| Description |
1 online resource |
| Series |
Professional learning and development in schools and higher education ; volume 12 |
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Professional learning and development in schools and higher education ; volume 12.
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| Contents |
1 Introduction: Studying Interaction and Instructional Patterns in Classrooms; 1.1 Research on Instructional Qualities; 1.1.1 Instructional Clarity; 1.1.2 Cognitive Challenge; 1.1.3 Discourse Features; 1.1.4 Supportive Climate; 1.2 Videos as Lenses for Exploring Classrooms; 1.2.1 Research Design and Data Sources; 1.2.2 Camera Set-Up; 1.2.3 Sample: The Composition of Classrooms; 1.2.4 Analyses; 1.3 Research Contributions and the Composition of the Book; References; Part I Instruction Matters |
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2 Instructional Activities and Discourse Features in Science Classrooms: Teachers Talking and Students Listening or ...?2.1 Objectives and Purposes; 2.2 Instructional Format in Science Classrooms; 2.3 Classroom Discourse; 2.3.1 Language in Science Classrooms; 2.4 Methods, Modes of Inquiry and Data Sources; 2.4.1 Data Sources; 2.5 Findings: Instructional Patterns and Discourse Features in Science Classrooms; 2.5.1 Instructional Repertoires; 2.5.2 Discourse Features and Initiation Patterns; 2.6 Discussion; 2.7 Conclusion; References; 3 Inquisitor, Evaluator or Facilitator?; 3.1 Strategic Reading |
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3.2 Instructional Research3.2.1 Experimental Work; 3.2.2 Descriptive Work; 3.3 Comprehension Strategies Instruction in Norwegian Ninth-Grade Classrooms: Amount and Instructional Format; 3.3.1 Participants and Analysis; 3.3.2 Amount of Instruction in Comprehension Strategies; 3.3.3 Instructional Format; 3.4 Conclusion; References; 4 "Usually We Are Not Where the Teacher Is"; 4.1 Introduction; 4.2 Theoretical Perspectives; 4.2.1 Classroom Learning Settings; 4.2.2 Protocols Developed for the PISA+ Video Study; 4.2.3 Work Plan Methodology; 4.3 Data and Methods; 4.3.1 PISA+ Video Study; 4.3.2 PISA |
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4.4 Findings4.4.1 Description and Analyses of the Applied PISA Constructs; 4.4.2 Analyses of Data from the PISA+ Video Study; 4.4.3 Work Plan Methodology: The Acquisition Setting; 4.4.4 Work Plan Methodology: The Consolidation Setting; 4.4.5 Work Plan Methodology: The Consultation Setting; 4.5 Discussion: Implications for Practice Field; References; 5 Teachers' Use of Questions and Responses to Students' Contributions During Whole Class Discussions: Comparing Language Arts and Science Classrooms; 5.1 Introduction; 5.2 Question-Answer Sequences in the Classroom; 5.3 Methods and Data |
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5.4 Analytical Framework5.5 Analysis; 5.6 Teacher Questions in the Classroom; 5.6.1 Asking ̀€Real' or Open Questions; 5.6.2 Sequence of Repeated Questions; 5.6.3 Cued Elicitation of Students' Contributions; 5.7 Teacher Responses to Students' Utterances; 5.7.1 Revoicing or Reflecting Student Responses; 5.7.2 Providing Neutral Responses to Students; 5.7.3 Providing Evaluative Responses; 5.7.4 Reconstructive Paraphrase or Recap; 5.8 Discussion; 5.9 Conclusions; References; 6 Students' Perspectives on Reading Instruction and Reading Engagement; 6.1 Introduction |
| Summary |
Based on extensive video documentation from science, math and reading classrooms in Norwegian secondary schooling, this book explores teaching and learning in lower secondary classrooms in the three PISA domains science, mathematics and reading. It analyzes how offered and experienced teaching and learning opportunities in these three subject areas support students? learning. The in-depth investigations of video documentation are combined with analysis of data from PISA and TIMSS in order to understand how teaching and learning in science, mathematics and reading can be improved. Recent reviews indicate that instructional practice does make a difference to students learning - and is more important than other factors including students? socioeconomic background, class size, classroom climate, and teachers? experience and formal training. This book opens the discussion on a European basis about contemporary challenges in teaching and learning in secondary schooling. Norway as a test bed is particularly interesting due to its long tradition with national curricula, and its unitary and non- streamed structure. Furthermore, ideas of educational progressivism and students? active ways of working (such as individualized teaching, adapted teaching, inquiry based teaching etc.) have for a long time been actively promoted within Norwegian educational policies. The book draws on analyses that combine expertise in psychometrics and video-based micro genetic classroom studies with expertise in domain-specific instruction (math, science and reading). It feeds the conversation how issues of communication patterns are dealt with and made productive within different instructional formats, and presents possibilities to compare and analyze instructional formats and discursive practices for students? learning |
| Analysis |
beoordeling |
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assessment |
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testen |
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testing |
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onderwijs |
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education |
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lerarenopleiding |
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teacher training |
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onderwijzen |
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teaching |
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Education (General) |
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Onderwijs (algemeen) |
| Bibliography |
Includes bibliographical references |
| Notes |
Vendor-supplied metadata |
| Subject |
Teachers -- Training of.
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Educational tests and measurements.
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Educational Measurement
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Teacher training.
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Examinations & assessment.
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Teaching skills & techniques.
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EDUCATION -- Essays.
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EDUCATION -- Organizations & Institutions.
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EDUCATION -- Reference.
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Educational tests and measurements
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Teachers -- Training of
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| Form |
Electronic book
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| Author |
Klette, Kirsti, editor
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Bergem, Ole K., editor
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Roe, Astrid, editor
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| ISBN |
9783319173023 |
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3319173022 |
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3319173014 |
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9783319173016 |
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