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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
Lindvall, J., Helenius, O. & Marie, W. (2018). Critical features of professional development programs: Comparing content focus and impact of two large-scale programs. Teaching and Teacher Education: An International Journal of Research and Studies, 70, 121-131
Open this publication in new window or tab >>Critical features of professional development programs: Comparing content focus and impact of two large-scale programs
2018 (English)In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 70, p. 121-131Article in journal (Refereed) Published
Abstract [en]

By comparing two large-scale professional development programs' content and impact on student achievement, we contribute to research on critical features of high quality professional development, especially content focus. Even though the programs are conducted in the same context and are highly similar if characterized according to established research frameworks, our results suggest that they differ in their impact on student achievement. We therefore develop an analytical framework that allow us to characterize the programs’ content and delivery in detail. Through this approach, we identify important differences between the programs that provide explanatory value in discussing reasons for their differing impacts.

Keywords
Content focus; Student achievement; Teacher professional development
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-37294 (URN)10.1016/j.tate.2017.11.013 (DOI)000423641900012 ()2-s2.0-85034615024 (Scopus ID)
Available from: 2017-11-23 Created: 2017-11-23 Last updated: 2018-12-10Bibliographically approved
Lindvall, J. (2018). Large-scale professional development and teacher change – The case of Boost for Mathematics. In: : . Paper presented at MADIF 11: The eleventh research seminar of the Swedish Society for Research in Mathematics Education, Karlstad University.
Open this publication in new window or tab >>Large-scale professional development and teacher change – The case of Boost for Mathematics
2018 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

This study contributes to the ongoing discussion of conceptualizations and measures of teacher professional development (PD). It does so by using data from the TIMSS 2015 teacher questionnaires to study the impact of Boost for mathematics (BfM), a large-scale teacher PD program, on Teacher confidence, Teacher collaboration, and Support from school leadership. The results indicate that BfM has had no sustainedimpact on Teacher confidence and Support from school leadership. A positive impacton Teacher collaboration was found for the 8th grade teachers, but not for the 4thgrade teachers. These results are somewhat contradictory to the ones presentedin national evaluations of BfM and potential explanations for the differences are discussed.

National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-37296 (URN)
Conference
MADIF 11: The eleventh research seminar of the Swedish Society for Research in Mathematics Education, Karlstad University
Available from: 2017-11-23 Created: 2017-11-23 Last updated: 2018-12-28Bibliographically approved
Lindvall, J. (2017). Large-scale professional development and its impact on mathematics instruction: Differences between primary and secondary grades. In: J. Häggström, E. Norén, J. van Bommel, J. Sayers, O. Helenius & Y. Liljekvist (Ed.), ICT in mathematics education: The future and the realities. : Proceedings of MADIF10. The tenth research seminar of the Swedish Society for Research in Mathematics Education . Paper presented at Tenth research seminar of the Swedish Society for Research in Mathematics Education, MADIF 10. Sweden: Karlstad, 26-27 January 2016 (pp. 57-66). Göteborg: SMDF/NCM
Open this publication in new window or tab >>Large-scale professional development and its impact on mathematics instruction: Differences between primary and secondary grades
2017 (English)In: ICT in mathematics education: The future and the realities. : Proceedings of MADIF10. The tenth research seminar of the Swedish Society for Research in Mathematics Education  / [ed] J. Häggström, E. Norén, J. van Bommel, J. Sayers, O. Helenius & Y. Liljekvist, Göteborg: SMDF/NCM , 2017, p. 57-66Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Göteborg: SMDF/NCM, 2017
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-31450 (URN)
Conference
Tenth research seminar of the Swedish Society for Research in Mathematics Education, MADIF 10. Sweden: Karlstad, 26-27 January 2016
Available from: 2016-04-21 Created: 2016-04-21 Last updated: 2017-12-27Bibliographically approved
Lindvall, J. (2017). Two large-scale professional development programs for mathematics teachers and their impact on student achievement. International Journal of Science and Mathematics Education, 5(7), 1281-1301
Open this publication in new window or tab >>Two large-scale professional development programs for mathematics teachers and their impact on student achievement
2017 (English)In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 5, no 7, p. 1281-1301Article in journal (Refereed) Published
Abstract [en]

This article reports on two professional development programs for mathematics teachers and their effects on student achievement. The projects’ design and their implementation within a larger municipality in Sweden, working together with over 90 teachers and 5000 students in elementary school, are described by using a set of core critical features of teacher professional development as identified in the research literature. Data on student achievement were collected at the beginning of the projects as well as one year after their implementation. The results demonstrate a significant interaction effect between year and intervention for grades 2, 8, and 9. Upon a closer examination of the descriptive statistics, the first project points at slight improvements for students in grade 2, while the results for grades 8 and 9 indicate a declining trend. The results for the second project are markedly different and indicate an improvement for student achievement in grades 8 and 9, while the results for grade 2 suggest a deterioration. Considering that both projects are conducted within the same context and are very similar when it comes to several of the critical features of professional development as identified in the research literature, these variances in results are noteworthy. Therefore, building on a closer examination of the projects’ critical features, the Swedish educational context, and results from teacher evaluations, the article ends with a discussion of possible explanations for the variations found between, as well as within, the two projects’ differing impact on student achievement.

