Work-Plan Heroes: Student Strategies in Lower-Secondary Norwegian Classrooms

Scandinavian Journal of Educational Research

Volumn 58, Issue 4, 2014, Pages 400-423

  Dalland, Cecilie P ^a   Klette, Kirsti ^a  

^a UNIVERSITY OF OSLO   (Norway)

Author keywords

individualized instruction; individualized teaching methods; student strategies; work plans

Indexed keywords

EID: 84904349066     PISSN: 00313831     EISSN: 14701170     Source Type: Journal    
DOI: 10.1080/00313831.2012.739200     Document Type: Article

References (80)

1. Alm, F. (2003). Skolämnen och alternativen: Schemat som indikator på vad som händer i skolor utan timplan [School subjects and options. Schedules as an indicator of what happens in schools without timetables]. Linköping: Linköping University.
2. Arnesen, A.-L., Lahelma, E., & Öhrn, E. (2008). Travelling discourses on gender and education: The case of boys' underachievement. Nordisk Pedagogik, 28, 1-14.
3. Bakken, A., Borg, E., Hegna, K., & Backe-Hansen, E. (2008). Er det skolens skyld? En kunnskapsoversikt om skolens bidrag til kjønnsforskjeller i skoleprestasjoner [Is it the school's fault? A survey of the school's contribution to gender differences in school achievement]. Oslo: Norsk institutt for forskning om oppvekst, velferd og aldring.
4. Ball, B.L., & Cohen, D.K. (1999). Developing practice, developing practitioners: Towards a practice-based theory of professional education. In G. Sykes, & L. Darling-Hammond (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3-32). San Francisco, CA: Jossey-Bass.
5. Bergem, O.K. (2009). En drøfting av aktuelle utfordringer i matematikkundervisningen i grunnskolen [Individual versus collective working methods: A discussion of current challenges in teaching mathematics in primary and secondary school]. (Doctoral dissertation). Oslo: Unipub.
6. Bergem, O.K., & Dalland, C. (2010). Arbeidsplaner, læringsmål og vurdering. Hva gjør vi? [Work plans, learning goals, and assessment. What do we do?]. Oslo: Universitetsforlaget.
7. Carlgren, I. (1994). Från klassundervisning till 'eget arbete' Den tröga skolan och pedagogiska modeflugor [From class teaching to 'Own Work": The slow school and pedagogical fashion]. Praxis, 2, 9-14.
8. Carlgren, I. (2005). Konsten att sätta sig själv i arbete [The art of putting oneself to work]. In E. Österlind (Ed.), Eget arbete-en kamelont i klassrummet: Perspektiv på ett arbetssätt frän förskola till gymnasium [Own Work-A chameleon in the classroom. Perspectives on a method of work from preschool to high school] (pp. 11-38). Lund: Studentlitteratur.
9. Carlgren, I., Klette, K., Mýrdal, S., Schnack, K., & Simola, H. (2006). Changes in Nordic teaching practices: From individualised teaching to the teaching of individuals. Scandinavian Journal of Educational Research, 50(3), 301-326. doi: 10.1080/00313830600743357
10. Cooper, H. (1989). Homework. New York: Longman.
11. Cooper, H., Robinson, J.C., & Patall, E.A. (2006). Does homework improve academic achievement? A synthesis of research, 1987-2003. Review of Educational Research, 76(1), 1-62. doi: 10.3102/00346543076001001
12. Cuban, L. (1993). How teachers taught: Constancy and change in American classrooms, 1890-1990. New York: Teachers College Press.
13. Dalland, C. (2007). 'Du skal vite litt om energi' Bruk av læringsmål på elevenes arbeidsplaner ['You should know a little about energy' The use of learning goals in students' work plans] (Master's thesis). Oslo: University of Oslo.
14. Dalland, C. (2011). Utfordringer ved gjenbruk av andres kvalitative data [Challenges in the reuse of others' qualitative data]. Norsk pedagogisk tidskrift, 96(6), 449-457.
15. Det Kongelige Kunnskapsdepartement (2007). Kvalitet i skolen [Quality in school; in Norwegian]. Stortingsmelding nr. 31 [White paper No. 31]. Oslo: Kunnskapsdepartementet.
16. Eisenhart, M. (2007). Representing qualitative data. In J.L. Green, G. Camilli, & P.B. Elmore (Eds.), Handbook of complementary methods in education research (pp. 567-581). Mahwah, NJ: Lawrence Erlbaum.
17. Erickson, F. (2006). Definition and analysis of data from videotape: Some research procedures and their rationales. In J.L. Green, G. Camilli, & P.B. Elmore (Eds.), Handbook of complementary methods in education research (pp. 177-191). Mahwah, NJ: Lawrence Erlbaum.
