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Eriksson, K., Lindvall, J., Helenius, O. & Ryve, A. (2020). Cultural Variation in the Effectiveness of Feedback on Students' Mistakes. Frontiers in Psychology, 10, Article ID 3053.
Open this publication in new window or tab >>Cultural Variation in the Effectiveness of Feedback on Students' Mistakes
2020 (English)In: Frontiers in Psychology, ISSN 1664-1078, E-ISSN 1664-1078, Vol. 10, article id 3053Article in journal (Refereed) Published
Abstract [en]

One of the many things teachers do is to give feedback on their students' work. Feedback pointing out mistakes may be a key to learning, but it may also backfire. We hypothesized that feedback based on students' mistakes may have more positive effects in cultures where teachers have greater authority over students, which we assume to be cultures that are high on power distance and religiosity. To test this hypothesis we analyzed data from 49 countries taking part in the 2015 wave of the TIMSS assessment, in which students in the 4th and 8th grades were asked whether their teachers in mathematics and science told them how to do better when they had made a mistake. For each country we could then estimate the association between the reported use of mistake-based feedback and student achievement. Consistent with our hypothesis, the estimated effect of mistake-based feedback was positive only in certain countries, and these countries tended to be high on power distance and religiosity. These results highlight the importance of cultural values in educational practice.

Place, publisher, year, edition, pages
FRONTIERS MEDIA SA, 2020
Keywords
negative feedback, power distance, religiosity, cultural values, effective instruction, mistakes
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-47094 (URN)10.3389/fpsyg.2019.03053 (DOI)000510917800001 ()32038411 (PubMedID)2-s2.0-85079045476 (Scopus ID)
Available from: 2020-02-20 Created: 2020-02-20 Last updated: 2020-02-20Bibliographically approved
Lindvall, J. & Ryve, A. (2019). Characteristics and Impacts of Two Large-Scale PD Programs: Elaborating on Core Critical Features of Teacher PD – Structural Dimension. In: MaSDIV final conference Educating the Educators III, International Conference on Approaches to Scaling-up Professional Development in Maths and Science Education: Conference Book. Paper presented at Educating the Educators III : International Conference on Approaches to Scaling-up Professional Development in Maths and Science Education, 7-8- October 2019 in Freiburg, Germany (pp. 36-37).
Open this publication in new window or tab >>Characteristics and Impacts of Two Large-Scale PD Programs: Elaborating on Core Critical Features of Teacher PD – Structural Dimension
2019 (English)In: MaSDIV final conference Educating the Educators III, International Conference on Approaches to Scaling-up Professional Development in Maths and Science Education: Conference Book, 2019, p. 36-37Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-45504 (URN)
Conference
Educating the Educators III : International Conference on Approaches to Scaling-up Professional Development in Maths and Science Education, 7-8- October 2019 in Freiburg, Germany
Available from: 2019-10-10 Created: 2019-10-10 Last updated: 2019-10-10Bibliographically approved
Lindvall, J. & Ryve, A. (2019). Coherence and the Positioning of Teachers in Professional Development Programs: A Systematic Review. Educational Research Review, 27, 140-154
Open this publication in new window or tab >>Coherence and the Positioning of Teachers in Professional Development Programs: A Systematic Review
2019 (English)In: Educational Research Review, ISSN 1747-938X, Vol. 27, p. 140-154Article in journal (Other academic) Published
Abstract [en]

Lately, scholars have argued that there is a consensus on a number of critical features of effective teacher professional development (PD). This study presents the results of a systematic review of one of these features: coherence. The analysis and synthesis of 95 papers show that coherence in PD is conceptualized in various ways, and thus that the aforementioned consensus can be questioned. For example, should PD (1) be coherent with external factors, such as standards and assessments; (2) be internally coherent, for example that activities within PD programs should be aligned; or (3) create coherence between goals that are either predetermined or negotiated together with teachers? The different conceptualizations of coherence all implicate how teachers are positioned in relation to PD programs and, in the light of our results, we argue that teachers are primarily seen as implementers expected to align their instruction with external and predetermined goals and practices. 

