Kirsti Klette

• Aashamar, Peter Nicolai; Selling, Alexander Jonas Viktor & Klette, Kirsti (2026). Too Much or Too Little? Connecting to the World beyond the Classroom in Lower-Secondary Mathematics and Social Studies Lessons in Norway and Sweden. I Kilbrink, Nina; Stolare, Martin; Brennan, Aimie & Scott, Ann (Red.), Teacher Education and Knowledge Transformation in Times of Change. De Gruyter Brill. ISSN 9789004731547. s. 173–192. doi: 10.1163/9789004731554_010. Fulltekst i vitenarkiv
• Martin, Christie; Radisic, Jelena; Stovner, Roar Bakken; Klette, Kirsti & Blikstad-Balas, Marte (2026). Exploring the use of mathematics observation tools across the contexts of the United States, Norway, and Finland: how can observation instruments shape our understanding of instructional quality when applied across contexts? Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. doi: 10.1007/s11092-026-09497-w. Fulltekst i vitenarkiv Vis sammendrag

  Research on effective mathematics instruction informs teacher preparation, professional learning, student assessment, instructional materials, and classroom observation instruments. Observation protocols are designed to capture instructional quality and the extent to which research-based practices are embedded in classroom instruction. However, although such instruments are typically developed and validated within specific educational systems, they are increasingly used across national and cultural contexts, on the assumption that they will function similarly across settings. Relatively little research has examined how raters interpret and negotiate instructional quality when applying shared observation frameworks across contexts. This study investigates classroom observation as an interpretive process shaped by the interaction among protocol design, instructional context, and rater reasoning. Specifically, the study examines how researchers with different professional backgrounds used three validated observation instruments developed in the United States to analyze one mathematics lesson from the United States, Norway, and Finland. Using a mixed-methods design, the study combined observation scores with recorded collaborative scoring discussions to examine how raters justified and negotiated evaluative judgments. Through discourse-oriented qualitative analysis, the study identified recurring forms of interpretive variation related to operational ambiguity, contextual interpretation, construct overlap, and differing evidentiary thresholds across raters and instruments. The findings contribute to methodological discussions concerning interpretive validity, observer reasoning, and the transportability of classroom observation instruments across educational contexts. The study highlights the importance of examining not only observation scores, but also the interpretive processes through which judgments of instructional quality are produced.

• White, Mark; Jentsch, Armin; Luoto, Jennifer Maria & Klette, Kirsti (2026). Observing Instructional Practice: Can We Consistently Measure Teaching Quality Constructs? Education Sciences. 16(4). doi: 10.3390/educsci16040583. Fulltekst i vitenarkiv
• Jentsch, Armin; White, Mark Christopher & Klette, Kirsti (2026). Three types of subject-specificity. Exploring differences in the measurement of teaching quality across Norwegian mathematics and language arts classrooms. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 169. Fulltekst i vitenarkiv Vis sammendrag

  Measuring teaching quality is important to better understand student learning in classrooms. To directly capture teaching quality constructs, subject-specific and subject-generic observation systems have been developed, with benefits and challenges on both sides. However, we show that subject-specificity may address different things and come with different implicit assumptions about what is subject-specific. As a common ground for empirical work, we draw on a framework of measurement equivalence and discuss three nested claims on subject-specificity. Then, we analyze videotaped lessons from 47 mathematics and 49 language arts classrooms which were scored with the Protocol for Language Arts Teaching Observation (PLATO). Results indicate that scores in Instructional Scaffolding show the largest differences between subjects. We argue that subject-specificity is a claim about a theoretical construct, which should be clearly addressed in future research.

• Klette, Kirsti; Luoto, Jennifer Maria & Jentsch, Armin (2025). Do observation tools matter? Unpacking shared and distinct patterns in teaching quality. School Effectiveness and School Improvement. ISSN 0924-3453. 36(3), s. 466–486. doi: 10.1080/09243453.2025.2527744. Fulltekst i vitenarkiv Vis sammendrag

  This special issue investigates how patterns of teaching quality are constructed across different observation frameworks, using a sample of Nordic video-recorded mathematics and language arts lessons as a common ground for analysis. We summarize the differences and similarities across the six frameworks linked to the themes considered in this special issue: (a) purpose and theoretical grounding, (b) the facets of teaching captured, (c) specificity of focus, (d) grain size, and (e) key findings. In the discussion, we elaborate on how these different aspects shape the findings and patterns revealed, pointing to three overarching dilemmas and questions. While the overall findings and conclusions of the six approaches might look similar at first glance, we show in this special issue that the rich and detailed descriptions from different frameworks provide nuances of understanding that are useful for both research and teacher feedback. We encourage others to collaborate across approaches, paradigms, and perspectives.

• Luoto, Jennifer Maria; Klette, Kirsti & Jentsch, Armin (2025). Breaking out of silos: using classroom videos for cross-disciplinary and cross-methodological examinations of teaching qualities. School Effectiveness and School Improvement. ISSN 0924-3453. 36(3), s. 335–347. doi: 10.1080/09243453.2025.2527723. Fulltekst i vitenarkiv Vis sammendrag

  This editorial introduces the special issue “Beyond Fragmentation: Using Classroom Videos for Cross-Disciplinary and Cross-Methodological Examinations of Teaching Qualities.” The special issue focuses on how different classroom observation frameworks construct findings of teaching quality of a set of video-recorded lessons in mathematics and in language arts from Norwegian eighth-grade classrooms (approximately 14-year-old students). We give an overview of the traditions of analyzing teaching quality within classroom observation studies and how the frameworks in the contributing papers relate to these traditions. Finally, we present the lessons on which all contributors have focused.

• Klette, Kirsti; Luoto, Jennifer Maria; Magnusson, Camilla Gudmundsdatter & White, Mark Christopher (2025). Protocol for Language Arts Teaching Observation (PLATO) as a lens for assessing teaching quality. School Effectiveness and School Improvement. ISSN 0924-3453. 36(3), s. 414–432. doi: 10.1080/09243453.2025.2527728. Fulltekst i vitenarkiv Vis sammendrag

  In this study, we used the Protocol for Language Arts Teaching Observation (PLATO) tool to examine teaching quality in two consecutive Norwegian language arts lessons and two consecutive mathematics lessons to identify key patterns of teaching quality and how aspects of PLATO shaped findings. Our analyses reveal that the mathematics lessons receive consistently high scores on most PLATO elements while the patterns in the language arts lessons are more mixed of high and low scores fluctuating across different parts of the lessons. On the basis of this analysis, we discuss benefits and challenges with PLATO. A major strength of PLATO is the way aspects of teaching quality are conceptualized and defined at the level of elements, supported by precise and detailed rubrics, while challenges include the way PLATO privileges some instructional formats above others and how sequencing of the lessons into 15-min segments impacts findings and patterns identified.

• White, Mark Christopher & Klette, Kirsti (2024). Signal, error, or bias? exploring the uses of scores from observation systems. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. doi: 10.1007/s11092-024-09427-8. Fulltekst i vitenarkiv Vis sammendrag

  Scores from observational measures of teaching have recently been put to many uses within school systems, including communicating a standard of practice and providing teacher feedback, identifying teachers for professional development, monitoring system equity, and making employment decisions. In each of these uses, observation scores are interpreted as representing some aspect of the enacted instruction or teachers’ capacity to enact instruction, as seen through the observation systems lens for understanding teaching quality. The quality of these interpretations, or the extent to which observation scores are composed of a signal that accurately reflects the interpretation, has important implications for the overall validity of uses of observation systems. Starting from an explicit conceptualization of instruction, this paper combines generalizability theory and hierarchical linear modelling approaches to decompose observation scores to explore the extent to which scores from observation systems are composed of signal, error, and bias across four different uses (i.e., teacher feedback, professional development, monitoring system equity, and employment decisions) of scores. We show that the quality of observation scores may depend more on what scores are interpreted as representing (i.e., the proposed use) than on the specific observation rubric being used. Further, we show that rater errors and biases are a major threat to any attempt to interpret observation scores as capturing the observation system’s understanding of teaching quality. We discuss implications for using scores from observation systems.

