Nani Teig | University of Oslo (original) (raw)

Videos by Nani Teig

Read the original research article on https://doi.org/10.3389/fpsyg.2019.01697 This video summar... more Read the original research article on https://doi.org/10.3389/fpsyg.2019.01697

This video summarizes the article, "I know I can, but do I have the time? The role of teachers’ self-efficacy and perceived time constraints in implementing cognitive-activation strategies in science", published in the journal Frontiers in Psychology, Educational Psychology on August 2, 2019. The study was conducted by Nani Teig, Ronny Scherer, and Trude Nilsen at the Department of Teacher Education and School Research, University of Oslo, Norway.

This study examined the relationship between teacher beliefs and cognitive-activation strategies (CAS) using the Trends in Mathematics and Science Study (TIMSS) 2015 data from teachers in Grades 4, 5, 8, and 9. The findings demonstrated that highly self-efficacious teachers reported more frequent implementation of both general and inquiry-based CAS, whereas those who perceived strong time constraints reported a less frequent use of inquiry-based CAS.

18 views

Papers by Nani Teig

IEA research for education, 2024

Research in Science Education, Oct 3, 2023

IEA research for education, 2024

IEA research for education, 2024

The present book adopts a common approach in terms of theories, conceptualizations, and methodolo... more The present book adopts a common approach in terms of theories, conceptualizations, and methodology throughout all chapters. The primary objective of this chapter is to describe the common methodology that serves as a foundation for each chapter. While the individual chapters can be read independently, it is important to understand that they all share common methodologies and assumptions, which will be thoroughly outlined in this chapter. For instance, a key aspect of the methodology is the uniformity in data preparation across all chapters. Furthermore, this chapter also aims to provide a comprehensive overview of the Trends in International Mathematics and Science Study (TIMSS) and its design. As we progress through the chapter, the overall methodology employed in the book will be examined in greater detail. This examination will cover various aspects of the methodology, including the reliability and validity of the constructs examined in the chapters, the process of data preparation, and the analytical approaches employed. By presenting a clear and coherent understanding of the shared methodology, readers will be better equipped to appreciate the interconnectedness of the chapters and the holistic approach taken in this book.

IEA research for education, 2024

IEA research for education, 2024

This book examines teacher practices in primary school by exploring the content teachers cover in... more This book examines teacher practices in primary school by exploring the content teachers cover in their teaching, the quality of their teaching, and their assessment practices. The aim is to examine how these practices are related to achievement and changes in achievement in mathematics and science over time, as well as how they are related to educational equity in the Nordic countries. Hence, it is important to provide a backdrop for the book with regard to student achievement, the changes in these achievements, and the inequalities in outcomes over time, in the Nordic countries.

International Journal of Educational Research Open, Nov 30, 2023

IEA research for education, 2024

This chapter discusses the empirical chapters of the book. The overall structure of the book, as ... more This chapter discusses the empirical chapters of the book. The overall structure of the book, as outlined in Chap. 1 and again shown in Fig. 10.1, organizes the empirical chapters according to the following three approaches: 1. Examining the means over time and relations to student achievement in 2019 for content coverage (Chap. 4) and teaching quality and assessment practices (Chap. 5); 2. Explaining changes in achievement over time for content coverage (Chap. 6) and teaching quality and assessment practices (Chap. 7); and 3. Investigating the equality between different groups of students with regard to content coverage (Chap. 8) and teaching quality and assessment practices (Chap. 9). These approaches align with the main objectives of the book, which are to investigate: 1. how teacher practices have changed over time and their relations with student achievement in IEA's Trends in International Mathematics and Science Study (TIMSS) 2019,

