Kirsti Klette

• Carlsten, Tone Cecilie; Throndsen, Inger & Klette, Kirsti (2021). Læringsfremmende vurderingspraksis på ungdomstrinnet: Funn fra TALIS 2018 og LISA-prosjektet, I: Julius Kristjan Björnsson (red.),  Hva kan vi lære av TALIS 2018? Gode relasjoner som grunnlag for læring.  Cappelen Damm Akademisk.  ISBN 978-82-02-71880-0.  Kapittel 7.
• Stovner, Roar B.; Klette, Kirsti & Nortvedt, Guri A. (2021). The instructional situations in which mathematics teachers provide substantive feedback. Educational Studies in Mathematics.  ISSN 0013-1954. . doi: 10.1007/s10649-021-10065-w
• 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: https://doi.org/10.18261/issn.1891-943x-2020-01-05 Fulltekst i vitenarkiv.
• Buchholtz, Nils; Klette, Kirsti & Roe, Astrid (2020). Students’ ratings of instructional quality and achievement in mathematics, In Hans-Stefan Siller; Wolfgang Weigel & Jan Franz Wörler (ed.),  Beiträge zum Mathematikunterricht 2020 auf der 54. Jahrestagung der Gesellschaft für Didaktik der Mathematik.  WTM-Verlag.  ISBN 978-3-95987-139-6.  Del 3.
• 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)
• Klette, Kirsti (2020). Hva vet vi om god undervisning? Rapport fra klasseromsforskningen, I: Rune Johan Krumsvik & Roger Säljö (red.),  Praktisk-pedagogisk utdanning – en antologi (2. utg.).  Fagbokforlaget.  ISBN 9788245033717.  Kapittel 7.  s 183 - 214
• 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.
• 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
• 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.

• 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; 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.
• 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.
• 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 (2018). A new generation classroom studies, In Christina Osbeck; Åke Ingerman & Silwa Claesson (ed.),  Didactic classroom studies A potential research direction.  Nordic Academic Press.  ISBN 9789188661456.  11.  s 225 - 243
• Klette, Kirsti (2018). Individualism and Collectivism in Nordic Schools - A Comparative Approach, In Nina Witoszek & Atle Midttun (ed.),  Sustainable Modernity: The Nordic Model and Beyond.  Routledge.  ISBN 978-1138718210.  4.  s 59 - 79
• 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 & 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

• Klette, Kirsti; Blikstad-Balas, Marte; Luoto, Jennifer Maria; Tanner, Marie; Tengberg, Michael; Slotte, Anna; Roe, Astrid & Sahlström, Fritjof (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.

• 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), s 19 . doi: 10.5617/adno.4729 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.
• 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.
• 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.
• 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
• Andersson-Bakken, Emilia Ingegerd & Klette, Kirsti (2015). Teachers’ Use of Questions and Responses to Students’ Contributions During Whole Class Discussions: Comparing Language Arts and Science Classrooms, In  Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS.  Springer Publishing Company.  ISBN 978-3-319-17301-6.  chapter 5.  s 63 - 84
• Bergem, Ole Kristian & Klette, Kirsti (2015). Conversations as Learning Tools in Mathematics: What Do Pupils Actually Learn?, In  Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS.  Springer Publishing Company.  ISBN 978-3-319-17301-6.  Chapter 9.  s 129 - 148
• 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
• 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
• Klette, Kirsti (2015). Introduction: Studying Interaction and Instructional Patterns in Classrooms, In  Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS.  Springer Publishing Company.  ISBN 978-3-319-17301-6.  Chapter 1.  s 1 - 16
• Klette, Kirsti & Ødegaard, Marianne (2015). Instructional Activities and Discourse Features in Science Classrooms: Teacher Talking and Students Listening or...?, In  Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS.  Springer Publishing Company.  ISBN 978-3-319-17301-6.  Chapter 2.  s 17 - 31
• Ødegaard, Marianne; Arnesen, Nina Elisabeth & Klette, Kirsti (2015). Talk and Use of Language i the Sciene Classroom: Characteristic Features, In  Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS.  Springer Publishing Company.  ISBN 978-3-319-17301-6.  Chapter 7.  s 101 - 112
• Ødegaard, Marianne; Arnesen, Nina Elisabeth & Klette, Kirsti (2015). Talk and Use of Language in the Science Classroom: Characteristic Features, In  Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS.  Springer Publishing Company.  ISBN 978-3-319-17301-6.  Chapter 7.  s 101 - 112
• Dalland, Cecilie & Klette, Kirsti (2014). Work-Plan Heroes: Student Strategies in Lower-Secondary Norwegian Classrooms. Scandinavian Journal of Educational Research.  ISSN 0031-3831.  58(4), s 400- 423 . doi: 10.1080/00313831.2012.739200
• Pepin, Birgit; Bergem, Ole Kristian & Klette, Kirsti (2014). Rethinking Algebra Teaching in the Light of "Orchestration of Signs" - Exploring the "Equal Sign" in a Norwegian Mathematics Classroom, In Frederick Koon Shing Leung; Kyungmee Park; Derek Holton & David Clarke (ed.),  Algebra Teaching around the World.  Brill|Sense.  ISBN 9789462097063.  Kapittel 3.  s 39 - 57
• Svenkerud, Sigrun; Dalland, Cecilie & Klette, Kirsti (2013). Social positioning in boys’ and girls’ oral presentations. Education Inquiry.  ISSN 2000-4508.  4(4), s 715- 733 . doi: 10.3402/edui.v4i4.23218 Fulltekst i vitenarkiv.
• Bergem, Ole Kristian & Klette, Kirsti (2012). Samtaler som læringsverktøy i matematikk: Hva lærer elevene?, I: Therese Nerheim Hopfenbeck; Marit Kjærnsli & Rolf Vegar Olsen (red.),  Kvalitet i norsk skole: Internasjonale og nasjonale undersøkelser av læringsutbytte og undervisning.  Universitetsforlaget.  ISBN 978-82-15-02004-4.  Kap 16.  s 223 - 237

