Linking Instruction and Student Achievement. A research design for a new generation of classroom studies

Klette, Kirsti; Blikstad‐Balas, Marte; Roe, Astrid

doi:10.5617/adno.4729

Cited by 78 publications

(68 citation statements)

References 38 publications

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“…This project was part of a large‐scale video study in the Department of Teacher Education and School Research at the University of Oslo, namely, the Linking Instruction and Student Achievement study (for study details and findings, see Klette, Blikstad‐Balas, & Roe, ). To investigate the naturally occurring instruction of reading comprehension strategies in language arts classrooms, the research team conducted video observations of an average of four consecutive language arts lessons in eighth grade (13–14‐year‐old students) in 47 different lower secondary classrooms across 45 schools in Norway.…”

Section: Methodsmentioning

confidence: 99%

To What Extent and How Are Reading Comprehension Strategies Part of Language Arts Instruction? A Study of Lower Secondary Classrooms

Magnusson

Roe

Blikstad‐Balas

2018

Reading Research Quarterly

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The authors examined naturally occurring reading comprehension strategies instruction (RCSI) across four consecutive lessons in 47 Norwegian language arts classrooms at the lower secondary level via video observations (n = 178). Although numerous studies have examined the effectiveness of RCSI for improving reading outcomes, few studies have focused on descriptions of real-world classroom instruction. This study thus provides additional insights into the extent to which and how language arts teachers in lower secondary schools provide RCSI. Further, the study sheds light on additional aspects of reading comprehension instruction to obtain a broader picture of what this instruction encompasses. The authors address these issues by providing an overview of the amount of RCSI used in language arts classrooms, a characterization of provided RCSI, the frequency of salient features of reading comprehension instruction, and an examination of the possible connections between strategy instruction and students' gains on national reading tests. The authors used the Protocol for Language Arts Teacher Observation manual to guide the first step of the analytic process, followed by qualitative content analyses of the provided RCSI and inductive coding of the reading comprehension instruction. The findings revealed limited evidence of explicit RCSI. When provided, the explicit instruction varied as either contextual or decontextual instruction. Several teachers demonstrated strategy knowledge, but in many cases, instruction seemed oriented more toward nontransferable activities than explicit strategy teaching. Mainly, the teachers focused their instruction on text-based discussions and text structure. The authors discuss various reading instructional practices, teachers' repertoire of strategies, and different approaches to explicit strategies instruction. R eading comprehension is considered a key competence in our modern information society, and there are high demands for comprehension of complex texts throughout students' schooling. This is especially the case in secondary school, where students face increasingly diverse and challenging texts in a range of different school subjects. Precisely because reading comprehension is such a crucial and complex endeavor, educational policymakers worldwide have given this topic much attention in recent years (e.g., National

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Section: Methodsmentioning

confidence: 99%

To What Extent and How Are Reading Comprehension Strategies Part of Language Arts Instruction? A Study of Lower Secondary Classrooms

Magnusson

Roe

Blikstad‐Balas

2018

Reading Research Quarterly

Self Cite

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“…During the 2015-16 and 2016-17 school years, the research team (including several research assistants) collected video-recordings among six school subjects in seven lower secondary schools. The sampling was based on a prior study, which included 49 schools in 8th grade (Klette, Blikstad-Balas, & Roe, 2017). We sampled seven schools (Schools 2,7,9,13,17,50,51) for variation in levels of student achievement, based on high (n = 2), average (n = 2) and below average (n = 2) 1 gains on the national reading tests from 8th to 9th grade, as well as demographic and geographic variation across three school districts, i.e.…”

Section: Methodsmentioning

confidence: 99%

“…One small, wallmounted camera at the back of the classroom faced the teacher, and the other at the front faced the classroom. Two microphones were used, one on the teacher and one fixed to capture students (Klette et al, 2017). This design provided reasonably good video and audio recording of whole-class discourse and student interactions ( Fig.…”

Section: Video-recorded Lessonsmentioning

confidence: 99%

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Explicit reading strategy instruction or daily use of strategies? Studying the teaching of reading comprehension through naturalistic classroom observation in English L2

