Introduction: Kirsti Klette: Studying interaction and instructional patterns in classrooms.- Part I Instruction matters.- Chapter 1: Kirsti Klette and Marianne Ødegaard: Instructional activities and discourse features in science classrooms: teachers talking and students listening or…?.- Chapter2: Øistein Anmarkrud: Inquisitor, evaluator or facilitator? Teachers’ use of instructional format during naturally occurring comprehension strategies instruction.- Chapter 3: Ole Kristian Bergem: “Usually we are not where the teacher is” Individualized teaching methods in mathematics classrooms.- Chapter 4: Emilia Anderson-Bakken and Kirsti Klette: Teachers’ use of questions and responses to students’ contributions during whole class discussions: comparing language arts and science classrooms.- Chapter5: Astrid Roe: Teachers' contribution to students reading engagement and reading strategies.- Part II Discourse matters.- Chapter 6: Marianne Ødegaard, Nina Arnesen and Kirsti Klette: Talk and use of language in the science classroom – characteristic features.- Chapter 7: Nina Arnesen: How students make meaning from a teaching sequence on a socio-scientific issue - a case study of meaning making in science.- Chapter 8: Ole Kristian Bergem and Kirsti Klette: Conversations as learning tools in mathematics: What do pupils actually learn?.- Part III Engagement matters.- Chapter 9: Ole Kristian Bergem: “I prefer to take one subject a day” Students’ working strategies during independent teaching sessions.- Chapter 10: Ole Kristian Bergem:“Mathematics is my favorite subject!” Variation in instructional practices boosting students’ attitudes towards mathematics.- Chapter11: Marianne Ødegaard: Teacher commitments - love and duty in science education.
