The AERA 2022 Annual Meeting gathers 14 000 international researchers in San Diego, USA and virtually, 21-26 April. QUINT is well-represented at this meeting with a number of academic papers.
Invited Speaker Session
QUINT representing NERA Association as AERA
Research on Teaching Quality With Different Conceptual Approaches and Instruments: Taking a Nordic Perspective
Sunday 24 April, 8-9.30 am (PDT)
Session type: Invited Speaker Session
- Chair: Professor Kirsti Klette, QUINT Centre Director, University of Oslo
- Discussant: Professor Pam Grossman, Stanford University
Abstract
Various approaches are required when analyzing teaching quality and in this proposed symposium we discuss the differential impact linked to rather different approaches and measures classroom observations, student feedback measures and analyses of copies of students’ work. Drawing on classroom data from Language Arts classrooms (grade 7) in respectively Norway, Sweden, Denmark, Finland and Iceland we discuss how observation data and observation instruments, student perspective surveys and copies of students’ work serve as analytical and conceptual lenses when trying to understand features of classroom teaching and learning. Using Nordic classroom data for such an endeavor is especially interesting since the Nordic countries share many structural similarities (e.g. a comprehensive, non-tracked, non- streamed model of schooling; the tradition of national curricula; and an emphasis on inclusive and heterogeneous classrooms). On the other hand, there are interesting cultural differences in instructional practices across the Nordic countries such as the amount of whole class teaching and classroom discussions (Klette et al., 2017), the role of technology (Olofsson et al., 2011) and scores on international achievement tests (Nordic Council of Ministers 2018, OECD, 2018).
Our concern in the present symposium is to discuss how different analytical and conceptual approaches and instruments contribute to a better understanding of teaching quality and provide different lenses that may capture important differences between Nordic classrooms. Voluminous research on teaching quality (see for example Nilsen & Gustafsson, 2016; Seidel and Shavelson, 2007) indicate that teachers’ use of scaffolding techniques, their presentation of content, facilitation of classroom discussions and provisions for a supportive climate - have proven critical for teaching quality. Thus, the four dimensions cognitive challenge, instructional clarity, classroom discourse and supportive climate seem to establish a common ground when trying to understand and analyze teaching qualities in classrooms. By using different instruments and with different, yet similar enough conceptual grounding, we, in this symposium, discuss the potential strengths and constraints linked to the different approaches and instruments. The five papers provide a first step for our comparative classroom ambition in the newly funded Nordic Center of Excellence “Quality in Nordic Teaching” (QUINT).
Papers
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Observation Manuals as Lenses Into Classroom Teaching and Learning: Toward a Common Language When Studying Classroom Instruction?
Authors: Kirsti Klette & Marte Blikstad-Balas, University of Oslo
In this paper, we report from the use of a subject specific coding manual - the Protocol for Language Arts Teaching Observation (PLATO) - targeted to measure feature of teaching quality in lower secondary classrooms. In the present paper we discuss how observation manuals could serve multiple functions when trying to understand classroom teaching and learning. -
Student Perceptions as Indicator of Teaching Quality: A Report From Danish, Icelandic, Finnish, Norwegian, and Swedish Lower Secondary Classrooms
Authors: Astrid Roe, University of Oslo, Michael Tengberg, Karlstad University, Berglind Gísladóttir, University of Iceland, Anders Stig Christensen, UCL University College
The present study investigates student perceptions as an indicator of teaching quality in lower secondary LA classrooms. It draws on survey data from Denmark, Finland, Iceland, Norway, and Sweden, targeting the students’ evaluations of instructional practices used in Language Arts, The aim of the paper is both to compare patterns of prevalent instructional practices between countries, and to explore validity aspects of the student responses as an indicator of teaching quality. -
Connected Classrooms Nordic Study: Digitalization and Teaching Quality in Different School Subjects
Authors: Marie Nilsberth, Karlstad University & Anna Slotte, University of Helsinki In most lower secondary schools in the Nordic countries, students have access to digital devices and teachers are expected to implement these digital resources into their teaching. There are several challenges when digital investments are to be translated into new teaching practices in the classroom in terms of individual vs. collective learning processes (Asplund et al., 2017), changed frameworks for student participation (Sahlström et al., 2019), and creative use of digital technology in teaching practices (Blikstad-Balas & Klette, 2020). The aim of this study is to contribute with further knowledge on how researchers and teachers can collaborate to identify and explore specific challenges and affordances for teaching quality in digital rich L1 classrooms based on video observations from their own teaching. -
Quality Literature Education Across Borders: Comparative Large-Scale and Small-Scale Studies
Authors: Nikolaj Elf, SDU, Thomas Illum Hansen, UCL & Stig Toke Gissel, UCL
This presentation reports on theoretical conceptualization, methodology and findings from the completed large-scale research and development project within a Danish context, Improving the Quality of Danish and Mathematics in Danish Lower-Secondary Education (KiDM).We reflect on how the KiDM study has informed the ongoing small-scale comparative QUINT project Quality Literature Education (QUALE) and discuss potentials for designing a large-scale comparative project in a Nordic context. -
Analysis of Classroom Video Data From 10 Icelandic Schools: Preliminary Findings of Selective Protocol for Language Arts Teaching Observation Elements
Authors: Birna Svanbjörnsdóttir, University of Akureyri, Hermina Gunnþórsdóttir, University of Akureyri, Runar Sigthorsson, University of Akureyri, Solveig Zophoniasdottir, University of Akureyri
It is generally accepted that teaching quality makes a difference to student learning. What exactly is meant by teaching quality is, however, debatable, but there is growing consensus that it is characterised by instructional clarity, cognitive activation of students, adapted learning, student engagement and supportive classroom climate (Hayeset.al., 2006; Klette, et.al., 2017). Whilst the Nordic educational systems are generally described as homogeneous, studies where video and other classroom data have been collected about the practices of teachers and interactions in classrooms in Norway, Sweden and Finland (Klette et.al., 2017) have indicated certain differences across schools and subjects. In Iceland, classroom research has indicated that direct teaching and individual seatwork with low level of cognitive challenges and limited student participation is a significant feature of lower secondary schooling (Óskarsdóttir, 2014; Sigurjónsson & Gísladóttir, 2020; Sigþórsson, 2008). Nevertheless, examples of more productive pedagogies and students’ participation have been revealed (Jónsdóttir, & Sigþórsson, 2013; Svanbjörnsdóttir, et.al., 2016). The objective of this paper is to present the preliminary findings drawing on selective elements from the Protocol for Language Arts Teaching Observation (PLATO) manual applied to Icelandic video classroom data.