• Siljan, Henriette Hogga; Magnusson, Camilla Gudmundsdatter & Klette, Kirsti (2024). Lesson openings in Norwegian language arts: a study of how teachers start reading lessons in 8th grade classrooms. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2024.2322966. Fulltekst i vitenarkiv Vis sammendrag

  Although several studies underline the importance of a successful opening of a school lesson to spur students’ interest and facilitate learning, we have limited knowledge about how openings are enacted in classrooms. This study contributes to the sparse research by asking: What characterizes the openings of 58 reading lessons in Norwegian language arts 8th grade classrooms? A key finding is that in most openings, the teachers make academic cognitive moves which help create an academic frame around students’ learning. This mostly entails consolidation moves, where the lesson content is connected to prior knowledge, while explicit learning goals and agendas are provided to a limited degree. Second, few openings contain academic affective moves, where teachers use appetizers to facilitate engagement for the topic. Third, the teachers often engage in formal general pedagogical moves relevant for classroom management and organizational and emotional support. We discuss these findings and their implications for researchers and practitioners.

• Jenset, Inga Staal; Klette, Kirsti; Hammerness, Karen Moore & Canrinus, Esther Tamara (2024). Coherence in teacher education. A case of research-based reform. I Hatlevik, Ida Katrine Riksaasen; Jakhelln, Rachel Elise & Jorde, Doris (Red.), Transforming University-based Teacher Education through Innovation: A Norwegian Response to Research Literacy, Integration and Technology. Routledge. ISSN 9781032667898. s. 61–74. doi: 10.4324/9781032693798-5. Fulltekst i vitenarkiv Vis sammendrag

  This Norwegian-led, internationally relevant edited collection provides new insights into the transformation of teacher education programmes of the future by collating novel and cutting-edge innovations gleaned from ProTed, the Centre for Professional Learning in Teacher Education in Norway. Presenting research findings from a 10-year funded period of innovation and practice, the book discusses the implementation and dissemination of successful innovations to other teacher education institutions, both national and international. Led by direct experiences combined with empirical results, chapters explore a variety of methods that promote best practice within universities and higher education programmes. These include the progression and coherence in programme design, the relationship and partnerships between university campus and schools, teachers' professional identities and communities, integrated teacher education, and the advantages of using video technology in teaching practice for a digital future. Ultimately serving as a useful tool for research-based knowledge to inform policy development, this book will be of interest to researchers, scholars, and postgraduate students in teacher education, higher education, and teacher reform more broadly. Those interested in research design will also find the book useful.

• Klette, Kirsti; Jenset, Inga Staal & Brataas, Gøril (2024). Practice what you teach: Using core practices to improve connections between theory and practice in secondary teacher preparation. I Grossman, Pamela & Fraefel, Urban (Red.), Core practices in teacher education : A global perspective. Harvard Education Press. ISSN 9781682538685. s. 65–80. Fulltekst i vitenarkiv
• Selling, Alexander Jonas Viktor; Klette, Kirsti & Nortvedt, Guri A. (2024). Teachers’ goal communication in Nordic mathematics classrooms. Mathematics Education Research Journal. ISSN 1033-2170. doi: 10.1007/s13394-024-00498-w. Fulltekst i vitenarkiv Vis sammendrag

  Clear learning goals are an integral part of instructional clarity and seen as a factor influencing students’ motivation and learning processes. However, goal communication and the types of goals teachers set are rarely addressed in classroom studies. To further the understanding of these aspects, the purpose of this study was to investigate communicated learning goals in 146 videotaped lessons across 48 Nordic lower-secondary mathematics classrooms. A two-step analysis focusing goal clarity and types of communicated goals was applied to the data. Analyses indicated that the goals were often implicit and vague, and mostly focused on content and procedural skills, rather than on mathematical competencies and applications of mathematics. We conclude that the focus on content and procedures, coupled with implicit learning goals, could obscure the purpose of a lesson.

• Aashamar, Peter Nicolai; Klette, Kirsti & Christensen, Anders Stig (2024). Teaching higher-order thinking in social studies: The role of content coverage and intellectual challenge. Journal of Social Science Education. ISSN 1611-9665. 23(1). doi: 10.11576/jsse-5808. Fulltekst i vitenarkiv Vis sammendrag

  Purpose: The study aimed at investigating the prevalence and characteristics of classroom practices geared at promoting higher-order social studies thinking, and the potential dilemma for teachers between focusing on explaining knowledge to and intellectually challenging students. Design/methodology/approach: A comparative design using data from naturalistic classroom observations of 80 social studies lessons in Denmark, Norway, and Sweden. We deployed the PLATO observation system to systematically measure intellectual challenge and the conceptual complexity of teacher explanations across the three countries. Findings: We found evidence that many teachers promoted higher-order thinking to varying degrees within and across the three countries. Furthermore, Danish, Norwegian, and Swedish teachers seemed to focus on different teaching practices related to higher-order thinking. Practical implications: These findings provide important empirical knowledge about naturally occurring classroom practices in the Nordic context that may be relevant for teachers to reflect on higher-order thinking in social studies.

• Klette, Kirsti & Vollmer, Helmut Johannes (2023). Pedagogical Content Knowledge and Subject Didactics - An International Dialogue. I Ligozat, Florence; Klette, Kirsti & Almqvist, Jonas (Red.), Didactics in a Changing World European Perspectives on Teaching, Learning and the Curriculum. Springer. ISSN 9783031208096. s. 17–34. Fulltekst i vitenarkiv
• Klette, Kirsti (2023). Towards Programmatic Research When Studying Classroom Teaching and Learning. I Ligozat, Florence; Klette, Kirsti & Almqvist, Jonas (Red.), Didactics in a Changing World European Perspectives on Teaching, Learning and the Curriculum. Springer. ISSN 9783031208096. s. 137–158. doi: 10.1007/978-3-031-20810-2_9. Fulltekst i vitenarkiv
• Aashamar, Peter Nicolai & Klette, Kirsti (2023). Powerful knowledge in the social studies classroom and beyond. Journal of Curriculum Studies. ISSN 0022-0272. s. 1–21. doi: 10.1080/00220272.2023.2234427. Fulltekst i vitenarkiv Vis sammendrag

  This article examines how teachers and students connect disciplinary knowledge to contexts outside the classroom in naturally occurring teaching in 80 Nordic lower secondary social studies lessons using a standardized observation manual. We found evidence that teachers often connected disciplinary knowledge to students’ experiences and wider societal issues. However, our findings highlight interesting differences in the extent to which teachers unpack such connections to situations outside of school. Departing from the discussion on powerful knowledge within subject-specific education, we discuss the educational potential and limitations of recontextualising and establishing interactions between horizontal and vertical discourse in social studies teaching. Our findings provide empirical insights that are relevant for the ongoing discussion on powerful knowledge as well as for teachers’ professional development.

• White, Mark Christopher & Klette, Kirsti (2023). What's in a score? Problematizing interpretations of observation scores. Studies in Educational Evaluation. ISSN 0191-491X. 77. doi: 10.1016/j.stueduc.2023.101238. Fulltekst i vitenarkiv Vis sammendrag

  Several recent, large-scale observations of naturally occurring classroom instruction have found consistent patterns in how teaching quality systematically varies across domains of instruction, patterns not found in student survey measures. Teaching quality is highest when examining aspects of classroom management; moderately high when examining aspects of student support; and low when focusing on the quality of the instructional support provided to students. This paper problematizes this interpretation, arguing that observed data patterns could result from dilemmas inherent in measuring teaching quality through observation. In problematizing these conclusions, we highlight the complexity of trying to measure instruction at scale, arguing for the need for caution and consideration of the complexity of measurement when interpreting scores from observation systems.

