Kirsti Klette

• 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 978-3031161926. s. 1–21. doi: 10.1007/978-3-030-59533-3_87-1.
• 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. Fulltekst i vitenarkiv
• 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 978-3-030-38298-8. s. 470–510.
• 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.

• 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
• 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. ISSN 1745-4999. doi: 10.1177/17454999221077848.
• 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. Vis sammendrag

  FromMarch 12 toMay 15, the Norwegian government locked down all educational institutions and ordered distance education in order to limit the transmission of coronavirus. Never have so many children been out of school. To investigate how parents experienced home schooling during this period, we conducted a questionnaire. 4642 parents across the country answered the questionnaire. Not surprisingly, the findings show that there was great variation regarding how home schooling was conducted and how parents experienced home schooling. An important finding is that students mostly worked individually with tasks, which again requires that they can self-regulate. Furthermore, the social opportunities that are made possible by digital technology were little used. Keywords Covid-19, home school, primary school, work plans, self-regulation

• 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 978-82-15-04506-1. s. 174–203. doi: doi.org/10.18261/9788215045054-2021-06.
• 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 978-82-15-04506-1. s. 9–20. doi: 10.18261/9788215045054-2021-0.
• 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. 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.

• 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.

• 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. 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.

• 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. Fulltekst i vitenarkiv
• 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 978-3-030-81500-4. s. 177–201. doi: 10.1007/978-3-030-81500-4_7.
• 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.

• 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 978-82-02-71880-0.
• 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.
• 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 978-3-95987-139-6.
• 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. ISSN 1891-943X. 15(1), s. 55–68. doi: 10.18261/issn.1891-943x-2020-01-05. 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).
• 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
• 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.
• 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.

• 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 (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.
• 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
• 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 978-1138718210. s. 59–79. doi: 10.4324/9781315195964-4.
• 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. ISSN 2000-4508. 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.

