Nani Teig

• Martin, Andrew J.; Malmberg, Lars-Erik; Holliman, Andrew J.; Teig, Nani; Putwain, David W. & Collie, Rebecca J. [Vis alle 10 forfattere av denne artikkelen] (2026). Academic buoyancy and adaptability: A multisample study of reciprocal effects. Journal of Educational Psychology. ISSN 0022-0663. doi: 10.1037/edu0001073. Fulltekst i vitenarkiv Vis sammendrag

  Students’ capacity to effectively respond to academic challenge (buoyancy) and change (adaptability) is important for their academic and social-emotional well-being. To date, buoyancy and adaptability have been operationalized as correlated predictors of well-being outcomes, with no empirical consideration given to their potential influence on each other over time. Harnessing conservation of resources theory and data from six two-wave studies totaling 5,931 school students, we investigated this question via six cross-lagged panel analyses (one for each study). Across the six analyses, findings demonstrated reciprocal effects such that buoyancy and adaptability mutually reinforced each other over time. In addition to offering further conceptual and empirical clarification of buoyancy and adaptability, the findings suggest that practice efforts to support students’ buoyancy and adaptability will not only benefit these constructs directly but also mutually reinforce each other over time.

• Kahraman, Nurcan; Teig, Nani & Ding, Yi (2026). Profiles of social and emotional skills in adolescents: The role of demographic backgrounds, school climate and academic achievement. British Journal of Educational Psychology. ISSN 0007-0998. doi: 10.1111/bjep.70111. Fulltekst i vitenarkiv Vis sammendrag

  Background Social and emotional skills (SES) are key predictors of students' academic success and well-being, yet how these skills cluster and vary across student groups remains underexplored in non-Western contexts. Aims This study identified distinct SES profiles among Turkish adolescents and examined which demographic characteristics and school climate factors are associated with these profiles, as well as their links to achievement in reading, mathematics and science. Sample The analyses used nationally representative data from 7250 15-year-old students in Türkiye participating in PISA 2022. Methods Latent profile analysis (LPA) was conducted using students' self-reported SES indicators. Multinomial logistic regression was used to examine predictors of profile membership, and achievement differences across profiles were tested using the Bolck–Croon–Hagenaars (BCH) method with pooled Wald chi-square tests. Results Five distinct SES profiles were identified: Empathic but Overwhelmed, Withdrawn and At-Risk, Average Majority, Assertive Explorers and Compassionate Collaborators. Gender and socioeconomic status were significant predictors: girls were more likely to belong to empathy- and collaboration-oriented profiles, while students from advantaged families were overrepresented in adaptive groups. Immigration-related variables showed limited significant relations. Strong teacher–student relationships and a sense of belonging were linked to higher SES profiles. The Assertive Explorers and Compassionate Collaborators achieved the highest scores across all subjects, whereas the Withdrawn and At-Risk group had the lowest. Conclusions The findings demonstrate that adolescents' SES clusters into distinct, context-sensitive configurations that shape their academic performance. Tailored educational strategies that foster self-regulation, perseverance and a sense of belonging may enhance both emotional well-being and learning outcomes.

• Truong, Nhu; Teig, Nani; Danielsson, Anna & Anderhag, Per (2026). Academic resilience in science: An examination of high achievers from low socioeconomic backgrounds. LUMAT: International Journal on Math, Science and Technology Education. 14(2). doi: 10.31129/LUMAT.14.3.3105. Fulltekst i vitenarkiv Vis sammendrag

  Research on academic resilience has gained attention for its potential to promote equitable opportunities, especially for socioeconomically disadvantaged students who face significant barriers. Yet, research on factors supporting academic resilience in science specifically across different cultural contexts remains limited. This study investigates academic resilience in science among secondary school students in two socio-culturally distinct countries, Sweden and Vietnam. It examines how students’ motivation to learn science and perceptions of school science differ between academically resilient and non-resilient students in each country. The analysis utilises data from the 2015 Programme for International Student Assessment (PISA) science cycle, involving 5,458 students from 202 Swedish schools and 5,826 students from 188 Vietnamese schools. The findings show a lower proportion of academically resilient students in Sweden (36.19%) compared to Vietnam (59.89%). Despite socio-cultural differences, both countries share common factors contributing to resilience in science, including enjoyment of science, science self-efficacy, teacher support, and a sense of belonging. However, several factors distinguishing resilient from non-resilient students vary between these countries, which are pertinent not only to students but also to teachers and their teaching approaches. This study underscores the importance of discipline-specific and contextually relevant approaches for fostering academic resilience in science education, particularly among disadvantaged youth. Adapting interventions to align with cultural and contextual needs can enhance equitable science learning outcomes.

• Teig, Nani; Ye, Wangqiong; Caro, Daniel & April, Daniel (2026). Academic resilience of disadvantaged students in 58 countries: The role of early home learning activities and instructional clarity. Studies in Educational Evaluation. ISSN 0191-491X. 89. doi: 10.1016/j.stueduc.2026.101604. Fulltekst i vitenarkiv Vis sammendrag

  Academic resilience refers to students’ ability to succeed academically despite socioeconomic adversity. This study investigates how early home learning activities and teachers’ instructional clarity interact to support disadvantaged students’ resilience in mathematics and science. Using data from 308,609 fourth graders across 58 countries in the Trends in International Mathematics and Science Study (TIMSS) 2019, resilient students were identified with both cross-national and within-country thresholds. Results show large variation across countries and subjects, with mathematics generally yielding higher resilience share than science. Pooled moderation analyses revealed compensatory effects: instructional clarity was especially beneficial for students with limited early home learning, while within-country analyses more often showed synergistic effects, where both supports reinforced one another. These findings underscore that resilience is context-specific and shaped by the alignment between home and school environments. Policymakers and educators should strengthen both supports individually while fostering their complementarity to enhance disadvantaged students’ resilience in mathematics and science.

