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ERIC Number: EJ1466420
Record Type: Journal
Publication Date: 2025
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0031-3831
EISSN: EISSN-1470-1170
Available Date: 0000-00-00
Lesson Openings in Norwegian Language Arts: A Study of How Teachers Start Reading Lessons in 8th Grade Classrooms
Henriette Hogga Siljan1; Camilla Gudmundsdatter Magnusson1; Kirsti Klette1
Scandinavian Journal of Educational Research, v69 n3 p591-606 2025
Although several studies underline the importance of a successful opening of a school lesson to spur students' interest and facilitate learning, we have limited knowledge about how openings are enacted in classrooms. This study contributes to the sparse research by asking: "What characterizes the openings of 58 reading lessons in Norwegian language arts 8th grade classrooms?" A key finding is that in most openings, the teachers make "academic cognitive moves" which help create an academic frame around students' learning. This mostly entails consolidation moves, where the lesson content is connected to prior knowledge, while explicit learning goals and agendas are provided to a limited degree. Second, few openings contain "academic affective moves," where teachers use appetizers to facilitate engagement for the topic. Third, the teachers often engage in formal "general pedagogical moves" relevant for classroom management and organizational and emotional support. We discuss these findings and their implications for researchers and practitioners.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 8; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
Grant or Contract Numbers: N/A
Author Affiliations: 1Department of Teacher Education and School Research, University of Oslo, Oslo, Norway