18. Fischer, H.E., & Neumann, K. (2012). Video analysis as a tool for understanding science instruction. In D. Jorde, & J. Dillon (Eds.), Science education research and practice in Europe: Retrospective and prospective (pp. 115-139). Rotterdam: Sense.
19. Francis, B. (2006). Heroes or zeroes? The discursive positioning of 'underachieving boys' in English neo-liberal education policy. Journal of Education Policy, 21(2), 187-200. doi: 10.1080/02680930500500278
20. Francis, B., & Skelton, C. (2005). Reassessing gender and achievement: Questioning contemporary key debates. London: Routledge.
21. Gillborn, D., & Mirza, H.S. (2000). Educational inequality: Mapping race, class and gender. A synthesis of research evidence. London: Office for Standards in Education.
22. Gipps, C.V. (1996). Review and conclusions: A pedagogy or a range of pedagogic strategies? In P.F. Murphy, & C.V. Gipps (Eds.), Equity in the Classroom: Towards effective pedagogy for girls and boys (pp. 260-272). London: Falmer Press.
23. Hammersley, M. (2008). Questioning qualitative inquiry: Critical essays. Los Angeles, CA: Sage.
24. Hardy, M., & Bryman, A. (Eds.) (2004). Handbook of Data Analysis. LA: Sage.
25. Harris, S., Nixon, J., & Rudduck, J. (1993). School work, homework and gender. Gender and Education, 5(1), 3-15.
26. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
27. Haug, P. (Ed.). (2006). Begynnaropplæring og tilpassa undervisning: kva skjer i klasserommet? [Beginner training and adaptive learning: What goes on in the classroom?]. Bergen: Caspar forlag.
28. Helgevold, N. (2011). Å lære å kommunisere i det moderne klasserommet: En kvalitativ studie av interaksjonsformer på ungdomstrinnet [Learning to communicate in the modern classroom: A qualitative study of interaction forms in secondary schools]. (Doctoral dissertation). Stavanger: University of Stavanger.
29. Hewitt, D. (2008). Understanding effective learning: Strategies for the classroom. Maidenhead: Open University Press.
30. Hyde, J.S. (2005). The gender similarities hypothesis. American Psychologist, 60(6), 581-592. doi: 10.1037/0003-066X.60.6.581
31. Hægeland, T., Kirkebøen, L.J., & Raaum, O. (2006). Skoleresultater 2005: En kartlegging av karakterer fra grunnskoler og videregående skoler i Norge [School results for 2005: A survey of grades from primary and secondary schools in Norway]. Oslo: Statistisk Sentralbyrå.
32. Jackson, C. (2003). Motives for 'laddishness' at school: Fear of failure and fear of the 'feminine'. British Educational Research Journal, 29(4), 583-598. doi: 10.1080/01411920301847
33. Jackson, C. (2006). Lads and ladettes in school. MaidenheadUK: Open University Press.
34. Jacobs, J.K., Kawanaka, T., & Stigler, J.W. (1999). Integrating qualitative and quantitative approaches to the analysis of video data on classroom teaching. International Journal of Educational Research, 31(8), 717-724. doi: 10.1016/S0883-0355(99)00036-1
35. Jeffries, R. (1997). The role of task analysis in the design of software. In M.G. Helander, T.K. Landauer, & P.V. Prabhu (Eds.), Handbook of human-computer interaction (pp. 347-359). Amsterdam: Elsevier Science B.V.
36. Kjærnslie, M., & Lie, S. (2003). Hva forteller de store internasjonale undersøkelsene om naturfag i norsk skole, og på hvilket grunnlag forteller de det? [What are the major international surveys telling us about science in Norwegian schools, and on what basis?]. In D. Jorde, & B. Bungum (Eds.), Naturfagdidaktikk: perspektiver, forskning, utvikling [Science didactics: Perspectives, research and development] (pp. 409-441). Oslo: Gyldendal Akademisk.
37. Kjærnslie, M., Lie, S., Olsen, R.V., & Roe, A. (2007). Tid for tunge løft: Norske elevers kompetanse i naturfag, lesing og matematikk i PISA 2006 [Time for joint forces: Norwegian students competences in science, reading, and mathematics in PISA 2006]. Oslo: Universitetsforlaget.
38. Kjærnslie, M., Lie, S., Olsen, R.V., Roe, A., & Turmo, A. (2004). Rett spor eller ville veier? Norske elevers prestasjoner i matematikk, naturfag og lesing i PISA 2003 [On the right track or into the wild? Achievements of Norwegian students in mathematics, science, and reading in PISA 2003]. Oslo: Universitetsforlaget.