• Teig, Nani; Nilsen, Trude & Hansen, Kajsa Yang (2025). Revisiting Effective and Equitable Teacher Practice in the Nordic Context: Unpacking Complexity in Response to Kang (2025). Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 21(2), s. 267–275. doi: 10.5617/nordina.12501. Fulltekst i vitenarkiv Vis sammendrag

  This article responds to Dr. Jingoo Kang’s review of Effective and Equitable Teacher Practice in Mathematics and Science Education: A Nordic Perspective Across Time and Groups of Students (Teig et al., 2024). It clarifies and extends the discussion of equity in Nordic education. We address four main critiques: (1) the use of home language as a proxy for immigrant background, (2) the interpretation of teaching quality in high- and low-SES contexts, (3) the omission of gender as a dimension of equity, and (4) the neglect of non-cognitive outcomes. Our response explains the rationale behind these methodological choices while recognizing their limitations. We also point to future directions, including stronger attention to gender equity, greater focus on socio-emotional factors, and deeper examination of the challenges faced by disadvantaged schools. By engaging with these critiques, the article aims to foster ongoing dialogue on equity and effective teaching in Nordic mathematics and science education.

• Kang, Jingoo & Teig, Nani (2025). Which science matters? The role of biology, chemistry, physics, and earth science in shaping students’ environmental attitudes and behaviours. International Journal of Science Education. ISSN 0950-0693. s. 1–21. doi: 10.1080/09500693.2025.2579584. Fulltekst i vitenarkiv Vis sammendrag

  Promoting environmental responsibility is a central aim of science education, as addressing today’s environmental challenges requires not only scientific knowledge but also attitudes and behaviours that support sustainable action. However, limited research has examined how different science disciplines contribute to students’ environmental attitudes and behaviours. Thus, this study investigates how secondary students’ knowledge, interest, and confidence in biology, chemistry, physics, and earth science relate to their environmental attitudes (preservation and utilisation) and self-reported environmental behaviours. Using structural equation modelling, we analyzed Finnish data (N = 5,880) from TIMSS 2023 to examine how cognitive and motivational factors in each science subject predict environmental outcomes. The findings reveal that biology plays a particularly important role: students’ knowledge, interest, and confidence in biology were consistently associated with stronger preservation attitudes and more responsible environmental behaviours. Chemistry also showed positive associations with preservation-oriented views and actions. In contrast, physics was more strongly linked to utilisation attitudes and showed mixed effects on behaviour. Earth science was associated with more utilisation-focused and less preservation-oriented views. These results suggest that science subjects shape students’ environmental perspectives in distinct ways, and not all disciplines equally promote environmental responsibility. Implications for science education and curriculum design are discussed.

• Nilsen, Trude; Ye, Wangqiong & Teig, Nani (2025). Utvikling av ulikheter i utdanningen over tid. I Kaarstein, Hege & Lehre, Anne- Catherine W G (Red.), Hva TIMSS forteller om norsk skole: Sekundæranalyser av TIMSS-undersøkelsen. Cappelen Damm Forskning. ISSN 9788202869137. s. 21–46. doi: 10.23865/cdf.274.ch2. Fulltekst i vitenarkiv Vis sammendrag

  Økende ulikhet i utdanningen utfordrer demokratiske prinsipper og sosial mobilitet, men forskningen på langtidstrender, spesielt etter covid-19- pandemien og med bredere ulikhetsmål, er begrenset. Denne studien undersøker utviklingen av ulikheter i matematikkprestasjoner på 8. og 9. trinn i norsk skole fra 1995 til 2023. Den analyserer endringer i sammenhengen mellom elevers sosioøkonomiske status (SØS) og prestasjoner, både på elev- og klassenivå, samt utviklingen i andelen faglig resiliente elever (elever med lav SØS, men høye prestasjoner). Studien benytter TIMSS-data fra syv sykluser (fra 1995 til 2023) og analyserer sammenhengen mellom SØS og prestasjoner i matematikk ved hjelp av ett- og tonivå strukturell ligningsmodellering og lineær regresjon, samt beregner andelen resiliente elever. Resultatene indikerer en økende sammenheng mellom SØS og matematikkprestasjoner på elevnivå og muligens økte forskjeller på klassenivå. Andelen resiliente elever sank fra ca. 18 prosent i 1995 til ca. 12 prosent i 2023. Samlet sett peker funnene mot økende ulikheter over perioden, også under pandemien, med et unntak for perioden 2003–2007. Funnene understreker et presserende behov for forsterket innsats og koordinerte politiske tiltak fra både skole og samfunn for å motvirke økende utdanningsulikhet og sikre reelt like muligheter for alle elever.

• Senden, Bas; Jentsch, Armin; Teig, Nani; Nilsen, Trude; Fauskanger, Janne & Frågåt, Thomas [Vis alle 16 forfattere av denne artikkelen] (2025). Context matters: adapting and validating the TEDS-instruct observation instrument assessing teaching quality for its use in Norwegian primary education. Frontiers in Education. 10. doi: 10.3389/feduc.2025.1483092. Fulltekst i vitenarkiv Vis sammendrag

  The current investigation aims to adapt and validate the Teacher Education and Development Study-Instruct observation instrument for assessing teaching quality in new contexts: Norwegian Grade 6 mathematics and science lessons. More specifically, the article examines content validity and reliability in the new contexts using a multi-methods approach, involving the Delphi technique and generalizability theory. Findings suggest that while the core components of the instrument are relevant in the new contexts, specific adaptations are necessary to capture teaching quality in a more nuanced and meaningful way. Based on the findings, specific adaptions are made to the instrument. Finally, recommendations for developing and using the instrument in the new contexts are provided. The current investigation underscores the importance of contextual sensitivity in the assessment of teaching quality.

