Various approaches are required when analyzing teaching quality and in this proposed symposium we discuss the differential impact linked to rather different approaches and measures classroom observations, student feedback measures and analyses of copies of students’ work.  Drawing on classroom data from Language Arts classrooms (grade 7/8) in respectively Norway, Sweden, Denmark, Finland and Iceland we discuss how observation data and observation instruments, student perspective surveys and copies of students’ work serve as analytical and conceptual lenses when trying to understand features of classroom teaching and learning. Using Nordic classroom data for such an endeavor is especially interesting since the Nordic countries share many structural similarities (e.g. a comprehensive, non-tracked, non- streamed model of schooling; the tradition of national curricula; and an emphasis on inclusive and heterogeneous classrooms). On the other hand, there are interesting cultural differences in instructional practices across the Nordic countries such as the amount of whole class teaching and classroom discussions (Klette et al., 2017), the role of technology (Olofsson et al., 2011) and scores on international achievement tests (Nordic Council of Ministers 2018, OECD, 2018).

Our concern in the present symposium is to discuss how different analytical and conceptual approaches and instruments contribute to a better understanding of teaching quality and provide different lenses that may capture important differences between Nordic classrooms. Voluminous research on teaching quality (see for example Nilsen & Gustafsson, 2016; Seidel and Shavelson, 2007) indicate that teachers’ use of scaffolding techniques, their presentation of content, facilitation of classroom discussions and provisions for a supportive climate - have proven critical for teaching quality. Thus, the four dimensions cognitive challenge, instructional clarity, classroom discourse and supportive climate seem to establish a common ground when trying to understand and analyze teaching qualities in classrooms. By using multiple instruments and with different, yet similar enough conceptual grounding, we, in this symposium, discuss the potential strengths and constraints linked to the different approaches and instruments. The five papers provide a first step for our comparative classroom ambition in the newly funded Nordic Center of Excellence “Quality in Nordic Teaching” (QUINT). 

Paper 1 (Klette and Blikstad-Balas) use observation data from Language Arts Classrooms in Norway to discuss challenges linked to analyzing teaching quality

Paper 2 (Roe and Tengberg) report from how student perception surveys from Denmark, Finland, Iceland, Norway and Sweden might inform us about features of teaching quality

Paper 3 (Elf and Illum Hansen) discuss how multiple approaches – that is quantitative and qualitative measures - are required when analyzing qualities in literary education in Danish Language arts Classrooms

Paper 4 (Nilsberth, and colleagues) focus on technology rich classrooms when analyzing features of quality in Language Arts classrooms across the Nordic countries

Paper 5 (Svanbjornsdottir and colleagues) report from methodological and analytical challenges when analyzing teaching quality in Icelandic classrooms

Together these five paper summarize dilemmas and developments in our search for trying to understand features of high quality classroom teaching and learning relevant for Nordic, European and international educational practices.

The symposium will be organized in two parts with three papers in the first part followed by two papers in the next section. Prof. Georg Breidenstein Halle University and Prof. Anna Kristín Sigurðardóttir, University of Iceland will serve as discussants.

Klette. K, Sahlström, F et al. (2018). Justice through participation: Student Engagement in Nordic Classrooms. Education Inquiry, Volume 9 (1), pp 57-77. Nordic Council of Ministers (2018). Northern Lights on PISA and TIMSS, Copenhagen: Council of Ministers Unit. OECD (2018). PISA 2015 Results in Focus, Paris: OECD Nilsen, T., & Gustafsson, J.-E. (red.). (2016). Teacher quality, instructional quality and studentoutcome. Relationships across countries, cohorts a.nd time. (Vol. 2): Springer. Olofsson A.O. et al (2011).Uptake and Use of Digital Technologies in Primary and Secondary Schools – a Thematic Review of Research. Nordic Jourmal of Digital Literacy, Vol.6. No 04 pp 207-225. Seidel T., Shavelson R. (2007).Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results. Review of Educational Research, Vol. 77, No. 4, pp. 454–499.