Workshop invitation: “Systematic observation in educational research” / CLASS

We would like to invite researchers that use systematic observations in their work to a workshop about systematic observation in educational research, to share experiences, discuss ongoing work and planned studies.

A group of researchers at the University of Stavanger and Volda University College host the workshop. They represent four projects funded by The Research Council of Norway that use Classroom Assessment Scoring System (CLASS). The workshop will particularly address research using CLASS, but will also be relevant for researchers using similar protocols.

Date and location: 26.-27. September 2017, Clarion hotel, Arne Rettedals gate 14, Stavanger, Norway Continue reading

The paper “Responsive Pedagogy and Student Learning in Mathematics” was presented by RespMath members at a roundtable discussion at AERA2017 (San Antonio, TX).

In RespMath we assume there is more to learning than improving content achievements.

An aim in this project is to develop new understandings and knowledge of the relationship between responsive pedagogy, defined as feedback practice, and students’ learning in Mathematics, defined as achievements, self-regulation skills and self-efficacy.


Students’ belief in their own capacity to learn and their skills in regulating their own learning are crucial to developing independent learners learning for the future. Developing knowledge about how responsive pedagogy can strengthen students’ learning by engaging learners in dialogues to meet their emotional and cognitive needs is a major challenge for today’s schools.

Moving forward with the international advisory group

Our panel of international experts gathered in Bergen to a two-day intense meeting with the RespMath research team.

The advisory group was informed of the current status of the project, and the detailed plan on how the results will be analyzed and disseminated. Project manager, professor Knut Steinar Engelsen is very satisfied with the discussions.

– We got invaluable feedback on how to move the project forward, and the project group were eager to discuss important aspects of the project with experts in research fields related to the project design.
The RespMath project is currently in the middle of the intervention period, and 10  schools, approximately 40 teachers and about 1000 students are involved in the intervention. The aim is to aid the teachers in developing assessment for learning (AfL) competencies in mathematics.

AfL is about teacher utilizing assessment information in order to inform and develop own teaching, and about engaging the student in a learning dialogue about own learning needs. We choose to call this responsive pedagogy.

Read more about the international advisory group.

To our participating schools,

Thank you for your cooperation and enthusiasm during our meetings and research activities this year. We are deeply grateful that you have chosen to be a part of the RespMath project, and we look forward to work together in 2017.

 

To everyone following this research journey,

Thank you for your support and interest in our research! Although we are in the midst of the data collection, we already see some incredible outcomes as we speak. For instance, we are now planning our contribution at the AERA 2017 conference, where we have been invited to present our paper.

 

From all of us at the RespMath research team,

Merry Christmas and Happy New Year!

 

 

 

Utforsking av algebra med Anna Sfard

Den 22. november fekk alle som er involverte i RespMath møte den verdskjente professoren i matematikkdidaktikk, Anna Sfard frå Universitetet i Haifa, gjennom eit seminar over to timar.  Sfard tok deltakarane med inn i ei utforsking av kva som er naudsynt og korleis vi snakkar matematikk, og då med spesiell merksemd til uformell bruk av algebra og korleis elevane møter samtalar om formal algebra.

Sfard viste med døme korleis samtalar om algebra kan ta ulike former, frå daglegtale til meir symbolsk språk og det blei gode diskusjonar om kva dette gjorde med elevane og deira læring. Ho ga også eit innblikk i historia bak utviklinga av algebra, og korleis denne delen av matematikken oppsto.

Lærarane deltok ivrig i samtalane med Sfard, og det oppsto innsiktsfulle og viktige diskusjonar med høg relevans for prosjektet.

First article published

We are happy to announce that our first article is published in Cogent Education. The aim of this position paper is to define responsive pedagogy in relation to self-regulation, self-efficacy, achievements and assessment.

READ MORE:  Educating for the future: A conceptual framework of responsive pedagogy (full article).

Schools of today are educating for an unknown future, and knowledge of today will become partly irrelevant in 20–30 years. Teaching and assessment focusing on the learning of factual knowledge will not serve the needs of the learners in the future, as it does not prepare for life-long learning in a per today not definable future.

The main goal of today’s schooling should be to support students in learning how to go about learning. The aim of this position paper is to define responsive pedagogy in relation to self-regulation, self-efficacy, achievements and assessment.

The concept responsive pedagogy used in this paper is the recursive dialogue between the learner’s internal feedback and external feedback provided by significant others.

The core of responsive pedagogy is the explicit intention of the teacher to make learners believe in their own competence and ability to successfully complete assignments and meet challenges, to strengthen students’ self-efficacy, and to increase their overall self-concept.

Responsive pedagogy is hypothesised to impact achievements positively, yet this needs to be carefully researched.

Today’s schools should prepare for tomorrow, and educate independent self-regulated learners who believe in their own capacity to engage in continuous learning and knowledge production.

