Publications

• 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
• 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 978-3-030-38298-8. p. 470–510. Full text in Research Archive
• 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 978-3031161926. p. 1–21. doi: 10.1007/978-3-030-59533-3_87-1. 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. ISSN 1745-4999. doi: 10.1177/17454999221077848. 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. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. doi: 10.1007/s11092-022-09394-y. Full text in Research Archive
• 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.

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• White, Mark Christopher (2022). Aligning the Analysis of Observation Scores with Conceptual Understandings of Teaching Quality .
• Luoto, Jennifer Maria (2022). International classroom observation systems and comparative education.
• Luoto, Jennifer Maria; Klette, Kirsti & Blikstad-Balas, Marte (2022). Possible biases in observation systems when applied across contexts: Conceptualizing, operationalizing and sequencing instructional quality.
• Klette, Kirsti (2022). Standardized observation manuals as lenses into teaching quality: findings from Nordic classrooms using the PLATO manual. 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 & Blikstad-Balas, Marte (2022). Observation Manuals as Lenses Into Classroom Teaching and Learning: Toward a Common Language When Studying Classroom Instruction?
• Klette, Kirsti (2022). Panel debate at the conference Teacher education of the future, Örebro University.
• Klette, Kirsti (2022). The Use of Video for Teacher Learning.
• Klette, Kirsti & Kvernbekk, Tone (2022). PLATO: Measuring quality and stabilizing a phenomenon (keynote).
• Klette, Kirsti & Luoto, Jennifer Maria (2022). SYNTEQ Coding workshop. 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.
• Klette, Kirsti (2021). Discussant at Measuring Teaching Practices and Teaching Quality: Conceptualizations and Findings From an International Study. 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. Gøteborg. Analyzing Teaching Quality: Observational design – Classroom studies in the Educational Sciences.
• Klette, Kirsti (2021). Invited panel speaker AERA/OECD AERA-OECD Forum The Global Teaching InSights Video Study: Methodology, Data and Research Opportunities .
• Klette, Kirsti (2021). Dr kurs Nasjonal Forskerskole (NAFOL): Observasjonsmetodologi og Klasseromsdesign.
• White, Mark Christopher; Luoto, Jennifer Maria; Blikstad-Balas, Marte & Klette, Kirsti (2021). Bringing the Theory and Measurement of Teaching into Alignment.
• Klette, Kirsti (2021). How research on curriculum and instruction contribute to a shared vision of teaching and possible improvement of schooling.
• Klette, Kirsti (2021). Classroom observation as a means of understanding teaching quality. Towards a shared understanding of teaching? 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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