Synthesizing Research on Teaching Quality (SYNTEQ)
SYNTEQ study builds upon the comprehensive data collection accumulated by the QUINT Centre.
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:
- 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?
- To what extent does a new methodological platform of programmatic research, integrative analyses and instrument development support the objectives in (1)?
- 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
Publications
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Klette, Kirsti
(2021).
Dr kurs Nasjonal Forskerskole (NAFOL): Observasjonsmetodologi og Klasseromsdesign.
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Klette, Kirsti
(2021).
Discussant at Measuring Teaching Practices and Teaching Quality: Conceptualizations and Findings From an International Study.
Show summary
The Organisation for Economic Cooperation and Development (OECD) has sponsored the Teaching and Learning International Survey (TALIS) since 2013, offering a unique international perspective on teaching and learning. The TALIS Video Study (TVS), also sponsored by OECD, is an ambitious eight-country research project that complements TALIS by using lesson videos, classroom artifacts, survey questionnaires and student assessments to gain innovative insights into mathematics teaching and learning. This session brings together research from four studies based on the TVS in order to: (a) describe survey-based measures of teacher quality; (b) describe affordances and constraints of various measurement modes; (c) discuss how opportunity to learn interacts with teaching quality and explains student learning and (d) present different conceptualizations of teaching quality measures.
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Klette, Kirsti
(2021).
Dr kurs. Gøteborg. Analyzing Teaching Quality: Observational design – Classroom studies in the Educational Sciences.
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Klette, Kirsti
(2021).
Classroom observation as a means of understanding teaching quality. Towards a shared understanding of teaching?
Show summary
More than forty years ago, Dan Lortie famously lamented the lack of a common language with which to describe teaching. In this talk, Professor Klette will explore the use of video classroom research and observation protocols could serve as a tool to develop common language and professional vision around teaching and to improve instruction.
Observation manuals (e.g. observation systems) as means of analyzing aspects of K-12 teaching and learning have attracted increased interest over the last decade and today scholars seem to agree on some key aspects as central when setting out to investigate teaching and learning in classrooms. In this talk, Klette will give an overview of ‘state of the art’ and developments in research on teaching quality drawing on classroom observation approaches. In her presentation, she reflects on how technological, methodological and theoretical development together with large-scale classroom video studies have paved the way for a new generation for classroom studies. Toward this end, she first sketches out theoretical developments aiming at analyzing teaching quality as well as provide an overview of possible observation manuals. She then summarizes empirical evidence and discuss whether we can talk about a shared language when analyzing teaching and learning in classrooms. Finally illustrating with video clips from authentic classrooms, Klette discusses the fine balance between generic and contextual factor when investigate teaching quality.
Once teaching-learning events are conceptualized, operationalized and studied, it also becomes clear that classroom teaching and learning share commonalities while at the same time being complex, situated and culturally bounded. Especially the discussion have concentrated around theoretical underpinnings and the way teaching quality has been conceptualized and operationalized across the different frameworks and approaches. The issue of subject specific versus generic manuals have been disputed along with differences in scoring and sequencing. Finally yet important, empirical evidence and issues of validity will be discussed including the role of contextual versus generic factors. Drawing on recent development in classroom observation studies and conceptual frameworks for analyzing teaching, Klette discuss possibilities and pitfalls when aiming at develop a shared language for teaching.
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Published Aug. 25, 2020 9:32 AM
- Last modified Nov. 18, 2021 2:49 PM
