Research projects

Below you find information about current research projects in which SISCO members are involved.

Quality In Nordic Teaching (QUINT)

The Nordic Center of Excellence QUINT (2018-2023) will systematically investigate Nordic teaching practices in three subject areas (mathematics, language arts and social sciences) and is organized as a collaborative center between five Nordic universities (Helsinki; Karlstad; Southern Denmark/Odense; Akkureyri/Reykjavik and Oslo). Several of the ongoing SISCO projects (LISA; VIST; Learning to Notice) and related researchers will contribute to and are partners in QUINT.

Funding: NordForsk

Project leader: Professor Kirsti Klette

Find out more about the project

Synthesizing Research on Teaching Quality (SYNTEQ)

The key objective of SYNTEQ is to make significant advancement in our understanding of teaching quality by

  • synthesizing analyses based on a large corpus of video data from lower secondary classrooms in the Nordic countries (substantive and theoretical objective), 
  • constructing a new platform for integrative analyses and instrument development (methodological objective), and
  • testing out an innovative infrastructure for collaborative research with video-based data (research infrastructure objective). 

Funding: Research Council of Norway

Project leader: Professor Kirsti Klette  

Find out more about the project

Language use and instruction across contexts (LANGUAGES)

LANGUAGES is a complex video and language study of classrooms in Norway, England and France. LANGUAGES aims to advance our understanding of how language teachers support language development among students from different proficiency levels and language backgrounds. This ambition will be achieved through systematic video-recorded observations of English and French lessons over time, at a number of schools in each country, combined with language proficiency tests, surveys, and stimulated recall interviews.

Funding: Research Council of Norway

Project leader: Professor Kirsti Klette  

Find out more about the project

Linking Instruction and Student Achievement (LISA)

LISA (2014-2019) is a large-scale video study of teaching and learning practices in lower secondary classrooms. LISA investigates the impact of different models of classroom instruction on students’ learning by comparing student achievement data with classroom data through video observations, and student questionnaires. The LISA project involves extensive collaboration with scholars from the University of Helsinki, Stanford and Harvard University. Within the frames of LISA, SISCO also organizes workshops and courses where common coding manuals for analyzing and measuring teaching and learning are tested out.

Funding: Research Council of Norway

Project leader: Professor Kirsti Klette  

Find out more about the project

Linking Instruction and Student Experiences (LISE)

LISE (2015–2020) is a follow-up study, which extends the LISA project with other school subjects: English, French, science, and social studies, in addition to mathematics and Norwegian language arts. In LISE, video observations of classroom instruction are integrated with student questionnaires from five of the original LISA schools and two additional ones, over two consecutive school years (9th and 10th grade).  

Funding: internal funding (SISCO and University of Oslo)

Project leader: professor Kirsti Klette

Project coordinator: Associate Professor Lisbeth M. Brevik

Find out more about the project 

Linking Instruction in Science and Student Impact (LISSI)

The aim of the LISSI project is to study how different forms of teaching may be related to how students learn in science. With the help of video, we hope to go inside the classroom and look closely at some of the challenges revealed by PISA and TIMSS. The goals are: to study the characteristics of Norwegian classroom practice and analyze how these may be related to student learning (results); to provide examples of good teaching practice in science and to evaluate how teachers provide opportunities for students to work in depth in science; and to evaluate the possibilities given by the teacher for going into depth in science.

Funding: The Norwegian Directorate for Education and Training

Project leader: Professor Marianne Ødegaard

Find out more about the project (in Norwegian)

Video to Support excellence in Teaching (VIST)

VIST (2018-2022) is a collaborative project between the Education Agency in Oslo and several SISCO researchers. Starting up this autumn, the VIST project will target professional development among lower secondary mathematics and language arts teachers using videos to develop teachers’ scaffolding techniques (teachers’ use of modelling, strategy instruction, feedback practices). The VIST study started up with five schools  (36 teachers) in 2018  and is planned to be scaled up during the period of 2019-2023.

Funding: Decentralized competence development scheme [desentralisert ordning for kompetanseutvikling i grunnopplæringen (DEKOM)]

Project leader: Associate Professor Marte Blikstad-Balas

Find out more about the project (in Norwegian)

eInfrastructure for video research (eVIR)

eVIR (2016-2020) aims at developing infrastructures and expertise on video documentation and video analyses. This includes building up well-equipped video labs and high-security storage solutions for large sets of video data / context sensitive data. It also includes building up good training facilities for researchers working with video data. In that connection, a Teaching-Learning Video Lab has been set up at the Department of Teacher Education and School Research. The SISCO video studies all collaborate closely with the Teaching-Learning Video Lab and profit from the competence in eVIR.

Funding: The Research Council of Norway

Project leader: Professor Kirsti Klette

Find out more about the project (in Norwegian)

Renewing the Nordic Model (REN)

REN studies the development of a cooperation ethos in Nordic cultures and school curriculum, as well as the dynamics between cooperation and competition in business and political processes.

Project leader: Professor Nina Witoszek

Find out more about the project

Multilingual spaces? Language practices in English classrooms

This project focuses on language practices in multilingual English classroom spaces in Swedish secondary schools. Using a large survey to map self-reported teacher practices, ethnographic methodology and conversation analysis to study language practices in English classrooms, and experimental intervention and quantitative methods to measure L2 vocabulary learning over time, the project aims to contribute to the development of evidence-based language practices in English teaching in multilingual schools.

Funding: The Swedish Research Council

Project leader: Associate Professor Marie Källkvist

Find out more about the project (in Swedish)

Vocational and General students’ Use of English in and out of school (VOGUE)

VOGUE investigates the link between students’ use of English in and out of school – in vocational and general (academic) programmes.

Funding: Department of Teacher Education and School Research at the University of Oslo

Project leader: Associate Professor Lisbeth M Brevik

Find out more about the project

Making sense of holistic assessment: Teachers’ development of their own matrices for assessing oral proficiency in the national test of English

This project aims to gain new knowledge about L2 English teachers’ interpretations of the test construct ‘oral production and interaction’ (which is used in the speaking part of the national test of English, grades 6 and 9), as reflected in teachers-as-examiners’ own scoring rubrics.

Funding: the Center for Language and Literature in Education (CSL) at Karlstad University

Project leader: Associate Professor Pia Sundqvist

Find out more about the project (in Swedish)

Equity in assessment (EquA)

This project combines research and in-service training for teachers and aims to strengthen equity in assessment with regards to young learners’ proficiency in English and Swedish. The project examines what roles co-assessment and rater training may have on developing equity in assessment of various learner language abilities.

Funding: the Center for Language and Literature in Education (CSL) and Research on Subject-specific Education (ROSE) at Karlstad University

Project leader: Michael Tengberg

Published Aug. 23, 2018 12:40 PM - Last modified Aug. 31, 2022 9:53 AM