• Nilsen, Trude; Senden, Bas; Ye, Wangqiong; Jentsch, Armin; Teig, Nani & König, Johannes (2025). Mathematics teaching quality in classrooms of different compositions in Norway. ZDM: Mathematics Education. ISSN 1863-9690. doi: 10.1007/s11858-025-01722-y. Fulltekst i vitenarkiv Vis sammendrag

  Educational inequalities are increasing globally, including in Norway. Many studies have highlighted the importance of teaching quality (TQ) in reducing these inequalities. However, it remains unclear how different classroom compositions shape TQ and how TQ is distributed between advantaged and disadvantaged classrooms in Norway. This knowledge is crucial for teacher education and educational policy, especially given that substantial compensatory funding is allocated to schools with high proportions of disadvantaged students. The present study examined the association between classroom composition and TQ in mathematics. We also examined the distribution of TQ and the number of teachers per classroom across classrooms of diverse compositions (in terms of socio-economic status (SES) and immigrant background). Two-level structural equation modelling was used to analyze data from a representative sample of 5th-graders from Norway (N = 3951) and Oslo (N = 922). To contextualize the results in terms of segregation and educational inequality across classrooms, the study also estimated the compositional effects of SES and immigration backgrounds on mathematics achievement across these classrooms. To examine the characteristics of TQ more deeply, we also analyzed video observations from a subsample of 15 Oslo classrooms (121 twenty-minute segments) using the TEDS-Instruct observational instrument. Findings from student questionnaires and the video study were consistent. Low-SES classrooms and those with many immigrants showed higher cognitive activation, a more supportive climate, and more teachers per classroom. In contrast, high-SES classrooms and those with few immigrants exhibited higher levels of classroom management. Implications for teacher education and further research are discussed.

• Jentsch, Armin; Senden, Bas; Teig, Nani; Nilsen, Trude; König, Johannes & Kaiser, Gabriele Agnes Hildegard (2025). Using Generalizability Theory to examine the effects of presentation order on classroom observation scores. Frontiers in Education. 10. doi: 10.3389/feduc.2025.1547204. Fulltekst i vitenarkiv Vis sammendrag

  Background: Scores from classroom observations serve as important pieces of information for educational researchers, practitioners, and policymakers. However, scoring procedures typically remain untested. This study aims to investigate the effect of sequential and nonsequential scoring of lesson segments from videotaped Norwegian mathematics and science classrooms. Methods: Using a cross-over design, we randomly assigned four raters to score 30 videotaped lessons in sequential (SEQ) or nonsequential (NON) 20-min segments. We explored means as well as correlations across conditions and conducted Generalizability Studies (G Studies) to estimate the precision of scores. Results: We found marginal fluctuations in scores across conditions, and correlation analysis indicated similar rankings of lessons and classrooms. However, G Studies reveal that nonsequential scoring captures a greater proportion of between-classroom variance, while sequential scoring captures more variance between lessons. This also implies that the precision of scores varies across conditions and the unit of analysis. Conclusion: The findings suggest that scoring procedures could affect decision-making drawing on scores from classroom observation. We argue, however, that results depend to some extent on the observation system used to generate the scores. Therefore, we encourage researchers to replicate our findings with other observation systems.

• Ye, Wangqiong; Teig, Nani & Blömeke, Sigrid (2024). Systematic review of protective factors related to academic resilience in children and adolescents: unpacking the interplay of operationalization, data, and research method. Frontiers in Psychology. 15. doi: 10.3389/fpsyg.2024.1405786. Fulltekst i vitenarkiv Vis sammendrag

  Identifying protective factors that promote academic resilience is vital. Nevertheless, due to the variations in the operationalizations of academic resilience, timeframes, data sources, and employed research methods, it remains unclear whether the impact of protective factors identified across studies can be attributed to the factors themselves or to these variations. By addressing these uncertainties, this study aims to provide an overview of the protective factors that have been extensively investigated in academic resilience and their degree of influence. A literature search found 119 empirical studies on protective factors in education settings for children and adolescents. The review analyzed five protective factors groups (individual, family, school, peer, community), three operationalizations of academic resilience (simultaneous, progressive, instrumental), two timeframes (longitudinal, non-longitudinal), three data sources (self-collected, national/local assessments, international large-scale assessments), and commonly employed research methods. The studies analyzed in this review yielded mixed results regarding the impact of the examined protective factors, with measurement instruments and statistical power playing a significant role in explaining the variations. Individual and school-level characteristics emerged as the most well-studied protective factors; individual characteristics were often investigated through “instrumental” operationalization and structural equational models, whereas school-level characteristics were typically explored through “simultaneous” or “progressive” operationalizations and multilevel modeling. Approximately 31 and 16% of the studies utilized national assessments and international large-scale assessment data, respectively. Both data sources promoted the exploration of school-level factors, with the former facilitating the exploration of protective factors across time and the latter contributing to the investigation of teaching-related factors.

• Kjeldsen, Christian Christrup; Nilsen, Trude; Hiltunen, Jenna & Teig, Nani (2024). Introduction: Student Achievement and Equity Over Time in the Nordic Countries. IEA Research for Education. ISSN 2366-1631. s. 1–19. doi: 10.1007/978-3-031-49580-9_1. Fulltekst i vitenarkiv Vis sammendrag

  This chapter introduces the importance of promoting fair, effective, and equitable teacher practice for both individual students and society in general. It presents the rationale, aims, and organizational structure of the book. The chapter provides an overview of the similarities and differences across the Nordic welfare states, focusing on aspects such as population composition, student characteristics, and student performance in mathematics and science to offer a backdrop for policymaking aimed at enhancing effective and equitable teacher practices. The main argument of this chapter, and indeed the entire book, revolves around the necessity of evaluating teacher practices by investigating their contribution not only to student learning outcomes (effectiveness) but also their potential in reducing the gaps in educational outcomes among students with diverse backgrounds (equity), including gender, socioeconomic status, and home language. This approach to evaluating teacher practice holds substantial relevance for the development of educational policy and practice.