• Klette, Kirsti (2023). Classroom observation as a means of understanding teaching quality: towards a shared language of teaching? Journal of Curriculum Studies. ISSN 0022-0272. 55(1), s. 49–62. doi: 10.1080/00220272.2023.2172360. Fulltekst i vitenarkiv
• White, Mark Christopher; Luoto, Jennifer Maria; Klette, Kirsti & Blikstad-Balas, Marte (2022). Bringing the conceptualization and measurement of teaching into alignment. Studies in Educational Evaluation. ISSN 0191-491X. 75. doi: 10.1016/j.stueduc.2022.101204. Fulltekst i vitenarkiv Vis sammendrag

  There is a growing use of standardized observation systems to directly measure teaching quality in classrooms. These systems are based on conceptual understandings of teaching that lead to carefully operationalized rubrics that decompose teaching quality into a number of distinct dimensions. In this paper, we argue that measurement and analysis choices used by observation systems may not fully align with the conceptual understandings of teaching upon which observation systems are based. We discuss three key assumptions that undergird many views of teaching quality and highlight how common analytical approaches violate these assumptions, proposing alternative analytical approaches that would better conform to the conceptual understandings of teaching quality. We end with a discussion of the importance of carefully aligning conceptual understandings with measurement approaches.

• Klette, Kirsti (2022). The Use of Video Capturing in International Large-Scale Assessment Studies: Methodological and Theoretical Considerations. I Nilsen, Trude; Stancel-Piątak, Agnes & Gustafsson, Jan-Eric (Red.), International Handbook of Comparative Large-Scale Studies in Education. Springer. ISSN 9783030382988. s. 470–510. doi: 10.1007/978-3-030-88178-8_19. Fulltekst i vitenarkiv Vis sammendrag

  Over the last decade, researchers have used a variety of approaches when trying to assess and measure classroom teaching and learning. In this chapter, I summarize what we know so far when using video observation for large-scale studies on teaching quality. I first discuss issues and challenges to consider when aiming to use videos as an approach to understand teaching quality. These issues include the purpose of the study, the teaching practices captured, the theoretical frameworks of analyses, methodological dilemmas (e.g., subject specificity, the grain size of analyses, scoring specifications and requirements), and the number of lessons necessary for a valid assessment. I then briefly discuss how developments in technologies and social media have paved the way for increased use of video capturing as a means of retrieving and analyzing teaching quality cross-nationally. Finally, I discuss ways of moving forward, including how to use video documentation for the purpose of longitudinal studies, teacher evaluation, and teachers’ professional development.

• Lahn, Leif Christian & Klette, Kirsti (2022). Reactivity beyond contamination. An integrative literature review of video studies in educational research. International Journal of Research & Method in Education. ISSN 1743-727X. doi: 10.1080/1743727X.2022.2094356. Fulltekst i vitenarkiv Vis sammendrag

  The growing interest in video research and new technologies for recording human interaction has stirred debates about intrusiveness and ‘reactivity’ understood as researcher-derived changes in subjects. In addition to a plethora of concepts referring to such effects in extant literature, different ontological and epistemological positions provide contrasting frameworks for interpreting and deciding on methodological guidelines. In this article we discuss these elements, that we have called ‘meta-methodological’, from the standpoints of experimental research, social-constructivism and scientific realism. We combine conceptual analysis and a literature review of video-studies in teaching in order to identify both possible traces of contesting beliefs and to provide a glance at different aspects of ‘reactivity’ that needs to be systematized in the ongoing debates. Whereas the methodological literature underline the importance of such effects, these are rarely reported in the reviewed video studies. Moreover, reactivity is seen as a minor problem in the latter, and we found few instances that validated the effects on the field and on the empirical conclusions. Our article ask for more transparency in field researchers’ judgment about reactivity and mitigating measures.

• Jenset, Inga Staal & Klette, Kirsti (2022). The Many Meanings of Practice-Based Teacher Education: A Conceptualization of the Term. I Menter, Ian (Red.), The Palgrave Handbook of Teacher Education Research. Palgrave Macmillan. ISSN 9783031161926. s. 1–21. doi: 10.1007/978-3-030-59533-3_87-1. Fulltekst i vitenarkiv Vis sammendrag

  eacher education has received increased attention in recent decades and is not only well recognized, but also criticized. Critics argue that teacher education is fragmented and disconnected to practice. Globally, policymakers and scholars emphasize the importance of grounding teacher education more profoundly in practice, but although the terms practice and practice-based are extremely prevalent in teacher-education literature, the terms remain vague. This book chapter conceptualizes the idea of “practice-based teacher education” into four approaches – expertise, reflective, action research, and enactment – and discusses their theoretical grounding and pedagogical implications. By systematizing the field of theory and practice in practice-based teacher Teducation, this chapter contributes to reducing the complexity and vagueness of the concept, thereby nurturing a more specific and precise language and terminology when discussing the many meanings of practice-based teacher education.

• Dalland, Cecilie Pedersen; Blikstad-Balas, Marte; Klette, Kirsti & Roe, Astrid (2022). Hjemmeskole under korona: individuelle oppgaver og høye krav til selvregulert læring. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 4(106), s. 316–330. doi: 10.18261/npt.106.4.4. Fulltekst i vitenarkiv Vis sammendrag

  Fra 12. mars til 15. mai 2020 stengte den norske regjeringen alle grunnskolene i landet for å begrense spredningen av COVID19. Aldri før har så mange elever fått hjemmeundervisning. Vi har gjennomført en spørreundersøkelse med foresatte (N=4642) fra hele landet med barn i grunnskolen, der vi kartlegger deres opplevelse av hjemmeskoletilbudet. Ikke overraskende er det stor variasjon i hvordan hjemmeskole ble gjennomført, og det er også store forskjeller i hvordan de foresatte opplevde denne perioden med nedstenging. Et viktig funn fra studien er at hjemmeskole i stor grad innebar at elevene jobbet individuelt med oppgaver etter en arbeidsplan, noe som forutsetter at elevene enten har høy grad av selvregulering eller svært involverte foresatte. De sosiale mulighetene som digital teknologi muliggjør, ble i liten grad benyttet.

• Luoto, Jennifer Maria; Klette, Kirsti & Blikstad-Balas, Marte (2022). Patterns of instruction in Finnish and Norwegian lower secondary mathematics classrooms. Research in Comparative and International Education. doi: 10.1177/17454999221077848. Fulltekst i vitenarkiv Vis sammendrag

  This paper focuses on patterns of instructional practices in mathematics classrooms in two Nordic contexts, Finland and Norway. While sharing some key features in terms of ways of organizing schooling and education, these two contexts also exhibit interesting differences in instruction at the classroom level. In using a standardized coding manual to systematically analyze features of instruction in 16 classrooms, eight in Helsinki, and eight in Oslo, we found that whole-class instruction dominated in Oslo, and individual seatwork was the main instructional activity in Helsinki. Instruction in Helsinki showed more evidence of clear instructional explanations, connection of new knowledge to existing knowledge, and explicit learning goals; Oslo students had greater opportunities to participate in classroom discourse and peer discussions. This study contributes to the understanding of how similar contexts enact distinct instructional patterns in the classroom, and how these can be related to the aspects of instructional quality.

• Luoto, Jennifer Maria; Klette, Kirsti & Blikstad-Balas, Marte (2022). Possible biases in observation systems when applied across contexts: conceptualizing, operationalizing, and sequencing instructional quality. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. doi: 10.1007/s11092-022-09394-y. Fulltekst i vitenarkiv Vis sammendrag

  Abstract Capturing and measuring instructional patterns by using standardized observation manuals has become increasingly popular in classroom research. While researchers argue that a common vocabulary of teaching is necessary for the field of classroom research to move forward, instructional features vary across classrooms and contexts, which poses serious measuring challenges. In this article, we argue that potential biases embedded in observation systems have to be identified and addressed in order for interpretations of results across different classrooms and contexts to be valid and relevant. We identify three aspects of possible systematic biases (related to the grain size of conceptualization, operationalization, and sequencing of lessons) and how these may influence ratings of instructional quality when an established observation system (the Protocol for Language Arts Teaching Observations [PLATO]) is applied in the contexts of Nordic mathematics classrooms. We discuss implications of such possible biases and make suggestions for how they may be addressed.