Keywords
alignment, coherence, systematic review, teacher professional development
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-37295 (URN)10.1016/j.edurev.2019.03.005 (DOI)000472701100009 ()2-s2.0-85063280834 (Scopus ID)
Available from: 2017-11-23 Created: 2017-11-23 Last updated: 2019-07-11Bibliographically approved
Ryve, A. & Hemmi, K. (2019). Educational policy to improve mathematics instruction at scale: Conceptualizing contextual factors. Educational Studies in Mathematics, 102(3), 379-394
Open this publication in new window or tab >>Educational policy to improve mathematics instruction at scale: Conceptualizing contextual factors
2019 (English)In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 102, no 3, p. 379-394Article in journal (Refereed) Published
Abstract [en]

Theories for conceptualizing educational policies aimed at improving classroom instruction at scale are under development in the educational sciences. In using such theories, it is essential to note the specific educational context. In this article, we conceptualize the role of contextual factors when operationalizing Cobb and Jackson (2012)[Journal of the Learning Sciences] in the Swedish context. Drawing on data and results from a large-scale project carried out during 20122017, studies of Swedish educational contexts, and international research, we conceptualize contextual factors for large-scale projects. Besides rather obvious explicit contextual factors such as ongoing policies and practices, we elaborate on how the underlying, more implicit contextual factors of (1) the positioning of teachers within the educational system, (2) the positioning of teachers within the classroom, and (3) traditions of visible and invisible pedagogy affected the establishment of policy in the Swedish context. Insight into these factors deepens earlier frameworks of context, and helps not only to operationalize of the policy within the context but also in making explicit hidden features of a cultural context that are important to influence if the aim of the educational policy is to reorganize school practices.

Keywords
educational context, educational policies at scale, mathematics education, professional development, classroom practices
National Category
Social Sciences Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-45271 (URN)10.1007/s10649-019-09887-6 (DOI)000500195300005 ()2-s2.0-85063094769 (Scopus ID)
Available from: 2019-09-20 Created: 2019-09-20 Last updated: 2020-02-19Bibliographically approved
Insulander, E., Brehmer, D. & Ryve, A. (2019). Teacher agency in professional development programmes – A case study of professional development material and collegial discussion. Learning, Culture and Social Interaction, 23, Article ID 100330.
Open this publication in new window or tab >>Teacher agency in professional development programmes – A case study of professional development material and collegial discussion
2019 (English)In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 23, article id 100330Article in journal (Refereed) Published
Abstract [en]

This article offers insight into teacher agency in professional development programmes, focusing on a national policy initiative in Sweden aiming to provide in-depth professional development for mathematics teachers. Data was produced from video observations from two collegial discussions with one group of teachers, during the professional development programme. We closely analyse forms of agency in the collegial discussions in relation to the affordances of the professional development materials. The analysis shows a complex relationship between possibilities for independent judgement as constructed in curriculum materials, teachers' agency, and the coach's role in collegial discussions. Contrary to previous research, the findings indicate that opportunities for facilitating enactment in professional development materials do not necessarily lead to teacher agency. The results of the study are discussed in relation to the Swedish educational context. ©

Place, publisher, year, edition, pages
Elsevier Ltd, 2019
Keywords
Agency, Collegial learning, Professional development materials, Professional development programmes, Teacher agency
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-45097 (URN)10.1016/j.lcsi.2019.100330 (DOI)000501643900013 ()2-s2.0-85070757698 (Scopus ID)
Available from: 2019-08-28 Created: 2019-08-28 Last updated: 2020-01-02Bibliographically approved
Eriksson, K., Helenius, O. & Ryve, A. (2019). Using TIMSS items to evaluate the effectiveness of different instructional practices. Instructional science, 47(1), 1-18
Open this publication in new window or tab >>Using TIMSS items to evaluate the effectiveness of different instructional practices
2019 (English)In: Instructional science, ISSN 0020-4277, E-ISSN 1573-1952, Vol. 47, no 1, p. 1-18Article in journal (Refereed) Published
Abstract [en]