• Teig, Nani; Nilsen, Trude & Hansen, Kajsa Yang (2024). Theoretical Framework of Teacher Practice. IEA Research for Education. ISSN 2366-1631. s. 21–33. doi: 10.1007/978-3-031-49580-9_2. Fulltekst i vitenarkiv Vis sammendrag

  Teacher practice encompasses a wide range of aspects pertaining to the work and responsibilities of teachers within an academic setting. This book focuses specifically on three fundamental aspects of teacher practice that directly impact student learning: the content taught by teachers (referred to as content coverage), the way teachers deliver instruction (referred to as teaching quality), and the approaches employed by teachers to assess their students’ progress (referred to as assessment practice). Despite the pivotal role these aspects play in shaping students’ learning experiences, their interrelationship remains insufficiently explored in existing literature. To address this gap, this chapter begins by examining the three aspects of teacher practice independently, recognizing the importance of understanding their individual contributions. These aspects form the pillars of a theoretical framework that serves as the foundation for the empirical chapters presented in this book. Next, the interplay among content coverage, teaching quality, and assessment practices in creating effective learning experiences is then examined. Finally, the chapter presents the theoretical model of Potential Educational Experiences. This model integrates the three aforementioned aspects, revealing a dynamic mechanism that links teacher practice with student learning outcomes.

• Hansen, Kajsa Yang; Rolfe, Victoria & Teig, Nani (2024). Examining the Role of Teaching Quality and Assessment Practice in Reducing Socioeconomic and Ethnic Inequities in Mathematics Achievement. IEA Research for Education. ISSN 2366-1631. s. 251–276. doi: 10.1007/978-3-031-49580-9. Fulltekst i vitenarkiv Vis sammendrag

  This study explores the role of teacher practices in mathematics classrooms on mitigating socioeconomic and ethnic inequalities in mathematics performance across Nordic countries. It specifically examines teaching quality, formative assessment practices, content coverage, and teachers’ emphasis on academic success in Denmark, Finland, Norway, and Sweden. By analyzing IEA’s Trends in International Mathematics and Science Study (TIMSS) 2019 grade four data with a two-level structural equation modelling technique, the study reveals that the socioeconomic and ethnic contexts within classrooms significantly influence students’ mathematics achievement. Students attending schools or classrooms with a higher proportion of native students and a higher socioeconomic status experience a reduced effect of family background on their achievement. Positive correlations exist between classroom sociodemographic contexts, particularly the socioeconomic composition, and teachers’ emphasis on academic success. However, the impact of teachers’ instructional and formative assessment practices, as well as content coverage, on mathematics achievement is largely insignificant, except in Norway. Formative assessment practices in Norway have been effective in reducing performance differences between native and immigrant students. This compensatory effect of formative assessment practices is strengthened by the classroom’s socioeconomic context and the teachers’ emphasis on students’ academic success. The study highlights the importance of considering the classroom context and its sociodemographic composition when addressing socioeconomic and ethnic disparities in mathematics achievement across Nordic countries.

• Teig, Nani & Luoto, Jennifer Maria (2024). Teaching Quality and Assessment Practice: Trends Over Time and Correlation with Achievement. IEA Research for Education. ISSN 2366-1631. s. 155–186. doi: 10.1007/978-3-031-49580-9_5. Fulltekst i vitenarkiv Vis sammendrag

  Teaching quality and assessment practices have emerged as crucial factors that influence students’ outcomes, generating a growing interest in research. This chapter contributes to this expanding field by investigating trends in teaching quality and assessment practice over time, and the relations between these aspects of teacher practice with student achievement in mathematics and science across Nordic countries. Analyses of IEA’s Trends in International Mathematics and Science Study (TIMSS) 2011 to 2019 grade four data reveal an overall decline in some aspects of teaching quality and assessment practice, especially in instructional clarity and homework assignments. By analyzing TIMSS 2019 data, this study also uncovers similar patterns of teaching quality, while the patterns of assessment practice vary among countries. Homework assignments were more common in mathematics than science, with the highest frequency in Finland, but often requiring only 15 min or less to complete. Furthermore, multilevel structural equation modeling analyses showed positive relations between student achievement and aspects of teaching quality, including classroom management, teacher support, and instructional clarity. Nonetheless, only a few aspects of teacher assessment practice were related to student achievement. Findings are discussed within the context of existing research on teacher practice, providing implications for educators, policymakers, and stakeholders seeking to improve teaching and learning experiences in mathematics and science.

• Nilsen, Trude & Teig, Nani (2024). Discussions of Findings on Teacher Practice Across Countries, Time, and Chapters. IEA Research for Education. ISSN 2366-1631. s. 277–293. doi: 10.1007/978-3-031-49580-9_10. Fulltekst i vitenarkiv Vis sammendrag

  This final chapter discusses the findings from the empirical chapters of the book that focus on different aspects of teacher practice: what teachers teach (content coverage), how teachers teach (teaching quality), and how teachers assess their students (assessment practice). It begins by summarizing the findings from each chapter. Next, the chapter discusses the findings on content coverage by comparing the results across chapters and in light of previous research. A similar comparative discussion is provided for the findings on teaching quality and assessment practices. These discussions place a strong emphasis on the relationships between the three aspects of teacher practice and student achievement, the changes in teacher practice over time, and whether these changes are related to the changes in achievement. The interplay between teacher practice and educational equality is also explored. Subsequently, the chapter addresses the reliability and validity of the findings, reflecting on the conceptual structure of the book and the varying methodological approaches applied in the chapters. Lastly, this chapter outlines the contributions of the book and offers some concluding remarks, with a special emphasis on educational policy. This book seeks to provide valuable insights for researchers, policymakers, and educators to better understand and address the challenges facing today’s educational systems.

• Nilsen, Trude & Teig, Nani (2024). Analytical Framework. IEA Research for Education. ISSN 2366-1631. s. 35–56. doi: 10.1007/978-3-031-49580-9_3. Fulltekst i vitenarkiv Vis sammendrag

  This chapter offers a comprehensive overview of the Trends in International Mathematics and Science Study (TIMSS) and its design. We discuss the various aspects of the methodology used in this book, such as the reliability and validity of the constructs examined, the data preparation process, measurement invariance testing, and other analytical approaches that were employed, including structural equation modeling (SEM) and confirmatory factor analysis (CFA). While there are necessary deviations in operationalizing constructs and changes in items across cycles, the overall coherent approach across chapters contributes to the existing knowledge of teacher practices from multiple perspectives. This uniformity ensures that findings can be effectively compared, ultimately contributing to the overall understanding of teacher practice and its impact on student learning outcomes in various educational contexts.

