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Linking Instruction and Student Achievement (LISA)

The “Linking Instruction and Student Achievement” – LISA study - investigates the impact of different models of classroom instruction on students’ learning by comparing student achievement data with classroom data

The LISA project provide a unique insight into Norwegian classrooms. Photo of researchers discussing by Shane Colvin/ Faculty of Educational Sciences

The LISA project provides a unique insight into Norwegian classrooms. Photo: Shane Colvin/ Faculty of Educational Sciences

About the project

Largest educational study of its kind

The “Linking Instruction and Student Achievement” – LISA study - 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.  It is the largest educational study of its kind in Norway, and relies on student data and data from video observations from 50 schools, in the school subjects Mathematics and Norwegian language arts.

The main aims of the project are:

  • To understand how instructional practices within mathematics and language arts support and contribute to student learning

  • To develop a research design that enables us to link classroom data with achievement data within an integrated model, and thus make a significant contribution to integrative theory development within this area

  • To test and develop robust coding manuals and instruments aiming to measure teaching within a Norwegian/ Nordic context, and thus support teachers’ professional learning

What kind of data are used in the LISA study?

  • Video observations from lessons in mathematics and Norwegian language arts (from 50 schools across Norway). The study Linking Instruction and Student Experiences (LISE) is currently gathering data from additional subjects, while LISA Nordic draws on data from Finnish (Swedish speaking) classrooms as well.

  • Survey data from a student survey in the video recorded classrooms

  • National test data (national tests in mathematics and reading, 8th and 9th grade).

  • Information about teachers background (gender, age, educational background

Cooperation

The  LISA study is organized as a cross disciplinary study where experts in subject didactics (mathematics and language arts), video design, psychometrics and classroom studies work together in order to understand the differential impact on classroom teaching and learning.

Professor Kirsti Klette is the project leader, and the team of researchers work closely with Teaching Learning Video Lab (TLVlab) at the Department of Teacher Education and School Research. In addition, several master students have played a crucial role in gathering and analyzing data, and are doing their master thesis related to the study.

An important part of the project has been international cooperation with other universities. Research has showed that there are four overarching elements that impact the quality of teaching. These categories are guiding the analysis of the LISA study: Intructional clarity, Cognitive activation, Discourse features, and Supportive climate. The LISA study has coded all the video material by using The Protocol for Language Arts Teaching Observations (PLATO), a classroom observation protocol designed to capture features of classroom instruction. The training and coding has been done in close cooperation with the developers of PLATO at Stanford University. 

Funding

LISA is financed by the Norwegian Research Council.

Publications

Blikstad-Balas, M. (2018). Skrivediskurser i norskfaget-en analyse av hvordan norsklærere snakker om skriving på åttende trinnNordic Journal of Literacy Research4(1).

Blikstad-Balas, M., Roe, A., & Klette, K. (2018). Opportunities to Write: An Exploration of Student Writing During Language Arts Lessons in Norwegian Lower Secondary ClassroomsWritten Communication35(2), 119-154.

Klette, K., Sahlström, F., Blikstad-Balas, M., Luoto, J., Tanner, M., Tengberg, M., ... & Slotte, A. (2018). Justice through participation: student engagement in Nordic classroomsEducation Inquiry9(1), 57-77.

Klette, Kirsti & Blikstad-Balas, Marte (2017). Observation manuals as lenses to classroom teaching: Pitfalls and possibilities. European Educational Research Journal.  ISSN 1474-9041.  s 1- 18 . doi:10.1177/1474904117703228

Klette, Kirsti; Blikstad-Balas, Marte & Roe, Astrid (2017). Linking instruction and student achievement : research design for a new generation of classroom studies. Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge.