• Nissen, Anna; Tengberg, Michael; Svanbjörnsdóttir, Birna María; Gabrielsen, Ida Lodding; Blikstad-Balas, Marte & Klette, Kirsti (2021). Function and use of Literary Texts in Nordic Schools. L1-Educational Studies in Language and Literature (L1-ESLL). ISSN 1567-6617. 21, s. 1–22. doi: 10.17239/L1ESLL-2021.21.02.10. Fulltekst i vitenarkiv Vis sammendrag

  Function and use of literary texts in Nordic schools. Contribution to a special issue Working with Literature in Nordic Secondary Education edited by A.F. Gourvcennec. H. Höglund, M. Johansson, K. Kabel, & M. Sønneland. In this comparative study, naturally occurring literature instruction in Nordic lower secondary school is investigated in order to find out how lessons are organized, to what extent different genres are read and worked upon, and for what subject-specific functions and purposes literary texts are used. Implications for text selection by teachers are discussed. The study relies on four consecutive video-recorded language arts lessons from 102 classrooms in Finland, Iceland, Norway, and Sweden. The function and use of literary texts were investigated by means of video-analysis and statistical comparisons. The analysis clearly indicates that literature plays an important part in Nordic language arts education. In all four countries, narrative fiction texts were favored above other genres. When the aim was to give students joint reading experiences, short stories and excerpts from novels were normally used. Reading literature for the sake of developing comprehension appears to be a dominant function of using literary texts in Nordic lower secondary arts classrooms. The present study also suggests that it is important for Nordic teachers to provide their students with positive reading experiences.

• Blikstad-Balas, Marte; Klette, Kirsti; Roe, Astrid & Dalland, Cecilie Pedersen (2021). Homeschooling in Norway During the Pandemic-Digital Learning with Unequal Access to Qualified Help at Home and Unequal Learning Opportunities Provided by the School. I Reimers, Fernando (Red.), Primary and Secondary Education During Covid-19. Springer. ISSN 9783030815004. s. 177–201. doi: 10.1007/978-3-030-81500-4_7. Fulltekst i vitenarkiv
• 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), s. 268–281. doi: 10.18261/issn.1504-2987-2021-03-02. Fulltekst i vitenarkiv Vis sammendrag

  Å forholde seg til et stadig økende mangfold av tekster er noe av det viktigste skolen kan lære elever – og det er en sentral del av skolefaget norsk. Med utgangspunkt i videodata fra 178 norsktimer undersøker vi i denne artikkelen hvilke læremidler som brukes av norsklærere på åttende trinn. Vi finner at læreboka er det mest brukte læremidlet; spesielt er lærerne trofaste mot lærebokas valg av skjønnlitteratur. Digitale tekster utfordrer i liten grad de mer tradisjonelle tekstene, da lærernes bruk av digitale ressurser i all hovedsak består av PowerPoint-presentasjoner. Når det gjelder bruk av tekstene, finner vi at mangelen på utforskende samtaler og mangelen på kritisk lesing av tekst utgjør en stor utfordring.

• Blikstad-Balas, Marte & Klette, Kirsti (2021). Video i klasseromsforskning. I Andersson-Bakken, Emilia & Dalland, Cecilie Pedersen (Red.), Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse. Universitetsforlaget. ISSN 9788215047508. s. 153–165. Fulltekst i vitenarkiv Vis sammendrag

  Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse Emilia Ingegerd Andersson-Bakken (red.) Cecilie Dalland (red.) Skal du forske på noe av det som foregår i et klasserom, læreres undervisning eller elevers læring? Da står du overfor mange viktige valg. Metodemangfoldet er stort. I denne boken gis forskningsbaserte presentasjoner av forskningsdesign, datainnsamlings- og analysemåter. En rekke erfarne klasseromsforskere har skrevet om sampling, mixed methods, gjenbruk av kvalitative data, intervju, videostimulert intervju, observasjon, bruk av video i klasseromsforskning, spørreundersøkelser, intervensjon og skjermopptak som forskningsmetode i og utenfor klasserommet. Kapitlene omfatter også analyse av videodata, kategorisering og koding i intervju- og observasjonsforskning, innholdsanalyse og elevtekster som empirisk materiale i kvalitative studier. Bokens redaktører er Emilia Andersson-Bakken og Cecilie Dalland, begge førsteamanuenser ved Institutt for grunnskole- og faglærerutdanning, OsloMet. Øvrige bidragsytere er erfarne forskere: Jonas Bakken, Ingrid Rodrick Beiler, Tuva Bjørkvold, Elisabeth Bjørnstad, Marte Blikstad-Balas, Lisbeth M. Brevik, Torgeir Christiansen, Harald Eriksen, Tove Stjern Frønes, Silje Hølland, Kirsti Klette, Nora Elise Hesby Mathé, Andreas Pettersen, Ingvill Krogstad Svanes, Sigrun Svenkerud og Anne Kristin Øgreid.

• 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. Fulltekst i vitenarkiv Vis sammendrag

  Feedback is a prevalent teaching practice in mathematics classrooms, but few studies have documented how mathematics teachers enact feedback in classrooms. We investigated how 47 teachers provided feedback in 172 mathematics lessons in Norwegian lower secondary schools. We analyzed the quality of feedback, the quantity of feedback, and whether the feedback addressed students’ procedural skills, conceptual understanding, or engagement in mathematical practices. Teachers spent large amounts of time providing concrete and specific feedback, most of it addressing procedural skills while conceptual feedback was less common. The study highlights details of feedback relevant for both pre- and inservice mathematics teacher training.

• Carlsten, Tone Cecilie; Throndsen, Inger & Klette, Kirsti (2021). Læringsfremmende vurderingspraksis på ungdomstrinnet: Funn fra TALIS 2018 og LISA-prosjektet. I Björnsson, Julius Kristjan (Red.), Hva kan vi lære av TALIS 2018? Gode relasjoner som grunnlag for læring. Cappelen Damm Akademisk. ISSN 9788202718800. Fulltekst i vitenarkiv
• 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), s. 533–551. doi: 10.1007/s10649-021-10065-w. Fulltekst i vitenarkiv Vis sammendrag

  Feedback provided by mathematics teachers usually addresses procedural skills and, to a much lesser extent, other competencies such as conceptual understanding or engagement in mathematical practices. As most previous literature has studied feedback provided on homework or video prompts, how teachers provide such feedback in the classroom is poorly understood. Here, sixteen lessons taught by five teachers were purposefully sampled from a larger video study (172 lessons) as lessons with high-quality feedback according to a standardized observation instrument. The analysis focused on the instructional situations in which teachers provided feedback. When teachers provided procedural feedback, the situations were orderly and effective. Feedback on conceptual understanding and mathematical practices was provided in situations when students were especially challenged, and entailed a series of complex decisions, thereby placing demands on the teachers to manage both the students’ understanding and behavior. We argue that researchers should focus on how teachers and students negotiate the instructional situation to allow for feedback on conceptual understanding or mathematical practices.

