Synthesizing Research on Teaching Quality (SYNTEQ)

SYNTEQ study builds upon the comprehensive data collection accumulated by the QUINT Centre.

Teacher with students in the classroom

Aim

The key objective of SYNTEQ is to make significant advancement in our understanding of teaching quality by

  • synthesizing analyses based on a large corpus of video data from lower secondary classrooms in the Nordic countries (substantive and theoretical objective), 
  • constructing a new platform for integrative analyses and instrument development (methodological objective), and
  • testing out an innovative infrastructure for collaborative research with video-based data (research infrastructure objective). 

Design

A model of programmatic research stages (Hill et al., 2013) in studies of teaching quality is proposed as an innovative methodological framework for SYNTEQ. It will produce added value to extant research in this area by strengthening

  • the integration of qualitative and quantitative video data / student surveys,
  • the reuse of  video data in secondary analyses / syntheses and collaborative research, thereby creating
  • new potentials for conceptual validation, instrument development of observation manuals, and
  • empirical expansion and theory development. 

 

Research questions

The research team behind SYNTEQ represents a broad scope of theoretical/methodological perspectives, disciplines and fields of expertise relevant when studying teaching quality addressing the following main research questions:

  1. How can synthesizing analyses of a large corpus of video data from lower secondary schools in the Nordic countries advance theory development in this area?
  2. To what extent does a new methodological platform of programmatic research, integrative analyses and instrument development support the objectives in (1)?
  3. What are the design elements of a research infrastructure for video studies that is effective and safe for large-scale secondary analyses? 

Link to QUINT ambition

SYNTEQ study builds upon the comprehensive data collection accumulated by the QUINT Centre, especially, LISA Nordic study, which is the largest data collection of its kind in Northern Europe. SYNTEQ will use this existing data and reanalyse it in terms of conceptual frameworks, theoretical methods and methodologies. The project is directly linked to QUINT ambition as the key objective of SYNTEQ is to make significant advancement in our understanding of teaching quality.

Funding

The SYNTEQ project is financed by the Research Council of Norway (project nr 300791). Period: 1 November 2021 - 31 October 2024

  • Principal Investigator: Professor Kirsti Klette
  • Administrative coordinator: Senior Research Advisor Maria Dikova

Publications

  • Luoto, Jennifer Maria; Klette, Kirsti & Blikstad-Balas, Marte (2022). Possible biases in observation systems when applied across contexts: conceptualizing, operationalizing, and sequencing instructional quality. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. doi: 10.1007/s11092-022-09394-y. Full text in Research Archive
  • Lahn, Leif Christian & Klette, Kirsti (2022). Reactivity beyond contamination. An integrative literature review of video studies in educational research. International Journal of Research & Method in Education. ISSN 1743-727X. doi: 10.1080/1743727X.2022.2094356. Full text in Research Archive
  • Luoto, Jennifer Maria; Klette, Kirsti & Blikstad-Balas, Marte (2022). Patterns of instruction in Finnish and Norwegian lower secondary mathematics classrooms. Research in Comparative and International Education. ISSN 1745-4999. doi: 10.1177/17454999221077848. Full text in Research Archive
  • Jenset, Inga Staal & Klette, Kirsti (2022). The Many Meanings of Practice-Based Teacher Education: A Conceptualization of the Term. In Menter, Ian (Eds.), The Palgrave Handbook of Teacher Education Research. Palgrave Macmillan. ISSN 978-3031161926. p. 1–21. doi: 10.1007/978-3-030-59533-3_87-1.
  • Klette, Kirsti (2022). The Use of Video Capturing in International Large-Scale Assessment Studies: Methodological and Theoretical Considerations. In Nilsen, Trude; Stancel-Piątak, Agnes & Gustafsson, Jan-Eric (Ed.), International Handbook of Comparative Large-Scale Studies in Education. Springer. ISSN 978-3-030-38298-8. p. 470–510. Full text in Research Archive
  • White, Mark Christopher; Luoto, Jennifer Maria; Klette, Kirsti & Blikstad-Balas, Marte (2022). Bringing the conceptualization and measurement of teaching into alignment. Studies in Educational Evaluation. ISSN 0191-491X. 75. doi: 10.1016/j.stueduc.2022.101204. Full text in Research Archive

View all works in Cristin

  • Luoto, Jennifer Maria (2022). International classroom observation systems and comparative education.
  • White, Mark Christopher (2022). Aligning the Analysis of Observation Scores with Conceptual Understandings of Teaching Quality .
  • Luoto, Jennifer Maria; Klette, Kirsti & Blikstad-Balas, Marte (2022). Possible biases in observation systems when applied across contexts: Conceptualizing, operationalizing and sequencing instructional quality.
  • Klette, Kirsti & Kvernbekk, Tone (2022). PLATO: Measuring quality and stabilizing a phenomenon (keynote).
  • Klette, Kirsti (2022). Standardized observation manuals as lenses into teaching quality: findings from Nordic classrooms using the PLATO manual.
  • Klette, Kirsti (2022). Panel debate at the conference Teacher education of the future, Örebro University.
  • Klette, Kirsti & Blikstad-Balas, Marte (2022). Observation Manuals as Lenses Into Classroom Teaching and Learning: Toward a Common Language When Studying Classroom Instruction?
  • Klette, Kirsti (2022). The Use of Video for Teacher Learning.
  • Klette, Kirsti & Luoto, Jennifer Maria (2022). SYNTEQ Coding workshop.
  • Klette, Kirsti; Luoto, Jennifer Maria & White, Mark Christopher (2021). Bringing the Theory and Measurement Into Alignment: Classroom Observation Systems.
  • Klette, Kirsti (2021). Dr kurs Nasjonal Forskerskole (NAFOL): Observasjonsmetodologi og Klasseromsdesign.
  • White, Mark Christopher; Luoto, Jennifer Maria; Blikstad-Balas, Marte & Klette, Kirsti (2021). Bringing the Theory and Measurement of Teaching into Alignment.
  • Klette, Kirsti (2021). Dr kurs. Gøteborg. Analyzing Teaching Quality: Observational design – Classroom studies in the Educational Sciences.
  • Klette, Kirsti (2021). Classroom observation as a means of understanding teaching quality. Towards a shared understanding of teaching?
  • Klette, Kirsti (2021). Discussant at Measuring Teaching Practices and Teaching Quality: Conceptualizations and Findings From an International Study.

View all works in Cristin

Published Aug. 25, 2020 9:32 AM - Last modified Oct. 9, 2023 10:52 AM

Contact

Principal investigator

Professor Kirsti Klette

List of International Partners

Professor Courtney Bell
Wisconsin Center for Education Research (WCER)

Professor Pam Grossman
University of Pennsylvania

Professor Anna-Katharina Praetorius 
University of Zürich

Professor Eckhard Klieme
Deutsche Institut für Internationale Pädagogische Forschung 

Associate Professor Michael Tengberg
Karlstad University 

Professor Nikolaj Elf
University of Southern Denmark 

Participants

Detailed list of participants