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Magnusson, Camilla Gudmundsdatter; Klette, Kirsti; Blikstad-Balas, Marte & Luoto, Jennifer Maria
(2023).
High-Level Classroom Discourse in Language Arts Lessons across Nordic Contexts.
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Klette, Kirsti; Ligozat, Florence & Almqvist, Jonas
(2023).
Didactics in a Changing World - Introduction.
In Ligozat, Florence; Klette, Kirsti & Almqvist, Jonas (Ed.),
Didactics in a Changing World
European Perspectives on Teaching, Learning and the Curriculum.
Springer.
ISSN 978-3-031-20809-6.
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Klette, Kirsti & Jenset, Inga Staal
(2023).
Measuring Teacher Quality:some Nordic experience. Presentation for faculty at University of Pennsylvania.
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Klette, Kirsti; White, Mark; Roe, Astrid; Blikstad-Balas, Marte & Tengberg, Michael
(2023).
Observation manuals as lenses into classroom teaching – towards a common language of instruction? European Association for Research on Learning and Instruction .
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Klette, Kirsti; Jenset, Inga Staal & Brataas, Gøril
(2023).
Using Core Practices to Improve Connections between Theory and Practice in Teacher Education.
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Klette, Kirsti
(2022).
The Use of Video for Teacher Learning.
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Klette, Kirsti & Blikstad-Balas, Marte
(2022).
Observation Manuals as Lenses Into Classroom Teaching and Learning: Toward a Common Language When Studying Classroom Instruction?
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Klette, Kirsti
(2022).
Panel debate at the conference Teacher education of the future, Örebro University.
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Klette, Kirsti
(2022).
Standardized observation manuals as lenses into teaching quality: findings from Nordic classrooms using the PLATO manual.
Show summary
Session Standardized instruments and observation manuals as lenses into teaching quality: findings from Nordic classrooms using student perception surveys and the PLATO manual
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Luoto, Jennifer Maria; Klette, Kirsti & Blikstad-Balas, Marte
(2022).
Possible biases in observation systems when applied across contexts: Conceptualizing, operationalizing and sequencing instructional quality.
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White, Mark Christopher & Klette, Kirsti
(2022).
What’s in a Score? Problematizing Interpretations of Observation Scores?
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Klette, Kirsti & Luoto, Jennifer Maria
(2022).
SYNTEQ Coding workshop.
Show summary
The first day of the conference featured a workshop where researchers applied a coding framework of their choice a video recording from a Nordic classroom, borrowed from the LISA Nordic study. Participants presented their framework and their findings to their workgroup. A total of 12 different frameworks were applied to footage from either a Language Arts or a Mathematics classroom, and were then discussed by the researchers in the group.
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Klette, Kirsti & Kvernbekk, Tone
(2022).
PLATO: Measuring quality and stabilizing a phenomenon (keynote).
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Klette, Kirsti; Luoto, Jennifer Maria & White, Mark Christopher
(2021).
Bringing the Theory and Measurement Into Alignment: Classroom Observation Systems.
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White, Mark Christopher & Klette, Kirsti
(2021).
Rater Error In Standardized Observations of Teaching: Challenges from Latently Continuous Dimensions.
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Klette, Kirsti
(2021).
Dr kurs. Gøteborg. Analyzing Teaching Quality: Observational design – Classroom studies in the Educational Sciences.
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Klette, Kirsti
(2021).
Dr kurs Nasjonal Forskerskole (NAFOL): Observasjonsmetodologi og Klasseromsdesign.
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Klette, Kirsti
(2021).
Discussant at Measuring Teaching Practices and Teaching Quality: Conceptualizations and Findings From an International Study.
Show summary
The Organisation for Economic Cooperation and Development (OECD) has sponsored the Teaching and Learning International Survey (TALIS) since 2013, offering a unique international perspective on teaching and learning. The TALIS Video Study (TVS), also sponsored by OECD, is an ambitious eight-country research project that complements TALIS by using lesson videos, classroom artifacts, survey questionnaires and student assessments to gain innovative insights into mathematics teaching and learning. This session brings together research from four studies based on the TVS in order to: (a) describe survey-based measures of teacher quality; (b) describe affordances and constraints of various measurement modes; (c) discuss how opportunity to learn interacts with teaching quality and explains student learning and (d) present different conceptualizations of teaching quality measures.
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Klette, Kirsti
(2021).
Classroom observation as a means of understanding teaching quality. Towards a shared understanding of teaching?
Show summary
More than forty years ago, Dan Lortie famously lamented the lack of a common language with which to describe teaching. In this talk, Professor Klette will explore the use of video classroom research and observation protocols could serve as a tool to develop common language and professional vision around teaching and to improve instruction.
