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

  • Book
  • © 2016

Overview

Editors:
  1. Kirsti Klette

    1. Oslo, Norway

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  2. Ole K. Bergem

    1. University of Oslo, Oslo, Norway

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  3. Astrid Roe

    1. University of Oslo, Oslo, Norway

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  • Combines quantitative and qualitative analyses from studies of lower secundary schooling
  • Provides unprecented insight of what goes on in classrooms through analyses from video documentation from classrooms
  • Links instructional patterns with discursive features of teacher-student interaction

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Table of contents (12 chapters)

  1. Front Matter

    Pages i-vi
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  2. Introduction: Studying Interaction and Instructional Patterns in Classrooms

    • Kirsti Klette
    Pages 1-14

  4. Discourse Matters

    1. Front Matter

      Pages 99-99
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    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
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    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
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Keywords

About this book

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.​

Editors and Affiliations

  • Oslo, Norway

    Kirsti Klette

  • University of Oslo, Oslo, Norway

    Ole K. Bergem, Astrid Roe

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