool organisation. Journal of Educational Change, 23, 315–341.
Nehez, J., Blossing, U., Gyllander Torkildsen, L., Lander, R., & Olin, A. (2022).
A web of leading for professional learning – leadership from a decentring perspective, Journal of Educational Administration and History, 55(1), 23–38.
Nehez, J., Sülau, V., & Olin, A. (2022).
Middle leading for continuity of learning: Inclusion, equity, and transitions to school. Leading and Managing, 28(1), 32–42.
Petriwskyj, A., Boyle, T., & Grieshaber, S. (2022).
Ethical Practice in Disability Services: Views of Young People and Staff. Ethics and Social Welfare, 16(4), 412–431.
Robinson, S., Graham, A., Canosa, A., Moore, T., Taylor, N., & Boyle, T. (2022).
Principles for school student participation in pre-service teacher action research: A practice architecture's perspective. Educational Action Research.
Smit, B. H. J., Meirink, J. A., Tigelaar, D. E. H., Berry, A. K., & Admiraal, W. F. (2022).
Academic, interrupted: Exploring learning, labour and identity at the outbreak of the COVID-19 pandemic. Studies in Continuing Education, 44(2), 316–335.
Variyan, G. & Reimer, K. (2022).
Developing teachers: adopting observation tools that suspend judgement to stimulate evidence-informed dialogue during the teaching practicum to enrich teacher professional development. Professional Development in Education, 48(4), 642–656.
Windsor, S., Kriewaldt, J., Nash, M., Lilja, A., & Thornton, J. (2022).
学霸: Academic hero – An investigation of an informal bilingual volunteer peer teaching model in supporting Chinese international students learning, Journal of International Students, Volume 12, Issue 3.
Xu, J. & Keever, L. (2022).
A Postdigital Perspective on Service Work: Salespeople’s Connected Service Encounters in the Connected Store. Postdigital Science and Education, 4, 422–446.
Arkenback-Sundström, C. (2021).
Coaching practices: Enhancing continuity and teacher capability in the early years. Teaching and Teacher Education, 108.
Boyle, T., Petriwskyj., A., Grieshaber. S., & Jones, L. (2021).
The Practice Architectures that Enable and Constrain Educators’ Risk-Taking Practices in High Quality Early Childhood Education. Early Childhood Education Journal, 49, 1073–1086.
Cooke, M., & Francisco, S. (2021).
Conceptualising five dimensions of relational trust: Implications for middle leadership. School Leadership & Management, 41(3), 260–283.
Edwards-Groves, C., & Grootenboer, P. (2021).
When the demand for educational research meet practice. Research in Educational Administration and Leadership, 6(2), 348–376.
Forssten Seiser, A. (2021).
How we do things around here: Practice architectures that enable learning in the in-between spaces of the workplace. Journal of Vocational Education and Training.
Francisco, S. & Boud, D. (2021).
Professional learning that enables the development of critical praxis. Professional Development in Education, 1–15.
Francisco, S., Forssten Seiser, A., & Grice, C. (2021).
The policies and politics of teachers’ initial learning: The complexity of national initial teacher education policies. Teaching Education, 32(3), 286–308.
Hardy, I., Jakhelln, R., & Smit, B. H. J. (2021).
From response and adaptation to learning, agency and contribution: making the theory of practice architectures dangerous. Journal of Praxis in Higher Education, 3(1), 78–94.
Hopwood, N. (2021).
How is brilliance enacted in professional practices? Insights from the theory of practice architectures. Professions and Professionalism, 11(2), 1–22.
Hopwood, N., Dadich, A., Moraby, K., & Elliot, C. (2021).
Disrupted and challenged learning practices: Students’ experiences of 2020 as their final year of secondary schooling. International Journal of Educational Research, 110, 1–10.
Longmuir, F., Windsor, S., & Henning Loeb, I. (2021).
Teachers’ professional transformation in teacher-researcher collaborative didactic development projects in Sweden and Finland. Educational Action Research.
Olin, A., & Pörn, M. (2021).
Practice changing practices: influences of Master’s programme practice on school practices. Professional Development in Education. Published online.
Rönnerman, K., & Olin, A. (2021).
Uncovering WIL Practices to Enable WIL's Expansion in Higher Education. Journal of University Teaching and Learning Practice, 18(6), pp. 54–68.
Sheridan, L., Price, O., Sheridan, L., Plumb, M., Cunial, R., McDonnell, T. and Pocius, R. (2021).
