Open lecture: The LISA study – assessing instructional quality in the Nordic secondary classrooms

JustEd open lecture on mathematics instruction Norway and Finland

What are the main differences in mathematics instruction in Norway and Finland? And which country’s teachers score higher in the student surveys? Attend JustEd’s open lecture by visiting scholar Jennifer Luoto, PhD student, in Helsinki on Friday 16.2.2018 at 1-2 PM.

In the first part, Jennifer will present the LISA study, the measures used to study instructional quality, and some preliminary results from a Norwegian context. In the second part, Jennifer will share the latest findings from her own research and present the main differences found in mathematics instruction in Norway and Finland. She will also tell which country’s teachers score higher in the student surveys.

OPEN LECTURE:
The LISA study – assessing instructional quality in the Nordic secondary classrooms, by visiting scholar Jennifer Luoto, PhD student at Oslo University, Department of Teacher Education and School Research.
Time: Friday 16.2.2018 at 1-2 PM
Place: Athena building, room 168, University of Helsinki
The lecture is open for everyone and free of charge, no need to register.

Abstract
The LISA study, Linking Instruction to Student Achievement, is a large scale video study in the Nordic context, with 49 participating classrooms in Norway, 16 (and more coming) in Sweden, and 8 in Finland. In LISA, we study instructional quality across the subjects Language Arts and Mathematics in secondary classrooms. The data sources we analyze are filmed lessons, student surveys, and gains on national tests.

Jennifer’s study
Instructional patterns in secondary mathematics classrooms in Norway and Finland
I study mathematics instruction in two Nordic contexts that at the one hand share some key features for ways of organizing schooling and education, at the other, point to interesting differences when it comes to instructional practices at the classroom level.

By systematically analyzing videos of filmed lessons and features of instruction in 8 classrooms in respectively Helsinki and Oslo, we found that while whole class instruction dominated in Oslo, individual seatwork were the main instructional activity in Helsinki classrooms. Instruction in Helsinki showed more evidence of clear instructional explanations, connecting new to old knowledge, and explicit learning goals; while it was more common in Oslo classrooms that students had opportunities to participate in classroom discourse and peer discussions. The main findings from the student surveys indicate that students are generally positive to their lessons in mathematics, but Norwegian teachers score statistically significantly higher on 14 items. Some of these are directly relevant for classroom discourse.

Introduction: Who is Jennifer?
Jennifer is a PhD student at Oslo University, Department of Teacher Education and School Research. She is originally from Finland and have resided in Norway for more than six years now. She is part of the large scale video study (the LISA study), run by Kirsti Klette, and of JustEd Team 3. Her research interests are comparative education, classroom research, mathematics instruction, student participation, and special education.

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About the Author

About the Author: Charlotta Järf is in charge of the communications and marketing activities for JustEd and The Nordic Centre of Excellence. With ten years of professional experience in Communications and Marketing, and five years as a TV, radio and newspaper journalist, Charlotta has a practical set of skills in strategical communications, PR, social media, graphic design, video and content production. .

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