Symposium: The Affordances and Limitations of Different Analytic Models for Data From Classroom Observation Systems
Chair: Professor Kirsti Klette, University of Oslo
Abstract
Standardized classroom observation systems are an important tool in the direct observation of teaching. Recent research with observation systems has adopted a wide range of models that make drastically different assumptions about the nature of teaching quality, viewing teaching quality alternatively as a categorical or continuous construct. This research has generally worked to promote the usefulness of the chosen model with only modest attempts to explore the model dependency of conclusions. This symposium will bring researchers together to discuss across the different modeling approaches, exploring their limitations and affordances. In doing so, we hope to promote greater integration and discussion across research groups.
Paper
Bringing the Theory and Measurement Into Alignment: Classroom Observation Systems
Authors: Mark White, Kirsti Klette & Jennifer Luoto, University of Oslo
Teaching is at the core of schooling and educational research should directly study it (Ball & Forzani, 2007). Classroom observation systems (Bell et al., 2018) are an important tool for measuring teaching quality (Klette & Blikstad-Balas, 2018). Most research on observation systems has focused on identifying what should be measured (e.g., Praetorius et al., 2018). There is a need to simultaneously consider how we measure teaching quality, as common statistical approaches (e.g. average scores, factor analyses) can be inconsistent with theoretical understandings of teaching quality. We highlight three common assumptions about teaching and discuss how they are violated by common measurement approaches. In violating these assumptions, observation scores may not represent the intended construct.
Assumption 1: Teaching is a goal directed activity. Teachers set and pursue specific instructional goals (Danielson, 2007), engaging in specific actions to achieve specific goals. When specific action support specific learning goals, the alignment between action and goal is a key component of teaching quality. Most measurement approaches, however, focus on average scores (e.g., Kane et al., 2012), which are a poor proxy for alignment of action and goal. In fact, many observation systems are not well structured to examine the alignment of goal and action. For example, the common approach of scoring equal-interval segments is fundamentally an approach to estimate average levels of quality.
Assumption 2: Teaching requires attending to multiple different levels. Teachers must attend to stable features of the classroom (e.g., routines, climate), features of the lesson (e.g., overall lesson goals/flow), and aspects of specific instructional interactions (e.g., responding to questions). Most measurement models, however, implicitly assumes that all measured constructs are at the same level (i.e. since the same model is used for all dimensions). For example, the Classroom Assessment Scoring System (CLASS) typically aggregates data to the classroom level as a first step in analysis, assuming that all measured constructs are stable features of the classroom (i.e. at the classroom level; Hamre et al., 2007).
Assumption 3: Teaching varies systematically based on contextual features of lessons. Teachers organize lessons within specific school, community, and curricular contexts and these contexts impact instruction. For example, the instruction just before standardized testing occurs is often unlike instruction during other periods of the year (Plank & Condliffe, 2013) while the first few days of a school year are a sensitive period for establishing routines and cultures (Bohn et al., 2004). Research on the generalizability of observation scores across the school year, however, assumes all possible observed lessons are effectively equivalent and focuses only on the number of days that must be observed to reliably generalize scores (Praetorius et al., 2014).
Many measurement practices used with observation systems are at odds with common assumptions regarding the nature of the construct that observation systems are designed to measure. Observation system developers must clearly specify the nature of teaching quality that their system captures and provide guidance for aligning measurement practices. This is vital for aligning measurement and theory, which will support deeper understandings of teaching quality.
AERA Roundtable Session 5: Classroom Observation Manuals as Measures of Teaching Quality: Possibilities and Pitfalls
Full information (AERA website)
Paper: Homeschooling in Norway During the COVID-19 Pandemic: Unequal Opportunities and Little Digital Innovation
Authors: Cecilie Pedersen Dalland, OsloMet, Marte Blikstad-Balas, Kirsti Klette, Astrid Roe, University of Oslo
Paper: Video as Instructional Tool: Facilitation Moves to Support Teacher Candidates' Ability to Notice and Reason
Authors: Inga Staal Jenset & Gøril Brataas, University of Oslo
Paper: Individualized Digital Remote Teaching in Norway during the Pandemic: Challenges and Possibilities Regarding Equity
Author: Marte Blikstad-Balas, University of Oslo