Research in Science Education, 2023

The advancement of technology has led to a growing interest in assessing scientific inquiry withi... more The advancement of technology has led to a growing interest in assessing scientific inquiry within digital platforms. This shift towards dynamic and interactive inquiry assessments enables researchers to investigate not only the accuracy of student responses (product data) but also their steps and actions leading to those responses (process data). This is done by analyzing computer-generated log files that capture student activity during the assessment. The present study leverages this opportunity by drawing insights from student log files of the Programme for International Student Assessment (PISA). It demonstrates the potential of process data in uncovering typically unobserved students' problem-solving processes by focusing on two critical scientific inquiry skills: coordinating the effects of multiple variables and coordinating a theory with evidence. This study presents two examples for analyzing process data. The first example examined data from the PISA field trial study and showcased the advantage of using a process mining approach to visualize the sequence of students' steps and actions in conducting investigations. The second example linked student log files and questionnaire data from the PISA 2015. It applied latent profile analysis to identify unique patterns of students' inquiry performance and examined their relationships to their school-based inquiry experiences. Findings from both examples indicate that students often encounter considerable challenges in solving complex inquiry tasks, especially in applying multivariable reasoning and constructing scientific explanations. This study highlights the profound potential of process data in facilitating a deeper understanding of how students interact with scientific inquiry tasks in a digital-based environment.

Large-scale Assessments in Education

One of the primary goals of educational research is to identify effective and equitable school pr... more One of the primary goals of educational research is to identify effective and equitable school practices that aim to promote desired educational outcomes for all students, regardless of their background. This pursuit raises the question of why certain countries or schools demonstrate more favourable outcomes than others. To shed light on this question, this special issue delves into the Nordic countries (Denmark, Finland, Iceland, Norway, and Sweden) as a showcase.Despite their similar historical, cultural, and economic characteristics, these countries show vastly different levels of student outcomes. This special issue comprises seven studies that utilize data from the international large-scale assessments (PIRLS, TIMSS, and PISA), leveraging their international comparative design and nationally representative student samples. The present article provides an overview of the seven included studies by underlining the key themes that transcend them as well as their contributions and i...

Studies in Educational Evaluation

International Journal of Science Education

A great number of studies have investigated science teaching and learning (STL) using data from t... more A great number of studies have investigated science teaching and learning (STL) using data from the Trends in International Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA). Nevertheless, there is little effort to synthesise these studies. Reviewing the status of research on STL, including the trends, approaches, and findings is crucial for identifying research gaps that require greater attention. Consequently, this review synthesises empirical studies investigating STL using TIMSS and PISA. First, we mapped their characteristics based on the aims, data, STL measures, and research approaches. Second, patterns of the findings were summarized by focusing on the (1) relationships between STL and student outcomes; (2) factors that explain STL variation; and (3) patterns of STL. Most studies examined STL related to inquiry activities and their relationships to student outcomes. Their findings were largely inconsistent and could be traced back to different ways STL was conceptualized and measured. This review calls for the studies examining TIMSS and PISA data to enhance the quality of research approaches and clarity in reporting them. It also encourages researchers to reflect upon the knowledge gained from harnessing these data to examine STL and discusses the challenges and opportunities that lie ahead.

International Handbook of Comparative Large-Scale Studies in Education

International Journal of Science Education, 2022

A great number of studies have investigated science teaching and learning (STL) using data from t... more A great number of studies have investigated science teaching and learning (STL) using data from the Trends in International Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA). Nevertheless, there is little effort to synthesise these studies. Reviewing the status of research on STL, including the trends, approaches, and findings is crucial for identifying research gaps that require greater attention. Consequently, this review synthesises empirical studies investigating STL using TIMSS and PISA. First, we mapped their characteristics based on the aims, data, STL measures, and research approaches. Second, patterns of the findings were summarized by focusing on the (1) relationships between STL and student outcomes; (2) factors that explain STL variation; and (3) patterns of STL. Most studies examined STL related to inquiry activities and their relationships to student outcomes. Their findings were largely inconsistent and could be traced back to different ways STL was conceptualized and measured. This review calls for the studies examining TIMSS and PISA data to enhance the quality of research approaches and clarity in reporting them. It also encourages researchers to reflect upon the knowledge gained from harnessing these data to examine STL and discusses the challenges and opportunities that lie ahead.