• Blikstad-Balas, Marte; Klette, Kirsti & Tengberg, Michael (2021). Why – and How – Should We Measure Instructional Quality? I Klette, Kirsti; Blikstad-Balas, Marte & Tengberg, Michael (Red.), Ways of Analyzing Teaching Quality.Potentials and Pitfalls. Universitetsforlaget. ISSN 9788215045061. s. 9–20. doi: 10.18261/9788215045054-2021-0. Fulltekst i vitenarkiv
• Klette, Kirsti; Blikstad-Balas, Marte & Roe, Astrid (2021). Observational Scores as Predictors for Student Achievement Gains. I Klette, Kirsti; Blikstad-Balas, Marte & Tengberg, Michael (Red.), Ways of Analyzing Teaching Quality.Potentials and Pitfalls. Universitetsforlaget. ISSN 9788215045061. s. 174–203. doi: 10.18261/9788215045054-2021-06. Fulltekst i vitenarkiv
• Hammerness, Karen; Klette, Kirsti; Jenset, Inga Staal & Canrinus, Esther Tamara (2020). Opportunities to study, practice, and rehearse teaching in teacher preparation: An international perspective. Teachers College Record (TCR). ISSN 0161-4681. 122(11). Fulltekst i vitenarkiv
• Blikstad-Balas, Marte & Klette, Kirsti (2020). Still a long way to go Narrow and transmissive use of technology in the classroom. Nordic Journal of Digital Literacy. 15(1), s. 55–68. doi: 10.18261/issn.1891-943x-2020-01-05. Fulltekst i vitenarkiv Vis sammendrag

  Drawing on 178 video-recorded lessons from 47 lower-secondary classrooms with high technological infrastructure in Norway, the present study sheds light on how and for what purposes teachers use technology in their everyday instruction, providing important insights into what kind of digital literacy practices students experience in a classroom context. Key findings are that teachers’ implementation and uptake of technology in everyday instruction was narrow and limited. Despite good access and high national ambitions for the development of students’ digital competence, teachers’ uptake of the available digital technology was very often limited to supporting traditional teacher-centered practices, with low student participation, suggesting that information and communications technology (ICT) was used for traditional transmissive pedagogy. Teachers’ discourse around ICT in class was practical and technical, rather than conceptual. Further, students’ use of technology mainly revolved around writing digital texts, individually, not the promising pedagogical practices associated with ICT in previous research. These findings show that the implementation of digital technology and the development of digital competence in schools require far more than an ambitious curriculum and a basic digital infrastructure. Structures at a national level are not enough, and there is an urgent need for professional development at the local level to increase the instructional repertoire and the didactical motivation of teachers in relation to digital technology.

• Buchholtz, Nils; Klette, Kirsti & Roe, Astrid (2020). Students’ ratings of instructional quality and achievement in mathematics. I Siller, Hans-Stefan; Weigel, Wolfgang & Wörler, Jan Franz (Red.), Beiträge zum Mathematikunterricht 2020 auf der 54. Jahrestagung der Gesellschaft für Didaktik der Mathematik. WTM-Verlag. ISSN 9783959871396. Fulltekst i vitenarkiv
• Klette, Kirsti (2020). Hva vet vi om god undervisning? Rapport fra klasseromsforskningen. I Krumsvik, Rune Johan & Säljö, Roger (Red.), Praktisk-pedagogisk utdanning – en antologi (2. utg.). Fagbokforlaget. ISSN 9788245033717. s. 183–214. Fulltekst i vitenarkiv
• Canrinus, Esther Tamara; Klette, Kirsti; Hammerness, Karen & Bergem, Ole Kristian (2019). Opportunities to enact practice in campus courses: Taking a student perspective. Teachers and Teaching: theory and practice. ISSN 1354-0602. 25(1), s. 110–124. doi: 10.1080/13540602.2018.1526171. Fulltekst i vitenarkiv Vis sammendrag

  The aim of this article is to explore similarities and differences in teacher candidates’ perceptions of their opportunities to enact practice in university courses in five teacher education programmes, located in Norway, Finland, USA, Cuba, and Chile. Paper and pencil surveys were distributed among candidates (N = 488) to measure their perception of their opportunities to enact practice in campus courses. Across programmes, the students report the least opportunity to examine transcripts of classroom talk or student discussions. They report the most opportunity to talk about their field placement and to plan for their teaching. Using Analysis of Variance, differences between the programmes were studied. Students in a programme which has explicitly made efforts to connect theory and practice over a period of 15 years do report more opportunities to enact practice. Students from a programme that has been constantly working on improvements but not a major redesign conceptualised around coherence, report experiencing fewer opportunities to enact practice. We conclude that teaching practices closely linked to pupils’ understanding might be in need of additional attention in teacher education programmes.

• 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), s. 53–66. doi: 10.1080/1743727X.2018.1563062. Fulltekst i vitenarkiv
• 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), s. 192–205. doi: 10.1177/0022487117737305. Fulltekst i vitenarkiv Vis sammendrag

  Although teacher educators may perceive their program and courses to be coherent, the question remains to what extent student teachers also are able to perceive the linkages within their programs. Coherence within teacher education programs is important for teacher candidates to build understanding of teaching. Our study draws upon survey data from 269 teacher candidates, in three different teacher education programs, located in three different countries (Norway, Finland, United States [California]) and compares these candidates’ perceptions of the coherence of their teacher education programs. Candidates from a program that has explicitly been working on constructing a coherent program over a period of 15 years do report significantly more coherence, yet, across the programs, there remains room for improvement regarding the coherence between field placement and campus courses. We conclude with the suggestion that potential improvement of program coherence lies within greater communication and collaboration between the various stakeholders within teacher education.

• Klette, Kirsti; Hammerness, Karen & Bergem, Ole Kristian (2019). Diversity in coherence: Strengths and opportunities of three programs. Journal of Teacher Education. ISSN 0022-4871. 25(1), s. 110–124. doi: 10.1080/13540602.2018.1526171. Fulltekst i vitenarkiv Vis sammendrag

  Although teacher educators may perceive their program and courses to be coherent, the question remains to what extent student teachers also are able to perceive the linkages within their programs. Coherence within teacher education programs is important for teacher candidates to build understanding of teaching. Our study draws upon survey data from 269 teacher candidates, in three different teacher education programs, located in three different countries (Norway, Finland, United States [California]) and compares these candidates’ perceptions of the coherence of their teacher education programs. Candidates from a program that has explicitly been working on constructing a coherent program over a period of 15 years do report significantly more coherence, yet, across the programs, there remains room for improvement regarding the coherence between field placement and campus courses. We conclude with the suggestion that potential improvement of program coherence lies within greater communication and collaboration between the various stakeholders within teacher education.

• Klette, Kirsti; Blikstad-Balas, Marte; Luoto, Jennifer Maria; Tanner, Marie; Tengberg, Michael & Slotte, Anna [Vis alle 8 forfattere av denne artikkelen] (2018). Justice through participation: student engagement in Nordic classrooms. Education Inquiry. 9(1), s. 57–77. doi: 10.1080/20004508.2018.1428036. Fulltekst i vitenarkiv Vis sammendrag

  In this article, we approach large questions regarding justice and equality in the Nordic classrooms. A substantial body of previous research emphasises the importance of student engagement in teaching and learning. Drawing on video data from Norway, Sweden and Finland, we focus on whole-class teaching, i.e. situations in which the teacher addresses the class from the front of the classroom, to investigate justice trough participation. We have approached our topic through two concerns: student participation in classroom discourse and student engagement as providing access to content. Our findings seem to pose some serious challenges for the Nordic welfare society vision of classrooms as core societal hubs for justice and equality. While whole-class teaching is one of the primary tools available for attempting to achieve justice and equality for all, this interaction format seems to contain inherent constraints that do not support equitable student engagement. Further, the way the Nordic classrooms have responded so far to the massive digitisation in their societies seems to pose serious questions rather than provide comforting answers.

