2003-2007: Deputy Director for the National Research Program of Education (KUL) within the Norwegian Research Council.
2004-2007: Project director and manager for the Norwegian part of the international comparative video study”The Learners Perspective Study” (LPS).
2004-2007: Project director (together with Professor S. Lie) for the cross disciplinary video study PISA +.
2006-2010: Research Director of the cross disciplinary research group CAMP: ”Classroom Analyses from Multiple Perspectives” within the Faculty of Education, University of Oslo.
2009-2014: Director for the National Research Program of Education (UTDANNING 2020 [Education Towards 2020]) within the Norwegian Research Council.
Klette K. (2002). Invited contributor on an international symposium on “Social Geographies of Educational Change” Spain: Barcelona, March 20002.
Klette K. (2004). Classroom Business as Usual? What do researchers and policy makers learn from classroom studies? Invited key note contribution at the 28th international PME conference (International Group for the Psychology of Mathematics Education). Norway, Bergen July 2004.
Klette K. (2005). Nordic representative on the international seminar “Colloque Construction - Déconstruction Collège Unique - Challenges to Comprehensive Schools”. France: Paris, October 2005.
Klette K. (2005). Invited international panel contributor at the Finnish research program “Life as Learning” – closing comments. Finland: Helsinki, December 2005.
Klette K. (2006). Invited contributor at the EERA opening symposium in Geneva: Teaching, Learning and Didactics: Sharing Perspectives. (EERA: European Education Research Association). Switzerland: Geneva, September 2006.
Klette K. (2010) Key note contributor on the Iinternational conference on Video Studies in Kiel: The Power of Video Studies (November 2010).
Classroom studies. In European Educational Research Journal, Vol.6, No 2 (pp147-161).
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. Janik & T. Seidel (eds.) The power of video studies in investigating teaching and learning in the classroom. Waxmann Publishing.
Klette K. (2010). Blindness to Change during Processes of Change: What do Educational Researchers Learn from Classroom Studies? In A. Hargreaves, A.Libermann and M. Fullan Second International Handbook of Educational Change. Springer.
Klette, K., Bergem, O. K., & Roe, A. (forthcoming). Exploring life in classrooms within the area of PISA: Experiences from the Norwegian PISA+ video study. Scandinavian University Press.
Jenset, Inga Staal; Hammerness, Karen & Klette, Kirsti (2018). Talk About Field Placement Within Campus Coursework: Connecting Theory and Practice in Teacher Education. Scandinavian Journal of Educational Research. ISSN 0031-3831. s 1- 19 . doi: 10.1080/00313831.2017.1415968 Full text in Research Archive.
Jenset, Inga Staal; Klette, Kirsti & Hammerness, Karen (2018). Grounding Teacher Education in Practice Around the World: An Examination of Teacher Education Coursework in Teacher Education Programs in Finland, Norway, and the United States. Journal of Teacher Education. ISSN 0022-4871. 69(2), s 184- 197 . doi: 10.1177/0022487117728248 Full text in Research Archive.
In this article, we approach large questions regarding justice and equality in the Nordic classrooms. A substantial body of previous research emphasises the importance of student engagement in teaching and learning. Drawing on video data from Norway, Sweden and Finland, we focus on whole-class teaching, i.e. situations in which the teacher addresses the class from the front of the classroom, to investigate justice trough participation. We have approached our topic through two concerns: student participation in classroom discourse and student engagement as providing access to content. Our findings seem to pose some serious challenges for the Nordic welfare society vision of classrooms as core societal hubs for justice and equality. While whole-class teaching is one of the primary tools available for attempting to achieve justice and equality for all, this interaction format seems to contain inherent constraints that do not support equitable student engagement. Further, the way the Nordic classrooms have responded so far to the massive digitisation in their societies seems to pose serious questions rather than provide comforting answers.
Klette, Kirsti; Blikstad-Balas, Marte & Roe, Astrid (2017). Linking instruction and student achievement : research design for a new generation of classroom studies. Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge. ISSN 1504-9922. 11(3), s 19 . doi: 10.5617/adno.4729 Full text in Research Archive.
Klette, Kirsti; Hammerness, Karen Moore & Jenset, Inga Staal (2017). Established and evolving ways of linking to practice in teacher education: Findings from an international study of the enactment of practice in teacher education. Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge. ISSN 1504-9922. 11(3), s 1- 22 . doi: 10.5617/adno.4730 Full text in Research Archive.
Klette, Kirsti & Roe, Astrid (2017). Interplay of Texts in Different Modalities. Nordic Journal of Literacy Research. ISSN 2464-1596. 3, s 6- 11 Full text in Research Archive.
Svanes, Ingvill Krogstad & Klette, Kirsti (2017). Teachers’ instructional practices during pupils’ individual seatwork in Norwegian Language arts. Education Inquiry. ISSN 2000-4508. . doi: 10.1080/20004508.2017.1380485 Full text in Research Archive.