Student teachers’ criticism of teacher education – through the lens of practice architectures. Pedagogy, Culture & Society, 29(2), 263–280.
Sjølie, E., & Østern, A.-L. (2021).
Uncovering the hidden imperative of communicative spaces: Negotiating uncomfortable truths through action research. Collaborative Action Research Network (CARN) Bulletin 23.
Boyle, T., Rönnerman, K., Petrie, K., Edwards-Groves, C., & Grootenboer, P. (2020).
Exploring enhanced pedagogical leadership an action research study involving Swedish principals. Educational Action Research, 28(5), 791–806.
Forssten Seiser, A. (2020).
Actions and practice architectures for realising sustainable development by restructuring school organisations. Forskning och Forandring, 3(2), 69–88.
Forssten Seiser, A., & Blossing, U. (2020).
Developing a trellis of practices that support learning in the workplace. Studies in Continuing Education, 42(1), 102–117.
Francisco, S. (2020).
What novice Vocational Education and Training teachers learn in the teaching workplace. International Journal of Training Research. Special Issue: The site-based learning of VET teachers, 18(1), 37–54
Francisco, S. (2020).
The site-based learning of vocational education and training teachers. International Journal of Training Research, 18(1), 1–7.
Francisco, S., & Henning Loeb, I. (2020).
Educational middle leading: A critical practice in school development. Leading and Management, 26(1), 23–30.
Grootenboer, P., & Edwards-Groves, C., (2020).
Using the theory of practice architectures to articulate special educational needs practices in Belarusian and Norwegian preschools. European Journal of Special Needs Education, 35(2), 188–202.
Hanssen, N. B. (2020).
Conceptualising and contesting “fast policy” in teacher learning: A comparative analysis of Sweden, Finland and Australia. Teacher Development, 24(4), 466–482.
Hardy, I., Heikkinen, H., & Olin, A. (2020).
Continuously developing and learning while teaching second language students. Four storied narratives of accomplished VET teachers. The International Journal of Training Research, 18(1), 68–83.
Henning Loeb, I. (2020).
Middle leading and influence in two Australian schools. Education Management, Administration & Leadership, 48(6),1063–1079.
Lipscombe, K., Tindall-Ford, S., & Grootenboer, P. (2020).
Fiction reading in a practice where L1 and L2 learners are taught together. Pedagogy, Culture & Society, 28(2), 261–279.
Norlund, A. (2020).
Source, respondent, or partner? Involvement of secondary school students in Participatory Action Research. International Journal of Educational Research, 100, 1–12.
Smit, B. H. J., Meirink, J. A., Berry, A. K., & Admiraal, W. F. (2020).
Learning of academics in the time of the Coronavirus pandemic. Journal of Praxis in Higher Education (JPHE), 2(1), 85–107.
Sjølie, E., Francisco, S., Mahon, K., Kaukko, M., & Kemmis, S. (2020).
Creating a reflective space in higher education: The case of a Swedish course for professional principals. Learning and Teaching. The International Journal of Higher Education in the Social Sciences, 13(3), 1–17.
Thelin, K. (2020).
The philosophical fiber: Rethinking ensemble conducting in light of a record producer’s practice. Nordic Research in Music Education, 1(1), 167–187.
Øien, O. B. (2020).
A praxis approach to financial literacy education. Journal of Curriculum Studies, 51(5), 775–770.
Blue, L., & Grootenboer, P. (2019).
Integration of learning for refugee and migrant students: VET teachers’ practices through a practice theory lens. Journal of Vocational Education and Training, 71(1), 87–107.
Choy, S., & Wärvik, G-B. (2019).
Driving change from ‘the middle’: middle leading for site based educational development. School Leadership and Management, 39(3–4), 315–333.
Edwards-Groves, C., Grootenboer, P., Hardy, I, & Rönnerman, K. (2019).
Learning mathematics as being stirred into mathematical practices: an alternative perspective on identity formation. ZDM Mathematics Education, 51, 433–444.
Grootenboer, P., & Edwards-Groves, C. (2019).
Middle leading small-scale school projects. International Journal of Educational Management, 33(7), 1733–1745.
Grootenboer, P., & Larkin, K. (2019).
The business of writing to learn in Business: Examining writing practices through the lens of practice architectures. Australian Journal of Language and Literacy, 42(3), 195–205.
Hager, G., Kitson, L., & Grootenboer, P. (2019).