• 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
• Blikstad-Balas, Marte; Roe, Astrid & Klette, Kirsti (2018). Opportunities to Write: An Exploration of Student Writing During Language Arts Lessons in Norwegian Lower Secondary Classrooms. Written Communication: an international quarterly of research, theory, and application. ISSN 0741-0883. 35(2), s. 119–154. doi: 10.1177/0741088317751123. Fulltekst i vitenarkiv
• 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
• Klette, Kirsti & Blikstad-Balas, Marte (2018). Observation manuals as lenses to classroom teaching: Pitfalls and possibilities. European Educational Research Journal. ISSN 1474-9041. 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; Klette, Kirsti & Hammerness, Karen (2018). Grounding Teacher Education in Practice Around the World: An Examination of Teacher Education Coursework in Teacher Education Programs in Finland, Norway, and the United States. Journal of Teacher Education. ISSN 0022-4871. 69(2), s. 184–197. doi: 10.1177/0022487117728248. Fulltekst i vitenarkiv
• Klette, Kirsti & Roe, Astrid (2017). Interplay of Texts in Different Modalities. Nordic Journal of Literacy Research. ISSN 2464-1596. 3, s. 6–11. doi: 10.23865/njlr.v3.690. Fulltekst i vitenarkiv
• 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. ISSN 1504-9922. 11(3). doi: 10.5617/adno.4729. Fulltekst i vitenarkiv
• Svanes, Ingvill Krogstad & Klette, Kirsti (2017). Teachers’ instructional practices during pupils’ individual seatwork in Norwegian Language arts. Education Inquiry. ISSN 2000-4508. doi: 10.1080/20004508.2017.1380485. Fulltekst i vitenarkiv
• Klette, Kirsti; Hammerness, Karen Moore & Jenset, Inga Staal (2017). Established and evolving ways of linking to practice in teacher education: Findings from an international study of the enactment of practice in teacher education. Acta Didactica Norge. ISSN 1504-9922. 11(3), s. 1–22. doi: 10.5617/adno.4730. Fulltekst i vitenarkiv
• Dalland, Cecilie & Klette, Kirsti (2016). Individual teaching methods: Work plans as a tool for promoting self-regulated learning in lower secondary classrooms? Education Inquiry. ISSN 2000-4508. 7(4), s. 381–404. doi: 10.3402/edui.v7.28249. Fulltekst i vitenarkiv
• Klette, Kirsti & Hammerness, Karen Moore (2016). Conceptual framework for analyzing qualities in teacher education : looking at features of teacher education from an international perspective. Acta Didactica Norge. ISSN 1504-9922. 10(2), s. 26–52. doi: 10.5617/adno.2646.
• Ødegaard, Marianne; Arnesen, Nina Elisabeth & Klette, Kirsti (2015). Talk and Use of Language i the Sciene Classroom: Characteristic Features, Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS. Springer Publishing Company. ISSN 978-3-319-17301-6. s. 101–112.
• Bergem, Ole Kristian & Klette, Kirsti (2015). Conversations as Learning Tools in Mathematics: What Do Pupils Actually Learn? Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS. Springer Publishing Company. ISSN 978-3-319-17301-6. s. 129–148. doi: 10.1007/978-3-319-17302-3_9.
• Klette, Kirsti (2015). Introduction: Studying Interaction and Instructional Patterns in Classrooms, Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS. Springer Publishing Company. ISSN 978-3-319-17301-6. s. 1–16. doi: 10.1007/978-3-319-17302-3_1.
• Hammerness, Karen Moore & Klette, Kirsti (2015). Indicators of quality in teacher education: Looking at features of teacher education from an international perspective. International Perspectives on Education and Society. ISSN 1479-3679. 27, s. 239–277. doi: 10.1108/S1479-367920140000027013.
• Canrinus, Esther Tamara; Bergem, Ole Kristian; Klette, Kirsti & Hammerness, Karen Moore (2015). Coherent teacher education programmes: taking a student perspective. Journal of Curriculum Studies. ISSN 0022-0272. 49(3), s. 313–333. doi: 10.1080/00220272.2015.1124145.
• Ødegaard, Marianne; Arnesen, Nina Elisabeth & Klette, Kirsti (2015). Talk and Use of Language in the Science Classroom: Characteristic Features, Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS. Springer Publishing Company. ISSN 978-3-319-17301-6. s. 101–112. doi: 10.1007/978-3-319-17302-3_7.
• Klette, Kirsti & Ødegaard, Marianne (2015). Instructional Activities and Discourse Features in Science Classrooms: Teacher Talking and Students Listening or...? Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS. Springer Publishing Company. ISSN 978-3-319-17301-6. s. 17–31. doi: 10.1007/978-3-319-17302-3_2.

Se alle arbeider i Cristin

• Klette, Kirsti; Blikstad-Balas, Marte & Tengberg, Michael (2021). Ways of Analyzing Teaching Quality.Potentials and Pitfalls. Universitetsforlaget. ISBN 978-82-15-04506-1. 254 s.

Se alle arbeider i Cristin

• Klette, Kirsti (2022). The Use of Video for Teacher Learning.
• Klette, Kirsti & Blikstad-Balas, Marte (2022). Observation Manuals as Lenses Into Classroom Teaching and Learning: Toward a Common Language When Studying Classroom Instruction?
• Klette, Kirsti (2022). Panel debate at the conference Teacher education of the future, Örebro University.
• Klette, Kirsti (2022). Standardized observation manuals as lenses into teaching quality: findings from Nordic classrooms using the PLATO manual. 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

• Luoto, Jennifer Maria; Klette, Kirsti & Blikstad-Balas, Marte (2022). Possible biases in observation systems when applied across contexts: Conceptualizing, operationalizing and sequencing instructional quality.
• White, Mark Christopher & Klette, Kirsti (2022). What’s in a Score? Problematizing Interpretations of Observation Scores?
• Klette, Kirsti & Luoto, Jennifer Maria (2022). SYNTEQ Coding workshop. 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.

