Programme

08.00-09.00

Registration

Place: Hotel reception         

09.00-11.15

Opening and welcome
QUINT Centre Director Professor Kirsti Klette, University of Oslo

Keynote presentation | Centering teacher voices and research-practice partnerships to support teaching improvement  

Professor Rossella Santagata, Director of the Center for Research on Teacher Development and Professional Practice, School of Education, University of California, Irvine

Room: Celsius

11.15-12.15

LUNCH

Room: Restaurant

12.15-14.00 Parallel paper sessions - PhD papers

12.15-14.00

1 A | Analyzing teaching quality through classroom observation

Room: Tetra

Discussants: Kirsti Klette, University of Oslo

• Classroom discourse in social studies: Opportunities and obstacles related to content and student participation, QUINT PhD Fellow Peter Nicolai Aashamar, University of Oslo

• Qualities of reading: on Swedish and Norwegian lower secondary students’ reading of literary texts, QUINT PhD Fellow Anna Nissen, University of Karlstad
• Questioning techniques and dialogue: Three cases of facilitating student-centered whole-class conversations with varying patterns of questioning, QUINT PhD Fellow Cæcilie Ketil Hejl, University of Southern Denmark
• How different pedagogical approaches affect student active learning: a teacher-researcher collaboration for assessing student engagement through video data in classroom settings, Ellen Egeland Flø, University of Oslo

• Different classrooms, different teaching? Exploring the interplay between classroom composition and teaching quality, Bas Senden, University of Oslo

12.15-14.00

1 B | Analyzing teaching quality through classroom observation

Room: Kullager

Discussants: Mark White, University of Oslo

• Right in the middle instead of just watching – comparing classroom observation in 360-degree and traditional classroom videos, Tosca Daltoè, University of Tübingen
• The logics of “effective” teaching: investigating the relationship between teacher education program missions and observational protocols and practices, Maya Kaul, University of Pennsylvania
• What teaching dimensions and which domain of TEACH predict overall teaching quality and learner engagement—Lessons learned from an impact study in an inland province of China, Zhijun Chen, University of Bath
• Observing teaching quality in economics within social science education,  Michael Walkert, Karlstad University
• How QUINT data can help uncover temporal lesson patterns and why it matters for teacher education, QUINT PhD Fellow Jonas Teglbjærg, University of Southern Denmark

14.00-14:30

BREAK

Room: Tetra

14.30-16.00

2 | The use of video to enhance quality in teacher education

Room: Tetra

Discussants: Hanne Fie Rasmussen, UCL Denmark

• Collaborative video analysis to support pre-service teacher noticing and learning toward action-based orientations to language: an interactional analysis, Benjamin James, University of California Santa Cruz

• "That shifts my way of seeing things": using video to develop pedagogical reasoning with preservice teachers, Ethan Rubin, University of California, Irvine

• An outline of a theory of change when using practice-based pedagogies to develop teacher candidates’ abilities to scaffold student learning, Gøril Brataas, University of Oslo

• Video annotations to support pre-service teachers’ professional vision for technology  integration, Franziska Tschönhens, University of Tübingen

19.00-21.00

Pizza & Dancing
Reception (informal) and lightning course in Finnish tango dancing

09.15-10.30 Parallel paper sessions - PhD papers

09.15-10.30

3 A | Teaching quality in mathematics education

Room: Tetra

Discussants: Jennifer M. Luoto, University of Oslo

• Contextualized mathematics in Nordic lower secondary mathematics classrooms, QUINT PhD Fellow Alexander Selling, University of Oslo
• Investigating the relations between characteristics of mathematical tasks and the subject-specific instructional quality of the respective lessons, Ann-Kristin Adleff, University of Hamburg
• Students´ interactions and decision-making process when playing educational card game, Senja Celius, Nord University

09.15-10.30

3 B | Quality in professional development efforts 

Room: Skiftnyckel

Discussants: Camilla Magnusson, University of Oslo 

• The implementation and effectiveness of professional developments related to developing intercultural competencies: a meta-synthesis, Dana Conlin, University of California, Irvine
• The design and implementation of a teacher professional development program in differentiated instruction for secondary education, Kyra Meutstege, University of Twente
• Beyond individualism: re-imagining teaching practice as a collective act, Tess Bernhard, University of Pennsylvania

10.30-10.45 BREAK

Room: Tetra

10.45-12.00

Keynote presentation | Measuring teaching quality for the purpose of improving it 

Professor Robert Coe, Director of Research and Development, Evidence Based Education

