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Tine Sophie Prøitz
Tine Sophie Prøitz
University of South-Eastern Norway
Email confirmado em usn.no
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Kunnskapsløftet som styringsreform-et løft eller et løfte? Forvaltningsnivåenes og institusjonenes rolle i implementeringen av reformen
P Aasen, J Møller, E Rye, E Ottesen, TS Prøitz, F Hertzberg
NIFU, 2012
2202012
Learning outcomes. What are they? Who defines them? When and where are they defined?
T Proitz
Educational assessment, evaluation and accountability, 0
187*
Why use learning outcomes in higher education? Exploring the grounds for academic resistance and reclaiming the value of unexpected learning
A Havnes, TS Prøitz
Educational Assessment, Evaluation and Accountability 28, 205-223, 2016
1182016
Kunnskapsløftet–tung bør å bære? Underveisanalyse av styringsreformen i skjæringspunktet mellom politikk, administrasjon og profesjon
J Møller, TS Prøitz, P Aasen
NIFU STEP, 2009
1172009
Accreditation, standards and diversity: an analysis of EQUIS accreditation reports
TS Prøitz, B Stensaker*, L Harvey
Assessment & Evaluation in Higher Education 29 (6), 735-750, 2004
1002004
Learning outcomes as a key concept in policy documents throughout policy changes
TS Prøitz
Scandinavian Journal of Educational Research 59 (3), 275-296, 2015
852015
Nasjonal læreplan som utdanningspolitisk dokument
P Aasen, T Prøitz, E Rye
Norsk pedagogisk tidsskrift 99 (6), 417-433, 2015
722015
Knowledge regimes and contradictions in education reforms
P Aasen, TS Prøitz, N Sandberg
Educational Policy 28 (5), 718-738, 2014
712014
Læringsutbytte
Prøitz
702015
From role models to nations in need of advice: Norway and Sweden under the OECD’s magnifying glass
D Pettersson, TS Prøitz, E Forsberg
Journal of education policy 32 (6), 721-744, 2017
652017
Variations in grading practice–subjects matter
TS Prøitz
Education Inquiry 4 (3), 22629, 2013
622013
Teachers’ use of knowledge sources in ‘result meetings’: Thin data and thick data use.
S Mausethagen, T Prøitz, G Skedsmo
Teachers and Teaching 24 (1), 37-49, 2018
582018
Kunnskapsløftet som styringsreform
J Møller, TS Prøitz, E Rye, P Aasen
Reformtakter. Om fornyelse og stabilitet i grunnopplæringen, 23-41, 2013
542013
Investigative modes in research on data use in education
TS Prøitz, S Mausethagen, G Skedsmo
Nordic Journal of Studies in Educational Policy 3 (1), 42-55, 2017
532017
The (non-) use of configurative reviews in education
M Levinsson, TS Prøitz
Education Inquiry 8 (3), 209-231, 2017
512017
Rettferdig standpunktvurdering–det (u) muliges kunst
TS Prøitz, JS Borgen
NIFU STEP-rapport 16, 2010, 2010
512010
Pathways to quality in higher education: Case studies of educational practices in eight courses
M Nerland, TS Prøitz
Nordic Institute for Studies in Innovation, Research and Education NIFU, 2018
472018
Elevresultater: mellom kontroll og utvikling
S Mausethagen, TS Prøitz, G Skedsmo
Fagbokforl., 2018
462018
Læringsutbytte i høyere utdanning: En drøfting av definisjoner, utviklingstrekk og måleproblemer
PO Aamodt, TS Prøitz, E Hovdhaugen, B Stensaker
NIFU STEP, 2007
432007
Learning outcomes in professional contexts in higher education
TS Prøitz, A Havnes, M Briggs, I Scott
European Journal of Education 52 (1), 31-43, 2017
392017
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Artigos 1–20