Can instructional quality be measured using TIMSS items on how often certain instructional practices are used in the mathematics classroom? We focused on three instructional practices that have been the topics of longstanding debates in the educational literature: memorizing formulas, listening to the teacher, and relating mathematics to daily life. In a multi-level multiple regression analysis, we examined how class-level responses to these items predicted mathematics achievement. In Sweden, across four waves of TIMSS, relating to daily life was a negative predictor of achievement, whereas memorizing formulas and listening to the teacher were positive predictors. This was also the typical pattern of results across all countries participating in two waves of the international TIMSS. Our findings are in line with certain positions on the abovementioned debates. Although conclusions are limited by the correlational nature of the data, we argue that TIMSS is a promising tool for evaluating the effectiveness of different instructional practices. We also suggest several improvements.

Place, publisher, year, edition, pages
SPRINGER, 2019
Keywords
Instructional quality, TIMSS, Mathematics achievement, Student questionnaires
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-42987 (URN)10.1007/s11251-018-9473-1 (DOI)000457485600001 ()2-s2.0-85055442280 (Scopus ID)
Available from: 2019-03-29 Created: 2019-03-29 Last updated: 2019-04-10Bibliographically approved
Koljonen, T., Ryve, A. & Hemmi, K. (2018). Analysing the nature of potentially constructed mathematics classrooms in Finnish teacher guides–the case of Finland. Research in Mathematics Education, 20(3), 295-311
Open this publication in new window or tab >>Analysing the nature of potentially constructed mathematics classrooms in Finnish teacher guides–the case of Finland
2018 (English)In: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178, Vol. 20, no 3, p. 295-311Article in journal (Refereed) Published
Abstract [en]

Given that curriculum materials serve as cultural artefacts, this study addresses the need for more research on curriculum materials in different contexts. Most studies concerning curriculum materials have been conducted in US and, therefore little is known about the nature of materials in other cultural-educational contexts. The aim of this paper is to identify the underlying cultural norms of potentially constructed classrooms, by analysing recurrent activities in the most commonly used Finnish teacher guides at primary-school level. We identified three norms embedded in them: (1) creating opportunities for learning through a variety of activities and communication; (2) keeping the class gathered around a specific mathematical topic; and (3) concurrent active involvement of teachers and students. The results add to knowledge about both teacher guides and the Finnish educational context. Moreover, it adds to the growing body of methodologies, as our analytical approach is novel in the context of textual analysis.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
Cultural norms, Finland, mathematics teacher guides, potentially constructed classroom, text analysis
National Category
Mathematics
Identifiers
urn:nbn:se:mdh:diva-41830 (URN)10.1080/14794802.2018.1542338 (DOI)000457594900006 ()2-s2.0-85058559881 (Scopus ID)
Available from: 2018-12-27 Created: 2018-12-27 Last updated: 2019-03-29Bibliographically approved
Van Steenbrugge, H., Larsson, M., Insulander, E. & Ryve, A. (2018). Curriculum support for teachers' negotiation of meaning: a collective perspective. In: Fan L., Trouche L., Qi C., Rezat S., Visnovska J. (Ed.), Research on Mathematics Textbooks and Teachers’ Resources: Advances and issues. (pp. 167-191). Springer Publishing Company
Open this publication in new window or tab >>Curriculum support for teachers' negotiation of meaning: a collective perspective
2018 (English)In: Research on Mathematics Textbooks and Teachers’ Resources: Advances and issues. / [ed] Fan L., Trouche L., Qi C., Rezat S., Visnovska J., Springer Publishing Company, 2018, p. 167-191Chapter in book (Refereed)
Abstract [en]

Acknowledging the central role of teachers in curriculum implementation, a growing body of research has analyzed how curriculum resources can support teachers to learn using these resources well. This has been done mainly with a focus on individual teachers’ learning. Teachers’ daily work encompasses many collaborative aspects around curriculum resources as well, an area too often overlooked. We address this issue by describing and discussing our initial steps in developing an approach to analyze curriculum resources from this collective perspective. The approach combines a social semiotic framework to analyze the meaning potential of curriculum resources and the communities of practice framework to analyze a group of teachers’ negotiation of meaning around these resources.