A “Deleterious” Driver: The “First Teacher” Reform in Sweden. Scandinavian Journal of Educational Research, 63(5), 805–818.
Hardy, I., & Rönnerman, K. (2019).
Teachers’ work in complex times: the “fast policy” of Swedish school reform. Oxford Review of Education, 45(3), 350–366.
Hardy, I., Rönnerman, K., & Beach, D. (2019).
Critical educational praxis in university ecosystems: Enablers and constraints. Pedagogy, Culture and Society, 27(3), 463–480.
Mahon, K., Heikkinen, H., & Huttunen, R. (2019).
Acknowledging the head, heart, hands and feet: Research with refugees and people seeking asylum in higher education. Widening Participation & Lifelong Education, 21(2), 190–208.
Reimer, K., Kaukko, M., Dunwoodie, K., Wilkinson, J. & Webb, S. (2019).
Communicative learning spaces and learning to become a teacher. Pedagogy, Culture & Society, 27(3), 365–382.
Sjølie, E., Francisco, S. & Langelotz, L. (2019).
District offices fostering educational change through instructional leadership practices in Australian Catholic secondary schools. Journal of Educational Administration, 57(5), 501–518.
Wilkinson, J., Edwards-Groves, C., Grootenboer, P., & Kemmis, S. (2019).
A Practice-based Study of Chinese Students’ Learning – Putting Things Together. Journal of University Teaching & Learning Practice, 16(2).
Xu, J. (2019).
Towards sustainable technology-enhanced innovation in higher education: Advancing learning design by understanding and supporting teacher design practice. British Journal of Educational Technology, 49(6), 1014–1026.
Bennett, S., Lockyer, L., & Agostinho, S. (2018).
Two worlds, one site: leading practices and transitions to school. Journal of Educational Administration and History, 50(4), 325–342.
Boyle, T., & Wilkinson, J. (2018).
The otherness of writing in the engineering curriculum: A practice architectures theory perspective, Journal of Academic Language & Learning, 12(1), A97–A114.
Goldsmith, R., & Willey, K. (2018).
Understanding mentoring of new teachers: Communicative and strategic practices in Australia and Finland. Teaching and Teacher Education, 71, 1–11.
Heikkinen, H.L.T., Wilkinson, J., Aspfors, J. & Bristol, L. (2018).
Using translation theory to understand and improve reforms in schools. Redress, 27(1), 8–13.
Lund, T., Nehez, J., Torkildsen, L. G., Olin, A., & Wilkinson, J. (2018).
Teachers translating new knowledge about middle leading in a school and a preschool. Redress, 27(1), 14–19.
Nehez, J., Torkildsen, L. G., & Olin, A. (2018).
Refereed Journal Articles in Finnish
Miten muuttaa käytäntöjä ihmisen ja luonnon kannalta kestäviksi? Ekososiaalinen sivistys käytäntöarkkitehtuuriteorian valossa [Changing practices. Eco-social wisdom in the light of practice architectures]. Kasvatus, 54(1), 64–76.
Heikkinen, H., Kiilakoski, T., Kaukko, M., & Kemmis, S. (2023).
Koulutuksen tutkimuksen arkkitehtuurit [The architectures of educational research]. Kasvatus, 49(5), 368–383.
Heikkinen, H., Kiilakoski, T., Huttunen, R., Kaukko, M., & Kemmis, S. (2018).
Refereed Journal Articles in Swedish
Innehåll och pedagogiska diskurser på lärares kompetenutvecklingsmarknad: en studie av insatser som genererar fakturor. Pedagogisk forskning i Sverige, (ahead of print).
Levinsson, M., Norlund, A., & Langelotz, L. (2022).
Rektorer i utbildning – drivkrafter för ett lärande i samspel. Högre Utbildning, 11(1), 79–92.
Forssten Seiser, A., & Söderström, Å. (2021).
Online-and-alone (Och ofta i sängen). Elevers berättelser om gymnasietidens sita månader våren 2020. Paideia, (20), 39–51.
Henning Loeb, I., & Windsor, S. (2020).
En kritisk in- och utzoomning av ett hjärnbaserat synsätt på elever. Nordisk tidskrift för allmän didaktik, 4(1), s. 18–33.
Norlund, A., & Strömberg, M. (2018).
Vikten av teori i praktiknära forskning: Exemplet aktionsforskning och teorin om praktikarkitekturer. [The importance of theory in practice closed research: the example of action research and the theory of practice architectures]. Utbildning och lärande 2(12). Temanummer praktiknära forskning.