National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-31449 (URN)10.1007/s10763-016-9750-x (DOI)000410769000006 ()2-s2.0-84969786552 (Scopus ID)
Available from: 2016-04-21 Created: 2016-04-21 Last updated: 2017-12-28Bibliographically approved
Lindvall, J. (2016). Supporting instructional improvement at scale: The role of teacher professional development programs and mathematics curriculum materials. (Licentiate dissertation). Västerås: Mälardalen University
Open this publication in new window or tab >>Supporting instructional improvement at scale: The role of teacher professional development programs and mathematics curriculum materials
2016 (English)Licentiate thesis, comprehensive summary (Other academic)
Abstract [en]

We are currently witnessing an increase of international interest in mathematics education, fueled partly by the growing concerns of students’ declining results, but also by changed perceptions of what mathematics students should master. In response, many initiatives have appeared in order to move away from traditional to more inquiry based approaches to teaching. Though several small-scale studies have contributed much to our understanding on how to support teachers in this work, there is still a lack of research conducted on a larger scale. Therefore, the aim of this thesis is to add to our knowledge of how to support instructional improvement at scale. This is done by focusing on two common approaches to support mathematics teachers’ development of reform based practices: teacher professional development [PD] programs and curriculum materials. The thesis builds on four papers which are all connected to a project aiming at improving the mathematics instruction in a large Swedish municipality. The project includes a PD-program for almost 400 elementary teachers and the mathematics curriculum materials that teachers are using play a central role in the program. The first two papers focus on curriculum materials either by using surveys to compare teachers’ views of the support offered in the materials and their reported mathematics instruction, or by conducting textbook analyses to characterize how some commonly used materials communicate about, for example, goals of lessons. The results demonstrate that teachers using different materials experience different levels of support from them and also show variations in their reported instruction. These differences are further reflected in the textbook analyses which show that the materials offer teachers various support, for example regarding how they communicate about goals. The last two papers focus on teacher PD-programs either by comparing the effects of two programs on student achievement, or by using surveys to examine teachers’ views of one of the programs and its impact on their reported instruction. The results indicate that the two PD-programs have affected students’ achievement in different ways, demonstrating both decline and improvement. Even within the programs differences are revealed between students at the primary and secondary levels. These variations are further present in the teacher surveys, where the results show differences between teachers from different grade-levels. By drawing on the literature review and the results of the papers, the thesis ends with a discussion of possible elaborations of a widely used core conceptual framework for studying teacher PD.

Place, publisher, year, edition, pages
Västerås: Mälardalen University, 2016
Series
Mälardalen University Press Licentiate Theses, ISSN 1651-9256 ; 231
Keywords
large-scale teacher professional development, core conceptual framework, mathematics curriculum materials, student achievement, mathematics instruction
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-31441 (URN)978-91-7485-265-3 (ISBN)
Presentation
2016-06-08, Kappa, Mälardalens högskola, Västerås, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2016-04-21 Created: 2016-04-20 Last updated: 2016-05-03Bibliographically approved
Neuman, J. & Hemmi, K. (2012). Enjoyable or Instructive - Lower Secondary Students Evaluate Mathematics Instruction. In: Current state of research on mathematical beliefs XVIII: . Paper presented at MAVI 18. University of Helsinki, Department of Teacher Education, Finland
Open this publication in new window or tab >>Enjoyable or Instructive - Lower Secondary Students Evaluate Mathematics Instruction
2012 (English)In: Current state of research on mathematical beliefs XVIII, University of Helsinki, Department of Teacher Education, Finland, 2012Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
University of Helsinki, Department of Teacher Education, Finland: , 2012
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-23499 (URN)
Conference
MAVI 18
Available from: 2013-12-12 Created: 2013-12-12 Last updated: 2018-02-26Bibliographically approved
Van Stenbrugge, H., Lindvall, J., Remillard, J., Bergqvist, T. & Ryve, A.Designing elementary mathematics curriculum programs to accommodate a flexible use by a range of teachers.
Open this publication in new window or tab >>Designing elementary mathematics curriculum programs to accommodate a flexible use by a range of teachers
Show others...
(English)Manuscript (preprint) (Other academic)
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-31448 (URN)
Available from: 2016-04-21 Created: 2016-04-21 Last updated: 2016-04-21Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-2964-6297

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