• Senden, Bas; Teig, Nani & Nilsen, Trude (2023). Studying the comparability of student perceptions of teaching quality across 38 countries. International Journal of Educational Research Open. 5. doi: 10.1016/j.ijedro.2023.100309. Fulltekst i vitenarkiv Vis sammendrag

  Student perceptions are rarely used to compare teaching quality across countries due to the challenge of ensuring a comparable construct or achieving exact measurement invariance. The present study aims to evaluate the extent to which student perceptions of teaching quality can be used for valid cross-national comparisons. To this end, the study aims to overcome challenges associated with traditional measurement invariance by applying a novel method – alignment optimization. Based on data from 38 countries from the 2019 Trends in Mathematics and Science Study (TIMSS), our results showed limited comparability across countries with variation between behavioral management and instructional clarity scales. We review potential causes of non-comparability using the estimated mean scores. Implications for further research are discussed.

• Teig, Nani & Steinmann, Isa (2023). Leveraging large-scale assessments for effective and equitable school practices: the case of the nordic countries. Large-scale Assessments in Education. 11(1). doi: 10.1186/s40536-023-00172-w. Fulltekst i vitenarkiv Vis sammendrag

  One of the primary goals of educational research is to identify effective and equitable school practices that aim to promote desired educational outcomes for all students, regardless of their background. This pursuit raises the question of why certain countries or schools demonstrate more favourable outcomes than others. To shed light on this question, this special issue delves into the Nordic countries (Denmark, Finland, Iceland, Norway, and Sweden) as a showcase. Despite their similar historical, cultural, and economic characteristics, these countries show vastly different levels of student outcomes. This special issue comprises seven studies that utilize data from the international large-scale assessments (PIRLS, TIMSS, and PISA), leveraging their international comparative design and nationally representative student samples. The present article provides an overview of the seven included studies by underlining the key themes that transcend them as well as their contributions and implications. These themes include the measurement of educational effectiveness with international large-scale assessments, the central role of teachers, and the importance of both cognitive and non-cognitive student outcomes in studying different perspectives on effective and equitable school practices.

• Teig, Nani (2023). Uncovering Student Strategies for Solving Scientific Inquiry Tasks: Insights from Student Process Data in PISA. Research in Science Education. ISSN 0157-244X. 54, s. 205–224. doi: 10.1007/s11165-023-10134-5. Fulltekst i vitenarkiv Vis sammendrag

  The advancement of technology has led to a growing interest in assessing scientific inquiry within digital platforms. This shift towards dynamic and interactive inquiry assessments enables researchers to investigate not only the accuracy of student responses (product data) but also their steps and actions leading to those responses (process data). This is done by analyzing computer-generated log files that capture student activity during the assessment. The present study leverages this opportunity by drawing insights from student log files of the Programme for International Student Assessment (PISA). It demonstrates the potential of process data in uncovering typically unobserved students’ problem-solving processes by focusing on two critical scientific inquiry skills: coordinating the effects of multiple variables and coordinating a theory with evidence. This study presents two examples for analyzing process data. The first example examined data from the PISA field trial study and showcased the advantage of using a process mining approach to visualize the sequence of students’ steps and actions in conducting investigations. The second example linked student log files and questionnaire data from the PISA 2015. It applied latent profile analysis to identify unique patterns of students’ inquiry performance and examined their relationships to their school-based inquiry experiences. Findings from both examples indicate that students often encounter considerable challenges in solving complex inquiry tasks, especially in applying multivariable reasoning and constructing scientific explanations. This study highlights the profound potential of process data in facilitating a deeper understanding of how students interact with scientific inquiry tasks in a digital-based environment.

• Senden, Bas; Nilsen, Trude & Teig, Nani (2023). The validity of student ratings of teaching quality: Factorial structure, comparability, and the relation to achievement. Studies in Educational Evaluation. ISSN 0191-491X. 78. doi: 10.1016/j.stueduc.2023.101274. Fulltekst i vitenarkiv Vis sammendrag

  Student ratings are widely used to assess teaching quality in primary and secondary education. This necessitates a thorough examination their validity and reliability in such contexts. To this end, we present validity evidence for using student ratings of teaching quality based on their factorial structure, comparability across grades and subjects, and relation to achievement. Based on data from the 2019 Trends in Mathematics and Science Study (TIMSS) and its national extensions in Norway (N = 3951 5th graders and N = 4575 9th graders), we could confirm a theoretically assumed three-dimensional factor structure (i.e., classroom management, cognitive activation, and supportive climate). Moreover, classroom management and supportive climate were more comparable across grades and subjects then cognitive activation. Finally, classroom management was associated with achievement across all groups, whereas other dimensions showed mixed results, especially across grades. Overall, the findings indicate that students, especially in Grade 9, can provide a valid assessment of teaching quality.

• Teig, Nani & Nilsen, Trude (2022). Profiles of instructional quality in primary and secondary education: Patterns, predictors, and relations to student achievement and motivation in science. Studies in Educational Evaluation. ISSN 0191-491X. 74. doi: 10.1016/j.stueduc.2022.101170. Fulltekst i vitenarkiv Vis sammendrag

  Teachers implement different types of instruction, and the quality of their instruction is crucial for enhancing student outcomes. However, studies examining various patterns of teachers’ instructional quality are scarce, particularly in science teaching. Even fewer studies have investigated the nature of instructional quality in primary and secondary education. This study analysed the Norwegian data from the Trends in Mathematics and Science Study (TIMSS) 2015, using Grades 5 and 9 from primary and secondary education. Using multi-level latent class analysis, we identified distinct profiles of instructional quality that focused on four aspects of instructional clarity: clarity of instruction and teacher support (i.e., engaging teaching, social and emotional support, and subject domain support) at the student and classroom levels. The findings showed that the patterns of these profiles varied across different aspects of instructional quality in both grades. Further analyses revealed that student characteristics, particularly language at home and socioeconomic status, predicted the profile memberships at the student level, whereas teacher competence (i.e., self-efficacy in science teaching) predicted the profile memberships at the classroom level. In addition, different profiles of instructional quality were significantly related to motivation and, to a certain extent, achievement in science. We discuss the implications of these findings for research on instructional quality and for the design of personalized professional development programmes that aim to improve teacher instruction in primary and secondary science classrooms.