Springer International Handbooks of Education, 2020

Perspectives, Methods and Findings Nani Teig Contents A) The assessment of inquiry as an instruct... more Perspectives, Methods and Findings Nani Teig Contents A) The assessment of inquiry as an instructional approach using student and teacher questionnaires across TIMSS cycles

Studies in Educational Evaluation, 2022

Teachers implement different types of instruction, and the quality of their instruction is crucia... more Teachers implement different types of instruction, and the quality of their instruction is crucial for enhancing student outcomes. However, studies examining various patterns of teachers’ instructional quality are scarce, particularly in science teaching. Even fewer studies have investigated the nature of instructional quality in primary and secondary education. This study analysed the Norwegian data from the Trends in Mathematics and Science Study (TIMSS) 2015, using Grades 5 and 9 from primary and secondary education. Using multi-level latent class analysis, we identified distinct profiles of instructional quality that focused on four aspects of instructional clarity: clarity of instruction and teacher support (i.e., engaging teaching, social and emotional support, and subject domain support) at the student and classroom levels. The findings showed that the patterns of these profiles varied across different aspects of instructional quality in both grades. Further analyses revealed that student characteristics, particularly language at home and socioeconomic status, predicted the profile memberships at the student level, whereas teacher competence (i.e., self-efficacy in science teaching) predicted the profile memberships at the classroom level. In addition, different profiles of instructional quality were significantly related to motivation and, to a certain extent, achievement in science. We discuss the implications of these findings for research on instructional quality and for the design of personalized professional development programmes that aim to improve teacher instruction in primary and secondary science classrooms. https://doi.org/10.1016/j.stueduc.2022.101170

Read the original research article on https://doi.org/10.3389/fpsyg.2019.01697 This video summar... more Read the original research article on https://doi.org/10.3389/fpsyg.2019.01697

This video summarizes the article, "I know I can, but do I have the time? The role of teachers’ self-efficacy and perceived time constraints in implementing cognitive-activation strategies in science", published in the journal Frontiers in Psychology, Educational Psychology on August 2, 2019. The study was conducted by Nani Teig, Ronny Scherer, and Trude Nilsen at the Department of Teacher Education and School Research, University of Oslo, Norway.

This study examined the relationship between teacher beliefs and cognitive-activation strategies (CAS) using the Trends in Mathematics and Science Study (TIMSS) 2015 data from teachers in Grades 4, 5, 8, and 9. The findings demonstrated that highly self-efficacious teachers reported more frequent implementation of both general and inquiry-based CAS, whereas those who perceived strong time constraints reported a less frequent use of inquiry-based CAS.

18 views

IEA research for education, 2024

Research in Science Education, Oct 3, 2023

IEA research for education, 2024

IEA research for education, 2024

The present book adopts a common approach in terms of theories, conceptualizations, and methodolo... more The present book adopts a common approach in terms of theories, conceptualizations, and methodology throughout all chapters. The primary objective of this chapter is to describe the common methodology that serves as a foundation for each chapter. While the individual chapters can be read independently, it is important to understand that they all share common methodologies and assumptions, which will be thoroughly outlined in this chapter. For instance, a key aspect of the methodology is the uniformity in data preparation across all chapters. Furthermore, this chapter also aims to provide a comprehensive overview of the Trends in International Mathematics and Science Study (TIMSS) and its design. As we progress through the chapter, the overall methodology employed in the book will be examined in greater detail. This examination will cover various aspects of the methodology, including the reliability and validity of the constructs examined in the chapters, the process of data preparation, and the analytical approaches employed. By presenting a clear and coherent understanding of the shared methodology, readers will be better equipped to appreciate the interconnectedness of the chapters and the holistic approach taken in this book.

IEA research for education, 2024

IEA research for education, 2024

This book examines teacher practices in primary school by exploring the content teachers cover in... more This book examines teacher practices in primary school by exploring the content teachers cover in their teaching, the quality of their teaching, and their assessment practices. The aim is to examine how these practices are related to achievement and changes in achievement in mathematics and science over time, as well as how they are related to educational equity in the Nordic countries. Hence, it is important to provide a backdrop for the book with regard to student achievement, the changes in these achievements, and the inequalities in outcomes over time, in the Nordic countries.

