New ambitious research project on synthesizing teaching quality

QUINT Centre Director Professor Kirsti Klette receives a grant from the Research Council of Norway. Together with the QUINT researchers and leading international experts in the field, Klette will lead the process of synthesising research on teaching quality. 

Project title

SYNTEQ - Synthesizing research on teaching quality

Project summary

Coordinating institution:

University of Oslo

Principal Investigator:

Kirsti Klette

Project period:

2020-2023

Budget:

9 mln NOK

In an era where education has become a key factor in shaping global economic and social development, teaching is being recognized as a key aspect impacting students learning. However, research on teaching quality has been slowed by thematic fragmentation, a multitude of small- scale studies and competing theoretical paradigms/methodological approaches.
SYNTEQ will reframe research on teaching quality by developing an integrative methodological platform for video studies of classroom practices that includes the validation of a functional infrastructure. It is designed as mixed method research that synthesizes a larger corpus of video-based studies in Nordic classrooms by reanalysing this material by conducting (1) correlative multi-level analyses, (2) qualitative explanatory analyses of trajectories and processes in classroom interaction and (3) integrative inquiries that should provide complementary explanations that significantly advance our understanding of teaching quality. SYNTEQ will also provide urgent input to the validation of a highly reputed observational instrument (PLATO) for video-studies in classrooms and pilot a mixed-method model for such an enterprise. The researchers behind SYNTEQ represent an excellent mix of expertise in the relevant methodological and substantive areas, and the project is supported by international leading educational researchers. The added value of SYNTEQ comes from bundling the primary research of teaching quality in the Nordic countries, the timely reanalysis of the empirical material on teaching quality and an embedded validation of observational manuals, thus multiplying the potential for theoretical and methodological development. This synthetization and integration is going to strengthen the development of a long-term research agenda that will take a leading role in international research on teaching quality.

Primary and secondary objectives:

The dual primary objectives are (1) to make significant advances in our understanding of teaching quality and instructional strategies by synthesizing and expanding a large corpus of video data from lower secondary classrooms (substantive objective) and (2) to construct a new platform for integrative instrument development and analyses of teaching quality (methodological objective). These will be pursued in six secondary objectives corresponding to six sub-studies:

  • To detail design and pilot methods and analyses.
  • To conceptually validate operationalizations and coding of instructional strategies.
  • To conduct a micro-level sequential study of instructional strategies and students? learning.
  • To complete expanded multi-variate analyses of instructional strategies and students? learning.
  • To trial and implement a design for integrative mixed-method, causal analysis and theory development.
  • To calibrate a flexible eInfrastructure for video research to support synthetization.

Project Leader

Professor Kirsti Klette, QUINT/University of Oslo

Participants

  • Professor Marte Blikstad-Balas, QUINT/University of Oslo
  • Professor Nikolaj Elf, QUINT/University of Southern Denmark
  • Professor Michael Tengberg QUINT/Karlstad University
  • Professor Leif Lahn, QUINT/University of Oslo
  • Associate Professor Trude Nilsen, University of Oslo
  • Professor Pam Grossman, University of Pennsylvania
  • Professor Anna Praetorius, Universität Zürich
  • Professor Julie Cohen, University of Virginia
  • Principal Research Scientist Courtney Bell, ETS’s Global Assessment Center
  • Professor Eckhard Klieme, Leibniz Institute for Research and Information in Education (DIPF)

 

Published Dec. 20, 2019 1:11 PM - Last modified Dec. 20, 2019 1:24 PM