Room: Celsius

12.00-13.00 

LUNCH

Room: Restaurant

13.00-14.30

4 A | Quality in teacher education and feedback practices

Room: Tetra

Discussants: Armin Jentsch, University of Oslo

• A digital assessment of practice: constructing a third space in teacher education?, Viviana Daza, University of Oslo
• Study program leaders’ perceptions of coherence and strategies for creating coherent TE programs, Oddvar Aalde, Volda University College/ University of Oslo
• How do postgraduate teacher candidates learn educational research methods through engaging feedback process?, Xuewei Wang, University of Helsinki
• A systematic review of practices and effects of teacher feedback literacy, Ruoxiu Yin, University of Auckland

13.00-14.30

4 B | Perceptions of quality in education from the viewpoints of students, teachers, and teacher educators

Room: Skiftnyckel

Discussants: Jóhann Örn Sigurjónsson, University of Akureyri

• Student questionnaires - an appropriate approach to measure students' use of learning opportunities?, Leonie Gossner, University of Zurich
• Exploring variations in student perceptions of teaching behavior across the Netherlands, Spain, and South Korea, Bilge Gencoglu, University of Groningen
• Teaching quality in geography education: exploring the gap between academic geography and school geography in knowledge transformation, Yujing He, University of Helsinki

14.30-15:00

BREAK

Room: Tetra

15.00-17.00

Invited session: workshop on partnership research in education

Professor Hilda Borko from Center to Support Excellence in Teaching, Stanford University presents her work on partnership research in education.

Detailed information (link) - no registration required, open to all conference delegates

Room: Tetra

08.00-09.00

Registration

Place: Hotel reception        

09.00-10.30

Conference opening
Vice-Rector Kai Nordlund, University of Helsinki

Keynote presentation | Breaking the fourth wall of professional learning: research on practice-based designs for professional learning 

Associate Professor Sarah Schneider Kavanagh, University of Pennsylvania's Graduate School of Education

Room: Tetra

10.30-11.00 BREAK

Room: Ombudsman

Symposium 1 | Teachers' and students' perspectives on qualities of the connected classroom

Room: Kullager

Discussant: Vibeke Christensen, University of Southern Denmark

• Facilitating communicative spaces for learning. Exploratory conversations between teachers and researchers about a connected teaching practice, Marie Nilsberth, Karlstad University
• When it is real. Qualities in digitalized teaching according to teachers and students during a three year long classroom study, Anna Slotte, University of Helsinki
•  Dialogue on quality of teaching and digital technology – students’ perspective, Sólveig Zophoníasdóttir, University of Akureyri

5 A | Quality in school and researcher collaborations

Room: Tetra

Chair: Inga Staal Jenset, University of Oslo

• Informative but only little used – student ratings of teaching quality in school practice, Ann-Kathrin Jaekel, University of Tübingen

• Who’s observing what in the classroom? The Joint Action framework in Didactics for discussing teaching quality criteria in teacher-researcher collaborative research, Florence Ligozat, University of Geneva

• Teacher leaders' learning to lead video-based professional development to support teachers' noticing for equity, Elizabeth van Es (presenting) & Jose Mendez, University of California, Irvine

5 B | Validating teaching quality frameworks

Room: Blixtlås

Chair: Michael Tengberg, Karlstad University

• Observations of classroom instruction and rater error: towards better practices, Mark White, University of Oslo
• Signs of teaching that scaffolds deeper learning, Majken Korsager, Maria Gaare Dahl, Aud Ragnhild Skaar, Berit Reitan, Merethe Frøyland,  Norwegian Centre for Science Education, University of Oslo

• Validating the 7C framework in Nordic countries, Eva Lykkegaard & Ane Qvortrup, University of Southern Denmark

12.00-13.00 

LUNCH

Room: Restaurant

6 A | Quality in pre-and in-service teaching

Room: Tändsticka 

Chair: Anna Slotte, University of Helsinki

• Observations about alternative learning spaces: Teacher students reflections about groupwork at museum, Kirsi Wallinheimo & Pia Mikander, University of Helsinki
• Pre-service students’ perceptions of critical literacy teaching, Camilla Magnusson, University of Oslo
• Improving (student) teachers’ differentiation practices by using the ADAPT-instrument and manual: opportunities & obstacles, Marieke van Geel & Trynke Keuning, University of Twente 

6 B | Analyzing quality through observations in mathematics classrooms

Room: Nobel

Chair: Mark White, University of Oslo

• The important thing is that you can explain it mathematically - Nordic mathematics lessons high in both cognitive activation and teacher explanations, Jóhann Örn Sigurjónsson, University of Akureyri
• Exploring student-centered approaches to measuring cognitive activation in classroom Tasks: a multi-camera video analysis of a third-grade mathematics lesson, Patrick Schreyer, University of Kassel 
• A qualitative analysis of teaching practices in high and low gains lower secondary mathematics classrooms, Jennifer Luoto, University of Oslo