• Klette, Kirsti (2018). A new generation classroom studies. I Osbeck, Christina; Ingerman, Åke & Claesson, Silwa (Red.), Didactic classroom studies A potential research direction. Nordic Academic Press. ISSN 9789188661456. s. 225–243. doi: 10.21525/kriterium.14.k. Fulltekst i vitenarkiv
• Klette, Kirsti; Bell, Courtney A.; Dobbelaer, Marjoleine & Visscher, Adrie (2018). Qualities of classroom observation systems. School Effectiveness and School Improvement. ISSN 0924-3453. s. 3–29. doi: 10.1080/09243453.2018.1539014. Fulltekst i vitenarkiv Vis sammendrag

  Observation systems are increasingly used around the world for a variety of purposes; 2 critical purposes are to understand and to improve teaching. As observation systems differ considerably, individuals must decide what observation system to use. But the field does not have a common specification of an observation system, nor does it have systematic ways of thinking about how observation systems are similar and different. Given this reality and the renewed global interest in observation systems, this article first defines the observation system concept and then presents a framework through which to understand, categorize, and compare observation systems. We apply the framework to 4 well-known observation systems that vary in important ways. The article concludes with a discussion of the results of the application of the framework and some important implications of those findings.

• Klette, Kirsti (2018). Individualism and Collectivism in Nordic Schools - A Comparative Approach. I Witoszek, Nina & Midttun, Atle (Red.), Sustainable Modernity: The Nordic Model and Beyond. Routledge. ISSN 9781138718210. s. 59–79. doi: 10.4324/9781315195964-4. Fulltekst i vitenarkiv
• Klette, Kirsti & Blikstad-Balas, Marte (2018). Observation manuals as lenses to classroom teaching: Pitfalls and possibilities. European Educational Research Journal. 17(1), s. 129–146. doi: 10.1177/1474904117703228. Fulltekst i vitenarkiv Vis sammendrag

  The aim of this paper is to discuss the role of coding and observation manuals in classroom studies. While observation manuals have been a part of the methodological toolkit for measuring various aspects of instruction for decades, the field has also been suffering from ‘paradigm wars’, fragmentation and local production of instruments. Common frameworks for investigating teaching are needed, including observation instruments for teaching that are both generic and subject specific. Such common tools for research developed within an integrated methodological design could help researchers make progress in aggregating knowledge about the impact of different teaching approaches across settings and subjects. This article serves as one such integrative mechanism by summarizing and reviewing existing manuals targeted towards developing knowledge for and in teaching. The analysis provides status, overview and focus of the different observation manuals; additionally, the article discusses how recent developments in instruments and coding procedures might provide increased rigour and a shared vocabulary to talk about teaching. We discuss both pitfalls and possibilities of coding manuals, and argue that if used in a reflexive manner, coding manuals can provide a common language and vocabulary when talking about – and researching – classroom teaching and learning

• Jenset, Inga Staal; Canrinus, Esther Tamara; Klette, Kirsti & Hammerness, Karen (2018). Opportunities to analyse pupils' learning within coursework on campus: A remaining challenge in teacher education. European Journal of Teacher Education. ISSN 0261-9768. 41(3), s. 360–376. doi: 10.1080/02619768.2018.1448783. Fulltekst i vitenarkiv Vis sammendrag

  To support pupils’ learning, teachers must understand what and how their pupils have learned, and teacher education should teach candidates how to do this. This article reports on survey data (n = 270) from three programmes and observation data (N = 104 h) from six programmes, located in Norway, Finland and the US. It examines the candidates’ opportunities to analyse pupils’ learning within their coursework. The authors argue that such opportunities might constitute profound possibilities to examine the complexity of teaching and learning. However, the study finds that the candidates have few opportunities to analyse pupils learning and that the full potential of these opportunities is unrealized. The authors argue for increased, specific attention to pupils’ learning within teacher education coursework, through a pedagogy of teacher education informed by existing research on how to elicit pupils’ learning.

• Jenset, Inga Staal; Hammerness, Karen & Klette, Kirsti (2018). Talk About Field Placement Within Campus Coursework: Connecting Theory and Practice in Teacher Education. Scandinavian Journal of Educational Research. ISSN 0031-3831. s. 1–19. doi: 10.1080/00313831.2017.1415968. Fulltekst i vitenarkiv Vis sammendrag

  Worldwide, scholars and policymakers have called for teacher education to link fieldwork and coursework. This article examines teacher candidates’ opportunities to talk about field placement within their campus coursework as one way of doing so. It reports on survey data (n = 270) and observation data (n = 52 hours) from 3 teacher-education programs in Norway, Finland, and California in the USA. Findings suggest that candidates have extensive opportunities to talk about field placement. However, the characteristics of the talk, the degree of specificity and detail provided, and the level of complexity and connectedness to theory vary extensively. The article argues that, to be generative for professional learning, talk about field placement needs to be systematically scaffolded within a pedagogy of teacher education.

Se alle arbeider i NVA

• Klette, Kirsti; Magnusson, Camilla Gudmundsdatter & Sigurjónsson, Jóhann Örn (2026). Investigating Teaching Quality through Video Capture: Equity and Quality in Nordic Classrooms. Springer Nature. ISBN 9783032068927. doi: 10.1007/978-3-032-06893-4. Fulltekst i vitenarkiv
• Ligozat, Florence; Klette, Kirsti & Almqvist, Jonas (2023). Didactics in a Changing World European Perspectives on Teaching, Learning and the Curriculum. Springer. ISBN 9783031208096. 239 s. Fulltekst i vitenarkiv
• Klette, Kirsti; Blikstad-Balas, Marte & Tengberg, Michael (2021). Ways of Analyzing Teaching Quality.Potentials and Pitfalls. Universitetsforlaget. ISBN 9788215045061. 254 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Selling, Alexander Jonas Viktor; Daltoè, Tosca & Klette, Kirsti (2025). Different Frameworks, Same Goal? A Systematic Comparison of Two Observation Manuals to Measure Teaching Quality. Fulltekst i vitenarkiv
• Klette, Kirsti; Grung, Simen & Jenset, Inga Staal (2024). Metadata for deling og gjenbruk. Eksempel fra skoleforskning. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Blikstad-Balas, Marte; Klette, Kirsti; Mathé, Nora Elise Hesby; Selling, Alexander Jonas Viktor & Ahmadian, Shilan [Vis alle 7 forfattere av denne artikkelen] (2024). Skolens tilstand: Hva skjer i norske klasserom? Fulltekst i vitenarkiv
• Bochynska, Agata; Christiansen, Torgeir & Klette, Kirsti (2024). Towards reusable qualitative data: lessons from the QualiFAIR project. Fulltekst i vitenarkiv
• Bochynska, Agata; Christiansen, Torgeir & Klette, Kirsti (2024). Towards more reusable qualitative data at your local institution. Fulltekst i vitenarkiv
• Klette, Kirsti & Jenset, Inga Staal (2024). Norway. In symposium: Principles Travel. Context Matters. Collaboration Transforms. Fulltekst i vitenarkiv
• Klette, Kirsti; Ligozat, Florence & Almqvist, Jonas (2023). Didactics in a Changing World - Introduction. I Ligozat, Florence; Klette, Kirsti & Almqvist, Jonas (Red.), Didactics in a Changing World European Perspectives on Teaching, Learning and the Curriculum. Springer. ISSN 9783031208096. Fulltekst i vitenarkiv
• Magnusson, Camilla Gudmundsdatter; Klette, Kirsti; Blikstad-Balas, Marte & Luoto, Jennifer Maria (2023). High-Level Classroom Discourse in Language Arts Lessons across Nordic Contexts. Fulltekst i vitenarkiv
• Bochynska, Agata; Christiansen, Torgeir & Klette, Kirsti (2023). Towards reusable qualitative data: lessons from the QualiFAIR project. Fulltekst i vitenarkiv
• Bochynska, Agata; Eskeland, Ragnhild; Lien, Marianne Elisabeth & Klette, Kirsti (2023). Why and how to share qualitative data. Fulltekst i vitenarkiv
• Klette, Kirsti (2023). Alle lærere skal ha godkjent lærerutdanning/Dagsnytt 18 TV. [TV]. Dagsnytt 18 NRK TV. Fulltekst i vitenarkiv
• Klette, Kirsti; White, Mark; Roe, Astrid; Blikstad-Balas, Marte & Tengberg, Michael (2023). Observation manuals as lenses into classroom teaching – towards a common language of instruction? European Association for Research on Learning and Instruction. Fulltekst i vitenarkiv
• Klette, Kirsti; Jenset, Inga Staal & Brataas, Gøril (2023). Using Core Practices to Improve Connections between Theory and Practice in Teacher Education. Fulltekst i vitenarkiv
• Klette, Kirsti & Jenset, Inga Staal (2023). Measuring Teacher Quality:some Nordic experience. Presentation for faculty at University of Pennsylvania. Fulltekst i vitenarkiv
• White, Mark Christopher & Klette, Kirsti (2022). What’s in a Score? Problematizing Interpretations of Observation Scores? Fulltekst i vitenarkiv
• Luoto, Jennifer Maria; Klette, Kirsti & Blikstad-Balas, Marte (2022). Possible biases in observation systems when applied across contexts: Conceptualizing, operationalizing and sequencing instructional quality. Fulltekst i vitenarkiv
• Klette, Kirsti (2022). Standardized observation manuals as lenses into teaching quality: findings from Nordic classrooms using the PLATO manual. Fulltekst i vitenarkiv Vis sammendrag

