Synthesizing Research on Teaching Quality (SYNTEQ) (completed)

• Klette, Kirsti; Luoto, Jennifer Maria & Jentsch, Armin (2025). Do observation tools matter? Unpacking shared and distinct patterns in teaching quality. School Effectiveness and School Improvement. ISSN 0924-3453. 36(3), p. 466–486. doi: 10.1080/09243453.2025.2527744. Full text in Research Archive Show summary

  This special issue investigates how patterns of teaching quality are constructed across different observation frameworks, using a sample of Nordic video-recorded mathematics and language arts lessons as a common ground for analysis. We summarize the differences and similarities across the six frameworks linked to the themes considered in this special issue: (a) purpose and theoretical grounding, (b) the facets of teaching captured, (c) specificity of focus, (d) grain size, and (e) key findings. In the discussion, we elaborate on how these different aspects shape the findings and patterns revealed, pointing to three overarching dilemmas and questions. While the overall findings and conclusions of the six approaches might look similar at first glance, we show in this special issue that the rich and detailed descriptions from different frameworks provide nuances of understanding that are useful for both research and teacher feedback. We encourage others to collaborate across approaches, paradigms, and perspectives.

• Luoto, Jennifer Maria; Klette, Kirsti & Jentsch, Armin (2025). Breaking out of silos: using classroom videos for cross-disciplinary and cross-methodological examinations of teaching qualities. School Effectiveness and School Improvement. ISSN 0924-3453. 36(3), p. 335–347. doi: 10.1080/09243453.2025.2527723. Full text in Research Archive Show summary

  This editorial introduces the special issue “Beyond Fragmentation: Using Classroom Videos for Cross-Disciplinary and Cross-Methodological Examinations of Teaching Qualities.” The special issue focuses on how different classroom observation frameworks construct findings of teaching quality of a set of video-recorded lessons in mathematics and in language arts from Norwegian eighth-grade classrooms (approximately 14-year-old students). We give an overview of the traditions of analyzing teaching quality within classroom observation studies and how the frameworks in the contributing papers relate to these traditions. Finally, we present the lessons on which all contributors have focused.

• Jentsch, Armin & Senden, Bas (2025). Hybrid frameworks to capture teaching quality in secondary classrooms: the case of the TEDS-Instruct observation system. School Effectiveness and School Improvement. ISSN 0924-3453. 36(3), p. 433–447. doi: 10.1080/09243453.2025.2527727. Full text in Research Archive Show summary

  Observation systems are frequently used to capture and improve teaching quality. The standardized observation system that we present in this paper captures four dimensions of teaching quality: classroom management, student support, cognitive activation, and educational structuring. Through the analysis of two videotaped lessons from Norwegian mathematics and language arts classrooms, we demonstrate the strengths and limitations of the observation system in detecting patterns of teaching quality across subjects at different levels of analysis (e.g., segment, item, and dimension level). The results show that, while important aspects of teaching quality are captured across subjects, some adaptations might be necessary to capture the characteristics of language arts classrooms in more detail. We discuss implications for educational research and practice.

• 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 Show summary

  There is a growing use of standardized observation systems to directly measure teaching quality in classrooms. These systems are based on conceptual understandings of teaching that lead to carefully operationalized rubrics that decompose teaching quality into a number of distinct dimensions. In this paper, we argue that measurement and analysis choices used by observation systems may not fully align with the conceptual understandings of teaching upon which observation systems are based. We discuss three key assumptions that undergird many views of teaching quality and highlight how common analytical approaches violate these assumptions, proposing alternative analytical approaches that would better conform to the conceptual understandings of teaching quality. We end with a discussion of the importance of carefully aligning conceptual understandings with measurement approaches.

• 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 9783030382988. p. 470–510. doi: 10.1007/978-3-030-88178-8_19. Full text in Research Archive Show summary

  Over the last decade, researchers have used a variety of approaches when trying to assess and measure classroom teaching and learning. In this chapter, I summarize what we know so far when using video observation for large-scale studies on teaching quality. I first discuss issues and challenges to consider when aiming to use videos as an approach to understand teaching quality. These issues include the purpose of the study, the teaching practices captured, the theoretical frameworks of analyses, methodological dilemmas (e.g., subject specificity, the grain size of analyses, scoring specifications and requirements), and the number of lessons necessary for a valid assessment. I then briefly discuss how developments in technologies and social media have paved the way for increased use of video capturing as a means of retrieving and analyzing teaching quality cross-nationally. Finally, I discuss ways of moving forward, including how to use video documentation for the purpose of longitudinal studies, teacher evaluation, and teachers’ professional development.

• 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 Show summary

  The growing interest in video research and new technologies for recording human interaction has stirred debates about intrusiveness and ‘reactivity’ understood as researcher-derived changes in subjects. In addition to a plethora of concepts referring to such effects in extant literature, different ontological and epistemological positions provide contrasting frameworks for interpreting and deciding on methodological guidelines. In this article we discuss these elements, that we have called ‘meta-methodological’, from the standpoints of experimental research, social-constructivism and scientific realism. We combine conceptual analysis and a literature review of video-studies in teaching in order to identify both possible traces of contesting beliefs and to provide a glance at different aspects of ‘reactivity’ that needs to be systematized in the ongoing debates. Whereas the methodological literature underline the importance of such effects, these are rarely reported in the reviewed video studies. Moreover, reactivity is seen as a minor problem in the latter, and we found few instances that validated the effects on the field and on the empirical conclusions. Our article ask for more transparency in field researchers’ judgment about reactivity and mitigating measures.