Rönnerman, K. (2018).
Books and Book Chapters in English
Living well in a world worth living in for all, Volume 1: Current practices of social justice, sustainability and wellbeing. Springer.
Reimer, K. E., Kaukko, M., Windsor, S., Mahon, K. & Kemmis, S. (Eds.). (2023).
Middle leading as a practice for enabling professional learning. In R. J. Tierney, F. Rizvi, & K. Erkican (Eds.), International Encyclopedia of Education, vol. 5. (pp. 528–538). Elsevier.
Rönnerman, K., & Sülau, V. (2023).
From Learning Design to Teacher Design Practice: Researching how teachers design for technology integration. In R. Sharpe, S. Bennett, & T. Varga-Atkins (Eds.), Handbook for Digital Higher Education (p. 149–160). Cheltenham, UK: Edward Elgar Publishing.
Bennett, S., Agostinho, S., Lockyer, L., Jones, J., & Gigliotti, A. (2022).
Supporting the workplace learning of vocational and further education teachers: Mentoring and beyond. Routledge.
Francisco, S. (2022).
Professional relationships and spaces as children start school. In S. Dockett, and B. Perry (Eds.), Evaluation of transitions to school programs: learning from research and practice (pp. 160–168). Routledge.
Boyle, T. (2021).
Generative Leadership. Rescripting the Promise of Action Research. Springer.
Edwards-Groves, C., & Rönnerman, K. (2021).
Educational leadership as practice: Practice matters. Springer.
Wilkinson, J. (2021).
Middle Leadership in Schools: Leading Professional Learning. London/New York: Routledge.
Grootenboer, P., Edward-Groves, C., & Rönnerman, K. (2020).
Special educational needs practices in preschool: A practice from an architecture perspective. In K. Smith (Ed.), Validity and value of teacher education research (pp. 235–250). Bergen: Fagbokforlaget.
Hanssen, N. B. (2020).
Pedagogy, Education, and Praxis in Critical Times. Singapore: Springer.
Mahon, K., Edwards-Groves, C., Francisco, S., Kaukko, M., Kemmis, S., & Petrie, K. (Eds.). (2020).
A Practice Sensibility: An invitation to the theory of practice architectures. Singapore: Springer.
Kemmis, S. (2019).
Professional Experience and Project-Based Learning as Service Learning. In J. Krieswaldt, A. Ambrosetti, D. Rorrison & R. Capenes (Eds.), Educating Future Teachers: Innovative Perspectives in Professional Experience (pp. 175–192). Springer.
Eckersley, B., Tobin, K., & Windsor, S. (2018).
The practices of school middle leadership: Leading professional learning: Leading professional learning. Singapore: Springer.
Grootenboer, P. (2018).
Understanding Education: History, politics and practice. Singapore: Springer.
Kemmis, S., & Edwards-Groves, C. (2018).
Practice Architectures and Being Stirred into the Academic Practices of a Research Group. In P. Grootenboer, C. Edwards Groves, & J. Wilkinson (Eds.), Education in an era of schooling: Critical perspectives of educational practice and action research. Singapore: Springer.
Mahon, K., Francisco, S., & Lloyd, A. (2018).
The action research planner: Doing critical participatory action research. Singapore: Springer.
Kemmis, S., McTaggart, R. & Nixon, R. (2014).
Changing education: Changing practices. Singapore: Springer Education.
Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Bristol, L. & Grootenboer, P. (2014).
Lost in Practice: Transforming Nordic Educational Action Research. Rotterdam: Sense Publishers.
Rönnerman, K., & Salo, P. (Eds.). (2014).
Classroom Talk: Understanding dialogue, pedagogy and practice. Newtown, Sydney: Primary English Teaching Association Australia.
Edwards-Groves, C. (2013).
Critiquing Praxis: Conceptual and empirical trends in the teaching profession. Rotterdam: Sense Publishers.
Ax, J., & Ponte, P. (Eds.) (2008).
Enabling praxis: Challenges for education. Rotterdam: Sense Publishers.
Kemmis, S. & Smith, T.J. (Eds.). (2008).
Nurturing praxis: Action research in partnerships between school and university in a Nordic light. Rotterdam: Sense Publishers.
Rönnerman, K., Furu, E. M., & Salo, P. (Eds.). (2008).