International Journal of Educational Research Open, Nov 30, 2023

IEA research for education, 2024

This chapter discusses the empirical chapters of the book. The overall structure of the book, as ... more This chapter discusses the empirical chapters of the book. The overall structure of the book, as outlined in Chap. 1 and again shown in Fig. 10.1, organizes the empirical chapters according to the following three approaches: 1. Examining the means over time and relations to student achievement in 2019 for content coverage (Chap. 4) and teaching quality and assessment practices (Chap. 5); 2. Explaining changes in achievement over time for content coverage (Chap. 6) and teaching quality and assessment practices (Chap. 7); and 3. Investigating the equality between different groups of students with regard to content coverage (Chap. 8) and teaching quality and assessment practices (Chap. 9). These approaches align with the main objectives of the book, which are to investigate: 1. how teacher practices have changed over time and their relations with student achievement in IEA's Trends in International Mathematics and Science Study (TIMSS) 2019,

Research in Science Education, 2023

The advancement of technology has led to a growing interest in assessing scientific inquiry withi... more The advancement of technology has led to a growing interest in assessing scientific inquiry within digital platforms. This shift towards dynamic and interactive inquiry assessments enables researchers to investigate not only the accuracy of student responses (product data) but also their steps and actions leading to those responses (process data). This is done by analyzing computer-generated log files that capture student activity during the assessment. The present study leverages this opportunity by drawing insights from student log files of the Programme for International Student Assessment (PISA). It demonstrates the potential of process data in uncovering typically unobserved students' problem-solving processes by focusing on two critical scientific inquiry skills: coordinating the effects of multiple variables and coordinating a theory with evidence. This study presents two examples for analyzing process data. The first example examined data from the PISA field trial study and showcased the advantage of using a process mining approach to visualize the sequence of students' steps and actions in conducting investigations. The second example linked student log files and questionnaire data from the PISA 2015. It applied latent profile analysis to identify unique patterns of students' inquiry performance and examined their relationships to their school-based inquiry experiences. Findings from both examples indicate that students often encounter considerable challenges in solving complex inquiry tasks, especially in applying multivariable reasoning and constructing scientific explanations. This study highlights the profound potential of process data in facilitating a deeper understanding of how students interact with scientific inquiry tasks in a digital-based environment.

Large-scale Assessments in Education

One of the primary goals of educational research is to identify effective and equitable school pr... more One of the primary goals of educational research is to identify effective and equitable school practices that aim to promote desired educational outcomes for all students, regardless of their background. This pursuit raises the question of why certain countries or schools demonstrate more favourable outcomes than others. To shed light on this question, this special issue delves into the Nordic countries (Denmark, Finland, Iceland, Norway, and Sweden) as a showcase.Despite their similar historical, cultural, and economic characteristics, these countries show vastly different levels of student outcomes. This special issue comprises seven studies that utilize data from the international large-scale assessments (PIRLS, TIMSS, and PISA), leveraging their international comparative design and nationally representative student samples. The present article provides an overview of the seven included studies by underlining the key themes that transcend them as well as their contributions and i...

Studies in Educational Evaluation

International Journal of Science Education

A great number of studies have investigated science teaching and learning (STL) using data from t... more A great number of studies have investigated science teaching and learning (STL) using data from the Trends in International Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA). Nevertheless, there is little effort to synthesise these studies. Reviewing the status of research on STL, including the trends, approaches, and findings is crucial for identifying research gaps that require greater attention. Consequently, this review synthesises empirical studies investigating STL using TIMSS and PISA. First, we mapped their characteristics based on the aims, data, STL measures, and research approaches. Second, patterns of the findings were summarized by focusing on the (1) relationships between STL and student outcomes; (2) factors that explain STL variation; and (3) patterns of STL. Most studies examined STL related to inquiry activities and their relationships to student outcomes. Their findings were largely inconsistent and could be traced back to different ways STL was conceptualized and measured. This review calls for the studies examining TIMSS and PISA data to enhance the quality of research approaches and clarity in reporting them. It also encourages researchers to reflect upon the knowledge gained from harnessing these data to examine STL and discusses the challenges and opportunities that lie ahead.

International Handbook of Comparative Large-Scale Studies in Education

International Journal of Science Education, 2022

A great number of studies have investigated science teaching and learning (STL) using data from t... more A great number of studies have investigated science teaching and learning (STL) using data from the Trends in International Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA). Nevertheless, there is little effort to synthesise these studies. Reviewing the status of research on STL, including the trends, approaches, and findings is crucial for identifying research gaps that require greater attention. Consequently, this review synthesises empirical studies investigating STL using TIMSS and PISA. First, we mapped their characteristics based on the aims, data, STL measures, and research approaches. Second, patterns of the findings were summarized by focusing on the (1) relationships between STL and student outcomes; (2) factors that explain STL variation; and (3) patterns of STL. Most studies examined STL related to inquiry activities and their relationships to student outcomes. Their findings were largely inconsistent and could be traced back to different ways STL was conceptualized and measured. This review calls for the studies examining TIMSS and PISA data to enhance the quality of research approaches and clarity in reporting them. It also encourages researchers to reflect upon the knowledge gained from harnessing these data to examine STL and discusses the challenges and opportunities that lie ahead.

