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Lindvall, J., Kirsten, N., Eriksson, K., Brehmer, D. & Ryve, A. (2023). Does the duration of professional development programs influence effects on instruction?: An analysis of 174 lessons during a national-scale program. European Journal of Teacher Education
Open this publication in new window or tab >>Does the duration of professional development programs influence effects on instruction?: An analysis of 174 lessons during a national-scale program
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2023 (English)In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928Article in journal (Refereed) Epub ahead of print
Abstract [en]

We examine the effects of a year-long national-scale professional development (PD) program on mathematics instructional quality. In contrast to previous studies examining the effects of this program on instruction by comparing before and after participation or participants and non-participants, we examine whether instructional quality changed during the program. More specifically, we conduct an analysis of 174 video-recorded mathematics lessons given by 52 teachers during their year of participation. Contrary to previous studies, the results demonstrate that the instructional quality did not improve over the course of the PD. We suggest that the explanations for the diverging results concern how, when, and to what extent instructional quality changes in PD programs. Specifically, we discuss how the explanations may illuminate the significance of PD duration for PD effects, and how these effects may be mediated by features concerning the PD content and the scale at which the program is implemented.

Place, publisher, year, edition, pages
Routledge, 2023
Keywords
Classroom observations, instructional quality, mathematics instruction, teacher professional development
National Category
Didactics
Identifiers
urn:nbn:se:mdh:diva-62332 (URN)10.1080/02619768.2023.2198101 (DOI)000963481300001 ()2-s2.0-85152465342 (Scopus ID)
Available from: 2023-04-26 Created: 2023-04-26 Last updated: 2023-05-03Bibliographically approved
Kirsten, N., Lindvall, J., Ryve, A. & Gustafsson, J.-E. (2023). How effective is the professional development in which teachers typically participate?: Quasi-experimental analyses of effects on student achievement based on TIMSS 2003–2019. Teaching and Teacher Education: An International Journal of Research and Studies, 132, Article ID 104242.
Open this publication in new window or tab >>How effective is the professional development in which teachers typically participate?: Quasi-experimental analyses of effects on student achievement based on TIMSS 2003–2019
2023 (English)In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 132, article id 104242Article in journal (Refereed) Published
Abstract [en]

This study examines the effect of teachers’ participation in mathematics and science professional development (PD) on student achievement in nationally representative settings. We use data from all OECD countries in the 2003 through 2019 cycles of the Trends in International Mathematics and Science Study (TIMSS) and apply student fixed effects to control for unobserved student characteristics and school quality. We find a small negative average effect of PD participation, with negative effects concentrated among high-performing students. We discuss potential explanations of these results and suggest ways PD studies may inform the PD in which teachers typically participate.

Keywords
Teachers' professional development, student achievement, quasi-experimental analysis, within-student between-subjects, structural equation modeling, TIMSS
National Category
Pedagogy
Identifiers
urn:nbn:se:mdh:diva-63835 (URN)10.1016/j.tate.2023.104242 (DOI)001060404800001 ()2-s2.0-85164528675 (Scopus ID)
Projects
Att studera kompetensutvecklingens effekter genom kvasi-experimentella analyser av TIMSS och PIRLS
Funder
Swedish Research Council, 2021-03883
Available from: 2023-07-14 Created: 2023-07-14 Last updated: 2023-09-20Bibliographically approved
Matta, C., Lindvall, J. & Ryve, A. (2023). The Mechanistic Rewards of Data and Theory Integration for Theory-Based Evaluation. American Journal of Evaluation
Open this publication in new window or tab >>The Mechanistic Rewards of Data and Theory Integration for Theory-Based Evaluation
2023 (English)In: American Journal of Evaluation, ISSN 1098-2140, E-ISSN 1557-0878Article in journal (Refereed) Epub ahead of print
Abstract [en]

In this article, we discuss the methodological implications of data and theory integration for Theory-Based Evaluation (TBE). TBE is a family of approaches to program evaluation that use program theories as instruments to answer questions about whether, how, and why a program works. Some of the groundwork about TBE has expressed the idea that a proper program theory should specify the intervening mechanisms underlying the program outcome. In the present article, we discuss in what way data and theory integration can help evaluators in constructing and refining mechanistic program theories. The paper argues that a mechanism is both a network of entities and activities and a network of counterfactual relations. Furthermore, we argue that although data integration typically provides information about different parts of a program, it is the integration of theory that provides the most important mechanistic insights.

