Do Teachers Matter? Students’ Perceptions of Classroom Interactions and Student Engagement
The study examined the associations between students’ perceptions of classroom interactions and students’ emotional and behavioral engagement.
Capturing Sense-Made School Practice. The Activities of the Interviewer
It is difficult for researchers to capture the complex life and practices in school organizations. However, it is important to understand how leaders, teachers and students relate to each other and manage different change processes.
Observed patterns of classroom interactions and teacher wellbeing in lower secondary school
In this study, we aimed to identify variations in the quality of classroom experiences in Norwegian schools through classroom observations using Latent Profile Analysis (LPA) and to explore how teachers job satisfaction and well-being are associated to patterns of classroom interactions.
Trajectories of students’ perceived instructional support
The majority of students in this study did not report increased teachers’ instructional support; however, some students reported improvement. Findings might also indicate that students at higher risk (i.e. those with more motivational and behavioral problems) perceive increasing instructional support from their teachers during the relatively short initiative.
A preliminary validity of the classroom assessment scoring system in Norwegian lower-secondary schools
The article “A preliminary validity of the classroom assessment scoring system in Norwegian lower-secondary schools” (CLASS-S), presents a study validating the use of the observation instrument CLASS-S in a Norwegian context.
Teachers’ perceptions of their collective and individual learning regarding classroom interaction
The purpose of this paper is to describe teachers’ perceptions of their collective and individual learning and explore the facilitators for learning possibilities in classroom interaction.
How teachers can improve their classroom interaction with students
This study aims to contribute to understanding of how lower secondary school teachers in Norway learn classroom interaction in the context of educational intervention.
Bullying victims’ perceptions of classroom interactions
The paper “Bullying victims’ perceptions of classroom interactions” is based on data from the CIESL-project. Findings indicate the importance of classroom interaction and peer relationships for bully victims, and the need to create positive teacher-student and student-student relations.
University-School partnerships as arrangements in policy implementation
Rartnership arrangements require parties who understand the implications of this collaboration. Respect, mutual trust and joint understanding are needed
The first article is published
«Students who bully and their perception of teacher support and monitoring» is the first article based on results from the CIESL-project. As part of the validation of a new measurement of students’ perception of instructional support the study investigate students who bully and their perception of classroom interaction.