• Teig, Nani (2022). Inquiry in Science Education. I Nilsen, Trude; Stancel-Piątak, Agnes & Gustafsson, Jan-Eric (Red.), International Handbook of Comparative Large-Scale Studies in Education. Springer. ISSN 9783030382988. doi: 10.1007/978-3-030-38298-8_62-1. Fulltekst i vitenarkiv Vis sammendrag

  Inquiry has played a major role in the past and present science education reforms around the world. Despite a great number of studies leveraging TIMSS and PISA data to investigate inquiry in science education, there is little effort to synthesize their findings. The present study aims to systematically review how TIMSS and PISA data were used to investigate inquiry and discuss how the findings contributed to the overall research on inquiry in science education. Patterns and findings from the TIMSS and PISA research were synthesized across the three strands of inquiry research to identify the relevant factors that explain (1) teachers’ frequent implementation of inquiry as an instructional approach, (2) students’ performance in inquiry or inquiry as an instructional outcome, and (3) the relationships between inquiry as an instructional approach and outcome. Findings indicated that the majority of the studies emphasized the third strand of inquiry research by examining the relationships between inquiry and student achievement. Although these studies used similar data, their conceptualizations and measurements of inquiry as an instructional approach varied considerably. This chapter provides an overview of the assessment of inquiry in TIMSS and PISA targeted to science education researchers who are unfamiliar with this field in the hope of encouraging them to utilize these data. It also encourages other researchers to reflect upon the knowledge gained from harnessing TIMSS and PISA data as well as the challenges and opportunities that lie ahead.

• Teig, Nani; Scherer, Ronny & Olsen, Rolf Vegar (2022). A systematic review of studies investigating science teaching and learning: over two decades of TIMSS and PISA. International Journal of Science Education. ISSN 0950-0693. 44(12), s. 2035–2058. doi: 10.1080/09500693.2022.2109075. Fulltekst i vitenarkiv Vis sammendrag

  A great number of studies have investigated science teaching and learning (STL) using data from the Trends in International Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA). Nevertheless, there is little effort to synthesise these studies. Reviewing the status of research on STL, including the trends, approaches, and findings is crucial for identifying research gaps that require greater attention. Consequently, this review synthesises empirical studies investigating STL using TIMSS and PISA. First, we mapped their characteristics based on the aims, data, STL measures, and research approaches. Second, patterns of the findings were summarized by focusing on the (1) relationships between STL and student outcomes; (2) factors that explain STL variation; and (3) patterns of STL. Most studies examined STL related to inquiry activities and their relationships to student outcomes. Their findings were largely inconsistent and could be traced back to different ways STL was conceptualized and measured. This review calls for the studies examining TIMSS and PISA data to enhance the quality of research approaches and clarity in reporting them. It also encourages researchers to reflect upon the knowledge gained from harnessing these data to examine STL and discusses the challenges and opportunities that lie ahead.

• Nilsen, Trude & Teig, Nani (2022). A systematic review of studies investigating the relationships between school climate and student outcomes in TIMSS, PISA, and PIRLS. I Nilsen, Trude; Stancel-Piątak, Agnes & Gustafsson, Jan-Eric (Red.), International Handbook of Comparative Large-Scale Studies in Education. Springer. ISSN 9783030382988. s. 1–34. doi: 10.1007/978-3-030-38298-8_34-1. Fulltekst i vitenarkiv Vis sammendrag

  School climate is a leading factor in explaining student outcomes. Although several studies have reviewed existing research on the link between school climate and student outcomes, these studies only emphasized one or a few aspects of school climate. Moreover, previous reviews have rarely included research examining data from international large-scale assessments (ILSAs). The present study aims to (1) describe how ILSAs conceptualize school climate and assess its multiple aspects (i.e., academic, community, safety, and institutional environment) and (2) review studies using ILSA data to identify the relationships between different aspects of school climate and student outcomes in mathematics, science, and reading. In general, ILSA frameworks cover all aspects of school climate. While the academic, community, and institutional environment aspects are explicitly assessed at the student, class, or school levels, the assessment of safety aspect was less emphasized across ILSAs. Although ILSAs assess multiple aspects of school climate, studies included in this review mainly focused on investigating the academic aspect, particularly in examining teaching and learning. Most studies examined student achievement, and very few focused on affective outcomes, such as student interest, self-efficacy, and attitudes toward a subject. Concerning the relationships between school climate aspects and student outcomes, this review reveals a high alignment between findings from the studies using ILSAs and other studies, including meta-analyses, reviews, and longitudinal studies. The implications of these findings are discussed in relation to improving the assessment of school climate in ILSAs and providing methodological recommendations and directions for future research on school climate using ILSA data.

• Nilsen, Trude; Frøyland, Merethe; Henriksen, Ellen Karoline; Kolstø, Stein Dankert; Jorde, Doris & Korsager, Majken [Vis alle 14 forfattere av denne artikkelen] (2021). Et kritisk og konstruktivt blikk på naturfaget i norsk skole. I Nilsen, Trude & Kaarstein, Hege (Red.), Med blikket mot naturfag. Nye analyser av TIMSS-data og trender 2015-2021. Universitetsforlaget. ISSN 9788215045092. s. 207–260. doi: 10.18261/9788215045108-2021-09. Fulltekst i vitenarkiv Vis sammendrag

  Dette kapitlet retter et kritisk, men konstruktivt blikk på naturfag, og foretar en gjennomgang av naturfag og naturfagdidaktikk innen forskning og i praksis. Kapitlet starter med å beskrive og diskutere naturfagets kjennetegn, verdi og relevans. Her kastes det lys på hva som er fagets og naturvitenskapens egenart, og hvorfor og hvordan naturfag er verdifullt og relevant. Videre beskrives og diskuteres naturfag på tre nivåer eller fra tre perspektiver: 1) på system- og politikknivå (antall timer til naturfag, realfagssatsing og læreplan), 2) på lærernivå (læreres kompetanse, etterutdanning og undervisning) og 3) på elevnivå (elevers kompetanse og motivasjon). Innen hvert av disse nivåene beskrives først tilstanden og hvordan gunstige betingelser ville ha vært (f.eks. hva kjennetegner god undervisning), og deretter diskuteres utfordringer og muligheter. Kapitlet avsluttes med en oppsummering og diskusjon av veien videre.

