Linking Instruction and Student Experiences (LISE)
LISE is a large-scale video project that aims to gain new knowledge about naturally occurring instruction over time in English, French, social studies, science, mathematics and Norwegian.
About the project
LISE follows students in seven classrooms over time, to systematically investigate the link between classroom instruction and how students experience this instruction. The project received approval from the Norwegian Centre for Research Data.
- 2015-2017: The LISE research team, including several research assistants, collected large-scale data (videos and questionnaires). 4–6 lessons are recorded in each classroom for each subject over two school years (grades 9-10), totalling 290 lessons across all subjects. In addition, student questionnaires were collected for each subject (grade 9).
- 2016-2018: LISE master's students collected case study data in the English subject among teachers and students (in-depth interviews and video-stimulated interviews).
- 2019-2020: The LISE research team, including master's students, are is currently collecting longitudinal data at the same schools (videos and questionnaires) in English and social studies. In addition, case study data are collected in the English subject among teachers and students (teacher and student interviews, screen recordings, and student texts).
The LISE schools were sampled based on the 49 schools in the research project LISA (Linking Instruction and Student Achievement), which included grade 8 classrooms (Klette, Blikstad-Balas, & Roe, 2017). Five of these schools were included in the LISE project, with an additional two schools. The video and questionnaire design built on the LISA study, using two cameras and two microphones simultaneously recording the same lesson, and questionnaires adapted to the Norwegian context (Klette et al., 2017). The longitudinal design and the case study design was developed by Lisbeth M Brevik and Ulrikke Rindal for the LISE project (Brevik, 2019; Brevik & Rindal, 2020).
Schools and participants
LISE sampled seven schools for variation in student achievement levels, as well as geographic and demographic variation (Brevik, 2019; Brevik & Rindal, 2020). They were selected based on high (n = 3), average (n = 2) and below average (n = 2) gains on the national reading tests from grade 8 to grade 9. The English tests for these schools showed achievement levels that were on average (n = 1) or above (n = 6) with a variation of close to one standard deviation. Geographically and demographically, they cover three school districts, situated in urban (n = 2), suburban (n = 3) and rural (n = 2) areas, characterized by low (n = 1), medium (n = 3) and high (n = 3) socioeconomic status. The proportion of students who had different first languages from Norwegian varied between 4% and 26% in each classroom (Brevik, 2019).
Linking research and education
In 2017, Lisbeth M Brevik and Ulrikke Rindal received a grant for the development of study quality from the Faculty of Education, to develop a master's course linking research and education. We developed the master's course Quality English Teaching (EDID4001), which was offered for the first time in 2018. In the course, master's students are presented to the LISE research design, they get access to all the data and they get training in digital tools to analyse these (InterAct, Inqscribe, Canvas). They analyse and transcribere video data, they link these to the course literature and present their findings in masters' seminars and as trial lectures for student teachers on lower levels. If wanted, they are granted access to the LISE data for their master's theses.
Experiences from this course is presented in a news article, a video nterview with course responsible Lisbeth M Brevik and one with masters' student Vilde Matilde Skram, in addition to the NOKUTpodcast where Lisbeth and Vilde discuss the forms of assessment in the course. A demo version has also been made of the course as presented on the learning platform Canvas.