Place, publisher, year, edition, pages
SAGE Publications Inc., 2023
Keywords
data integration, mechanism, process tracing, theory integration, theory-based evaluation
National Category
Other Social Sciences
Identifiers
urn:nbn:se:mdh:diva-61922 (URN)10.1177/10982140221122764 (DOI)000922160700001 ()2-s2.0-85147371575 (Scopus ID)
Available from: 2023-02-15 Created: 2023-02-15 Last updated: 2023-02-22Bibliographically approved
Matta, C., Kaufmann, O. T. & Ryve, A. (2022). Automatized visualization methods forthe qualitative analysis of teachers'collegial discussions. New Trends in Qualitative Research, 11, Article ID e530.
Open this publication in new window or tab >>Automatized visualization methods forthe qualitative analysis of teachers'collegial discussions
2022 (English)In: New Trends in Qualitative Research, ISSN 2184-7770, Vol. 11, article id e530Article in journal (Refereed) Published
Abstract [en]

In this paper, we discuss a set of procedures for the visualization of conversation data, based on machine learning and text mining algorithms. The methodological function of these visualization methods is to support (rather than substitute) humanistic and interpretive qualitative data analysis. The context of our methodological discussion is the study of teachers’ learning communities. Enabling collegial learning among teachers has been argued to play a pivotal role in both teachers’ professional development and students’ learning. The problem is that the interpretive study of collegial discussions among teachers, which are typically considered a fruitful context for the study of teachers' collegial learning, is both time-consuming and cognitively demanding. Several scholars have discussed the potential of including machine learning and text mining in the toolbox of qualitative data analysis as a way to analyze large qualitative data sets and solve the time demand problem. However, the literature discussing the use of machine learning and text mining for qualitative research typically conceives the algorithms as substitutes for the work of the researcher. These automatized approaches are introduced to categorize the data, substituting the researcher in the analysis process. In contrast, we discuss the potential rewards of using automatized methods to support the analysis of teachers’ collegial discussions. We introduce a set of visualization procedures based on semi-supervised topic modeling and supervised classification algorithms and discuss how these visualizations can provide additional elements useful for the analysis of collegial discussions. Whereas these visualizations do not substitute interpretive analysis, we argue that they can support researchers’ interpretations by reducing data, identifying patterns of interactions, and possibly, visualizing group-level learning.

Keywords
Teachers' communities of learning, Teachers' collegial discussions, Semi-supervised topic modeling, Supervised text classifiers, Data visualization, Conversation data
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-60276 (URN)10.36367/ntqr.11.2022.e530 (DOI)2-s2.0-85188889906 (Scopus ID)
Available from: 2022-10-18 Created: 2022-10-18 Last updated: 2024-04-10Bibliographically approved
Eriksson, K., Lindvall, J., Helenius, O. & Ryve, A. (2022). Higher-achieving children are better at estimating the number of books at home: Evidence and implications. Frontiers in Psychology, 13, Article ID 1026387.
Open this publication in new window or tab >>Higher-achieving children are better at estimating the number of books at home: Evidence and implications
2022 (English)In: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 13, article id 1026387Article in journal (Refereed) Published
Abstract [en]

The number of books at home is commonly used as a proxy for socioeconomic status in educational studies. While both parents’ and students’ reports of the number of books at home are relatively strong predictors of student achievement, they often disagree with each other. When interpreting findings of analyses that measure socioeconomic status using books at home, it is important to understand how findings may be biased by the imperfect reliability of the data. For example, it was recently suggested that especially low-achieving students tend to underestimate the number of books at home, so that use of such data would lead researchers to overestimate the association between books at home and achievement. Here we take a closer look at how students’ and parents’ reports of the number of books at home relate to literacy among fourth grade students, by analyzing data from more than 250,000 students in 47 countries participating in 2011 PIRLS. Contrary to prior claims, we find more downward bias in estimates of books at home among high-achieving students than among low-achieving students, but unsystematic errors appear to be larger among low-achieving students. This holds within almost every country. It also holds between countries, that is, errors in estimates of books at home are larger in low-achieving countries. This has implications for studies of the association between books at home and achievement: the strength of the association will generally be underestimated, and this problem is exacerbated in low-achieving countries and among low-achieving students. 