Brevik

2019

Read Writ

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Research suggests that developing deep understanding of text requires sustained emphasis on reading comprehension instruction and scaffolded strategy practices. However, although research has shown explicit teaching of reading comprehension strategies to be effective, we know little about whether strategy instruction and use are part of "daily life" in classrooms (Pearson, & Cervetti, 2017). The present study analyses 60 video recorded English as a second language (L2) lessons in seven lower secondary schools in Norway, across two school years (9th and 10th grade) based on The Protocol for Language Arts Teaching Observation. The article investigates the types of text-based reading comprehension instruction and strategy use that goes on in these classrooms. Key findings show that teachers engage their students in reading comprehension instruction of narrative and expository texts more than half the time, offering guided strategy practice based on student needs, and encouraging daily use of known reading comprehension strategies, instead of explicitly teaching new ones. These are powerful examples of successful reading comprehension instruction, and show that when English teachers prioritise reading comprehension instruction, they use authentic L2 texts to develop and scaffold critical literacy and metadiscursive awareness.

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“…Det gjennomføres riktignok flere større videobaserte klasseromsstudier (se f.eks. Klette, Blikstad-Balas & Roe, 2017), og det finnes spørreskjemaer til elever og laerere i de internasjonale undersøkelsene, og da spesielt i TIMSS og PIRLS, som til sammen gir kunnskap om prosesser i klasserommet på nasjonalt nivå. Men denne typen informasjon samles ikke som en del av den systematiske kunnskapsinnhentingen for alle skoler.…”

Section: Måling Av Hva Som Skjer I Klasserommet: Undervisningskvalitetunclassified

På vei mot et sammenhengende nasjonalt kvalitetsvurderingssystem

Blömeke¹,

Olsen

2018

ADNO

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Artikkelen presenterer de mest sentrale verktøyene for kvalitetsmonitorering som har blitt innført som en del av det «Nasjonale kvalitetsvurderingssystemet for grunnopplæringen» (de nasjonale prøvene, kartleggingsprøvene og elev-undersøkelsen), i all hovedsak ut fra et perspektiv om at dette er målinger som skal bidra med informasjon til skoler, skoleeiere og nasjonale beslutningstakere. Gjennom beskrivelsen legger vi et grunnlag for en drøfting av seks forhold som vi foreslår som spesielt viktige for å videreutvikle det nasjonale kvalitetsvurderingssystemet. Hovedkonklusjonen fra denne drøftingen er at norsk skole har utviklet mange målinger som hver for seg i stor grad har god kvalitet. Det legges imidlertid ikke til rette for en helhetlig analyseramme som gjør det mulig å se de ulike målingene i sammenheng med hverandre, og som i sterkere grad vektlegger et utviklingsperspektiv.Nøkkelord: NKVS, læringsprogresjon, kartleggingsprøver, nasjonale prøver, elevundersøkelsenTowards a coherent national quality monitoring systemAbstractThis article gives an overview of the core tools introduced for quality moni-toring in the Norwegian school system since 2003 (the national assessments, the mapping tests and the student survey). It emphasizes a perspective that these tools are measurements with the purpose of providing information to schools, school owners and national stakeholders. The initial description is used to raise and discuss six aspects suggested to be of vital importance for the future development of the national quality monitoring system. The main conclusion derived from this discussion is that Norwegian schools have access to several measures which by themselves to a large degree have high quality and are fit for purpose. However, the system does not provide an analytical frame in which the various measures relate to each other to support a more holistic perspective on development.Keywords: Norwegian quality monitoring system, learning progression, mapping tests, national assessment, student survey

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Linking Instruction and Student Achievement. A research design for a new generation of classroom studies

Abstract: Educational research into instructional quality would benefit from macro-and meso-level instructional data -such as achievement data or large-scale student surveys -in relation to

Cited by 78 publications

References 38 publications

To What Extent and How Are Reading Comprehension Strategies Part of Language Arts Instruction? A Study of Lower Secondary Classrooms

To What Extent and How Are Reading Comprehension Strategies Part of Language Arts Instruction? A Study of Lower Secondary Classrooms

Explicit reading strategy instruction or daily use of strategies? Studying the teaching of reading comprehension through naturalistic classroom observation in English L2

På vei mot et sammenhengende nasjonalt kvalitetsvurderingssystem

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