Kirsti Klette

• 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.  s 1- 13 . doi: 10.1080/1743727X.2018.1563062
• 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.  ISSN 0741-0883.  35(2), s 119- 154 . doi: 10.1177/0741088317751123
• Canrinus, Esther Tamara; Klette, Kirsti; Hammerness, Karen & Bergem, Ole Kristian (2018). Opportunities to enact practice in campus courses: Taking a student perspective.. Teachers and Teaching: theory and practice.  ISSN 1354-0602.  25(1), s 110- 123 . doi: 10.1080/13540602.2018.1526171 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.

• 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
• 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
• 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 - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i 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 - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge.  ISSN 1504-9922.  11(3), s 1- 22 . doi: 10.5617/adno.4730 Fulltekst i vitenarkiv.
• Klette, Kirsti; Hammerness, Karen & Bergem, Ole Kristian (2017). Diversity in coherence: Strengths and opportunities of three programs.. Journal of Teacher Education.  ISSN 0022-4871. . 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 & Roe, Astrid (2017). Interplay of Texts in Different Modalities. Nordic Journal of Literacy Research.  ISSN 2464-1596.  3, s 6- 11 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 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 - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge.  ISSN 1504-9922.  10(2), s 26- 52
• 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.  Sense Publishers.  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
• Klette, Kirsti & Carlsten, Tone Cecilie (2012). Knowledge in teacher learning: New professional challenges, In Karen Jensen; Leif Christian Lahn & Monika Nerland (ed.),  Professional Learning in the Knowledge Society.  Sense Publishers.  ISBN 978-94-6091-992-3.  Chapter 4.  s 69 - 84
• Klette, Kirsti & Dalland, Cecilie (2012). Work-Plan Heroes: Student Strategies in Lower-Secondary Norwegian Classrooms. Scandinavian Journal of Educational Research.  ISSN 0031-3831.  0(0), s 1- 24
• Klette, Kirsti & Smeby, Jens Christian (2012). Professional training and knowledge sources, In Karen Jensen; Leif Christian Lahn & Monika Nerland (ed.),  Professional Learning in the Knowledge Society.  Sense Publishers.  ISBN 978-94-6091-992-3.  8.  s 143 - 162
• Klette, Kirsti & Ødegaard, Marianne (2012). "Teaching Activities and Language use in Science Classrooms, In Doris Jorde & Justin Dillon (ed.),  Science Education Research and Practice in Europe. Retrospective and Prospective.  Sense Publishers.  ISBN 978-94-6091-898-8.  kap 8.  s 181 - 202
• Svenkerud, Sigrun; Klette, Kirsti & Hertzberg, Frøydis (2012). Opplæring i muntlige ferdigheter :. Nordic Studies in Education.  ISSN 1891-5914.  32(1), s 35- 49
• Svennevig, Jan; Tønnesson, Johan; Svenkerud, Sigrun & Klette, Kirsti (2012). Retoriske ressurser i elevers muntlige framføringer :. Rhetorica Scandinavica.  ISSN 1397-0534.  (60), s 6, 68- 89 Vis sammendrag

  Artikkelen presenterer en analyse av 15-åringers muntlige presentasjoner i klasserommet. Hensikten er å undersøke hvordan elevene uttrykker personlig engasjement i stoffet de formidler, og hvordan de søker å etablere kontakt med tilhørerne. Datamaterialet bygger på videoopptak av muntlige presentasjoner i 9. klasse, og analysen er multimodal. Vi ser på kombinasjonen av verbalspråklige ressurser, kroppslige ressurser (blikk, gester og positur) og materielle ressurser (særlig presentasjonsteknologi). Analysen identifiserer de retorisk vellykkede strategiene i elevenes presentasjoner, og løfter frem gode eksempler fra noen norske klasserom.

• Bergem, Ole Kristian & Klette, Kirsti (2010). Mathematical Tasks as Catalysts for Student Talk: Analysing Discourse in a Norwegian Mathematics Classroom, In Yoshinori Shimizu; Berinderjeet Kaur; Rongjin Huang & Davdid Clarke (ed.),  Mathematical Tasks in Classrooms Around The World.  Sense Publishers.  ISBN 978-94-6091-148-4.  Chapter 3.
• Klette, Kirsti (2010). Bllindness to Change Within Processes of Spectacular Change? What Do Educational Researchers Learn from Classroom Studies?, In Andy Hargreaves; Ann Liebermann; Michael Fullan & David Hopkins (ed.),  Second International Handbook of Educational Change, part 2.  Springer.  ISBN 978-90-481-2659-0.  Kap.  s 1001 - 1015
• Klette, Kirsti (2010). "Recipies for Busy Kitchens": Arbetsplaner som lärandeverktyg, I: Inger Eriksson; Viveca Lindberg & Eva Österlind (red.),  Uppdrag Undervisning.  Studentlitteratur AB.  ISBN 978-91-44-05196-3.  Del III.  s 127 - 142
• Klette, Kirsti (2009). Challenges in Strategies for Complexity Reduction in Video Studies. Experiences from the PISA + Study: A Video Study of Teaching and Learning in Norway, In Tomas Janik & Tina Seidel (ed.),  The Power of Video Studies in Investigating Teaching and Learning in the Classroom.  Waxmann Verlag.  ISBN 978-3-8309-2208-7.  Chapter 4.

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

• 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.
• 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.

• Klette, Kirsti & Bergem, Ole Kristian (2012). TALIS Video Study: Report Backround Paper.
• Carlsten, Tone Cecilie & Klette, Kirsti (2011). Retooling the community of judgment: Measuring the content of classroom instruction with precoded instruments.
• Carlsten, Tone Cecilie & Klette, Kirsti (2011). Using the codebooks from PISA+ and PLATO as tools for measuring teaching: An example of current knowledge exchange between the University of Oslo and Stanford University.
• Klette, Kirsti & Lahn, Leif Christian (2011). Teachers’ professional learning. Examining ”communities of practice".
• Klette, Kirsti; Lund, Andreas; Knudsen, Geir; Mathiassen, Ketil; Jenset, Inga Staal; Vinjar, Mari Bjørnsdotter; Olsen, Anne Lykkebo; Bratland, Lene Dolva & Carlsten, Tone Cecilie (2011). Fagvisjoner i pedagogisk praksis: Program for Utdanning av Pedagogiske faglærere ved ILS (PUPILS). Sluttrapport fra utredningskomitéen for en modell for fornying av lærerutdanningen ved Institutt for lærerutdanning og skoleforskning ved UiO.
• Carlsten, Tone Cecilie & Klette, Kirsti (2010). Retooling the Community of Judgment: Observing Classroom Instruction with Teacher Logs (accepted paper).
• Carlsten, Tone Cecilie & Klette, Kirsti (2010). Useful and useless knowledge in teacher learning. New challenges for newly qualified teachers.
• Klette, Kirsti; Lie, Svein; Ødegaard, Marianne; Anmarkrud, Øistein; Bergem, Ole Kristian; Arnesen, Nina Elisabeth & Roe, Astrid (2008). Rapport fra prosjektet PISA+.

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