6 C | The role of subject specific aspects of teaching quality 

Room: Kullager

Chair: Anna Kristin Sigurðardóttir, University of Iceland

• Analyzing teaching quality: Capturing subject-generic, subject-specific, format-specific, and learning-goal specific features simultaneously, Michael Tengberg, Karlstad University
• The same in math as in language arts? Applying the PLATO framework across subjects in Norwegian classrooms, Armin Jentsch, University of Oslo
• Observing and interpreting quality in social science teaching, Torben S. Christensen, University of Southern Denmark
• From PLATO to subject specific quality in social science education, Anders S. Christensen, UCL University College

Symposium 2 | Strategic documentation of practice: approaches to practice-based teacher education in the Nordics

Room: Tetra

Discussant: Elizabeth van Es, University of California, Irvine

• Teacher candidates’ opportunity to study and enact teaching practices during coursework at campus, Berglind Gísladóttir, University of Iceland

• Alternative ways to approach “practice” in teacher education, Marte Blikstad-Balas, University of Oslo

• Video as a pedagogy of teacher education: relationship between choice of video clips, support provided and teacher candidate reasoning, Inga Staal Jenset, University of Oslo

• First-year teacher candidates’ experiences, knowledge and values when noticing teaching praxis in a video-based learning to notice course, Hanne Fie Rasmussen, UCL University College

14.20-15.00 BREAK

Room: Tetra

15.00-16.30

Invited Panel Debate: Nordic Teachers' Unions on the role of educational research in teaching

Teachers' Unions in the Nordic Countries discuss teacher-researcher collaborations.

Detailed information and names of the participants (link)

Moderator: Professor Marte Blikstad-Balas, University of Oslo
Room: Tetra

16.30

Group photograph 

Place to be announced

19.30

Conference Dinner (Formal or Casual Elegant) + QUIZ with QUINT PhD Fellow Peter N. Aashamar, University of Oslo

Place: Radisson Blu Hotel, Espoo, Otaranta 2, Espoo, 02150, Finland (map)

Teacher researcher workshop: Fishbowl conversation

Detailed information (link) - open to all conference delegates (upon prior registration due to Non-disclosal statement)

Room: Tetra

10.45-11.45

Symposium 3 A | Using classroom videos to improve teaching quality and professional learning in teacher practice and teacher education

Room: Tetra

Discussant: Sarah Schneider Kavanagh, University of Pennsylvania 

• Using video to foreground core practices for instructional scaffolding during fieldwork: teacher candidate and mentor teacher perspectives, Gøril Brataas, University of Oslo

• Interdisciplinary Collaboration in Videographic Teaching Observation – InCoViTO, Nadine Malich-Bohlig, et al. UC SYD 

• Professional learning through classroom videos and researcher-practitioner collaboration, Birna María Svanbjörnsdóttir Anna Kristín Sigurðardóttir, Rúnar Sigþórsson & Sólveig Zophoníasdóttir

10.45-11.45

Symposium 3 B | Nordic inquiry in Quality Literature Education - QUALE 

Room: Skiftnyckel

Discussant: Florence Ligozat, University of Geneva

• Inquiry-based literature teaching in a Norwegian classroom - with a teacher's perspective, Ida Gabrielsen, University of Oslo & Sofie Jensen, Lambertseter Upper Secondary school/Norway & Liv Marit Hauge, Engebråten school/Norway

• How do teachers understand the strategies and didactic principles in inquiry-based literature education? A comparative study validating QUALE across three countries, Nikolaj Elf & Vibeke Christensen, University of Southern Denmark, Louise Petersen, Hyllehøjskolen Upper Secondary School/Denmark

• Comparative analysis of the role of Nordic governance traditions and school perceptions in the development of progressive inquiry based teaching, Ane Qvortrup, University of Southern Denmark & Thomas Illum Hansen, University College UCL, Denmark

10.45-11.45

Symposium 3 C | Evaluating teachers' improvement in sustained professional development efforts in a Nordic context: challenges and possibilities in methodology and ethics

Room: Celsius

Discussant: Hilda Borko, Stanford University

• Evaluating the impact of teacher PD through teacher self-reports and student perceptions, Michael Tengberg, Karlstad University

• Teachers’ experiences as a means to evaluate professional development outcomes: The case of a longitudinal PD intervention in Norwegian secondary schools, Camilla G. Magnusson & Jennifer Maria Luoto, University of Oslo

• Methodological and ethical aspects of measuring improvement in professional development efforts, Marte Blikstad-Balas, University of Oslo

11.45-13.00 

Closing of the conference

Room: Tetra

LUNCH 

Room: Restaurant