The Quality of Instruction in Swedish Lower Secondary Language Arts and Mathematics

Autor/inn/en	Tengberg, Michael; van Bommel, Jorryt; Nilsberth, Marie; Walkert, Michael; Nissen, Anna
Titel	The Quality of Instruction in Swedish Lower Secondary Language Arts and Mathematics
Quelle	In: Scandinavian Journal of Educational Research, 66 (2022) 5, S.760-777 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tengberg, Michael) ORCID (van Bommel, Jorryt) ORCID (Nilsberth, Marie) ORCID (Walkert, Michael) ORCID (Nissen, Anna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2021.1910564
Schlagwörter	Educational Quality; Instructional Effectiveness; Foreign Countries; Middle School Students; Language Arts; Mathematics Instruction; Grade 7; Observation; Language Teachers; Mathematics Teachers; Scaffolding (Teaching Technique); Classroom Techniques; Classroom Environment; Pedagogical Content Knowledge; Teaching Methods; Teacher Characteristics; Sweden + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Unterrichtserfolg; Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Sprachkultur; Mathematics lessons; Mathematikunterricht; School year 07; 7. Schuljahr; Schuljahr 07; Beobachtung; Language teacher; Sprachunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Klassenführung; Klassenklima; Unterrichtsklima; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Schweden
Abstract	Instructional quality is a research topic that has received increased attention over the past decades. However, despite evidence for its importance to student learning, few studies are designed to examine patterns of prevalent instruction. The present study aimed to enhance the understanding of instructional quality in Swedish lower secondary school by examining patterns of instruction in 7th grade language arts and mathematics. 274 lessons from 73 separate classrooms were video-recorded and analyzed using the Protocol for Language Arts Teaching Observation (PLATO). Findings of the study show that lessons were largely organized through either whole-class instruction or individual seatwork. Mathematics included significantly more explicit teacher scaffolding and mathematics teachers scored higher than language arts teachers on nearly all instructional dimensions. However, in both subjects, there were substantial differences between teachers, meaning that students in different classrooms received systematically different kinds of instruction. Implications for instructional development and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01