QUINT Teaching Quality Webinar: Missed opportunities in language arts
Webinar series on theorising teaching quality for researchers in the QUINT centre.
Using PLATO-scores to sample strategically - missed opportunities in language arts lessons
Discussions at this webinar draw on the recently published article in Teaching and Teacher Education "Missed opportunities of text-based instruction: What characterizes learning of interpretation if strategies are not taught and students not challenged?" by Tengberg, Blikstad-Balas and Roe.
How can PLATO scores be used as criteria for a strategic sub-sample of lessons.
Despite robust evidence of effectiveness, many teachers struggle to implement research-based recommendations of reading instruction into everyday practice. This study examined naturally occurring text-based instruction in 237 lower secondary language arts lessons in 62 different classrooms from Norway and Sweden.
A key focus in this webinar will be on how we used PLATO in two ways:
- Overview of the material with PLATO
The first part of the analysis was PLATO scoring. This step employs descriptive statistics on the three PLATO variables TBI/Use, SUI, and IC. Distributions over the four-point scale are based on lesson segments, thus making lesson segments, not lessons, the case units of analysis. This section of our findings reports the frequency and quality of target instructional features assumed to be critical to students’ literacy development. It also reports the extent to which these features of instruction coincide at different levels in ongoing language arts instruction.
- Strategic subsample to investigate missed opportunities
The analysis of PLATO score distributions in Phase 1 was used to identify a purposeful subsample that contained all lesson segments (N = 99) that were scored 3–4 on TBI/Use and 1–2 on both SUI and IC. In other words, the subsample contained all lesson segments identified as containing comprehension-oriented use of authentic texts, but lacking both strategy instruction and intellectual challenge for students. This strategy was used to systematically identify "missed opportunities" in the lessons, segments where there was a text and the teacher wanted students to interpret, but where intellectual challenge and strategy instruction was low.
Using these sampling strategies we identified some of the distinct challenges (or missed opportunities) that characterize comprehension-oriented instruction. These findings provide critical insight into relevant areas of future professional development for teachers. In the webinar we will go into more details about the sampling strategy, and discuss methodological benefits and possible drawbacks of the approach.
Full info: Michael Tengberg, Marte Blikstad-Balas, Astrid Roe (2022), "Missed opportunities of text-based instruction: What characterizes learning of interpretation if strategies are not taught and students not challenged?" in Teaching and Teacher Education, Volume 115. https://doi.org/10.1016/j.tate.2022.103698.
QUINT Centre Deputy Director Professor Marte Blikstad-Balas
This webinar is limited to researchers at QUINT, would you like to attend, contact the organisers. We believe the session will be highly interesting for anyone with access to the LISA Nordic data material.