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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


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.


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.

  • Blikstad-Balas, Marte & Klette, Kirsti (2021). Hvilke læremidler bruker norsklærerne på åttende trinn? En systematisk kartlegging av norskfagets analoge og digitale tekster. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 105(3), p. 268–281. Full text in Research Archive
  • Stovner, Roar Bakken & Klette, Kirsti (2021). Teacher feedback on procedural skills, conceptual understanding, and mathematical practices: A video study in lower secondary mathematics classrooms. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 110. doi: 10.1016/j.tate.2021.103593. Full text in Research Archive
  • Stovner, Roar Bakken; Klette, Kirsti & Nortvedt, Guri-Anne (2021). The instructional situations in which mathematics teachers provide substantive feedback. Educational Studies in Mathematics. ISSN 0013-1954. 108(3), p. 533–551. doi: 10.1007/s10649-021-10065-w. Full text in Research Archive
  • Magnusson, Camilla Gudmundsdatter (2021). Reading Literacy Practices in Norwegian Lower- Secondary Classrooms: Examining the Patterns of Teacher Questions. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2020.1869078. Full text in Research Archive
  • Magnusson, Camilla G. (2020). Examining the polestar of reading comprehension: one teacher's instruction in one L1 classroom and students' metacognitive knowledge of reading. L1-Educational Studies in Language and Literature. ISSN 1567-6617. doi: 10.17239/L1ESLL-2020.20.01.18.
  • Dalland, Cecilie; Klette, Kirsti & Svenkerud, Sigrun (2019). Video studies and the challenge of selecting time scales. International Journal of Research & Method in Education. ISSN 1743-727X. 43(1), p. 53–66. doi: 10.1080/1743727X.2018.1563062.
  • Canrinus, Esther Tamara; Klette, Kirsti & Hammerness, Karen (2019). Diversity in coherence: Strengths and opportunities of three programs. Journal of Teacher Education. ISSN 0022-4871. 70(3), p. 192–205. doi: 10.1177/0022487117737305. Full text in Research Archive
  • Magnusson, Camilla Gudmundsdatter; Roe, Astrid & Blikstad-Balas, Marte (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. doi: 10.1002/rrq.231.
  • Klette, Kirsti; Bell, Courtney A.; Dobbelaer, Marjoleine & Visscher, Adrie (2018). Qualities of classroom observation systems. School Effectiveness and School Improvement. ISSN 0924-3453. p. 3–29. doi: 10.1080/09243453.2018.1539014. Full text in Research Archive
  • Klette, Kirsti; Blikstad-Balas, Marte; Luoto, Jennifer Maria; Tanner, Marie; Tengberg, Michael & Slotte, Anna [Show all 8 contributors for this article] (2018). Justice through participation: student engagement in Nordic classrooms. Education Inquiry. ISSN 2000-4508. 9(1), p. 57–77. doi: 10.1080/20004508.2018.1428036. Full text in Research Archive
  • Klette, Kirsti (2018). Individualism and Collectivism in Nordic Schools - A Comparative Approach. In Witoszek, Nina & Midttun, Atle (Ed.), Sustainable Modernity: The Nordic Model and Beyond. Routledge. ISSN 978-1138718210. p. 59–79. doi: 10.4324/9781315195964-4.
  • Klette, Kirsti (2018). A new generation classroom studies. In Osbeck, Christina; Ingerman, Åke & Claesson, Silwa (Ed.), Didactic classroom studies A potential research direction. Nordic Academic Press. ISSN 9789188661456. p. 225–243. doi: 10.21525/kriterium.14.k.

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  • Gabrielsen, Ida Lodding (2019). Hvordan og hvorfor leser ungdomsskoleelever skjønnlitteratur på skolen? .
  • Magnusson, Camilla Gudmundsdatter (2019). Reading Comprehension Instruction and Students’ Metacognitive Awareness in One Effective L1 Classroom at the Lower-Secondary Level.
  • Luoto, Jennifer Maria (2019). What shapes classroom discourse in the mathematics classrooms? A study of instructional practices, meta-rules and teacher perspectives.
  • Magnusson, Camilla Gudmundsdatter (2019). I hvilken grad og hvordan er leseforståelsesstrategier integrert i norskundervisning på ungdomstrinnet?
  • Magnusson, Camilla Gudmundsdatter (2019). One teacher’s reading comprehension instruction in one classroom in grade 8, 9 and 10.
  • Gabrielsen, Ida Lodding & Oksbjerg, Marianne (2019). Læremiddelbruk i litteraturundervisningen – en sammenligning av dansk og norsk grunnskolepraksis.
  • Klette, Kirsti (2019). Ethical by Design: Secure, Accessible and Shareable Video Data Experiences from the LISA study .
  • 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? .
  • Stovner, Roar Bakken & Nortvedt, Guri A. (2019). Using video data to research teachers’ feedback practices – a matched comparison approach.
  • Klette, Kirsti (2019). Utfordringer i lærerutdanningen i et internasjonalt perspektiv.
  • Blikstad-Balas, Marte; Klette, Kirsti & Roe, Astrid (2015). Å koble elevprestasjoner og undervisning. Bedre Skole. ISSN 0802-183X. 1(1), p. 65–67.

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Tags: Nordic, USA
Published Dec. 17, 2013 10:12 AM - Last modified July 7, 2021 10:06 PM