Sølvi Lillejord, Director for Teacher Education at the University of Bergen, Norway.
Previous Director for the Norwegian Knowledge Centre for Education. Teacher (1982-1992), School Leader (1992-95). Dr. Philos. 2000 and Professor in Education from 2004 at the University of Bergen (1995-2010); Head of Department, University of Oslo (2010-2012). Visiting Researcher: 2002/03: University of North Carolina, Chapel Hill and Stanford University. Lillejord has established research groups, supervised PhD-students and established regional and national research schools in education. Established and ran a national programme for school leaders and was funded for 12 years to build research capacity in the Southern African region. In 2011, external member of a panel reviewing the Department of Education, University of Oxford. In 2015, external member of a review panel evaluating TIER, Top Institute for Evidence Based Education Research in the Netherlands. Sølvi Lillejord is a member of AERA and EARLI. She has published in journals such as Journal of Education and Work, Journal of Educational Change, Professional Development in Education, Journal of International Cooperation in Education, International Journal of Web Based Communities, International Journal of Qualitative Studies in Education.
- Systematic reviews – format development
- School leadership, organizational learning
- Assessment (teacher assessment and school evaluation)
- Teacher education
Tolo, A., Lillejord, S., Hopfenbeck, T. N. & Florez, M. T. P. (2019). Intelligent accountability in schools. A study of how school leaders work with the implementation of Assessment for Learning. Journal of Educational Change
Lillejord, S. & Børte, K. (2019). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change
Valle, R. & Lillejord, S. (2020). School leadership in Norwegian educational policy discourse (1990-2017) Scandinavian Journal of Educational Research.
Lillejord, S. & Børte, K. (2019). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 1-18.
Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309.
Lillejord, S. (2017). Hva er relevant kunnskap i skolen? Nordisk Tidsskrift för Allmän Didaktik 3(1), 96-101.
Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.
Hopfenbeck, T. N. & Lillejord, S. (2013). Vurdering etter Kunnskapsløftet, in Krumsvik, R. & Säljö, R. (eds.): Praktisk-pedagogisk utdanning Bergen: Fagbokforlaget pp. 229-253
Olsen, R. V., Hopfenbeck, T., & Lillejord, S. (2013). Elevenes læringssituasjon etter Kunnskapsløftet, i: Norsk Pedagogisk Tidsskrift 97 (6) 355-369
Olsen, R. V., Hopfenbeck, T., Lillejord, S. & Roe, A. (2012). Elevenes læringssituasjon etter innføringen av ny reform. Synteserapport fra evalueringen av Kunnskapsløftet. Acta Didactica 1/ 2012. ILS, UiO.
Dysthe, O. & Lillejord, S. (2012). From Humboldt to Bologna: Using peer-feedback to foster productive writing practices among online master students, in: International Journal of Web Based Communities, invited article in special issue: Participation in online learning communities. Vol 8, No 4, pp: 471-485.
Riese, H. Samara. A. & Lillejord, S. (2012). Peer relations in peer learning. International Journal of Qualitative Studies in Education, 25(5), 601-624
Hattingh, A. & Lillejord, S (2011). A networked pathway to the PhD: The African-Norwegian case of Productive Learning Cultures, invited article in Perspectives of Education 29 (3) pp. 100-110.