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Trial lecture
"Ulike forståelser av praksisbegrepet i utdanningsforskning"
Adjudication committee
- Professor Jenny Wiksten Folkeryd, Uppsala University, Sweden
- Professor Atle Skaftun, University of Stavanger
- Førsteamanuensis Jonas Bakken, University of Oslo
Chair of defence
Professor Eli Ottesen, University of Oslo
Supervisors
- Senior Researcher Astrid Roe, University of Oslo
- Professor Marte Blikstad-Balas, University of Oslo
Additional information
This dissertation is written within the fields of Norwegian didactics and reading research. The work was carried out at the Department of Teacher Education and School Research (ILS) at the University of Oslo. The overall research question for the dissertation is: What kinds of reading instructional practices are prominent in Norwegian language arts classrooms at the lower-secondary level? This topic is examined in three sub-studies which address (1) the extent and how teachers provide instruction in reading comprehension strategies, (2) what types of text-based teacher questions that are prominent in classroom dialogues about texts, and (3) what kinds of reading instructional practices that are prominent in one classroom where students have high gains on the national reading test from Grade 8 to 9, and whether the students in this class have attained metacognitive knowledge of their own reading.
The data for this thesis consists mainly of video data that was collected as part of the LISA study (Linking instruction and student achievement). The data comprise video of four Norwegian lessons (n = 178) from 47 eight grade classrooms in the school year 2014/15, and video from Norwegian lessons in one classroom in 8th, 9th and 10th grade (n = 12) from 2014 to 2017, as well as interviews of students and teachers in this class. Both quantitative and qualitative approaches have been used. These include the use of the strategy element from the PLATO observation manual, content analysis, and thematic analysis.
Key findings are that few teachers engage in explicit instruction of reading comprehension strategies, and that teachers ask very few questions that require students to assess the quality and credibility of texts. In article 3, the findings show that the teacher consistently emphasizes explicit strategy and vocabulary teaching, and that at the end of Grade 10, students show metacognitive knowledge of their own reading strategies, however, they perceive the instruction as quite monotonous. These findings may provide valuable insight for the further development of reading instructional practices and may offer support for teachers in how reading instruction can be implemented in daily teaching practices.