Place, publisher, year, edition, pages
Springer Publishing Company, 2018
Series
ICME-13 Monographs
Keywords
Mathematics curriculum resources; Teacher support; Collective learning
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-40126 (URN)10.1007/978-3-319-73253-4_8 (DOI)978-3-319-73252-7 (ISBN)
Available from: 2018-06-29 Created: 2018-06-29 Last updated: 2018-07-02Bibliographically approved
Van Steenbrugge, H. & Ryve, A. (2018). Developing a reform mathematics curriculum program in Sweden: relating international research and the local context. ZDM - the International Journal on Mathematics Education, 50(5), 801-812
Open this publication in new window or tab >>Developing a reform mathematics curriculum program in Sweden: relating international research and the local context
2018 (English)In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 50, no 5, p. 801-812Article in journal (Refereed) Published
Abstract [en]

This paper reports on a research-based mathematics curriculum program development project in Sweden, whose educational context is currently characterized by multiple reform initiatives. Current reforms include a repositioning of the teacher as central for students’ learning, but also a trend toward initiatives and teacher resources that are more directive than has been the case in the past 30 years. Collecting data from multiple sources, such as teacher log books, lesson observations and feedback meetings, we build on input from 11 elementary school teachers trying out our materials, including student texts and a teachers’ guide, during four trial rounds. We analyze how international research about curriculum programs and teachers’ use of these programs are interpreted and operationalized within the Swedish context. In particular, the two research questions guiding the study are: (1) “How do Swedish teachers interact with and reason about the reform-based classroom practices promoted by the curriculum program?” and (2) “How do Swedish teachers interact with and reason about their use of a teachers’ guide?” From our experiences in the Swedish educational context, we suggest the following contextual aspects to take into account when designing a curriculum program whose design is grounded in international research literature: characteristics of current classroom practices, teachers’ role in classrooms, the level of explicit/implicit support teachers are used to receiving, and teachers’ experiences using a teachers’ guide.

Place, publisher, year, edition, pages
Springer Verlag, 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-40969 (URN)10.1007/s11858-018-0972-y (DOI)000444742300004 ()2-s2.0-85053185902 (Scopus ID)
Available from: 2018-09-20 Created: 2018-09-20 Last updated: 2018-10-04Bibliographically approved
Brehmer, D. & Ryve, A. (2018). Towards an organizing frame for mapping teachers' learning in professional development. In: Eva Norén, Hanna Palmér, Audrey Cooke (Ed.), Nordic Research in Mathematics Education: Papers of NORMA17. Paper presented at NORMA17: The Eighth Nordic Conference on Mathematics Education (pp. 229-237). Göteborg
Open this publication in new window or tab >>Towards an organizing frame for mapping teachers' learning in professional development
2018 (English)In: Nordic Research in Mathematics Education: Papers of NORMA17 / [ed] Eva Norén, Hanna Palmér, Audrey Cooke, Göteborg, 2018, p. 229-237Conference paper, Published paper (Refereed)
Abstract [en]

In their claim that teachers’ learning is treated as a “black box” in research on

professional development programs for mathematics teachers, Goldsmith, Doerr,

& Lewis (2014) call for “an organizing framework that clearly distinguishes

dimensions of teachers’ learning and identifies catalysts of teachers’ learning…”

(p. 23). The aim of this study is to present initial efforts to construct a framework

for categorizing descriptions of activities designed to support teachers’ learning

as presented in research articles within mathematics education. Based on existing

literature on professional development and examination of research articles, an

organizing frame is constructed.

Place, publisher, year, edition, pages
Göteborg: , 2018
Series
Skrifter från Svensk förening för matematikdidaktisk forskning, ISSN 1651-3274 ; 12
Keywords
Professional development, teacher learning, mathematics teacher
National Category
Didactics
Identifiers
urn:nbn:se:mdh:diva-41056 (URN)978-91-984024-1-4 (ISBN)
Conference
NORMA17: The Eighth Nordic Conference on Mathematics Education
Available from: 2018-09-28 Created: 2018-09-28 Last updated: 2019-10-03Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3329-0177

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