  Session Standardized instruments and observation manuals as lenses into teaching quality: findings from Nordic classrooms using student perception surveys and the PLATO manual

• Klette, Kirsti (2022). Panel debate at the conference Teacher education of the future, Örebro University. Fulltekst i vitenarkiv
• Klette, Kirsti & Blikstad-Balas, Marte (2022). Observation Manuals as Lenses Into Classroom Teaching and Learning: Toward a Common Language When Studying Classroom Instruction? Fulltekst i vitenarkiv
• Klette, Kirsti & Kvernbekk, Tone (2022). PLATO: Measuring quality and stabilizing a phenomenon (keynote). Fulltekst i vitenarkiv
• Klette, Kirsti (2022). The Use of Video for Teacher Learning. Fulltekst i vitenarkiv
• Klette, Kirsti & Luoto, Jennifer Maria (2022). SYNTEQ Coding workshop. Fulltekst i vitenarkiv Vis sammendrag

  The first day of the conference featured a workshop where researchers applied a coding framework of their choice a video recording from a Nordic classroom, borrowed from the LISA Nordic study. Participants presented their framework and their findings to their workgroup. A total of 12 different frameworks were applied to footage from either a Language Arts or a Mathematics classroom, and were then discussed by the researchers in the group.

• Aronsen, Jan Magnus; Sørensen, Erik Øiolf; Daugstad, Karoline; Nacey, Susan Lee; Tafintseva, Valeria & Beyer, Audun [Vis alle 21 forfattere av denne artikkelen] (2022). Infrastruktur og tjenester for FAIR forskningsdata – Status og forslag til videre arbeid : Sluttrapport fra utredningsgruppen 15.3.2022. Fulltekst i vitenarkiv Vis sammendrag

  Denne rapporten er en av flere leveranser fra utredningen «Felles infrastruktur og tjenester for FAIR forskningsdata», på oppdrag fra Digitaliseringsstyret for høyere utdanning og forskning. Rapporten publiseres på nettstedet openscience.no som er under utvikling som et samlingssted for informasjon om åpen forskning. Hovedredaktør for nettstedet er Sikt – Kunnskapssektorens tjenesteleverandør, og redaksjonsrådet har også medlemmer fra UHR og fra Forskningsrådet. Hovedmålgruppe for nettstedet er de norske forskningsinstitusjonene. Rapporten retter seg mot både forskningsinstitusjoner i universitets- og høyskolesektoren, helsesektoren og instituttsektoren, myndighetsorganer, finansiører og de enkelte forskningsmiljøene.

• Klette, Kirsti; Luoto, Jennifer Maria & White, Mark Christopher (2021). Bringing the Theory and Measurement Into Alignment: Classroom Observation Systems. Fulltekst i vitenarkiv
• White, Mark Christopher & Klette, Kirsti (2021). Rater Error In Standardized Observations of Teaching: Challenges from Latently Continuous Dimensions. Fulltekst i vitenarkiv
• Klette, Kirsti (2021). Invited panel speaker AERA/OECD AERA-OECD Forum The Global Teaching InSights Video Study: Methodology, Data and Research Opportunities. Fulltekst i vitenarkiv
• White, Mark Christopher; Luoto, Jennifer Maria; Blikstad-Balas, Marte & Klette, Kirsti (2021). Bringing the Theory and Measurement of Teaching into Alignment. Fulltekst i vitenarkiv
• Klette, Kirsti (2021). Dr kurs. Gøteborg. Analyzing Teaching Quality: Observational design – Classroom studies in the Educational Sciences. Fulltekst i vitenarkiv
• Klette, Kirsti (2021). Discussant at Measuring Teaching Practices and Teaching Quality: Conceptualizations and Findings From an International Study. Fulltekst i vitenarkiv Vis sammendrag

  The Organisation for Economic Cooperation and Development (OECD) has sponsored the Teaching and Learning International Survey (TALIS) since 2013, offering a unique international perspective on teaching and learning. The TALIS Video Study (TVS), also sponsored by OECD, is an ambitious eight-country research project that complements TALIS by using lesson videos, classroom artifacts, survey questionnaires and student assessments to gain innovative insights into mathematics teaching and learning. This session brings together research from four studies based on the TVS in order to: (a) describe survey-based measures of teacher quality; (b) describe affordances and constraints of various measurement modes; (c) discuss how opportunity to learn interacts with teaching quality and explains student learning and (d) present different conceptualizations of teaching quality measures.

• Klette, Kirsti (2021). Dr kurs Nasjonal Forskerskole (NAFOL): Observasjonsmetodologi og Klasseromsdesign. Fulltekst i vitenarkiv
• Klette, Kirsti (2021). How research on curriculum and instruction contribute to a shared vision of teaching and possible improvement of schooling. Fulltekst i vitenarkiv
• Klette, Kirsti (2021). Classroom observation as a means of understanding teaching quality. Towards a shared understanding of teaching? Fulltekst i vitenarkiv Vis sammendrag

  More than forty years ago, Dan Lortie famously lamented the lack of a common language with which to describe teaching. In this talk, Professor Klette will explore the use of video classroom research and observation protocols could serve as a tool to develop common language and professional vision around teaching and to improve instruction. Observation manuals (e.g. observation systems) as means of analyzing aspects of K-12 teaching and learning have attracted increased interest over the last decade and today scholars seem to agree on some key aspects as central when setting out to investigate teaching and learning in classrooms. In this talk, Klette will give an overview of ‘state of the art’ and developments in research on teaching quality drawing on classroom observation approaches. In her presentation, she reflects on how technological, methodological and theoretical development together with large-scale classroom video studies have paved the way for a new generation for classroom studies. Toward this end, she first sketches out theoretical developments aiming at analyzing teaching quality as well as provide an overview of possible observation manuals. She then summarizes empirical evidence and discuss whether we can talk about a shared language when analyzing teaching and learning in classrooms. Finally illustrating with video clips from authentic classrooms, Klette discusses the fine balance between generic and contextual factor when investigate teaching quality. Once teaching-learning events are conceptualized, operationalized and studied, it also becomes clear that classroom teaching and learning share commonalities while at the same time being complex, situated and culturally bounded. Especially the discussion have concentrated around theoretical underpinnings and the way teaching quality has been conceptualized and operationalized across the different frameworks and approaches. The issue of subject specific versus generic manuals have been disputed along with differences in scoring and sequencing. Finally yet important, empirical evidence and issues of validity will be discussed including the role of contextual versus generic factors. Drawing on recent development in classroom observation studies and conceptual frameworks for analyzing teaching, Klette discuss possibilities and pitfalls when aiming at develop a shared language for teaching.

