Includes bibliographical references.

Introduction : studying interaction and instructional patterns in classrooms -- Part I, Instruction matters. Instructional activities and discourse features in science classrooms : teachers talking and students listening or . . . ? / Kirsti Klette and Marianne ©degaard -- Inquisitor, evaluator or facilitator? / ©istein Anmarkrud -- "Usually we are not where the teacher is" / Ole K. Bergem -- Teachers' use of questions and responses to students' contributions during whole class discussions : comparing language arts and science classrooms / Emilia Andersson-Bakken and Kirsti Klette -- Students' perspectives on reading instruction and reading engagement / Astrid Roe -- Part II, Discourse matters. Talk and use of language in the science classroom : characteristics features / Marianne ©degaard, Nina E. Arnesen, and Kirsti Klette -- How students make meaning from a teaching sequence on a socio-scientific issue / Nina E. Arnesen -- Conversations as learning tools in mathematics : what do pupils actually learn? / Ole K. Bergem and Kirsti Klette -- Part III, Engagement matters. "I prefer to take one subject a day" / Ole K. Bergem -- "Mathematics is my favorite subject!" / Ole K. Bergem -- Teacher commitments : love and duty in science education / Marianne ©degaard.

"Based on extensive video documentation from science, math and reading classrooms in Norwegian secondary schooling, this book explores teaching and learning in lower secondary classroomsin the three PISA domains science, mathematics and reading. It analyzes how offered and experienced teaching and learning opportunities in these three subject areas support students' learing"-- Back cover.