The aim of the study is to map patterns of teaching quality through interactions in Mathematics lessons in lower secondary school classrooms. The sample is 10 ninth-grade classrooms in Norway (pupils' age, 14-15 years). Reciprocal linkages between teaching through interactions in Mathematic lessons and pupils' results on a standardized National…

The aim of this study was to explore trajectories of teachers' instructional support as perceived by students during a national initiative to develop lower secondary schools. Grade eight and nine students (N = 815) from nine Norwegian schools participated in three waves of data collection within one-and-a-half academic years. Growth mixture model…

Widely implemented in Europe over the last three decades, Content and Language Integrated Learning (CLIL) has been researched in some European contexts more extensively than in others, with the Norwegian context being among the least represented. This paper attempts to contribute to filling in the gap by examining the impact of a short-term CLIL…

Recent trends in language education have promoted the use of students' linguistic repertoires in the classroom. However, research is lacking into how languages are actually used in target language instruction. This study contributes new knowledge from lower secondary classrooms in Norway, combining a large data set of video observed English…

Current visions for the education of young people propose learning in meaningful contexts, relevant for citizens of a modern society. Inquiry-based teaching is one such approach in science education, but its potential can best be realised through constructive collaboration between teachers and across subjects. This chapter presents a case of…

This study examined the association between dietary habits and behavioural problems at school among adolescents in Norway. Participants in this study included 517 adolescents and 336 of their parents. Students attended schools in the south of Norway, where the study was conducted. In 2012, adolescents completed a food frequency questionnaire (FFQ)…

Research suggests that developing deep understanding of text requires sustained emphasis on reading comprehension instruction and scaffolded strategy practices. However, although research has shown explicit teaching of reading comprehension strategies to be effective, we know little about whether strategy instruction and use are part of…

Teachers' experiences and attitudes play a critical role in outdoor education. In this study, we aim to explore how 5th-10th-grade (10-15 years-old students) teachers use the natural environment in their teaching practices, with special attention to the link to sustainable development (SD). In total, 42 in-service teachers were invited to…

In this study, we examine the short-term effects of an intervention aimed at developing teachers' responsive pedagogy in mathematics. The study analyses how an emphasis on responsive pedagogy in 9th grade classrooms over a period of seven months might strengthen students' feedback, self-regulated learning, self-efficacy and achievement in…

Schools in Norway are supposed to meet the ideals connected to inclusive education. The most common definition of inclusive education in Norway is multiple-oriented, meaning that inclusive education is a product of a variety of values, processes and experiences. Learning environment is a particularly central element in inclusive education. The…

By means of an international comparison, the research presented in the article aims to identify supporting and hindering school level factors for the use of ICT in secondary school mathematics lessons. The relationship between ICT use and the performance of Grade 9 students in mathematics is examined and further integrated into a multi-level model…

Studies have shown that principals are essential in successfully implementing large-scale policy reforms in schools. However, the issue of how school leaders interpret and transform reforms is understudied. This article explores how twelve Norwegian school leaders respond to external demands in a new policy context emphasizing national test…

Recognizing the importance of formative assessment, this mixed-methods study investigates how four teachers and 100 students respond to the new emphasis on formative assessment in English as a foreign language (EFL) writing classes in Norway. While previous studies have examined formative assessment in oral classroom interactions and focused on…

Social Perception Training (SPT) is a program focused on changing the perceptual and cognitive processes involved in suboptimal social interactions. It is administered with whole class of pupils over ten weeks. No previous studies have evaluated its efficacy. The present study investigated the outcome benefit of the program in 18 primary and…

Latent profile analysis was used to identify different categories of students having different "profiles" using self-reported classroom behaviour. Four categories of students with unique classroom behaviour profiles were identified among secondary school students in Oslo, Norway (n = 1570). Analyses examined how classroom behaviour…