• Dalland, Cecilie; Blikstad-Balas, Marte; Klette, Kirsti & Roe, Astrid (2020). De minste elevene hadde minst kontakt med lærerne i tiden med hjemmeskole. [Internet]. Forskning.no. Fulltekst i vitenarkiv
• Dalland, Cecilie; Blikstad-Balas, Marte; Roe, Astrid & Klette, Kirsti (2020). Noen snakket med læreren en gang i løpet av flere uker. [Journal]. Aftenposten. Fulltekst i vitenarkiv
• Canrinus, Esther Tamara; Klette, Kirsti & Hammerness, Karen (2019). Perceptions of coherence; The research-practice gap? Fulltekst i vitenarkiv
• Klette, Kirsti (2019). Observation Manuals as Lenses into Classroom Teaching and Learning – Towards a Common Language when Studying Classroom Instruction? Fulltekst i vitenarkiv
• Klette, Kirsti (2019). Ethical by Design: Secure, Accessible and Shareable Video Data. Experiences from Norwegian and Swedish Lower Secondary Classrooms. Fulltekst i vitenarkiv
• Klette, Kirsti; Blikstad-Balas, Marte & Roe, Astrid (2019). LISA Nordic Study: Analyzing teaching quality by combining observational and survey data. Fulltekst i vitenarkiv
• Klette, Kirsti & Roe, Astrid (2019). Conceptualization and level of analyses matter: Using the PLATO manual when analyzing teaching quality. Fulltekst i vitenarkiv
• Canrinus, Esther Tamara; Klette, Kirsti & Hammerness, Karen (2019). Searching for the missing link in coherence. Fulltekst i vitenarkiv
• Klette, Kirsti; Blikstad-Balas, Marte & Roe, Astrid (2019). Observation manuals as lenses into classroom teaching and learning – towards a common language when studying classroom instruction? Fulltekst i vitenarkiv
• Klette, Kirsti (2019). Utfordringer i lærerutdanningen i et internasjonalt perspektiv. Fulltekst i vitenarkiv
• Klette, Kirsti (2019). Ethical by Design: Secure, Accessible and Shareable Video Data Experiences from the LISA study. Fulltekst i vitenarkiv Vis sammendrag

  Paper contribution in the invited symposium: Doing research after the new General Data Protection Regulation. How does it affect new research projects?

• Klette, Kirsti (2019). Towards a common language for teaching? How research on curriculum and instruction provide a common language and professional vision around teaching to improve instruction. Fulltekst i vitenarkiv
• 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? Fulltekst i vitenarkiv Vis sammendrag

  Teaching observation instruments based on research of effective mathematics instruction are increasingly used for teacher evaluations and forms the basis of teacher preparation programs, professional development programs, and student assessments. Because observation instruments now travel across sites, we need research on the cross-cultural validity of these instruments to know how the instruments can be used in other cultures. This study investigates how three mathematics teaching observation instruments from the USA portray the teaching of an algebra lesson in lower secondary school taught by three locally recognized expert teachers from Norway, Finland and the USA respectively. The instruments used were the Reformed Teaching Observation Protocol (RTOP), Mathematics Quality of Instruction (MQI) and the Mathematics Classroom Observation Protocol for Practices (MCOP2). The researchers chose these three instruments based on validity tests and their wide use. The total of three lessons, three researchers’ ratings and three instruments produced 27 observational reports. Audio-recordings of the researchers’ discussions about the rating of the lessons were also made. The data from using the observation instruments, documented conversations, and item level analysis were used to explore how these tools are interpreted, what qualities of teaching the instruments measure across contexts, and what qualities of teaching that were not measured. The three tools were created in the United States and reflect the reforms, standards, and objectives specific to that context. Results from this study indicate the applicability of current instruments to other contexts and shed light on how the instruments construe instructional quality in mathematics.

• Klette, Kirsti (2018). Videotaping institutional contexts that includes children and adolescents (under 16 years old) – implications for consent forms and possible solutions for those unwilling to participate (camera angle, blurring, muting etc.). Fulltekst i vitenarkiv Vis sammendrag

  Seminar devoted to ethics and data protection when using video and audio in research.

• Klette, Kirsti & Nortvedt, Guri-Anne (2022). The Feedback Teachers Provide in Mathematics Lessons and How They Provide It: Feedback Practices in Norwegian Lower Secondary Mathematics Classrooms. Universitetet i Oslo. Fulltekst i vitenarkiv Vis sammendrag

  In this thesis, the candidate describes the oral feedback provided by teachers in mathematics lessons in Norwegian lower secondary school. The aim is to gain knowledge about the quality and quantity of oral feedback and which mathematical aspects are focused on in feedback, as well as increase our understanding of how mathematics teachers fit the feedback to the instructional situation in the lesson. The thesis is part of a classroom video study called Linking Instruction and Student Achievement (LISA). Its main data source is 172 video-recorded mathematics lessons from the school year 2014-2015 taught by 47 teachers from different schools. Article I is a study of the quality, quantity, and mathematical focus of feedback across the 172 lessons. The results were that 70 % of the teachers provided high-quality feedback during the recorded lessons and that 30 % did not. Most feedback addressed procedural skills, but conceptual feedback was also common. Feedback addressing mathematical practices was rare. Article II aims to understand how teachers successfully incorporate high-quality feedback in their teaching. It focuses on five teachers in the LISA sample that received the highest rating on PLATO’s feedback dimension. It found that conceptual feedback and feedback on mathematical practices was provided in two types of instructional situations, when working on cognitively demanding tasks and when students raise mathematical issues. These situations were characterized by being less orderly than the rest of the lesson; the students were confused, and the teacher and students did not understand each other. The article describes how the teachers and students negotiated the situations and the role that feedback played. Article III reports on how more typical lower rated teachers handled the instructional situations identified in Article II. These teachers also worked with their students on cognitively demanding tasks and remediated student issues. Their distinguishing characteristic was that they did not persist in feedback discussions when the students showed discontent or were confused. Rather, they gave procedural feedback that told students how to continue. In sum, these articles contribute knowledge about classroom feedback practices in mathematics. It uncovers a potential inequity in the quality of feedback students receive and adds understanding about how teachers with high-quality feedback practices implement these in the classroom.

• Myrvold, Trine; Dalland, Cecilie Pedersen; Hølland, Silje; Sundtjønn, Trude; Svanes, Ingvill Krogstad & Andersson-Bakken, Emilia [Vis alle 9 forfattere av denne artikkelen] (2022). Hit eit steg og dit eit steg – sakte, men sikkert fremover?: En systematisk kartlegging av premisser for og trekk ved førsteklasse. OsloMet - storbyuniversitetet. ISSN 9788283644500. Fulltekst i vitenarkiv Vis sammendrag

  Rapporten er første delrapport fra evalueringen av Seksårsreformen. Hovedmålet med evalueringen er å belyse de yngste barnas skolehverdag i et 20-års perspektiv, fra Reform 97 og Læreplanverket for den 10-årige grunnskole (L97) til dagens læreplan LK20 (Fagfornyelsen). I rapporten kartlegger vi hva som karakteriserer dagens klasseromspraksiser og trekk ved førsteklasse, samt hvilken styring og satsning som gjøres på arbeidet med de yngste elevene fra skoleleiere og skolelederes side. Rapporten belyser følgende fem sentrale forskningsspørsmål: i. I hvilken grad og hvordan styrer skoleeier og skoleledere arbeidet med de yngste elevene? ii. Hvordan arbeider skoleeiere, skoleledere og lærere for å sikre gode overganger mellom barnehage og skole? iii. Hva kjennetegner organisering og undervisningsformer i dagens førsteklasserom? iv. Hvilke endringer i trekk ved førsteklasse har skjedd de siste 20 årene? v. Hvordan tolker skoleeiere, skoleledere og lærere Fagfornyelsens (LK20) betydning for de yngste elevene?

Se alle arbeider i NVA