Dalland, Cecilie & Klette, Kirsti (2016). Individual teaching methods: Work plans as a tool for promoting self-regulated learning in lower secondary classrooms?. Education Inquiry. ISSN 2000-4508. 7(4), s 381- 404 Full text in Research Archive.
Svenkerud, Sigrun; Dalland, Cecilie & Klette, Kirsti (2013). Social positioning in boys’ and girls’ oral presentations. Education Inquiry. ISSN 2000-4508. 4(4), s 715- 733 . doi: 10.3402/edui.v4i4.23218 Full text in Research Archive.
Klette, Kirsti (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 Tomas Janik & Tina Seidel (ed.), The Power of Video Studies in Investigating Teaching and Learning in the Classroom. Waxmann Verlag. ISBN 978-3-8309-2208-7. Chapter 4.
Canrinus, Esther Tamara; Klette, Kirsti & Hammerness, Karen (2019). Perceptions of coherence; The research-practice gap?.
Canrinus, Esther Tamara; Klette, Kirsti & Hammerness, Karen (2019). Searching for the missing link in coherence.
Jenset, Inga Staal; Canrinus, Esther Tamara; Klette, Kirsti & Hammerness, Karen Moore (2018). What is the role of theory and practice in a research-based teacher education? A teacher candidate perspective across five programs.
Klette, Kirsti (2018). As open as possible, as closed as necessary.
Seminar devoted to ethics and data protection when using video and audio in research.
Blikstad-Balas, Marte; Klette, Kirsti & Roe, Astrid (2017). Student surveys as measures of instructional quality.
Blikstad-Balas, Marte; Klette, Kirsti & Roe, Astrid (2017). What opportunities do students have to engage in writing during their language arts lessons?.
Brevik, Lisbeth M.; Blikstad-Balas, Marte & Klette, Kirsti (2017). Conference paper: Instructional practices captured in video recorded classroom observations.
Brevik, Lisbeth M.; Blikstad-Balas, Marte & Klette, Kirsti (2017). Conference paper: The Quality of Feedback. Instructional practices captured in video recorded classroom observations.
Jenset, Inga Staal; Klette, Kirsti & Hammerness, Karen (2017). Opportunities to Enact Practice Within Coursework on Campus.
Klette, Kirsti & Blikstad-Balas, Marte (2017). The Normativity of Rating Manuals in the Classroom.
Klette, Kirsti; Blikstad-Balas, Marte & Roe, Astrid (2017). Using classroom videos and student surveys to measure teaching practice.
Results were presented from an ongoing video-study of a sample of Norwegian and Finnish secondary mathematics classrooms. Key findings were that in both context teachers focus mostly on procedural explanations and give less attention to conceptual understanding. However we found that teachers' representation of content in the Finnish sample to a higher degree explicitly tied old and new mathematical content and framed the content as learning goals.
Roe, Astrid; Klette, Kirsti & Blikstad-Balas, Marte (2017). Assessment of Instructional Quality Across Cultures, Quantitative and Qualitative Studies. New Approaches and Findings: Using classroom videos and student surveys to measuring teaching quality.
Bakken, Jonas; Andersson-Bakken, Emilia Ingegerd; Klette, Kirsti & Roe, Astrid (2016). Students Contributions in Whole-Class Teaching.
Internationally, little evidence of supporting purposes of classroom assessment exists. In the present study, we investigate feedback practices in language arts classrooms. By comparing video observations from 184 recorded language arts lessons across 46 secondary classrooms in Norway, this study considers the quality of feedback given orally by teachers to students, as well as from students to other students, and students’ self-assessment. The findings suggest that there are substantial differences in the quality of feedback across classrooms, with the majority of teachers providing feedback that is either absent or low. The present study contributes with systematic findings on the quality of feedback in the classroom, and enables an analysis within and across a large number of classrooms and lower secondary schools.
Brevik, Lisbeth M.; Klette, Kirsti & Blikstad-Balas, Marte (2016). Conference paper: The Quality of Feedback: Instructional practices captured in video recorded classroom observations..
Canrinus, Esther Tamara; Klette, Kirsti & Hammerness, Karen Moore (2016). Diversity in coherence: A comparison of coherence across three teacher education programs..
Dalland, Cecilie; Svenkerud, Sigrun & Klette, Kirsti (2016). Methodological Challenges Concerning Time Segments and Time Scales in Video Studies.
Svenkerud, Sigrun & Klette, Kirsti (2016). Methodological Challenges Concerning Time Scales and Time Segments in Video Studies.
Svanes, Ingvill Krogstad & Klette, Kirsti (2015). Hva gjør læreren når elevene jobber individuelt? - Læreres veiledning i norsktimer på barnetrinnet.
Svanes, Ingvill Krogstad & Klette, Kirsti (2015). Teachers’ instructional practices during students’ individual seatwork in primary school.