Springer International Handbooks of Education, 2020

Perspectives, Methods and Findings Nani Teig Contents A) The assessment of inquiry as an instruct... more Perspectives, Methods and Findings Nani Teig Contents A) The assessment of inquiry as an instructional approach using student and teacher questionnaires across TIMSS cycles

Studies in Educational Evaluation, 2022

Teachers implement different types of instruction, and the quality of their instruction is crucia... more Teachers implement different types of instruction, and the quality of their instruction is crucial for enhancing student outcomes. However, studies examining various patterns of teachers’ instructional quality are scarce, particularly in science teaching. Even fewer studies have investigated the nature of instructional quality in primary and secondary education. This study analysed the Norwegian data from the Trends in Mathematics and Science Study (TIMSS) 2015, using Grades 5 and 9 from primary and secondary education. Using multi-level latent class analysis, we identified distinct profiles of instructional quality that focused on four aspects of instructional clarity: clarity of instruction and teacher support (i.e., engaging teaching, social and emotional support, and subject domain support) at the student and classroom levels. The findings showed that the patterns of these profiles varied across different aspects of instructional quality in both grades. Further analyses revealed that student characteristics, particularly language at home and socioeconomic status, predicted the profile memberships at the student level, whereas teacher competence (i.e., self-efficacy in science teaching) predicted the profile memberships at the classroom level. In addition, different profiles of instructional quality were significantly related to motivation and, to a certain extent, achievement in science. We discuss the implications of these findings for research on instructional quality and for the design of personalized professional development programmes that aim to improve teacher instruction in primary and secondary science classrooms. https://doi.org/10.1016/j.stueduc.2022.101170

Dissertation, 2019

This article-based thesis draws on research in the fields of science education and international ... more This article-based thesis draws on research in the fields of science education and international large-scale assessments. It investigates theoretical, methodological, and empirical aspects of inquiry as an instructional approach (means) and the assessment of inquiry as an instructional outcome (ends). The empirical investigations used latent variable modeling in order to analyze data from student and teacher questionnaires, student assessment, and student log files in the TIMSS and PISA 2015. The findings highlight the important distinction and role of inquiry as a means and an end. This thesis argues that, to understand inquiry in a comprehensive context, it is essential to consider the relationships of the data gathered from various sources: the input, process, and output of inquiry. This study contributes to inform the ongoing science education reform in Norway and to improve the assessment of inquiry as an instructional approach and outcome in international large-scale assessments. The work was carried out at the Department of Teacher Education and School Research (ILS), Faculty of Educational Sciences, University of Oslo.

International Handbook of Comparative Large-Scale Studies in Education , 2021

Inquiry has played a major role in the past and present science education reforms around the worl... more Inquiry has played a major role in the past and present science education reforms around the world. Despite a great number of studies leveraging TIMSS and PISA data to investigate inquiry in science education, there is little effort to synthesize their findings. The present study aims to systematically review how TIMSS and PISA data were used to investigate inquiry and discuss how the findings contributed to the overall research on inquiry in science education. Patterns and findings from the TIMSS and PISA research were synthesized across the three strands of inquiry research to identify the relevant factors that explain (1) teachers’ frequent implementation of inquiry as an instructional approach, (2) students’ performance in inquiry or inquiry as an instructional outcome, and (3) the relationships between inquiry as an instructional approach and outcome. Findings indicated that the majority of the studies emphasized the third strand of inquiry research by examining the relationships between inquiry and student achievement. Although these studies used similar data, their conceptualizations and measurements of inquiry as an instructional approach varied considerably. This chapter provides an overview of the assessment of inquiry in TIMSS and PISA targeted to science education researchers who are unfamiliar with this field in the hope of encouraging them to utilize these data. It also encourages other researchers to reflect upon the knowledge gained from harnessing TIMSS and PISA data as well as the challenges and opportunities that lie ahead.