Place, publisher, year, edition, pages
Frontiers Media S.A., 2022
Keywords
achievement gaps, differential reliability, estimation skills, human development, socioeconomic status
National Category
Other Social Sciences
Identifiers
urn:nbn:se:mdh:diva-60596 (URN)10.3389/fpsyg.2022.1026387 (DOI)000878517200001 ()2-s2.0-85140967752 (Scopus ID)
Available from: 2022-11-09 Created: 2022-11-09 Last updated: 2022-11-17Bibliographically approved
Lindvall, J., Helenius, O., Eriksson, K. & Ryve, A. (2022). Impact and Design of a National-scale Professional Development Program for Mathematics Teachers. Scandinavian Journal of Educational Research, 66(5), 744-759
Open this publication in new window or tab >>Impact and Design of a National-scale Professional Development Program for Mathematics Teachers
2022 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 66, no 5, p. 744-759Article in journal (Refereed) Published
Abstract [en]

By examining the effects of a national-scale teacher professional development (PD) program on instructional practices and student mathematics achievement, we contribute to calls for empirical studies investigating the impacts of such programs conducted at scale. The program corresponds well with core critical features of high-quality teacher PD and mathematics instruction identified in the literature, and the results indicate that it has had a small but statistical significant impact on teachers’ instructional practices. However, no effect was found for student achievement. These results raise questions as to the importance of the critical features and how programs incorporating all of them affect instructional practices and student achievement.

Place, publisher, year, edition, pages
Routledge, 2022
Keywords
mathematics instruction, student achievement, teacher professional development
National Category
Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-53902 (URN)10.1080/00313831.2021.1910563 (DOI)000640112000001 ()2-s2.0-85104397153 (Scopus ID)
Funder
Swedish Research Council, 2014-2008
Available from: 2021-04-19 Created: 2021-04-19 Last updated: 2022-10-18Bibliographically approved
Sjölund, S., Lindvall, J., Larsson, M. & Ryve, A. (2022). Mapping roles in research-practice partnerships – a systematic literature review. Educational review (Birmingham)
Open this publication in new window or tab >>Mapping roles in research-practice partnerships – a systematic literature review
2022 (English)In: Educational review (Birmingham), ISSN 0013-1911, E-ISSN 1465-3397Article in journal (Refereed) Epub ahead of print
Abstract [en]

There is an increasing movement in education towards closer collaboration between researchers and practitioners and research-practice partnerships (RPPs) are seen as one promising approach. However, some challenges still exist. To work in a new collaborative context such as RPPs, researchers and practitioners must adjust their roles in relation to each other. To better inform this movement, we conducted a systematic literature review of 80 articles investigating what roles researchers and practitioners are described to assume in RPPs. The results demonstrate eight different roles for researchers and practitioners, respectively, which reflect variations in both the main processes and tasks for school improvement in RPPs, as well as how these tasks are divided between the participants. Further, based on how tasks are distributed, the different roles provide varying opportunities to pursue a democratisation of evidence.

National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-57498 (URN)10.1080/00131911.2021.2023103 (DOI)000761356500001 ()2-s2.0-85125957337 (Scopus ID)
Available from: 2022-02-25 Created: 2022-02-25 Last updated: 2024-02-12Bibliographically approved
Kaufmann, O. T., Larsson, M. & Ryve, A. (2022). Teachers’ Error-handling Practices Within and Across Lesson Phases in the Mathematics Classroom. International Journal of Science and Mathematics Education
Open this publication in new window or tab >>Teachers’ Error-handling Practices Within and Across Lesson Phases in the Mathematics Classroom
2022 (English)In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774Article in journal (Refereed) Epub ahead of print
Abstract [en]

Multiple studies have been conducted regarding teachers’ error-handling practices, and how errors can be treated as opportunities for learning, albeit in the context of whole-class discussions. The aim of the present research is to continue to investigate teachers’ error-handling practices as they occur in different phases of maths lessons: introduction of the task, when students are working alone, and when students are working in pairs and finally, as part of the whole-class discussion. The study included 51 lessons from twelve teachers. A cross-case analysis was made across the individual teacher cases to look for similarities and differences between different teachers’ error-handling practices across the lesson phases in order to create teaching profiles with similar handling of student errors across the lesson phases. Five error-handling teaching profiles were identified; correcting errors throughout all phases, correcting errors during students’ work while few errors are brought up in whole class, correcting errors during students’ work while using a variety of practices in whole class, ignoring errors while using some of them in whole class, and discussing and explaining errors.

