Paper sessions

1 A | Teaching quality in mathematics education

• Three types of cognitive activation in mathematics education: a qualitative-reconstructive video analysis, Patrick Schreyer, DIPF | Leibniz Institute for Research and Information in Education

• Characterizing mathematics lessons via task characteristics, Ann-Kristin Adleff, University of Hamburg
• Mathematical competency goals and activities in Nordic Mathematics classrooms, Alexander Selling, University of Oslo
• Teaching for cognitive activation: Outstanding mathematics teaching in a Nordic context, Johann Sigurjónsson, University of Iceland

• Can students’ cognitive processing skills moderate the effect of cognitive activation on student Learning? An exploratory study, Sergios Sergiou, University of Cyprus 

1 B | Teaching quality in L1 and L2 education

• Benefits and challenges in operationalizing the PLATO element “Use of Authentic Texts in Instruction” in English lessons covering both printed novels and multimodal games, Shilan Ahmadian, University of Oslo
• Affordances in digital writing: Exploring teaching quality, Jenny Högström, University of Helsinki
• Literary Discussions in Danish, Norwegian and Swedish Lower Secondary Classrooms, Anna Nissen, Karlstad University
• Inquiry in the Nordic L1 Literature Curricula, Ida Gabrielsen, University of Oslo
• Analyzing Teaching Qualities in relation to use of PowerPoint in L1 Teaching, Annelie Johansson, Karlstad University

2 A | Actor perceptions of teaching quality

• A comparison of the teaching quality perspectives of school inspectors, students, and teachers, Hannah Bijlsma, University of Twente
• Examining students’ perceptions of teaching behavior: Linking the effective teaching framework to the self-determination theory, Bilge Gencoglu, University of Groningen
• Motivational interviewing in school to promote autonomy-supportive teaching and teacher efficacy, Martina Svensson, Karlstad University
• Student perceptions of teaching quality across 39 countries: evaluating the comparability and impact of teachers’ gender, Bas Senden, University of Oslo

2 B | Teaching quality in teacher education & professional development

• From critical to generative moments when learning to notice and enact responsive instructional scaffolding during fieldwork, Gøril Brataas, University of Oslo
• The teaching clinics' One Health case: a highly flexible digital service-learning format in Austrian teacher education, Ulrich Hobusch, Vienna University of Economics and Business
• Understanding research literacy from the perspective of teacher education, Tone M. Eriksen, University of Oslo
• Mentoring paradigms as a lens to observe school based mentoing conversations with the use of digital tools for mentoring, Tove Hunskaar, University of Oslo

3 A | Analyzing teaching quality through observation

• Instructional quality disparities perceived with two classroom observation instruments, ICALT and TEACH: a mixed-method study on teacher effectiveness, Zhijun Chen, University of Bath
• Towards a conceptual framework for teaching quality, Cæcilie Damgaard Ketil Hejl & Jonas Teglbjærg, University of Southern Denmark
• Reciprocal Associations Among Teaching Quality, Teachers’ Work Engagement, and Children’s Social Competence, Viola Penttinen, University of Jyväskylä
• Achieving high-quality observation ratings of teaching quality – investigation of a newly developed classroom observation instrument, Tosca Panetta, University of Tübingen and Institute for Educational Analysis Baden-Württemberg, Stuttgart
• Relationships between beginning teachers' motivational profiles and effective teaching behaviour over the first two career years, Xiangyuan Feng, University of Groningen

3 B | Quality aspects in assessment, social science education & professional development studies

• Teachers’ conceptualizations of assessment of L2 English oral proficiency reflected in note-taking practices of a high-stakes, national test, Liliann Byman Frisén, Karlstad University
• What if implementing peer assessment was not a self-condition of teaching quality?, Yoann Buyck, University of Geneva
• Bringing the World into the Classroom: A Matter of Quality in Social Science Education, Peter N. Aashamar, University of Oslo
• Process of refining professional development intervention: Educational design research practices, Amanda Riske, Arizona State University

4 A | Teaching quality in different contexts/classroom realities

• Disentangling tensions between the comparative education field and classroom observation systems used comparatively, Jennifer Luoto, University of Oslo
• On the equivalence of teaching quality in face-to-face and distance teaching, Richard Göllner, University of Tübingen
• Testing the validity of the ICALT observation instrument for measuring effective teaching behaviour in 10 countries, Ridwan Maulana, University of Groningen 

