Deadline for registration for the PhD-course is May 1st, 2019.
- By completion of this course, the PhD candidate will:
Have a deeper understanding of the issues surrounding systematic classroom observation
- Have knowledge of research design in observational studies
- Have knowledge of classroom research and the combination of observational data with other data sources
- Have knowledge of Classroom assessment scoring system (CLASS) and similar research protocols.
- Participation in a two day Nordic workshop on systematic observation. At the workshop the students will meet updated knowledge on systematic observation in educational research from international researchers in the field, and take part of discussions and seminars.
- Two days on campus with lectures going into depth of some themes relevant for the subject.
- In addition a reading component is included that provide participants containing key literature in the field that prepare participants for the workshop and the required documentation.
The two day workshop will contain lectures that introduce participants to the use of systematic observation in research in kindergarten through high school. During the two days, there will also be lectures addressing methodological aspects of systematic observation (e.g. validity, reliability, and combination with different data sources). Additional, seminars will provide opportunities for participants to put questions related to their own work up for discussion in round table sessions.
Required documentation for participants is either a paper based on a manuscript for a presentation in the seminar part of the workshop or an essay on a topic relevant for the workshop. Participants may alternatively choose to present a poster prepared before the workshop and a short oral presentation of the poster at the workshop. Relevant literature for the reading list are to be included in the paper/essay.
Responsible for the course: Associate professor Elsa Westergård, Professor Sigrun K. Ertesvåg,
Professor Marja Kristiina Lerkkanen, University of Jyväskylä, Finland/ NSLA, UoS.
Required prerequisite knowledge
Recommended previous knowledge
|Manuscript for oral presentation||1/1||20 minutes||Pass - Fail|
Deadline for handing in the individual paper: November 1st
- Course coordinator
- Sigrun Karin Ertesvåg, Elsa Westergård
Method of work
International and local students enrolled in a doctoral program. Applicants may be turned down due limitations in the number of places (max. 15 participants).
Workshop language is English, thus English is the teaching language.
Gamlem, S. M., & Munthe, E. (2014). Mapping the quality of feedback to support students' learning in lower secondary classrooms. Cambridge Journal of Education, 44(1), 75-92 (17p)
Grossman,P., Cohen, J. & Brown, L. (2014) Understanding Instructional Quality in English Language Arts: Variations in PLATO Scores by Content and Context. In T. J. Kane, K. A. Kerr, & R. C. Pianta (Eds.),Designing Teacher Evaluation Systems: New Guidance from the Measures of Effective Teaching Project (pp. 303-332). San Francisco: Jossey-Bass A Wiley Brand (29p) Available online: file:///C:/Users/2900198/Downloads/Designing-Teacher-Evaluation-Systems_freePDF.pdf
Hallgren, K. (2012) Computing Inter-Rater Reliability for Observational Data: An Overview and Tutorial .Tutor Quant Methods Psychol. 8(1): 23–34. (11p)
Hamre,B.K., Hatfield,B., Pianta, R. & Jamil,F. (2014) Evidens for general and domain-specific elements of teacher-child interactions: Associations with preschool children’s development. Child development. 85(3) 1257-74.(17p)
Hamre, B. K., Pianta, R. C., Downer, J. T., DeCoster, J., Mashburn, A. J., Jones, S. M., . . . Hamagami, A. (2013). Teaching through interactions: Testing a developmental framework of teacher effectiveness in over 4,000 classrooms. The Elementary School Journal, 113(4), 461-487.(15p)
Joe, J. N., McClellan, C. A., & Holtzman, S. L. (2014). Scoring Design Decisions: Reliability and the Length and Focus of Classroom Observations. In T. J. Kane, K. A. Kerr, & R. C. Pianta (Eds.),Designing Teacher Evaluation Systems: New Guidance from the Measures of Effective Teaching Project (pp. 415-442). San Francisco: Jossey-Bass A Wiley Brand Available online: file:///C:/Users/2900198/Downloads/Designing-Teacher-Evaluation-Systems_freePDF.pdf (27p)
