Session Information
27 SES 05 A, Linking Process Data and Product Data? How Can Process Data Shed Light on Achievement Patterns: Experiences from the Norwegain PISA+ Study
Symposium
Time:
2009-09-29
08:30-10:00
Room:
NIG, HS 3B
Chair:
Niels Egelund
Discussant:
Jouni Välijärvi
Contribution
The aim of this paper is to explore the relationship between teachers’ knowledge about comprehension strategies and their strategies instruction in the classroom. There is solid evidence that an efficient use of cognitive and metacognitive strategies increase students text comprehension (Guthrie et al., 2004). With that in mind, it is a reason for concern when the PISA-study (Kjaernsli et al., 2004), reveal that Norwegian students has rather mediocre comprehension skills, and report a low level of strategy use. Analyses from video taped lectures of Language Art from four different schools within the PISA+ design and with a focus on teachers' knowledge and use of instruction in reading comprehension strategies in classrooms will be used to discuss how we can understand the Norwegian students' reading comprehension skills.
Method
Expected Outcomes
References
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