• Teig, Nani; Bergem, Ole Kristian; Nilsen, Trude & Senden, Bas (2021). Gir utforskende arbeidsmåter i naturfag bedre læringsutbytte? I Nilsen, Trude & Kaarstein, Hege (Red.), Med blikket mot naturfag. Nye analyser av TIMSS-data og trender 2015-2021. Universitetsforlaget. ISSN 9788215045092. s. 46–72. doi: 10.18261/9788215045108-2021-03. Fulltekst i vitenarkiv Vis sammendrag

  Flere internasjonale studier har funnet en positiv sammenheng mellom utforskende arbeidsmåter og elevers læringsutbytte, men nesten ingen studier har tidligere undersøkt dette med utgangspunkt i representative norske data. Data fra TIMSS 2019-studien ble analysert med flernivå strukturell ligningsmodellering for å undersøke sammenhenger mellom utforskende arbeidsmåter og prestasjoner og motivasjon på 9. trinn. Resultatene viser en sterk sammenheng mellom utforskende arbeidsmåter og motivasjon for naturfag og en middels sterk sammenheng mellom utforskende arbeidsmåter og faglige prestasjoner.

• Nilsen, Trude; Scherer, Ronny; Gustafsson, Jan-Eric; Teig, Nani & Kaarstein, Hege (2020). Teachers’ role in enhancing equity: A multilevel structural equation modeling with mediated moderation. I Frønes, Tove Stjern; Pettersen, Andreas; Radišić, Jelena & Buchholtz, Nils (Red.), Equity, Equality and Diversity in the Nordic Model of Education. Springer. ISSN 9783030616472. s. 173–196. doi: 10.1007/978-3-030-61648-9_7. Fulltekst i vitenarkiv Vis sammendrag

  Even though equity is an important aim for the Nordic countries, for many of these countries, the effect of a student’s home background on their achievement seems to increase over time. If the aim is to reduce the effect of SES (socioeconomic status) on student outcomes, there is a need to identify the factors that moderate this relation. One such factor could be teachers and their instruction because they have been found to be key to student outcomes. However, few have linked teachers and their instruction to equity, and fewer still have made this link in Nordic countries. The aim of the present study is to identify the aspects of teacher quality and their instruction that may reduce the relationship between SES and student achievement in the Nordic countries. Eighth-grade students from the only two Nordic countries participating in TIMSS 2015 (Norway and Sweden) were selected. Multigroup, multilevel (students and classes) structural equation models with random slopes were employed to investigate which aspects of teacher quality moderate the relation between SES and student science achievement via instructional quality. The findings show that teacher professional development and specialisation reduce the relation between SES and science achievement via instructional quality in Sweden, while there were no significant findings for Norway. This study contributes to the fields of equity and teacher effectiveness, demonstrating that teachers may make a difference in reducing inequity through their competence and instruction.

• Teig, Nani; Scherer, Ronny & Kjærnsli, Marit (2020). Identifying patterns of students' performance on simulated inquiry tasks using PISA 2015 log‐file data. Journal of Research in Science Teaching. ISSN 0022-4308. 57(9), s. 1400–1429. doi: 10.1002/tea.21657. Fulltekst i vitenarkiv Vis sammendrag

  Previous research has demonstrated the potential of examining log‐file data from computer‐based assessments to understand student interactions with complex inquiry tasks. Rather than solely providing information about what has been achieved or the accuracy of student responses (product data), students' log files offer additional insights into how the responses were produced (process data). In this study, we examined students' log files to detect patterns of students' interactions with computer‐based assessment and to determine whether unique characteristics of these interactions emerge as distinct profiles of inquiry performance. Knowledge about the characteristics of these profiles can shed light on why some students are more successful at solving simulated inquiry tasks than others and how to support student understanding of scientific inquiry through computer‐based environments. We analyzed the Norwegian PISA 2015 log‐file data, science performance as well as background questionnaire (N = 1,222 students) by focusing on two inquiry tasks, which required scientific reasoning skills: coordinating the effects of multiple variables and coordinating theory and evidence. Using a mixture modeling approach, we identified three distinct profiles of students' inquiry performance: strategic, emergent, and disengaged. These profiles revealed different characteristics of students' exploration behavior, inquiry strategy, time‐on‐task, and item accuracy. Further analyses showed that students' assignment to these profiles varied according to their demographic characteristics (gender, socio‐economic status, and language at home), attitudes (enjoyment in science, self‐efficacy, and test anxiety), and science achievement. Although students' profiles on the two inquiry tasks were significantly related, we also found some variations in the proportion of students' transitions between profiles. Our study contributes to understanding how students interact with complex simulated inquiry tasks and showcases how log‐file data from PISA 2015 can aid this understanding.

