Research on Teaching Quality With Different Conceptual Approaches and Instruments: Taking a Nordic Perspective

Session Type: Invited Speaker Session

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).

Sub Unit

• International Aligned Associations / Nordic Educational Research Association - NERA

Chair

• Kirsti Klette, University of Oslo

Papers

• Observation Manuals as Lenses Into Classroom Teaching and Learning: Toward a Common Language When Studying Classroom Instruction? - Kirsti Klette, University of Oslo; Marte Blikstad-Balas, University of Oslo

• Student Perceptions as Indicator of Teaching Quality: A Report From Danish, Icelandic, Finnish, Norwegian, and Swedish Lower Secondary Classrooms - Astrid Roe, University of Oslo; Michael Tengberg, Karlstad University; Berglind Gísladóttir, University of Iceland; Anders Stig Christensen, UCL University College

• Quality Literature Education Across Borders: Comparative Large-Scale and Small-Scale Studies - Nikolaj Elf, University of Southern Denmark; Thomas Illum Hansen, University College Lillebaelt; Stig Toke Gissel, University College Lillebaelt

• Connected Classrooms Nordic Study: Digitalization and Teaching Quality in Different School Subjects - Marie Nilsberth, Karlstad University; Anna Slotte, University of Helsinki

• Analysis of Classroom Video Data From 10 Icelandic Schools: Preliminary Findings of Selective Protocol for Language Arts Teaching Observation Elements - Birna Svanbjörnsdóttir, University of Akureyri, Iceland; Hermina Gunnþórsdóttir, University of Akureyri; Runar Sigthorsson, University of Akureyri; Solveig Zophoniasdottir, University of Akureyri

Discussant

• Pam Grossman, Stanford University