Our presentations at the Teacher Education Conference 2016

We were happy to give two presentations at the annual Teacher Education Conference “Bringing Teacher Education Forward: National and International Perspectives”. Both presentations are available below.

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Associate Professor Siv M. Gamlem talked about the process of developing a survey questionnaire for the RespMath project.

Associate professor Frode O. Haara presented the key features of the RespMath project design, and how we plan to use an intervention based approach to develop responsive pedagogy in lower secondary school mathematics teaching.

Associate professor Siv M. Gamlem talked about the process of developing a survey questionnaire which will be used to collect data from students about their thoughts and experiences connected to self-regulation, feedback and self-efficacy in mathematics.

 

Presentations:

Associate Professor Frode O. Haara’s presentation

Associate Professor Siv M. Gamlem’s presentation

Presenting two papers at the Teacher Education Conference 2016

The main theme of the annual Teacher Education Conference is “Bringing Teacher Education Forward: National and International Perspectives”. We are happy to announce that two of our prominent researchers from the RespMath team will give two paper presentations connected to the RespMath project.

Associate professor Frode O. Haara will present the key features of the RespMath project design, and how we plan to use an intervention based approach to develop responsive pedagogy in lower secondary school mathematics teaching.

Associate professor Siv M. Gamlem will talk about the process of developing a survey questionnaire which will be used to collect data from students about their thoughts and experiences connected to self-regulation, feedback and self-efficacy in mathematics.

 

Read both abstracts below:

 

Developing responsive pedagogy in lower secondary school mathematics teaching

An intervention based approach

(presented by Associate professor Frode O. Haara)

The RespMath project is a NRC-project that aims to examine in depth the relationship between teachers’ responsive teaching, defined as feedback practice, and students’ learning outcome in mathematics, defined as achievements, self-regulation skills and self-efficacy. The project is an intervention-study to be carried out in collaboration with 10 lower secondary schools, 40 mathematics teachers and approximately 1000 9th grade pupils. The teachers will participate in designing the learning and assessment activities to be implemented during a seven months long intervention period, starting in September 2016. During the intervention part of the project we will qualitatively investigate how pupils’ and teachers’ perception of feedback practice, and the application of feedback practice, develops in the classrooms.

The model for the intervention has been developed through extensive discussions in the project group over a period of 12 months, and during this period been revised according to comments from the project’s international advisory board, representatives from the participating schools, and the Norwegian community of mathematics teacher educators. Developing the intervention is still a work in progress, and the design will be adjusted in discussions with representatives from the participating teachers and the project group.  The emphasis is on defining core practices in teaching mathematics that will constitute the thematic priorities in the three phases of the intervention. Each phase will also be earmarked to one of the project’s three key theoretical constructs; the first phase to feedback-practice, the second phase to self-regulation and the third phase to self-efficacy. This part of the intervention planning will be finished in March 2016.

The intervention plan will be presented and discussed with the audience, both in relation to design and scientific rigor.

 

Responsive Pedagogy Questionnaire – the developing and validation process

(presented by Associate professor Siv M. Gamlem)

This proposal is about the process of developing a survey questionnaire as part of a research study funded by the Norwegian Research Council. The main goal with the current project is to examine the relationship between teachers’ responsive teaching, defined as feedback practice, and students’ learning outcome in Mathematics, defined as achievements, self-regulation skills and self-efficacy. The research context is 9th grade students in 10 schools in Norway, involving 1000 pupils in an experiment group and similar in a control group.

The questionnaire is developed from a theoretical model of academic self-assessment and self-regulated learning (Andrade, 2010), covering three main constructs Forethoughts (FT), Performance and control (PC) and Reflection (R). Three items set are developed for each construct representing concepts of self-regulation (Andrade, 2010; Pintrich, 2000; Zimmermann, 2000, 2002), feedback (Andrade, 2010; Hattie & Timperley, 2007), and self-efficacy (Bandura, 1977; Pintrich, Smith, Garcia & McKeachie, 1991; Usher & Pajares, 2008).

Validated instruments like the Norwegian version of the Cross Curricular Competences (CCC)/PISA-survey as well as the Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich et al., 1991), the Achievement Emotions Questionnaire – Mathematics (AEQ-M) (Pekrun, Goetz & Frenzel, 2005) and the Student Perception Assessment survey (SPA) (Havnes, Smith, Dysthe & Ludvigsen, 2012) have been used to build items for this questionnaire.

The questionnaire consists of 80 items. Items are checked for text comprehension by the use of LIX (Björnsson, 1968). The questionnaire has been piloted twice, first as a qualitative approach with observation of informants answering the survey, followed by interviews with the informants afterwards (N=10). The second pilot was conducted with a convenience sample of 250 pupils from the experiment schools emphasizing factor- and reliability analysis.