4 B | Subject & content-specific aspects of teaching quality 

• Subject-specific learning and Interaction in elementary school – a research program, Tatyana Tyagunova & Georg Breidenstein, Martin-Luther-Universität Halle-Wittenberg
• Investigating critical literacy instruction through videotaped lessons across Nordic L1 classrooms – issues and tensions in conceptualization, operationalization, and ethics, Camilla Magnusson, University of Oslo
• The malleability of teaching factors: context and subject dependencies, Eva Lykkegaard & Ane Qvortrup, University of Southern Denmark

4 C | Teaching quality across subjects & classrooms

• The quality of instruction in Swedish lower secondary language arts, mathematics and social science, Michael Tengberg, Jorryt van Bommel, Marie Nilsberth, Anna Nissen & Michael Walkert, Karlstad University
• Measuring teacher quality: surveys versus video-based think aloud protocols, Karen Koellner, Arizona State University, Nanette Seago, WestEd, Nicora Placa, Hunter College, CUNY & Amanda Riske, Arizona State University
• Students perceptions of classroom climate as a quality indicator of classroom practices, Berglind Gísladóttir, Anna Kristín Sigurðardóttir, University of Iceland & Hermina Gunnþórsdóttir, University of Akureyri

5 A | Theorizing & measuring teaching quality

• Theory development and measurement strategies in research on teaching quality. A view from philosophy of science, Leif Lahn, University of Oslo
• 'Time' matters - Time 'matters': - observing instructional quality and the concept of teaching, Stefan Graf, UCL University College, Denmark
• What’s in a number? Problematizing interpretations of observation rubrics, Mark White, University of Oslo
• Investigating generalizability interpretations for an instructional quality framework in secondary mathematics classrooms, Armin Jentsch, University of Greifswald
• Teaching and learning as didactic joint actions: why does the knowledge content matter in assessing the quality of teaching?, Florence Ligozat & Marie Sudriès (co-author), University of Geneva

5 B | Investigating teaching quality in social science education

• Controversiality as an element of teaching quality, Dorothee Gronostay, TU Dortmund University (co-authors: Anders S. Christensen, SDU & Katrin Hahn-Laudenberg)
• Observing and interpretating quality in social science teaching, Torben Christensen, University of Southern Denmark
• Higher order thinking in social science education, Anders Christensen, UCL University College & Nora Mathé, University of Oslo
• How can video observations contribute to increasing quality in social sciences teaching?, Nadine Malich-Bohlig, UCL University College

5 C | Quality Literature Education (QUALE) Symposium

• Framing the QUALE project: Theoretical pillars, revised research questions, and methodology, Nikolaj Elf, University of Southern Denmark
• Inquiry-based teaching and steered openness in literature teaching, Vibeke Christensen, University of Southern Denmark
• Comparative didactics – the case of inquiry-oriented teaching of literature education in Language arts, Ane Qvortrup, University of Southern Denmark
• Inquiry in The Nordic L1 Literature Curricula, Thomas Illum Hansen, UCL, Denmark & Ida Gabrielsen, University of Oslo

6 A |Theories, instruments & empirical approaches to understand aspects of quality teaching

• Fine-grained, nomination coding in the support domain: Promising teacher discourse measures in mathematics instruction, Sean Kelly, University of Pittsburgh
• Development and validation of the ADAPT-instrument for assessing differentiation in all phases of teaching​, Marieke Van Geel, University of Twente & KPZ University of Applied Sciences & Trynke Keuning, KPZ University of Applied Sciences
• Defining the core of teaching quality in special education: a systematic review of the literature on special educators’ roles, Hannah Mathews, University of Florida
• Stated purpose and use of feedback in Icelandic lower secondary classrooms results from video-recordings, Birna Svanbjörnsdóttir, Sólveig Zophoníasdóttir & Berglind Gísladóttir, University of Akureyri

6 B | Developing quality in teacher education and professional development

• Video as a tool for discussion: teacher candidates’ reasoning across coursework and fieldwork, Inga Staal Jenset, University of Oslo
• Inquiry dialogue to promote comprehension and interpretation. Effects of an intervention to improve the quality of teacher-led discussions about complex literary texts, Michael Tengberg, Karlstad University
• Conceptualising a framework for the study of students development of teacher noticing when videotaped teaching is used in teacher education, Hanne Fie Rasmussen & Stefan Graf, UCL University College
• Hit the road towards an automated assessment of written reflections of pre-service teachers, Tim Fütterer, University of Tübingen

6 C  | Content-specific analysis of teaching quality: approaches & instruments

• Subject-specific perspectives on teaching qualities in Nordic connected classrooms, Marie Nilsberth et al., Karlstad University
• Response-able pedagogy as an approach to quality in teaching, Marie Slot et al., University College Capitol
• Instructional videos in classrooms – The development and validation of an instrument to assess its quality, Ann-Kathrin Jaekel, University of Tübingen