QUINT finds it highly valuable to work towards a richer, and to a larger extent shared, theory-based understanding of the concept teaching quality. Indeed, a principal ambition of the QUINT Center, articulated in the application to NordForsk, is to contribute to theoretical development in research on teaching quality through an empirical integration of perspectives. So, while occupied with gathering extensive comparative data linked to several subprojects and bringing new PhD students and post docs into the project, we would also like to facilitate conversations among the QUINT researchers about the theoretical aspects of our joint research objective. For this purpose, we invite QUINT researchers to a series of study webinars in which we explore and discuss theoretical aspects of teaching quality linked to the design of the QUINT subprojects. The aim is to develop an interdisciplinary and applicable understanding of the theoretical lenses with which we investigate teaching quality.
Webinar #2: Theoretical conceptualisations of teaching quality in the Connected Classrooms Nordic Study project
This webinar focuses on the Connected Classrooms project within QUINT. The ambition is to learn more about the way Connected Classroom conceptualizes teaching quality based on prior research, including the articles made available as resources for this webinar.
Discussion points:
- What are the basic over-arching arguments in the three texts?
- What are the basic theoretical underpinnings of the Connected Classrooms project?
- How are theoretical underpinnings linked to data generation and analysis?
- Are there significant doubts or critical questions to raise against Connected Classroom?
- What are the losses and gains of investigating teaching quality the way Connected Classroom does it?
Resources
- Neil Selwyn, Selena Nemorin, Scott Bulfin & Nicola F. Johnson (2017) Left to their own devices: the everyday realities of one-to-one classrooms, Oxford Review of Education, 43:3, 289-310, DOI: 10.1080/03054985.2017.1305047 Restricted access
- Sahlström, F., Tanner, M., & Olin-Scheller, C. (2019). Smartphones in classrooms: Reading, writing and talking in rapidly changing educational spaces. Learning, Culture and Social Interaction, 22, 1-5 Restricted access
- Kirsti Klette, Fritjof Sahlström, Marte Blikstad-Balas, Jennifer Luoto, Marie Tanner, Michael Tengberg, Astrid Roe & Anna Slotte (2018) Justice through participation: student engagement in Nordic classrooms, Education Inquiry, 9:1, 57-77, DOI: 10.1080/20004508.2018.1428036 (focus on case 2) Restricted access
Moderators: Professor Nikolaj Elf and Professor Michael Tengberg
This webinar is limited to researchers at QUINT.