Klette, Kirsti & Blikstad-Balas, Marte (2018). Observation manuals as lenses to classroom teaching: Pitfalls and possibilities. European Educational Research Journal. ISSN 1474-9041. 17(1), s 129- 146 . doi: 10.1177/1474904117703228 (17 p)
Klette, Kirsti; Blikstad-Balas, Marte & Roe, Astrid (2017). Linking instruction and student achievement: research design for a new generation of classroom studies. 11(3), . doi: 10.5617/adno.4729 (19 p)
Opdenakker, M-C, Maulana, R. & den Brok, P. (2012)Teacher–student interpersonal relationships and academic motivation within one school year: developmental changes and linkage, School Effectiveness and School Improvement, 23:1, 95-119,
Pakarinen, E., Lerkkanen, M.-K., Poikkeus, A.-M., Kiuru, N., Siekkinen, M., Rasku-Puttonen, H. & Nurmi, J.-E. (2010). A validation of the classroom assessment scoring system in Finnish kindergartens. Early Education and Development, 21(1), 95-124. (29 p)
Park, Y.S., Chen; J. & Holtzman, S.L. (2014) Evaluating Efforts to Minimize Rater Bias in Scoring Classroom Observations In T. J. Kane, K. A. Kerr, & R. C. Pianta (Eds.),Designing Teacher Evaluation Systems: New Guidance from the Measures of Effective Teaching Project (pp. 383-414) . San Francisco: Jossey-Bass A Wiley Brand (31 p) Available online: file:///C:/Users/2900198/Downloads/Designing-Teacher-Evaluation-Systems_freePDF.pdf
Pianta, R., Hamre, B., & Allen, J. (2012). Teacher-Student Relationships and Engagement: Conceptualizing, Measuring and Improving the Capacity of Classroom Interaction. In S. L. Christenston, A. L. Reschly, & C. Wylie (Eds.), Handbook of Student Engagement (pp. 365-386). New York: Springer. (21p)
Pianta, R.C., Hamre, B. & Mintz, S. (2012) Classroom Assessment Scoring System –Secondary. Teachstone. Charlottesville, VA. (or other version of the CLASS manual) (126 s)
Prain, M. I., McVilly, K. R., & Ramcharan, P. (2012). Being reliable: issues in determining the reliability and making sense of observations of adults with congenital deafblindness? Journal of Intellectual Disability Research, 56, 6 pp 632–640. (8 p).
Praetoriuos, A.-K, Lenske, G, & Helmke, A. (2012) Observer ratings of instructional quality: Do they fulfill what they promise? Learning and Instruction, 22(1), 387-400. (13p)
Salminen, J., Hännikäinen, M., Poikonen, P.-L., & Rasku-Puttonen, H. (2013). A Descriptive Case Analysis of Instructional Teaching Practices in Finnish Preschool Classrooms. Journal of Research in Childhood Education, 27 (2), 127-152. (25 p) doi:DOI: 10.1080/02568543.2013.767289 https://jyx.jyu.fi/dspace/handle/123456789/41162
Westergård, E., Ertesvåg, S.K. & Rafaelsen, F. (2018) A preliminary validity study of the Classroom Assessment Scoring System in Norwegian lower secondary schools. Scandinavian Journal of Educational Research ( 19 p)
In total: 498 pages
Suggested additional literature
Malmberg, L.-E., Hagger, H., Burn, K., Mutton, T., and Colls, H. (2010). Observed Classroom Quality During Teacher Education and Two Years of Professional Practice, Journal of Educational Psychology,102, 4, 916–932. (16 p)
Ruzek, E.A., Hafen, C. A., Hamre, B.K. & Pianta, P.C. (2014) Combining Classroom Observations and Value Added for the Evaluation and Professional Development of Teachers. In T. J. Kane, K. A. Kerr, & R. C. Pianta (Eds.) Designing Teacher Evaluation Systems: New Guidance from the Measures of Effective Teaching Project (pp. 205-233). San Francisco: Jossey-Bass A Wiley Brand (28p) Available online: file:///C:/Users/2900198/Downloads/Designing-Teacher-Evaluation-Systems_freePDF.pdf
Salminen, J., Lerkkanen, M.-K., Poikkeus, A.-M., Siekkinen, M., Pakarinen, E., Hännikäinen, M., Poikonen, P.-L., & Rasku-Puttonen, H. (2012). Observed classroom quality profiles in kindergarten classrooms in Finland. Early Education & Development. 23 (5), 654-677. (23 p) doi:10.1080/10409289.2011.574267 https://jyx.jyu.fi/dspace/handle/123456789/40852
Sandilos, L. E., Shervey, S. W., DiPerna, J. C., Lei, P., & Cheng, W. (2016, May 12). Structural Validity of CLASS K–3 in Primary Grades: Testing Alternative Models. School Psychology Quarterly. Advance online publication. http://dx.doi.org/10.1037/spq0000155
Virtanen, T. e., Pakarinen, E., Lerkkanen, M., -K., Poikkeus, A.-M., Siekkinen, M., & Nurmi, J.-E. (2017). A Validation Study of Classroom Assessment Scoring System–Secondary in the Finnish School Context. Journal of Early Adolescence. doi:DOI: 10.1177/0272431617699944
In total: 110 pages
Vi gjør oppmerksom på at det kan noen endringer i pensum våren 2019.
Sist oppdatert: 16.06.2019