Klette, Kirsti (2013). Analysing Video Data: Challenges in analysing video data: Coding procedures and coding approaches.
Klette, Kirsti (2013). Hva vet vi om god undervisning? Rapport fra klasseromsforkningen.
Klette, Kirsti (2013). Linking Theory and Practice: Coherence and Assignments in Teacher Educattion -CATE - studien.
Klette, Kirsti (2013). Nordic Center of Excellence in Education: Justice through Education.
Klette, Kirsti (2013). Seminar Internasjonale deltagere: Nordic Center of Excellence in Education: Justice through Education.
Klette, Kirsti (2013). Teori og Praksis i Lærerutdanning: Rapport fra Coherence and Assignments in Teacher Education - CATE - prosjektet.
Klette, Kirsti (2013). Teori og prakis i lærerutdanninga - foreløpige resultater fra Coherence and Assignments in Teacher Education - CATE prosjektet.
Klette, Kirsti (2013, 18. september). USA og Cuba krev meir av lærarstudentane enn Norden(http://www.uniforum.uio.no/nyheter/2013/09/usa-og-cuba-har-strengast-krav-til-lerarstudentar.html). UniForum.
Klette, Kirsti; Grossman, Pamela & Ligozat, Florence (2013). Coding Manuals as Lenses into Classroom Learning.
Klette, Kirsti; Hammerness, Karen; Bergem, Ole Kristian; Lotan, Rachel & Jenset, Inga Staal (2013). Measuring Coherence in Teacher Education - the Coherence and Assignments in Teacher Education (CATE) project.
Andersson, Emilia; Carlsten, Tone Cecilie & Klette, Kirsti (2012). Comparing coding schemes in secondary analyses of video data.
Andersson, Emilia & Klette, Kirsti (2012). Teachers use of Questions and Responses to Students Contributions during whole class Discussions: Comparing Language Arts and Science Classrooms (Part of Symposium).
Carlsten, Tone Cecilie; Grossman, Pamela & Klette, Kirsti (2012). Blending Observation Protocols: Comparing the PISA+ and PLATO Codebooks in Secondary Video Analyses of Language Arts Classroom Teaching in Norway.
Carlsten, Tone Cecilie; Grossman, Pamela & Klette, Kirsti (2012). Comparing codebooks: Secondary video analyses of instructional scaffolding in Language Arts classrooms.
Carlsten, Tone Cecilie & Klette, Kirsti (2012). Classroom Video Research: Secondary Analyses of the PISA+ material (Symposium Organizer's Text).
Carlsten, Tone Cecilie & Klette, Kirsti (2012). Looking again: "Barcoding" classroom teaching with different pre-coded instruments.
Carlsten, Tone Cecilie & Klette, Kirsti (2012). Standardizing Classroom Video Observation: Secondary Analyses of the PISA+ Video Study (Symposium introduction).
Carlsten, Tone Cecilie & Klette, Kirsti (2012). Towards Shared Standards in Classroom Observation.
This is a report from the seminar "The Role of Theory in Educational Research", arranged by the Norwegian Research Council's program "Norwegian Educational Research towards 2000/Utdanning 2000", arranged at Litteraturhuset, Oslo, March 24, 2011.
Carlsten, Tone Cecilie & Klette, Kirsti (2011). Retooling the community of judgment: Measuring the content of classroom instruction with precoded instruments.
Carlsten, Tone Cecilie & Klette, Kirsti (2011). Using the codebooks from PISA+ and PLATO as tools for measuring teaching: An example of current knowledge exchange between the University of Oslo and Stanford University.
Klette, Kirsti & Lahn, Leif Christian (2011). Teachers’ professional learning. Examining ”communities of practice".
Klette, Kirsti; Lund, Andreas; Knudsen, Geir; Mathiassen, Ketil; Jenset, Inga Staal; Vinjar, Mari Bjørnsdotter; Olsen, Anne Lykkebo; Bratland, Lene Dolva & Carlsten, Tone Cecilie (2011). Fagvisjoner i pedagogisk praksis: Program for Utdanning av Pedagogiske faglærere ved ILS (PUPILS). Sluttrapport fra utredningskomitéen for en modell for fornying av lærerutdanningen ved Institutt for lærerutdanning og skoleforskning ved UiO.
Carlsten, Tone Cecilie & Klette, Kirsti (2010). Retooling the Community of Judgment: Observing Classroom Instruction with Teacher Logs (accepted paper).
Carlsten, Tone Cecilie & Klette, Kirsti (2010). Useful and useless knowledge in teacher learning. New challenges for newly qualified teachers.
Klette, Kirsti; Lie, Svein; Ødegaard, Marianne; Anmarkrud, Øistein; Bergem, Ole Kristian; Arnesen, Nina Elisabeth & Roe, Astrid (2008). Rapport fra prosjektet PISA+.