Se alle arbeider i Cristin

• Klette, Kirsti; Bergem, Ole Kristian & Roe, Astrid (2015). Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS. Springer Publishing Company.  ISBN 978-3-319-17301-6.  195 s.

Se alle arbeider i Cristin

• Dalland, Cecilie; Blikstad-Balas, Marte; Klette, Kirsti & Roe, Astrid (2020, 13. mai). 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, 11. mai). Noen snakket med læreren en gang i løpet av flere uker.  Aftenposten.
• Canrinus, Esther Tamara; Klette, Kirsti & Hammerness, Karen (2019). Perceptions of coherence; The research-practice gap?.
• Canrinus, Esther Tamara; Klette, Kirsti & Hammerness, Karen (2019). Searching for the missing link in coherence.
• 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). Ethical by Design: Secure, Accessible and Shareable Video Data. Experiences from Norwegian and Swedish Lower Secondary Classrooms.
• Klette, Kirsti (2019). Observation Manuals as Lenses into Classroom Teaching and Learning – Towards a Common Language when Studying Classroom Instruction?.
• 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 (2019). Utfordringer i lærerutdanningen i et internasjonalt perspektiv.
• Klette, Kirsti; Blikstad-Balas, Marte & Roe, Astrid (2019). LISA Nordic Study: Analyzing teaching quality by combining observational and survey data.
• 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 & Roe, Astrid (2019). Conceptualization and level of analyses matter: Using the PLATO manual when analyzing teaching quality.
• 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.

• 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.
• 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.

• Blikstad-Balas, Marte; Klette, Kirsti & Roe, Astrid (2017). Student surveys as measures of instructional quality.
• Blikstad-Balas, Marte; Klette, Kirsti & Roe, Astrid (2017). What opportunities do students have to engage in writing during their language arts lessons?.
• 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.
• 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..
• Hjeltnes, Ingrid; Brevik, Lisbeth M. & Klette, Kirsti (2017). Videoobservasjoner av engelskundervisning på ungdomstrinnet. Bedre Skole.  ISSN 0802-183X.  (1), s 70- 77
• Jenset, Inga Staal; Klette, Kirsti & Hammerness, Karen (2017). Opportunities to Enact Practice Within Coursework on Campus.
• Klette, Kirsti & Blikstad-Balas, Marte (2017). The Normativity of Rating Manuals in the Classroom.
• Klette, Kirsti; Blikstad-Balas, Marte & Roe, Astrid (2017). Using classroom videos and student surveys to measure teaching practice.
• 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.

• 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.
• 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.

