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 Data Protection Services at Sikt.
- 2015-2017: The LISE team, including master's students, collected large-scale video data at seven lower secondary schools in grade 9 and six of the schools in grade 10. An average of 4–6 lessons were recorded in each classroom for each subject over two school years (grades 9-10), totalling 290 lessons. In addition, student questionnaires were collected for each subject in grade 9.
- 2016-2018: LISE master's students collected case study data in the English subject among teachers and students at three of the schools (teacher in-depth interviews and teacher and student video-stimulated interviews).
- 2019-2020: The LISE team, including master's students, collected longitudinal data (videos and student questionnaires) in English and social studies in grade 10 at five of the schools. In addition, case study data were collected in the English subject among teachers and students at one school (teacher and student interviews, screen recordings, and student texts).
- 2021-2023: LISE PhD candidates collected longitudinal data (videos, student questionnaires and teacher interviews) in English and French at one of the schools in grade 9 and 10.
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, and these are followed longitudinally (2015-2023). 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 case study design was developed by Lisbeth M Brevik and Ulrikke Rindal (Brevik, 2019; Brevik & Rindal, 2020a; Brevik & Rindal, 2020b; Kure, Brevik & Blikstad-Balas, 2022; Rindal, in review; Vold, 2020, 2022; Vold & Brkan, 2020). The longitudinal design was developed by Lisbeth M Brevik and Eva Thue Vold (Kure, in progress; Uvsløkk & Brevik, in review; Uvsløkk & Vold, in progress).
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; Vold, 2020, 2022; Vold & Brkan, 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 & Rindal, 2020).
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 invited to become co-researchers (Brevik, 2020, 2022; Eriksen & Brevik, in press). They 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 transcribe 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 interview 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.