Observation manuals (e.g. observation systems) as means of analyzing aspects of K-12 teaching and learning have attracted increased interest over the last decade and today scholars seem to agree on some key aspects as central when setting out to investigate teaching and learning in classrooms. In this talk, Klette will give an overview of ‘state of the art’ and developments in research on teaching quality drawing on classroom observation approaches. In her presentation, she reflects on how technological, methodological and theoretical development together with large-scale classroom video studies have paved the way for a new generation for classroom studies. Toward this end, she first sketches out theoretical developments aiming at analyzing teaching quality as well as provide an overview of possible observation manuals. She then summarizes empirical evidence and discuss whether we can talk about a shared language when analyzing teaching and learning in classrooms. Finally illustrating with video clips from authentic classrooms, Klette discusses the fine balance between generic and contextual factor when investigate teaching quality.
Once teaching-learning events are conceptualized, operationalized and studied, it also becomes clear that classroom teaching and learning share commonalities while at the same time being complex, situated and culturally bounded. Especially the discussion have concentrated around theoretical underpinnings and the way teaching quality has been conceptualized and operationalized across the different frameworks and approaches. The issue of subject specific versus generic manuals have been disputed along with differences in scoring and sequencing. Finally yet important, empirical evidence and issues of validity will be discussed including the role of contextual versus generic factors. Drawing on recent development in classroom observation studies and conceptual frameworks for analyzing teaching, Klette discuss possibilities and pitfalls when aiming at develop a shared language for teaching.
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Klette, Kirsti
(2019).
Utfordringer i lærerutdanningen i et internasjonalt perspektiv.
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Klette, Kirsti
(2019).
Observation Manuals as Lenses into Classroom Teaching and Learning –
Towards a Common Language when Studying Classroom Instruction?
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Martin, Christie; Radišić, Jelena; Stovner, Roar Bakken; Blikstad-Balas, Marte & Klette, Kirsti
(2019).
Exploring the use of mathematics observation tools across contexts - How do these tools shape our understanding of instructional quality when applied in different school settings?
.
Show summary
Teaching observation instruments based on research of effective mathematics instruction are
increasingly used for teacher evaluations and forms the basis of teacher preparation programs,
professional development programs, and student assessments. Because observation
instruments now travel across sites, we need research on the cross-cultural validity of these
instruments to know how the instruments can be used in other cultures. This study
investigates how three mathematics teaching observation instruments from the USA portray
the teaching of an algebra lesson in lower secondary school taught by three locally recognized
expert teachers from Norway, Finland and the USA respectively. The instruments used were
the Reformed Teaching Observation Protocol (RTOP), Mathematics Quality of Instruction
(MQI) and the Mathematics Classroom Observation Protocol for Practices (MCOP2). The
researchers chose these three instruments based on validity tests and their wide use. The total
of three lessons, three researchers’ ratings and three instruments produced 27 observational
reports. Audio-recordings of the researchers’ discussions about the rating of the lessons were
also made. The data from using the observation instruments, documented conversations, and
item level analysis were used to explore how these tools are interpreted, what qualities of
teaching the instruments measure across contexts, and what qualities of teaching that were not
measured. The three tools were created in the United States and reflect the reforms, standards,
and objectives specific to that context. Results from this study indicate the applicability of
current instruments to other contexts and shed light on how the instruments construe
instructional quality in mathematics.
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Canrinus, Esther Tamara; Klette, Kirsti & Hammerness, Karen
(2019).
Searching for the missing link in coherence.
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Canrinus, Esther Tamara; Klette, Kirsti & Hammerness, Karen
(2019).
Perceptions of coherence; The research-practice gap? .
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Jenset, Inga Staal; Canrinus, Esther Tamara; Klette, Kirsti & Hammerness, Karen Moore
(2018).
What is the role of theory and practice in a research-based teacher education? A teacher candidate perspective across five programs.
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Roe, Astrid; Klette, Kirsti & Blikstad-Balas, Marte
(2017).
Assessment of Instructional Quality Across Cultures, Quantitative and Qualitative Studies. New Approaches and Findings: Using classroom videos and student surveys to measuring teaching quality.
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Canrinus, Esther Tamara; Bergem, Ole Kristian; Klette, Kirsti; Hammerness, Karen Moore; Ballester Pedroso, S. & Gonzalez Dosil, C.
(2017).
Opportunities to enact practice: Taking a student perspective.
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Canrinus, Esther Tamara; Klette, Kirsti; Bergem, Ole Kristian & Hammerness, Karen Moore
(2017).
