| Index_Country_no |
Country number |
| Index_Municipality_no_DK |
Municipality number indicating the municipality in which the school is located |
| Index_School_no |
School number |
| Index_Class_no |
Class number |
| Index_Subject_no |
Subject number |
| Index_Grade |
Grade as in years of formal schooling. Icelandic and Norwegian 8th grade was NOT recoded to fit Danish and Swedish counterparts |
| Index_Grade_AA |
Grade Adjusted to Age of students. Icelandic and Norwegian 8th grade was recoded to 7th grade. |
| Index_School_ID |
Unique School ID 1st digit designates country number, 2nd and 3rd digits designates school number |
| Index_Class_ID |
Unique Class ID 1st digit designates country, 2nd and 3rd school number, 4th the grade of the class, 5th 6th the number or letter of the class |
| Index_Teacher_ID |
Unique Teacher ID number. Number 11 and 16 are reserved for the two missing teachers |
| Index_Lesson_ID |
Unique Lesson ID number. 1st digit designates country, 2nd subject, 3rd-4th school, 5th grade of class, 6th-7th number or letter of class, 8th-9th lesson |
| Index_Segment_ID |
Unique Segment ID number. 1st digit designates country, 2nd subject, 3rd-4th school, 5th grade of class, 6th-7th number or letter of class, 8th-9th lesson, 10th-11th segment |
| Index_Old_Lesson_ID |
Old lesson ID |
| Index_Old_TeacherID |
Old teacher ID |
| Index_Old_UCL_reg_name |
Old UCL reg name |
| Index_Old_UCL_reg_order |
Old UCL reg order |
| Segm_Segment_ID |
Unique Segment ID number. 1st digit designates country, 2nd subject, 3rd-4th school, 5th grade of class, 6th-7th number or letter of class, 8th-9th lesson, 10th-11th segment |
| Segm_Old_Lesson_ID |
Old lesson ID |
| Segm_Coder |
Coder initials |
| Segm_Old_Coder_ID_DK |
Old coder ID |
| Segm_Lesson_no |
Lesson number. Values: 1, 2, 3, 4, 12, 23, or 34 |
| Segm_SEGM |
Segment number. Values: 1-11 |
| Segm_PUR |
Purpose |
| Segm_IC |
Intellectual Challenge |
| Segm_ROC1 |
Quality of instructional explanations |
| Segm_ROC2 |
Conceptual richness of instructional explanations |
| Segm_ROCT |
Representation of content Total |
| Segm_CPK |
Connections to prior academic knowledge |
| Segm_MOD |
Modelling / Use of models |
| Segm_SUI |
Strategy Use and Instruction |
| Segm_FEED |
Feedback |
| Segm_CD1 |
Uptake of student responses |
| Segm_CD2 |
Opportunities for student talk |
| Segm_CDT |
Classroom discourse Total |
| Segm_TBI1 |
Use of authentic texts |
| Segm_TBI2 |
Production of texts |
| Segm_TBIT |
Text-based instruction Total |
| Segm_ALL1 |
Supportive materials for language learning |
| Segm_ALL2 |
Use of academic language |
| Segm_ALLT |
Accommodations for language learning Total |
| Segm_BM |
Behavior management |
| Segm_TM |
Time management |
| Segm_Whole_class |
Whole class teaching occurs during the segment |
| Segm_Groups |
Group work occurs during the segment |
| Segm_Pairs |
Pair work occurs during the segment |
| Segm_Individuals |
Individual work occurs during the segment |
| Segm_Most |
Whether whole class teaching, group, pair, or individual work occur most often during the segment |
| Segm_SO_DK_Lifeworld_knowledge |
Students life-world knowledge of society |
| Segm_SO_DK_Methods |
Students make use of social studies method to widen their own knowledge base |
| Segm_SO_DK_Current_affairs |
Current affairs excluding facts about the long-term systemic and structural conditions of society |
| Segm_SO_DK_Social_studies_concepts |
Social studies concepts including facts about the long-term systemic ands structural conditions of society |
| Segm_SO_DK_Position_taking_anyone |
Position taking of either students or teacher on either social scientific or political issues |
| Segm_SO_DK_Position_taking_student |
Position taking of students on either social scientific or political issues |
| Segm_SO_DK_Position_taking_teacher |
Position taking of teacher on either social scientific or political issues |
| Segm_SO_DK_Politics_as_theme |
Politics occurs as a theme during the segment |
| Segm_SO_DK_Economy_as_theme |
Economy occurs as a theme during the segment |
| Segm_SO_DK_Sociocultural_affairs_as_theme |
Sociocultural affairs occur as a theme during the segment |
| Segm_SO_DK_Social_scientific_methods_as_theme |