39. Kjærnsli, M., & Roe, A. (Eds.). (2010). På rett spor. Norske elevers kompetanse i lesing, matematikk og naturfag i PISA 2009 [On the right track? Norwegian students' skills in reading, mathematics and science in PISA 2009]. Oslo: Universitetsforlaget.
40. Klette, K. (2003). Lærernes klasseromsarbeid: Interaksjons- og arbeidsformer i norske klasserom etter Reform 97 [Teachers' classroom work: Interaction and working in Norwegian classrooms after Reform 97]. In K. Klette (Ed.), Klasserommets praksisformer etter Reform 97 [Classroom practices after Reform 97] (pp. 39-76). Oslo: Unipub.
41. Klette, K. (2007). Bruk av arbeidsplaner i skolen: et hovedverktøy for å realisere tilpasset opplæring? [The use of work plans in school: A key tool for implementing individually adapted learning]. Norsk pedagogisk tidsskrift, 4, 344-358.
42. Klette, K. (2009). Challenges in strategies for complexity reduction in video studies. Experiences from the PISA+ study: A video study of teaching and learning in Norway. In T. Janík, & T. Seidel (Eds.), The power of video studies in studies of teaching and learning. New York: Waxmann.
43. Klette, K. (2011). The role of theory in educational research. Norwegian Educational Research towards 2020. Oslo: Forskningsrådet.
44. Klette, K., Lie, S., Ødegaard, M., Anmarkrud, Ø, Arnesen, N., Bergem, O.K., & Roe, A. (2008). PISA+: Lærings- og undervisningsstrategier i skolen [PISA+: Learning- and teaching strategies in school] (pp. 61-82). Oslo: Norges forskningsråd.
45. Kvale, S. (2009). Doing interviews. London: Sage.
46. Matti, T (Ed.) (2009). Northern lights on PISA 2006: Differences and similarities in the Nordic countries. Copenhagen: Nordic Council of Ministers.
47. Mejding, J., & Roe, A. (Eds.). (2006). Northern lights on PISA 2003: A reflection on the Nordic countries. Copenhagen: Nordic Council of Ministers.
48. Miles, M.B., & Huberman, A.M. (2002). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
49. Miles, M.B., & Huberman, A.M. (2002). The qualitative researcher's companion. Thousand Oaks, CA: Sage.
50. Ministry of Education and Research (1998). Education Act of 17 July 1998 no. 61 relating to Primary and Secondary Education and Training. Oslo: Ministry of Education and Research.
51. National Directorate for Teaching and Teacher Training (2009). Analyse av elevundersøkelsen [Analysis of the student survey]. Kristiansand: Oxford Research AS.
52. Nelson-Le Gall, S., & DeCooke, P.A. (1987). Same-sex and cross-sex help exchanges in the classroom. Journal of Educational Psychology, 79(1), 67-71. doi: 10.1037/0022-0663.79.1.67
53. Newman, R.S. (1990). Children's help-seeking in the classroom: The role of motivational factors and attitudes. Journal of Educational Psychology, 82(1), 71-80. doi: 10.1037/0022-0663.82.1.71
54. Newman, R.S. (2000). Social influences on the development of children's adaptive help seeking: The role of parents, teachers, and peers. Developmental Review, 20(3), 350-404. doi: 10.1006/drev.1999.0502
55. Newman, R.S. (2008). The motivational role of adapting help seeking. In D.H. Schunk, & B.J. Zimmerman (Eds.), Motivation and self-regulated learning. Theory, research, and applications (pp. 315-338). New York: Routledge.
56. Nordahl, T., & Sunnevåg, A.-K. (2008). Kvalifisering og dekvalifisering i grunnskolen [Qualification and disqualification in primary school]. Norsk pedagogisk tidsskrift, 4, 289-300.
57. Norwegian Ministry of Education and Research (2006). Kunnskapsløftet: Læreplanen for grunnskolen [Knowledge promotion: National curriculum for primary and secondary school in Norway], LK06. Oslo: Norwegian Ministry of Education and Research.
58. Nuthall, G.A. (2005). The cultural myths and realities of classroom teaching and learning: A personal journey. Teachers College Record, 107(5), 895-934. doi: 10.1111/j.1467-9620.2005.00498.x
59. Nyroos, M., Rönneberg, L., & Lundahl, L. (2004). A matter of timing: Time use, freedom, and influence in school from a pupil perspective. European Educational Research Journal, 3(4), 743-758. doi: 10.2304/eerj.2004.3.4.2
60. Office for Standards in Education (2003). Boys' achievement in secondary schools. London: Author.