Place, publisher, year, edition, pages
Springer, 2022
Keywords
Conceptual errors, Error-handling profiles, Lesson phases, Teachers' error-handling practices
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-59724 (URN)10.1007/s10763-022-10294-2 (DOI)000813588600001 ()2-s2.0-85132180133 (Scopus ID)
Funder
Swedish Research Council
Available from: 2022-08-11 Created: 2022-08-11 Last updated: 2022-11-25Bibliographically approved
Kaufmann, O. T. & Ryve, A. (2022). Teachers’ framing of students’ difficulties in mathematics learning in collegial discussions. Scandinavian Journal of Educational Research, 67(7), 1069-1085
Open this publication in new window or tab >>Teachers’ framing of students’ difficulties in mathematics learning in collegial discussions
2022 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 67, no 7, p. 1069-1085Article in journal (Refereed) Published
Abstract [en]

This study investigates the diagnostic and prognostic framings of Swedishmathematics teachers regarding the difficulties experienced by studentsin mathematics learning. Collegial discussions among 65 mathematicsteachers in nine collegial groups were videotaped during a professionaldevelopment (PD) program entitled Boost for Mathematics for analysis.The results show that the diagnostic framings of the teachers weremainly attributed to the cognitive abilities of students, whereas theprognostic framings were mainly related to lesson organization suchthat students should collaborate. While the teachers emphasizecollaborate group work, they put little emphasis on how they could actin these learning situations. These results contribute to theunderstanding of Swedish mathematics teachers’ framing of students’difficulties in mathematics learning and to the role of collegialdiscussions in PD initiatives.

Keywords
Student difficulties, mathematics teachers, diagnostic framing, prognostic framing, collegial discussion
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-60278 (URN)10.1080/00313831.2022.2115134 (DOI)000853197300001 ()2-s2.0-85138398504 (Scopus ID)
Available from: 2022-10-18 Created: 2022-10-18 Last updated: 2024-01-23Bibliographically approved
Sjölund, S., Lindvall, J., Larsson, M. & Ryve, A. (2022). Using research to inform practice through research‐practice partnerships: A systematic literature review. Review of Education, 10(1), Article ID e3337.
Open this publication in new window or tab >>Using research to inform practice through research‐practice partnerships: A systematic literature review
2022 (English)In: Review of Education, E-ISSN 2049-6613, Vol. 10, no 1, article id e3337Article in journal (Refereed) Published
Abstract [en]

Research‐practice partnerships (RPPs) have drawn a great deal of attention as promising structures for bringing educational research and practice closer together. However, promising as RPPs may be, challenges still exist and there have been calls for studies investigating how research can be used within RPPs, and how to include practitioners more in the generation of research evidence. We address these calls by conducting a systematic review of the research literature on RPPs. Our review of 57 articles shows that research is used in various ways to inform both the methods and content for facilitating school improvement in RPPs. For instance, research on effective PD can be directly applied to a Professional Development (PD) programme to inform the methods of the intervention, or research findings can be used as the content of an intervention to facilitate teacher learning. Moreover, the results suggest that the type of research used to inform RPPs affects the kinds of opportunities for research use that are presented to practitioners; ranging from applying research directly to practice (instrumental use), to using research to extend understanding (conceptual use), or using research methods and methodologies in order to increase practitioners’ capacity for improving education (process use). Based on the results, we argue that the presented opportunities for research use in interventions strongly affect teachers’ opportunities to participate in the generation of research evidence and thereby achieve a more democratised evidence system.

Place, publisher, year, edition, pages
Hoboken: , 2022
Keywords
research use, research-practice partnerships, school development, teacher engagement
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-57453 (URN)10.1002/rev3.3337 (DOI)000784367400001 ()2-s2.0-85128851311 (Scopus ID)
Available from: 2022-02-21 Created: 2022-02-21 Last updated: 2024-02-12Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3329-0177

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