Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS

1. Front Matter

   Pages i-vi

   PDF

2. Introduction: Studying Interaction and Instructional Patterns in Classrooms

   • Kirsti Klette

   Pages 1-14

3. Instruction Matters

   1. Front Matter

      Pages 15-15

      PDF

   2. Instructional Activities and Discourse Features in Science Classrooms: Teachers Talking and Students Listening or … ?

      • Kirsti Klette, Marianne Ødegaard

      Pages 17-31

   3. Inquisitor, Evaluator or Facilitator?

      • Øistein Anmarkrud

      Pages 33-45

   4. “Usually We Are Not Where the Teacher Is”

      • Ole K. Bergem

      Pages 47-61

   5. Teachers’ Use of Questions and Responses to Students’ Contributions During Whole Class Discussions: Comparing Language Arts and Science Classrooms

      • Emilia Andersson-Bakken, Kirsti Klette

      Pages 63-84

   6. Students’ Perspectives on Reading Instruction and Reading Engagement

      • Astrid Roe

      Pages 85-97

4. Discourse Matters

   1. Front Matter

      Pages 99-99

      PDF

   2. Talk and Use of Language in the Science Classroom: Characteristic Features

      • Marianne Ødegaard, Nina E. Arnesen, Kirsti Klette

      Pages 101-112

   3. How Students Make Meaning from a Teaching Sequence on a Socio-scientific Issue

      • Nina E. Arnesen

      Pages 113-127

   4. Conversations as Learning Tools in Mathematics: What Do Pupils Actually Learn?

      • Ole K. Bergem, Kirsti Klette

      Pages 129-145

5. Engagement Matters

   1. Front Matter

      Pages 147-147

      PDF

   2. “I Prefer to Take One Subject a Day”

      • Ole K. Bergem

      Pages 149-163

   3. “Mathematics Is My Favorite Subject!”

      • Ole K. Bergem

      Pages 165-179

   4. Teacher Commitments: Love and Duty in Science Education

      • Marianne Ødegaard

      Pages 181-193

This book explores teaching and learning in lower secondary classrooms in the three PISA domains science, mathematics and reading. Based on extensive video documentation from science, math and reading classrooms in Norwegian secondary schooling, 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 the Norwegian PISA results 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.​

• General achievement scores
• Instructional patterns
• Instructional practices
• Language arts classrooms
• Math classrooms
• Science classrooms
• learning and instruction

• Oslo, Norway

  Kirsti Klette

• University of Oslo, Oslo, Norway

  Ole K. Bergem, Astrid Roe

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