  • Cecilie Dalland; Kirsti Klette & Sigrun Svenkerud (2019). Video studies and the challenge of selecting time scales. International Journal of Research & Method in Education.  ISSN 1743-727X.  43, s 53- 66
  • Esther Tamara Canrinus; Kirsti Klette & Karen Hammerness (2019). Diversity in coherence: Strengths and opportunities of three programs. Journal of Teacher Education.  ISSN 0022-4871.  70, s 192- 205
  • Kirsti Klette (2018). Individualism and Collectivism in Nordic Schools - A Comparative Approach, In Atle Midttun & Nina Witoszek (ed.),  Sustainable Modernity: The Nordic Model and Beyond.  Routledge.  ISBN 978-1138718210.  4.  s 59 - 79
  • Kirsti Klette (2018). A new generation classroom studies, In Christina Osbeck; Åke Ingerman & Silwa Claesson (ed.),  Didactic classroom studies A potential research direction.  Nordic Academic Press.  ISBN 9789188661456.  11.  s 225 - 243
  • Camilla Gudmundsdatter Magnusson; Astrid Roe & Marte Blikstad-Balas (2018). To What Extent and How Are Reading Comprehension Strategies Part of Language Arts Instruction? A Study of Lower Secondary Classrooms. Reading Research Quarterly.  ISSN 0034-0553.
  • Kirsti Klette; Marte Blikstad-Balas; Jennifer Maria Luoto; Marie Tanner; Michael Tengberg; Anna Slotte; Astrid Roe & Fritjof Sahlström (2018). Justice through participation: student engagement in Nordic classrooms. Education Inquiry.  ISSN 2000-4508.  9, s 57- 77
  • Kirsti Klette; Courtney A. Bell; Marjoleine Dobbelaer & Adrie Visscher (2018). Qualities of classroom observation systems. School Effectiveness and School Improvement.  ISSN 0924-3453.  s 3- 29

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  • Christie Martin; Jelena Radišić; Roar Bakken Stovner; Marte Blikstad-Balas & Kirsti Klette (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?.
  • Roar Bakken Stovner & Guri A. Nortvedt (2019). Using video data to research teachers’ feedback practices – a matched comparison approach.
  • Camilla Gudmundsdatter Magnusson (2019). I hvilken grad og hvordan er leseforståelsesstrategier integrert i norskundervisning på ungdomstrinnet?.
  • Camilla Gudmundsdatter Magnusson (2019). One teacher’s reading comprehension instruction in one classroom in grade 8, 9 and 10.
  • Camilla Gudmundsdatter Magnusson (2019). Reading Comprehension Instruction and Students’ Metacognitive Awareness in One Effective L1 Classroom at the Lower-Secondary Level.
  • Jennifer Maria Luoto (2019). What shapes classroom discourse in the mathematics classrooms? A study of instructional practices, meta-rules and teacher perspectives.
  • Jennifer Maria Luoto (2019). Opportunities For Student Participation In Discourse In Secondary Mathematics Classrooms In A Finnish Context: Teachers’ Perspectives and Instructional Practices.
  • Ida Lodding Gabrielsen & Marianne Oksbjerg (2019). Læremiddelbruk i litteraturundervisningen – en sammenligning av dansk og norsk grunnskolepraksis.
  • Ida Lodding Gabrielsen (2019). Hvordan og hvorfor leser ungdomsskoleelever skjønnlitteratur på skolen?.
  • Kirsti Klette (2019). Ethical by Design: Secure, Accessible and Shareable Video Data Experiences from the LISA study.
  • Kirsti Klette (2019). Utfordringer i lærerutdanningen i et internasjonalt perspektiv.
  • Kirsti Klette; Marte Blikstad-Balas & Astrid Roe (2019). Observation manuals as lenses into classroom teaching and learning – towards a common language when studying classroom instruction?.
  • Kirsti Klette (2018). As open as possible, as closed as necessary.
  • Jennifer Maria Luoto (2018). What characterizes classroom discourse in Norwegian and Finnish-Swedish secondary mathematics classrooms?.
  • Marte Blikstad-Balas; Kirsti Klette & Astrid Roe (2015). Å koble elevprestasjoner og undervisning. Bedre Skole.  ISSN 0802-183X.  1, s 65- 67

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Tags: Nordic, USA
Published Dec. 17, 2013 10:12 AM - Last modified Sep. 13, 2018 10:10 PM