“Had there been a Monica in each subject, I would have liked going to school every day”: a study of students’ perceptions of what characterizes excellent teachers and their teaching actions

References

• Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103(1), 1–18.
   Web of Science ®Google Scholar
• Aspelin, J. (2012). How do relationships influence student achievement? Understanding student performance from a general, social psychological standpoint. International Studies in Sociology of Education, 22(1), 41–56.
   Google Scholar
• Aspelin, J. (2013). Relationell sepcialpedagogik - i teori och praktik [Relational special education - in theory and practice]. Kristianstad: Kristianstad University Press.
   Google Scholar
• Aspelin, J. (2014). Beyond individualized teaching. A relational construction of pedagogical attitude. Education Inquiry, 5(2), 233–245.
   Google Scholar
• Battistich, V., & Horn, A. (1997). The relationship between students’ sense of their school as a community and their involvement in problem behaviors. American Journal of Public Health, 87(12), 1997–2001.
   PubMed Web of Science ®Google Scholar
• Biesta, G. J. J. (2004). “Mind the gap!” Communication and the educational relation. In C. Bingham & A. M. Sidorkin (Eds.), No education without relation (pp. 11–22). New York: Peter Lang Publishing Inc.
   Google Scholar
• Biesta, G. J. J. (2012). Giving teaching back to education: Responding to the disappearance of the teacher. Phenomenology & Practice, 6(2), 35–49.
   Google Scholar
• Bingham, C., & Sidorkin, A. M. (2004). No education without relation. New York: Peter Lang Publishing Inc.
   Google Scholar
• Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data. Complementary research strategies. Thousand Oaks, London, New Delhi: Sage Publications Inc.
   Google Scholar
• Darling-Hammond, L. (1996). The quiet revolution: Rethinking teacher development. Educational Leadership, 56(6), 4–10.
   Google Scholar
• Eriksson, I. (1999). Lärares pedagogiska handlingar En studie av lärares uppfattningar av att vara pedagogisk i klassrumsarbetet [Teachers’ pedagogical actions. A study of teachers’ conceptions of being pedagogical in classroom work] (Dissertation study: Uppsala Studies in Education 82). Acta Universitatis Upsaliensis, Uppsala.
   Google Scholar
• Gee, J. P. (2008). A sociocultural perspective on opportunity to learn. In P. A. Moss, D. C. Pullin, J. P. Gee, E. H. Haertel, & L. J. Young (Eds.), Assessment, equity, and opportunity to learn (pp.  42–75). Cambridge: Cambridge University Press.
   Google Scholar
• Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105–112.
   PubMed Web of Science ®Google Scholar
• Hattie, J. (2003). Teachers make a difference: What is the research evidence? Paper presented at The building teacher quality: What does the research tell us, ACER research conference, Melbourne, Australia.
   Google Scholar
• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
   Google Scholar
• Hirsh, Å., & Nilholm, C. (2019). Reviews of teaching methods – What are the fundamental problems? Abstract presented at ECER Congress, Hamburg. Retrieved from https://eera-ecer.de/ecer-programmes/conference/24/contribution/47337/
   Google Scholar
• Kontos, S., & Wilcox-Herzog, A. (1997). Teachers’ interactions with children: Why are they so important? Research in review. Young Children, 52(2), 4–12.
   Google Scholar
• Littleton, K., & Mercer, N. (2013). Educational dialogues. In K. Hall, T. Cremin, B. Comber, & L. C. Moll (Eds.), International handbook of research on children’s literacy, learning, and culture (pp. 291–303). Chichester: Wiley Blackwell.
   Google Scholar
• Ljungbladh, A. (2016). Takt och hållning – En relationell studie om det oberäkneliga i matematikundervisningen [Tact and stance – A relational study about the incalculable in mathematics teaching] (Dissertation study No 382). Gothenburg: Acta Universitatis Gothoburgensis..
   Google Scholar
• Martin, A. J. (2006). The relationship between teachers’ perceptions of student moti-vation and engagement and teachers’ enjoyment of and confidence in teaching. Asia- Pacific Journal of Teacher Education, 34(1), 73–93.
   Google Scholar
• Martin, A. J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement and achievement: Yields for theory, current issues, and educational practice. Review of Educational Research, 79(1), 327–365.
   Web of Science ®Google Scholar
• Mikropoulos, T. A., & Natsis, A. (2011). Educational virtual environments: A ten-year review of empirical research (1999–2009). Computers & Education, 56(3), 769–780.
   Web of Science ®Google Scholar
• Moss, P. (2008). Sociocultural implications for assessment I: Classroom assessment. In P. A. Moss, D. Pullin, J. P. Gee, E. Haertel, & L. Young (Eds.), Assessment equity and opportunity to learn (pp. 222–228). New York: Cambridge University Press.
   Google Scholar
• Moss, P. A., Pullin, D., Gee, J. P., Haertel, E., & Young, L. (Eds). (2008). Assessment equity and opportunity to learn. New York: Cambridge University Press.
   Google Scholar
• Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44(4), 412–446.
   Web of Science ®Google Scholar
• Pullin, P. A., & Haertel, J. P. (2008). Assessment through the lens of “opportunity to learn. In P. A. Moss, D. Pullin, J. P. Gee, E. Haertel, & L. Young (Eds.), Assessment equity and opportunity to learn (pp. 17–41). New York: Cambridge University Press.
   Google Scholar
• Roman, H., Sundberg, D., Hirsh, Å., Nilholm, C., & Forsberg, E. (2018). Mapping and exploring high impact research reviews on teaching. Abstract presented at ECER Congress, Bolzano. Retrieved from https://eera-ecer.de/ecer-programmes/conference/23/contribution/44956/
   Google Scholar
• Sawyer, K. (2004). Creative teaching: Collaborative discussion as disciplined improvisation. Educational Researcher, 33(2), 12–20.
   Google Scholar
• Schiro, M. (2013). Introduction to the curriculum ideologies. In M. Schiro (Ed.), Curriculum theory: Conflicting visions and enduring concerns (2nd ed., pp. 1–13). Thousand Oaks, CA: Sage Publications Inc.
   Google Scholar
• Segolsson, M., & Hirsh, Å. (2019). How skilled teachers enable success in their teaching with respect to inclusion and knowledge development: A qualitative study based on teachers’ experiences of successful teaching. International Journal of Teaching and Education, 7(2), 35–52.
   Google Scholar
• Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.
   Web of Science ®Google Scholar
• Smetana, L. K., & Bell, R. L. (2012). Computer simulations to support science instruction and learning: A critical review of the literature. International Journal of Science Education, 34(9), 1337–1370.
   Web of Science ®Google Scholar
• Sugrue, C. (1997). Complexities of teaching: Child-centered perspectives. London: The Falmer Press.
   Google Scholar
• Swedish Scientific Research Council. (2017). Good research practice. Stockholm: Vetenskapsrådet.
   Google Scholar
• van Manen, M. (1991). The tact of teaching. The meaning of pedagogical thoughtfulness. Ontario: The Althouse Press.
   Google Scholar
• van Manen, M. (1995). On the epistemology of reflective practice. Teachers and Teaching: Theory and Practice, 1(1), 33–50.
   Google Scholar
• Vaughn, S., Schumm, J. S., & Sinagub, J. M. (1996). Focus group interviews in education and psychology. London: Sage Publications Ic.
   Google Scholar
• Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41–49.
   Web of Science ®Google Scholar