• Brevik, Lisbeth M.; Klette, Kirsti & Blikstad-Balas, Marte (2016). Conference paper: The Quality of Feedback: Instructional practices captured in video recorded classroom observations..
• Canrinus, Esther Tamara; Klette, Kirsti & Hammerness, Karen Moore (2016). Diversity in coherence: A comparison of coherence across three teacher education programs..
• Canrinus, Esther Tamara; Klette, Kirsti; Hammerness, Karen Moore & Bergem, Ole Kristian (2016). Diversity in coherence: A comparison of coherence across three teacher education programs.
• 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.
• Svenkerud, Sigrun & Klette, Kirsti (2016). Methodological Challenges Concerning Time Scales and Time Segments in Video Studies.
• Bergem, Ole Kristian; Canrinus, Esther Tamara; Klette, Kirsti & Hammerness, Karen Moore (2015). Opportunities to enact practice, taking a student perspective.
• Blikstad-Balas, Marte; Klette, Kirsti & Roe, Astrid (2015). Å koble elevprestasjoner og undervisning. Bedre Skole.  ISSN 0802-183X.  1(1), s 65- 67
• Canrinus, Esther Tamara; Bergem, Ole Kristian; Klette, Kirsti & Hammerness, Karen Moore (2015). Coherentie binnen de lerarenopleiding, de perceptie van de student.
• Svanes, Ingvill Krogstad & Klette, Kirsti (2015). Hva gjør læreren når elevene jobber individuelt? - Læreres veiledning i norsktimer på barnetrinnet.
• Svanes, Ingvill Krogstad & Klette, Kirsti (2015). Teachers’ instructional practices during students’ individual seatwork in primary school.
• Svanes, Ingvill Krogstad & Klette, Kirsti (2015). Teachers’ instructional practices during students’ individual seatwork in primary school.
• Klette, Kirsti (2013). Analysing Video Data: Challenges in analysing video data: Coding procedures and coding approaches.
• Klette, Kirsti (2013). Hva vet vi om god undervisning? Rapport fra klasseromsforkningen.
• Klette, Kirsti (2013). Linking Theory and Practice: Coherence and Assignments in Teacher Educattion -CATE - studien.
• Klette, Kirsti (2013). Nordic Center of Excellence in Education: Justice through Education.
• Klette, Kirsti (2013). Seminar Internasjonale deltagere: Nordic Center of Excellence in Education: Justice through Education.
• Klette, Kirsti (2013). Teori og Praksis i Lærerutdanning: Rapport fra Coherence and Assignments in Teacher Education - CATE - prosjektet.
• Klette, Kirsti (2013). Teori og prakis i lærerutdanninga - foreløpige resultater fra Coherence and Assignments in Teacher Education - CATE prosjektet.
• Klette, Kirsti (2013, 18. september). USA og Cuba krev meir av lærarstudentane enn Norden(http://www.uniforum.uio.no/nyheter/2013/09/usa-og-cuba-har-strengast-krav-til-lerarstudentar.html).  UniForum.
• Klette, Kirsti; Grossman, Pamela & Ligozat, Florence (2013). Coding Manuals as Lenses into Classroom Learning.
• Klette, Kirsti; Hammerness, Karen; Bergem, Ole Kristian; Lotan, Rachel & Jenset, Inga Staal (2013). Measuring Coherence in Teacher Education - the Coherence and Assignments in Teacher Education (CATE) project.
• Andersson, Emilia; Carlsten, Tone Cecilie & Klette, Kirsti (2012). Comparing coding schemes in secondary analyses of video data.
• Andersson, Emilia & Klette, Kirsti (2012). Teachers use of Questions and Responses to Students Contributions during whole class Discussions: Comparing Language Arts and Science Classrooms (Part of Symposium).
• Andersson, Emilia & Klette, Kirsti (2012). Teachers use of Questions and Responses to Students Contributions during whole class Discussions: Comparing Language Arts and Science Classrooms (Part of Symposium).
• Carlsten, Tone Cecilie; Grossman, Pamela & Klette, Kirsti (2012). Blending Observation Protocols: Comparing the PISA+ and PLATO Codebooks in Secondary Video Analyses of Language Arts Classroom Teaching in Norway.
• Carlsten, Tone Cecilie; Grossman, Pamela & Klette, Kirsti (2012). Comparing codebooks: Secondary video analyses of instructional scaffolding in Language Arts classrooms.
• Carlsten, Tone Cecilie & Klette, Kirsti (2012). Classroom Video Research: Secondary Analyses of the PISA+ material (Symposium Organizer's Text).
• Carlsten, Tone Cecilie & Klette, Kirsti (2012). Looking again: "Barcoding" classroom teaching with different pre-coded instruments.
• Carlsten, Tone Cecilie & Klette, Kirsti (2012). Standardizing Classroom Video Observation: Secondary Analyses of the PISA+ Video Study (Symposium introduction).
• Carlsten, Tone Cecilie & Klette, Kirsti (2012). Towards Shared Standards in Classroom Observation.
• Klette, Kirsti (ed.) (2012). The Role of Theory in Educational Research. Vis sammendrag

  This is a report from the seminar "The Role of Theory in Educational Research", arranged by the Norwegian Research Council's program "Norwegian Educational Research towards 2000/Utdanning 2000", arranged at Litteraturhuset, Oslo, March 24, 2011.

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