• Klette, Kirsti & Kvernbekk, Tone (2022). PLATO: Measuring quality and stabilizing a phenomenon (keynote).
• Klette, Kirsti; Luoto, Jennifer Maria & White, Mark Christopher (2021). Bringing the Theory and Measurement Into Alignment: Classroom Observation Systems.
• White, Mark Christopher & Klette, Kirsti (2021). Rater Error In Standardized Observations of Teaching: Challenges from Latently Continuous Dimensions.
• Klette, Kirsti (2021). How research on curriculum and instruction contribute to a shared vision of teaching and possible improvement of schooling.
• Klette, Kirsti (2021). Dr kurs. Gøteborg. Analyzing Teaching Quality: Observational design – Classroom studies in the Educational Sciences.
• Klette, Kirsti (2021). Dr kurs Nasjonal Forskerskole (NAFOL): Observasjonsmetodologi og Klasseromsdesign.
• Klette, Kirsti (2021). Discussant at Measuring Teaching Practices and Teaching Quality: Conceptualizations and Findings From an International Study. 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). Invited panel speaker AERA/OECD AERA-OECD Forum The Global Teaching InSights Video Study: Methodology, Data and Research Opportunities .
• White, Mark Christopher; Luoto, Jennifer Maria; Blikstad-Balas, Marte & Klette, Kirsti (2021). Bringing the Theory and Measurement of Teaching into Alignment.
• Klette, Kirsti (2021). Classroom observation as a means of understanding teaching quality. Towards a shared understanding of teaching? 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. [Internett]. Forskning.no.
• Dalland, Cecilie; Blikstad-Balas, Marte; Roe, Astrid & Klette, Kirsti (2020). Noen snakket med læreren en gang i løpet av flere uker. [Avis]. Aftenposten.
• 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. .
• 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? .
• Klette, Kirsti (2019). Utfordringer i lærerutdanningen i et internasjonalt perspektiv.
• Klette, Kirsti (2019). Ethical by Design: Secure, Accessible and Shareable Video Data Experiences from the LISA study . 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). Observation Manuals as Lenses into Classroom Teaching and Learning – Towards a Common Language when Studying Classroom Instruction?
• Klette, Kirsti (2019). Ethical by Design: Secure, Accessible and Shareable Video Data. Experiences from Norwegian and Swedish Lower Secondary Classrooms.
• Klette, Kirsti & Roe, Astrid (2019). Conceptualization and level of analyses matter: Using the PLATO manual when analyzing teaching quality.
• Klette, Kirsti; Blikstad-Balas, Marte & Roe, Astrid (2019). LISA Nordic Study: Analyzing teaching quality by combining observational and survey data.
• 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? . 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.

• Canrinus, Esther Tamara; Klette, Kirsti & Hammerness, Karen (2019). Searching for the missing link in coherence.
• Canrinus, Esther Tamara; Klette, Kirsti & Hammerness, Karen (2019). Perceptions of coherence; The research-practice gap? .
• Klette, Kirsti (2018). As open as possible, as closed as necessary.
• 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.) . Vis sammendrag

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

• Jenset, Inga Staal; Canrinus, Esther Tamara; Klette, Kirsti & Hammerness, Karen Moore (2018). What is the role of theory and practice in a research-based teacher education? A teacher candidate perspective across five programs.
• Brevik, Lisbeth M.; Blikstad-Balas, Marte & Klette, Kirsti (2017). Conference paper: Instructional practices captured in video recorded classroom observations.
• Brevik, Lisbeth M.; Blikstad-Balas, Marte & Klette, Kirsti (2017). Conference paper: The Quality of Feedback. Instructional practices captured in video recorded classroom observations.
• Roe, Astrid; Klette, Kirsti & Blikstad-Balas, Marte (2017). Assessment of Instructional Quality Across Cultures, Quantitative and Qualitative Studies. New Approaches and Findings: Using classroom videos and student surveys to measuring teaching quality.
• Canrinus, Esther Tamara; Bergem, Ole Kristian; Klette, Kirsti; Hammerness, Karen Moore; Ballester Pedroso, S. & Gonzalez Dosil, C. (2017). Opportunities to enact practice: Taking a student perspective.
• Canrinus, Esther Tamara; Klette, Kirsti; Bergem, Ole Kristian & Hammerness, Karen Moore (2017). A student perspective: Opportunities to enact practice in campus courses.
• Luoto, Jennifer Maria; Klette, Kirsti & Blikstad-Balas, Marte (2017). Mathematics Instruction in Norway and Finland: Representation of Content. Vis sammendrag