• Teig, Nani; Scherer, Ronny & Nilsen, Trude (2019). I Know I Can, but Do I Have the Time? The Role of Teachers’ Self-Efficacy and Perceived Time Constraints in Implementing Cognitive-Activation Strategies in Science. Frontiers in Psychology. 10. doi: 10.3389/fpsyg.2019.01697. Fulltekst i vitenarkiv Vis sammendrag

  Considerable research has demonstrated that teachers’ self-efficacy plays a major role in implementing instructional practices. Only few studies, however, have examined the interplay between how teachers’ self-efficacy and the challenges that lie outside their influence are related to their implementation of cognitive-activation strategies (CASs), especially in science classrooms. Using the Trends in Mathematics and Science Study 2015 data from science teachers in Grades 4, 5, 8, and 9, we explored the extent to which teachers’ self-efficacy in science teaching and the perceived time constraints explained variations in the enactment of general and inquiry-based CAS. Findings from the overall sample showed that highly self-efficacious teachers reported more frequent implementation of both general and inquiry-based CAS, whereas those who perceived strong time constraints reported a less frequent use of inquiry-based CAS. These relationships also existed across grade levels, except on the relations between perceived time constraint and inquiry-based CAS, which was only significant for the science teachers in Grade 9. We discuss these findings in light of variations in the core competencies of science curriculum, teachers’ competences, and the resources for science activities between primary and secondary education. We also point to the theoretical implications of this study for enhancing the conceptual understanding of generic and specific aspects of CAS and the practical implications for teacher education, professional development, and educational policy.

• Teig, Nani; Scherer, Ronny & Nilsen, Trude (2018). More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science. Learning and Instruction. ISSN 0959-4752. 56, s. 20–29. doi: 10.1016/j.learninstruc.2018.02.006. Fulltekst i vitenarkiv Vis sammendrag

  Previous studies have assumed a linear relationship between inquiry-based teaching and student achievement in science. However this assumption may be questionable. Recent evidence on the effectiveness of inquiry-based teaching has yielded conflicting findings. To test the linearity assumption, the present study investigated the relation between inquiry-based teaching and achievement by taking into account the possible existence of nonlinear relations using Norwegian TIMSS 2015 data. A multilevel structural equation modeling analysis showed that the relationship was curvilinear. Inquiry-based teaching was positively correlated with achievement, but high frequency of inquiry activities was negatively related to achievement. Furthermore, we found that classroom SES did not affect the strength of the relationship between inquiry and achievement. These findings challenge the linearity assumption and contribute to explaining the conflicting evidence in earlier research as well as promote the effectiveness of inquiry-based teaching regardless of students’ socioeconomic backgrounds.

• Teig, Nani & Scherer, Ronny (2016). Bringing formal and informal reasoning together - A new era of assessment? Frontiers in Psychology. 7. doi: 10.3389/fpsyg.2016.01097. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Senden, Bas; Jentsch, Armin; Teig, Nani & Nilsen, Trude (2023). Different classrooms, different teaching? Exploring the interplay between classroom composition and teaching quality. Fulltekst i vitenarkiv
• Senden, Bas; Teig, Nani & Nilsen, Trude (2022). Studying student perceptions across 38 countries using the alignment method: Comparability and the role of teachers’ gender. Fulltekst i vitenarkiv
• Senden, Bas; Teig, Nani & Nilsen, Trude (2022). Studying student perceptions of teaching quality across 38 countries: Comparability and the impact of teachers’ gender. Fulltekst i vitenarkiv
• Senden, Bas; Nilsen, Trude & Teig, Nani (2021). The validity of students' ratings of instructional quality: Factorial structure, comparability, and the relationship to student achievement. Fulltekst i vitenarkiv
• Senden, Bas; Nilsen, Trude & Teig, Nani (2021). Instructional quality: validity, comparability, and the relationship to student achievement. Fulltekst i vitenarkiv
• Teig, Nani & Mittal, Oleksandra (2021). Seminar om ulike måter å analysere kvantitative data på. DIFO4015 – Didaktisk forskningsmetode med praksis, ILS, University of Oslo. Fulltekst i vitenarkiv
• Teig, Nani (2016). Students’ ability to think scientifically: Analysis of PISA 2015 and an in-depth case study. Fulltekst i vitenarkiv
• Teig, Nani (2019). Scientific inquiry in TIMSS and PISA 2015: Inquiry as an instructional approach and the assessment of inquiry as an instructional outcome in science. Universitetet i Oslo. Fulltekst i vitenarkiv Vis sammendrag

  This article-based thesis draws on research in the fields of science education and international large-scale assessments. It investigates theoretical, methodological, and empirical aspects of inquiry as an instructional approach (means) and the assessment of inquiry as an instructional outcome (ends). The empirical investigations used latent variable modeling in order to analyze data from student and teacher questionnaires, student assessment, and student log files in the Trends in International Mathematics and Science Study (TIMSS) and the Programme for International Student Assessment (PISA) 2015. Article 1 focuses on inquiry as an instructional approach and outcome by exploring the relationship between inquiry-based science teaching and student achievement in science. This article attempts to resolve conflicting findings of inquiry–achievement relationships by demonstrating the existence of curvilinear rather than linear patterns, as previously assumed. Article 2 addresses the research gaps in comparing inquiry as an instructional approach between primary and secondary education. It examines the interplay between teachers’ self-efficacy in teaching science and perceived time constraints in explaining the opportunities for students to engage in cognitively challenging learning activities in Grades 4, 5, 8, and 9. Article 3 presents an investigation on the assessment of inquiry as an instructional outcome. It identifies distinct profiles of students’ performance on simulated inquiry tasks that require the skills to coordinate the effects of multiple variables and to coordinate theory with evidence. While Article 3 takes a micro approach, focusing on specific scientific inquiry skills, Article 4 explores inquiry as an instructional outcome from a macro approach, taking into account a range of formal and informal reasoning skills students need to acquire in order to participate in inquiry practice. This article argues for the importance of assessing formal and informal reasoning and provides a short overview on utilizing the potential of computer-based assessments to assess both types of reasoning. Taken together, the findings presented in this thesis advance the existing knowledge about the important distinction and role of inquiry as a means and an end in science education. This thesis argues that, to understand inquiry in a comprehensive context, it is essential to consider the relationships of the data gathered from various sources: the input, process, and output of inquiry. This study contributes to inform the ongoing science education reform in Norway and to improve the assessment of inquiry as an instructional approach and outcome in international large-scale assessments.

Se alle arbeider i NVA