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 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
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.
LISA is financed by the Norwegian Research Council.