  Results were presented from an ongoing video-study of a sample of Norwegian and Finnish secondary mathematics classrooms. Key findings were that in both context teachers focus mostly on procedural explanations and give less attention to conceptual understanding. However we found that teachers' representation of content in the Finnish sample to a higher degree explicitly tied old and new mathematical content and framed the content as learning goals.

• Klette, Kirsti & Blikstad-Balas, Marte (2017). The Normativity of Rating Manuals in the Classroom.
• Blikstad-Balas, Marte; Klette, Kirsti & Roe, Astrid (2017). What opportunities do students have to engage in writing during their language arts lessons?
• Blikstad-Balas, Marte; Klette, Kirsti & Roe, Astrid (2017). Student surveys as measures of instructional quality.
• Klette, Kirsti; Blikstad-Balas, Marte & Roe, Astrid (2017). Using classroom videos and student surveys to measure teaching practice.
• Jenset, Inga Staal; Klette, Kirsti & Hammerness, Karen (2017). Opportunities to Enact Practice Within Coursework on Campus.
• Hjeltnes, Ingrid; Brevik, Lisbeth M. & Klette, Kirsti (2017). Videoobservasjoner av engelskundervisning på ungdomstrinnet. Bedre Skole. ISSN 0802-183X. s. 70–77.
• Dalland, Cecilie; Svenkerud, Sigrun & Klette, Kirsti (2016). Methodological Challenges Concerning Time Segments and Time Scales in Video Studies.
• Svenkerud, Sigrun & Klette, Kirsti (2016). Methodological Challenges Concerning Time Scales and Time Segments in Video Studies.
• Brevik, Lisbeth M.; Klette, Kirsti & Blikstad-Balas, Marte (2016). Conference paper: The Quality of Feedback: Instructional practices captured in video recorded classroom observations.
• Svenkerud, Sigrun & Klette, Kirsti (2016). Methodological Challenges Concerning Time Scales and Time Segments in Video Studies.
• Bakken, Jonas; Andersson-Bakken, Emilia Ingegerd; Klette, Kirsti & Roe, Astrid (2016). Students Contributions in Whole-Class Teaching.
• Brevik, Lisbeth M.; Klette, Kirsti & Blikstad-Balas, Marte (2016). Conference paper: The Quality of Feedback: Instructional practices captured in video recorded classroom observations. Vis sammendrag

  Internationally, little evidence of supporting purposes of classroom assessment exists. In the present study, we investigate feedback practices in language arts classrooms. By comparing video observations from 184 recorded language arts lessons across 46 secondary classrooms in Norway, this study considers the quality of feedback given orally by teachers to students, as well as from students to other students, and students’ self-assessment. The findings suggest that there are substantial differences in the quality of feedback across classrooms, with the majority of teachers providing feedback that is either absent or low. The present study contributes with systematic findings on the quality of feedback in the classroom, and enables an analysis within and across a large number of classrooms and lower secondary schools.

• Canrinus, Esther Tamara; Klette, Kirsti; Hammerness, Karen Moore & Bergem, Ole Kristian (2016). Diversity in coherence: A comparison of coherence across three teacher education programs.
• Canrinus, Esther Tamara; Klette, Kirsti & Hammerness, Karen Moore (2016). Diversity in coherence: A comparison of coherence across three teacher education programs.

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