61. Österlind, E. (1998). Disciplinering via frihet: Elevers planering av sitt eget arbete. [Discipline through freedom: Independent work and student planning] (Doctoral dissertation.) Uppsala, Acta Universitatis Upsaliensis.
62. Österlind, E (Ed.) (2005). Eget arbete: en kameleont i klassrummet: perspektiv på ett arbetssätt från förskola till gymnasium [Own Work: A chameleon in the classroom. Perspectives on a method of work from preschool to high school]. Lund: Studentlitteratur.
63. PISA+ (2011). Project on learning and teaching strategies in schools. Retrieved 22 March 2011, from http://www.uv.uio.no/ils/english/research/projects/pisa-pluss/index.html
64. Rhorer, D., & Pashler, H. (2010). Recent research on human learning challenges conventional instruction strategies. Educational Researcher, 39(5), 406-412. doi: 10.3102/0013189X10374770
65. Rowan, B., & Correnti, R. (2009). Studying reading instruction with teacher logs: Lessons from the study of instructional improvement. Educational Researcher, 38(2), 120-131. doi: 10.3102/0013189X09332375
66. Sherin, M.G. (2006). New perspectives on the role of video in teacher education. Advances in Research on Teaching, 10, 1-27.
67. Solhaug, T., & Fosse, B.O. (2008). Tilpasset opplæring og likeverdige utdanningsmuligheter i en ny åpen ungdomsskole: En case studie [Customized training and equal educational opportunities in a new open secondary school: A case study]. Norsk pedagogisk tidsskrift, 2, 125-136.
68. Steen, N.O. (2007). From doing to learning. Læringsorientering i elevers arbeidsplaner og ved bruk avarbeidsplaner i klasserommet [From doing to learning: Learning orientation in student work plans and the use of work plans in the classroom] (Master's thesis). Oslo: University of Oslo.
69. Tellings, A. (2001). Eclecticism and integration in educational theories: A metatheoretical analysis. Educational Theory, 51(3), 277-292. doi: 10.1111/j.1741-5446.2001.00277.x
70. Telhaug, A.O., Mediås, O.A., & Aasen, P. (2006). The Nordic model in education: Education as part of the political system in the last 50 years. Scandinavian Journal of Educational Research, 50(3), 245-283. doi: 10.1080/00313830600743274
71. Tinklin, T. (2003). Gender differences and high attainment. British Educational Research Journal, 29(3), 307-325. doi: 10.1080/01411920301854
72. Tinklin, T., Croxford, L., Ducklin, A., & Frame, B. (2001). Gender and pupil performance in Scotland's schools. Edinburgh: University of Edinburgh.
73. Tyack, D., & Tobin, W. (1994). The 'grammar' of schooling: Why has it been so hard to change? American Educational Research Journal, 31(3), 453-479. doi: 10.3102/00028312031003453
74. Utdannings- og forskningsdepartementet (2003). Kultur for læring [Culture for learning] (White Paper No. 30). Oslo.
75. Warrington, M., & Younger, M. (1996). Homework: Dilemmas and difficulties. 'I want it done now, before Neighbours and Home and Away start!'. In J. Rudduck, R. Chaplain, & G. Wallace (Eds.), School improvement: What can pupils tell us? (pp. 87-100). London: David Fulton.
76. Warrington, M., Younger, M., & Williams, J. (2000). Student attitudes, image and the gender gap. British Educational Research Journal, 26(3), 393-407. doi: 10.1080/01411920050030914
77. Willingham, D.T. (2002). How we learn: Ask the cognitive scientist. Allocating student study time. 'Massed' versus 'distributed' practice. Retrieved 3 October 2011 from http://www.aft.org/newspubs/periodicals/ae/summer2002/willingham.cfm
78. Younger, M., & Warrington, M. (2002). Single-sex teaching in a co-educational comprehensive school in England: An evaluation based upon students' performance and classroom interactions. British Educational Research Journal, 28(3), 353-374. doi: 10.1080/01411920220137449
79. Younger, M., Warrington, M., & Williams, J. (1999). The gender gap and classroom interactions: Reality and rhetoric. British Journal of Sociology of Education, 20(3), 325-341. doi: 10.1080/01425699995290
80. Zimmerman, B.J., & Schunk, D.H. (2009). Motivation. In D.H. Schunk, & B.J. Zimmerman (Eds.), Motivation and self-regulated learning. Theory, research, and applications (pp. 1-30). New York: Routledge.