Books in Finnish
Toimintatutkimus. Käytännön opas. [Action research. Guide for the practice]. Vastapaino.
Heikkinen, H., & Kaukko, M., (Eds). (2023).
Books and Book Chapters in Swedish
Veta, vilja, kunna våga. Studentlitteratur.
Sülau, V. (2023).
Aktionsforskning Vad? Hur? Varför?. Studentlitteratur.
Rönnerman K. (2022).
Språkstöd i förskolan genom aktionsforskning. ELSA-modellen i praktiken. Lärarförlaget.
Rönnerman, K. & Nordberg, A. (2022).
Langelotz, L. (2021). Representationer och relationer. In M. Levinsson., L. Langelotz, & M. Löfstedt (Eds.), Didaktiska utvecklingsdialoger i högre utbildning. Studentlitteratur.
Langelotz, L. (2021).
Inledningskapitel. In M. Levinsson., L. Langelotz, & M. Löfstedt (Eds.), Didaktiska utvecklingsdialoger i högre utbildning. Studentlitteratur.
Langelotz, L., Levinsson, M., & Löfstedt, M. (2021).
Aktionsforskning – att forska i egen praktik. In Å. Hirsh, & A. Olin (Eds.), Skolutveckling i teori och praktik, 351–363. Gleerups.
Olin, A. (2021).
Organisera skolutveckling med lärare som mellanledare. In Å. Hirsh, & A. Olin (Eds.), Skolutveckling i teori och praktik, 139–152. Gleerups.
Rönnerman, K. (2021).
Skolförbättring med vetenskaplig grund: så stärktes ett pedagogiskt ledarskap. Studentlitteratur.
Forssten Seiser, A. (2019).
Att utveckla utbildningspraktiker – Analys, förståelse och förändring genom teorin om praktikarkitekturer. [To develop educational practices – analyses, understanding and change through the theory of practice architectures]. Lund: Studentlitteratur.
Henning Loeb, I., Langelotz, L., & Rönnerman, K. (Eds.), (2019).
Didaktisk utvecklingsdialog: Lärares och skolledares professionella utveckling. Lund: Studentlitteratur.
Olin, A., Almqvist, J., Hamza, K. & Gyllander Torkildsen, L. (Eds.) (2019).
Att leda från mitten – Lärare som driver professionell utveckling. [Leading from the middle: Teachers driving professional development]. Stockholm: Lärarförlaget.
Rönnerman, K., Edwards-Groves, C., & Grootenboer, P. (2018).
Books and Book Chapters in Norwegian
Å analysere og endre praksis – Teorien om praksisarkitekturer. [To analyse and change practice – The theory of practice architectures]. Universitetsforlaget.
Aspfors, J., Jakhelln, R. E., & Sjølie, E. (Eds.), (2021).
Praksisarkitekturen til spesialpedagogiske undervisningspraksiser i barnehagelærerutdanningen. In J. Aspfors, R. Jakhelln, E. Sjølie, (Eds.), Å utvikle og å analysere praksis teorien om praksisarkitekturer. Universitetsforlaget.
Olsen, K., & Hanssen, N. B. (2021).
Special Issues in English
Decentring the leader and centring the site in education. Journal of Educational Administration and History, 55(1), 1–5.
Grice, C., Lizier, A.L. & Francisco, S. (2023).
How built spaces influence practices of educators’ work: An examination through a practice lens. Studies in Continuing Education, 44(2), 207–211.
Wilkinson, J., MacDonald, K., Diamond, F., & Sum, N. (2022).
The site-based learning of vocational education and training teachers. Special Issue: International Journal of Training Research, 18(1), 17.
Francisco, S. & Henning Loeb, I. (2020).
Walking on the edge: Educational praxis in Higher education (Editorial). Special issue ‘Conditions and possibilities of/for educational praxis in higher education’. Learning and Teaching: The International Journal of Higher Education in the Social Sciences, 13(3).
Langelotz, L., Mahon, K., & Messina-Dahlberg, G. (2020).
Understanding Middle Leadership: Practices and Policies. Special Issue: School Leadership & Management, 39(3–4), 251–254.
Grootenboer, P., Edwards-Groves, C., & Rönnerman, K. (2019).
Special Issues in Finnish
Dekontekstualisaatio kasvatustieteessä [Decontextualisation in education]. Kasvatus, 52(4).
Heikkinen, H., Kaukko, M., Nikkola, T. & Saari, A. (2021).