Linking Instruction and Student Achievement in Nordic Schools (LISA Nordic) is a large-scale video study, investigating the quality of teaching in Nordic classrooms. The project is set in lower secondary school (grades 7–9 in Sweden, Denmark and Finland and grades 8 – 10 in Norway and Iceland), targeting instruction in language arts, mathematics, and social science in all the five Nordic countries.
Connected Classrooms Nordic Study aims is to explore what constitutes quality in teaching in relation to digitalisation of education, through bringing together researchers, professional teachers and students in collaborative video based, longitudinal investigations of contemporary teaching in digitally rich classrooms in the Nordic countries.
Quality Literature Education (QUALE) is a small-scale qualitative intervention project exploring an inquiry-based approach to literature education in Language Arts education across Nordic borders.
Quality in Social Science Teaching (QUISST) is a comparative study, using video classroom data to analyse the quality of social science teaching in Nordic classrooms. It is set within the later years in compulsory school.
The'Learning to notice in teacher education' project is a longitudinal intervention study investigating the use of video as an instructional tool in teacher education. It is set within a Norwegian teacher education program educating teachers for secondary schools (8-13).
Video to support excellence in teaching (VIST) is an innovative, practice-based professional development (PD) effort, where secondary school teachers’ classroom practices are video recorded, analysed with specific focus on scaffolding practices and discussed in close collaboration between practitioners and VIST-mentors.
Linking Instruction and Student Achievement – Professional Learning Observations of Teaching (LISA-PLOT)
The LISA-PLOT study is a collaborative two-year and two-level professional development project. At one level, the study investigates the use of video recording and feedback to teachers as a tool for instructional improvement in lower secondary language arts. At another level, the study develops and tests a model for long-term sustainable collaboration on improvement research between universities and school owners. The study thus combines professional development with improvement research and is a signed cooperation between Karlstad University, the Regional Professional Development Centre in Värmland and the municipalities of Eda, Karlskoga, Karlstad and Kil.
Quality in Culturally Diverse Classrooms explores the factor of cultural diversity and multilungualism in Nordic classrooms.
The Coherence and Assignments in Teacher Education (CATE) Nordic Study is a quantitative study, investigating the quality of programme design and instructional practices in teacher education in the Nordic countries. The project targets teacher candidates’ perceptions of their teacher preparation in five programs in Denmark (1), Iceland (2) and Norway (2).