Through hands-on classroom studies, a group of researchers from the University of Gothenburg, Sweden, show how events and opportunities are affected by classroom conditions and thus have different didactical consequences for teaching and learning in different subjects. In a concluding essay, the book itself and its contributions are placed in an international and historical context by Professor Kirsti Klette, Oslo University, Norway. The authors share an ambition to show in practical terms the strengths of classroom studies' contribution to didactic research.

• Cover
• Title
• Copyright
• Contents
• 1. An introduction to didactic classroom studies
• 2. Questions and speech genres in social studies classrooms
  • Comparisons of communication patterns
• 3. Systematic variation in examples in mathematics teaching
• 4. Engaging with a group’s space of meaning
  • The tutor’s role in small-group didactics
• 5. ‘You’re meant to read the writing?’
  • Young pupils negotiating meaning from digitally mediated multimodal texts
• 6. A classroom is a classroom is a classroom?
  • A study of the affordance of classroom design for classroom interaction
• 7. The importance of relationships in the classroom
• 8. Video studies in classroom research
  • Hidden dimensions of teaching and learning
• 9. Teaching and learning in the science classroom
  • The methodological challenges of research
• 10. A potential research direction for didactic classroom studies
• 11. A new generation of classroom studies
• About the authors