• 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 9783031161926. p. 1–21. doi: 10.1007/978-3-030-59533-3_87-1. Full text in Research Archive Show summary

  eacher education has received increased attention in recent decades and is not only well recognized, but also criticized. Critics argue that teacher education is fragmented and disconnected to practice. Globally, policymakers and scholars emphasize the importance of grounding teacher education more profoundly in practice, but although the terms practice and practice-based are extremely prevalent in teacher-education literature, the terms remain vague. This book chapter conceptualizes the idea of “practice-based teacher education” into four approaches – expertise, reflective, action research, and enactment – and discusses their theoretical grounding and pedagogical implications. By systematizing the field of theory and practice in practice-based teacher Teducation, this chapter contributes to reducing the complexity and vagueness of the concept, thereby nurturing a more specific and precise language and terminology when discussing the many meanings of practice-based teacher education.

• 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. doi: 10.1177/17454999221077848. Full text in Research Archive Show summary

  This paper focuses on patterns of instructional practices in mathematics classrooms in two Nordic contexts, Finland and Norway. While sharing some key features in terms of ways of organizing schooling and education, these two contexts also exhibit interesting differences in instruction at the classroom level. In using a standardized coding manual to systematically analyze features of instruction in 16 classrooms, eight in Helsinki, and eight in Oslo, we found that whole-class instruction dominated in Oslo, and individual seatwork was the main instructional activity in Helsinki. Instruction in Helsinki showed more evidence of clear instructional explanations, connection of new knowledge to existing knowledge, and explicit learning goals; Oslo students had greater opportunities to participate in classroom discourse and peer discussions. This study contributes to the understanding of how similar contexts enact distinct instructional patterns in the classroom, and how these can be related to the aspects of instructional 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. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. doi: 10.1007/s11092-022-09394-y. Full text in Research Archive Show summary

  Abstract Capturing and measuring instructional patterns by using standardized observation manuals has become increasingly popular in classroom research. While researchers argue that a common vocabulary of teaching is necessary for the field of classroom research to move forward, instructional features vary across classrooms and contexts, which poses serious measuring challenges. In this article, we argue that potential biases embedded in observation systems have to be identified and addressed in order for interpretations of results across different classrooms and contexts to be valid and relevant. We identify three aspects of possible systematic biases (related to the grain size of conceptualization, operationalization, and sequencing of lessons) and how these may influence ratings of instructional quality when an established observation system (the Protocol for Language Arts Teaching Observations [PLATO]) is applied in the contexts of Nordic mathematics classrooms. We discuss implications of such possible biases and make suggestions for how they may be addressed.

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• White, Mark Christopher (2022). Aligning the Analysis of Observation Scores with Conceptual Understandings of Teaching Quality. Full text in Research Archive
• Luoto, Jennifer Maria; Klette, Kirsti & Blikstad-Balas, Marte (2022). Possible biases in observation systems when applied across contexts: Conceptualizing, operationalizing and sequencing instructional quality. Full text in Research Archive
• Klette, Kirsti (2022). Standardized observation manuals as lenses into teaching quality: findings from Nordic classrooms using the PLATO manual. Full text in Research Archive Show summary

  Session Standardized instruments and observation manuals as lenses into teaching quality: findings from Nordic classrooms using student perception surveys and the PLATO manual

• Klette, Kirsti (2022). Panel debate at the conference Teacher education of the future, Örebro University. Full text in Research Archive
• Klette, Kirsti & Blikstad-Balas, Marte (2022). Observation Manuals as Lenses Into Classroom Teaching and Learning: Toward a Common Language When Studying Classroom Instruction? Full text in Research Archive
• Klette, Kirsti & Kvernbekk, Tone (2022). PLATO: Measuring quality and stabilizing a phenomenon (keynote). Full text in Research Archive
• Klette, Kirsti (2022). The Use of Video for Teacher Learning. Full text in Research Archive
• Luoto, Jennifer Maria (2022). International classroom observation systems and comparative education. Full text in Research Archive
• Klette, Kirsti & Luoto, Jennifer Maria (2022). SYNTEQ Coding workshop. Full text in Research Archive Show summary

  The first day of the conference featured a workshop where researchers applied a coding framework of their choice a video recording from a Nordic classroom, borrowed from the LISA Nordic study. Participants presented their framework and their findings to their workgroup. A total of 12 different frameworks were applied to footage from either a Language Arts or a Mathematics classroom, and were then discussed by the researchers in the group.

• Klette, Kirsti; Luoto, Jennifer Maria & White, Mark Christopher (2021). Bringing the Theory and Measurement Into Alignment: Classroom Observation Systems. Full text in Research Archive
• Klette, Kirsti (2021). Invited panel speaker AERA/OECD AERA-OECD Forum The Global Teaching InSights Video Study: Methodology, Data and Research Opportunities. Full text in Research Archive
• White, Mark Christopher; Luoto, Jennifer Maria; Blikstad-Balas, Marte & Klette, Kirsti (2021). Bringing the Theory and Measurement of Teaching into Alignment. Full text in Research Archive
• Klette, Kirsti (2021). Dr kurs. Gøteborg. Analyzing Teaching Quality: Observational design – Classroom studies in the Educational Sciences. Full text in Research Archive
• Klette, Kirsti (2021). Discussant at Measuring Teaching Practices and Teaching Quality: Conceptualizations and Findings From an International Study. Full text in Research Archive 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.

• Klette, Kirsti (2021). Dr kurs Nasjonal Forskerskole (NAFOL): Observasjonsmetodologi og Klasseromsdesign. Full text in Research Archive
• Klette, Kirsti (2021). How research on curriculum and instruction contribute to a shared vision of teaching and possible improvement of schooling. Full text in Research Archive
• Klette, Kirsti (2021). Classroom observation as a means of understanding teaching quality. Towards a shared understanding of teaching? Full text in Research Archive 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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