A student perspective: Opportunities to enact practice in campus courses.
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Luoto, Jennifer Maria; Klette, Kirsti & Blikstad-Balas, Marte
(2017).
Mathematics Instruction in Norway and Finland: Representation of Content.
Show summary
Results were presented from an ongoing video-study of a sample of Norwegian and Finnish secondary mathematics classrooms. Key findings were that in both context teachers focus mostly on procedural explanations and give less attention to conceptual understanding. However we found that teachers' representation of content in the Finnish sample to a higher degree explicitly tied old and new mathematical content and framed the content as learning goals.
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Klette, Kirsti & Blikstad-Balas, Marte
(2017).
The Normativity of Rating Manuals in the Classroom.
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Blikstad-Balas, Marte; Klette, Kirsti & Roe, Astrid
(2017).
What opportunities do students have to engage in writing during their language arts lessons?
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Blikstad-Balas, Marte; Klette, Kirsti & Roe, Astrid
(2017).
Student surveys as measures of instructional quality.
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Klette, Kirsti; Blikstad-Balas, Marte & Roe, Astrid
(2017).
Using classroom videos and student surveys to measure teaching
practice.
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Jenset, Inga Staal; Klette, Kirsti & Hammerness, Karen
(2017).
Opportunities to Enact Practice Within Coursework on Campus.
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Dalland, Cecilie; Svenkerud, Sigrun & Klette, Kirsti
(2016).
Methodological Challenges Concerning Time Segments and Time Scales in Video Studies.
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Klette, Kirsti & Nortvedt, Guri-Anne
(2022).
The Feedback Teachers Provide in Mathematics Lessons and How They Provide It: Feedback Practices in Norwegian Lower Secondary Mathematics Classrooms.
Universitetet i Oslo.
Show summary
In this thesis, the candidate describes the oral feedback provided by teachers in mathematics lessons in Norwegian lower secondary school. The aim is to gain knowledge about the quality and quantity of oral feedback and which mathematical aspects are focused on in feedback, as well as increase our understanding of how mathematics teachers fit the feedback to the instructional situation in the lesson. The thesis is part of a classroom video study called Linking Instruction and Student Achievement (LISA). Its main data source is 172 video-recorded mathematics lessons from the school year 2014-2015 taught by 47 teachers from different schools.
Article I is a study of the quality, quantity, and mathematical focus of feedback across the 172 lessons. The results were that 70 % of the teachers provided high-quality feedback during the recorded lessons and that 30 % did not. Most feedback addressed procedural skills, but conceptual feedback was also common. Feedback addressing mathematical practices was rare.
Article II aims to understand how teachers successfully incorporate high-quality feedback in their teaching. It focuses on five teachers in the LISA sample that received the highest rating on PLATO’s feedback dimension. It found that conceptual feedback and feedback on mathematical practices was provided in two types of instructional situations, when working on cognitively demanding tasks and when students raise mathematical issues. These situations were characterized by being less orderly than the rest of the lesson; the students were confused, and the teacher and students did not understand each other. The article describes how the teachers and students negotiated the situations and the role that feedback played.
Article III reports on how more typical lower rated teachers handled the instructional situations identified in Article II. These teachers also worked with their students on cognitively demanding tasks and remediated student issues. Their distinguishing characteristic was that they did not persist in feedback discussions when the students showed discontent or were confused. Rather, they gave procedural feedback that told students how to continue.
In sum, these articles contribute knowledge about classroom feedback practices in mathematics. It uncovers a potential inequity in the quality of feedback students receive and adds understanding about how teachers with high-quality feedback practices implement these in the classroom.
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Bjørnestad, Elisabeth; Myrvold, Trine; Dalland, Cecilie Pedersen; Hølland, Silje; Svanes, Ingvill Krogstad & Sundtjønn, Trude
[Show all 10 contributors for this article]
(2022).
"Hit eit steg og dit eit steg" - sakte med sikkert framover?-En systematisk kartlegging av premisser for og trekk ved førsteklasse.
OsloMet.
ISSN 9788283644500.
2022(7).
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Myrvold, Trine; Dalland, Cecilie Pedersen; Hølland, Silje; Sundtjønn, Trude; Svanes, Ingvill Krogstad & Andersson-Bakken, Emilia
[Show all 9 contributors for this article]
(2022).
Hit eit steg og dit eit steg – sakte, men sikkert fremover?
En systematisk kartlegging av premisser for og trekk ved førsteklasse.
OsloMet-torbyuniversitetet.
ISSN 978-82-8364-450-0.
2022(7).