Social scientific methods occur as a theme during the segment |
| Segm_SO_DK_Discuss_purp_with_stud |
Discussing purpose with students |
| Segm_SO_DK_International_Relations_as_theme |
International Relations as theme |
| Lesson_Lesson_ID |
Lesson ID |
| Lesson_SO_Media_and_Communication |
Media and communication as theme |
| Lesson_SO_Politics_and_Democracy |
Politics and democracy as theme |
| Lesson_SO_Economy |
Economy as theme |
| Lesson_SO_Law_and_Justice |
Law and justice as theme |
| Lesson_SO_News_and_current_issues |
News and current issues as theme |
| Lesson_SO_Scientific_methods |
Scientific methods as theme |
| Lesson_SO_Other |
Other themes |
| Lesson_LA_RELIT |
Literature |
| Lesson_LA_REFAC |
Facts |
| Lesson_LA_LITDIS |
Literature discussion |
| Lesson_LA_FACTDIS |
Factual discussion |
| Lesson_LA_TEXT_PROD |
Text production |
| Lesson_LA_GRAM |
Grammar |
| Lesson_LA_ORAL |
Oral |
| Lesson_LA_HIST |
History |
| Lesson_LA_LISTEN |
Listening |
| Lesson_LA_TALK_ARG |
Talk and argumentation |
| Lesson_LA_OTHER |
Other |
| Lesson_MA_Activity_Calculator_Protractor |
Use of Calculator, Protractor or other assistive devices. In lesson 13047250412 only calculator was used |
| Lesson_MA_Algebra |
Algebra as theme |
| Lesson_MA_Geometry |
Geometry as theme |
| Lesson_MA_Arithmetics |
Arithmetics as theme |
| Lesson_MA_Statistics |
Statistics as theme |
| Lesson_MA_Functions |
Functions as theme |
| Lesson_MA_Measures |
Measures as theme (in DK this is included in Geometry) |
| Lesson_MA_Percent_and_Frac |
Percentages and Fractions as theme |
| Lesson_MA_Problem_solving |
Problem solving |
| Lesson_MA_Other |
Other |
| Lesson_MA_DK_CSUI |
Conceptual Strategy Use and Instruction. Conceptual strategies are broadly applicable methods or ways to approach academic tasks that can be used flexibly |
| Lesson_MA_DK_PSUI |
Procedural Strategy Use and Instruction. Procedural strategies are rule or definition bound and show how to work through a series of steps to complete tasks. They include rules, formulae, and algorithms |
| Lesson_Board |
Use of blackboard or whiteboard by the teacher during the lesson |
| Lesson_PC_Proj |
Use of computer or projector by the teacher during the lesson |
| Lesson_Textbook |
Use of textbooks by the teacher during the lesson |
| Lesson_Handouts |
Use of hand outs by the teacher during the lesson |
| Lesson_PC_Ipad |
Use of PC, Ipad or Chromebook etc. by the students during the lesson |
| Lesson_Complementary_data |
Existence of complementary data |
| Class_Class_ID |
Unique Class ID 1st digit designates country, 2nd and 3rd school number, 4th the grade of the class, 5th 6th the number or letter of the class |
| Class_Size |
Class size |
| Class_Gender_mean |
Gender distribution of students in the class |
| Class_Gender_mean_students_R1 |
Gender distribution of students in the class as percentage who are male |
| Class_Q1_Teacher_interested_mean |
The social studies / math / danish teacher is interested in me |
| Class_Q2_Teacher_aware_mean |
If I have a hard time I believe the social studies / math / danish teacher will notice |
| Class_Q3_Teacher_understands_mean |
The social studies / math / danish teacher makes an effort to understand how the students are doing |
| Class_Q4_Student_good_behavior_mean |
The students are behaving well during social studies / math / danish lessons |
| Class_Q5_I_disapprove_behavior_mean |
I don't like the way students behave during social studies / math / danish lessons |
| Class_Q6_Behavior_annoys_teacher_mean |
The class behaves in a way that annoys the social studies / math / danish teacher |
| Class_Q7_Behavior_is_problematic_mean |
The behavior of the class during social studies / math / danish lessons is a problem |
| Class_Q8_Behavior_fulfills_teacher_exp_mean |
During social studies / math / danish lessons the class behaves the way the teacher wants it to behave |
| Class_Q9_Class_respects_teacher_mean |
The class treats the teacher with respect |
| Class_Q10_No_time_waste_mean |
During social studies / math / danish lessons we work well and don't waste time |
| Class_Q11_Alternative_explanations_mean |
If there is something we don't understand the social studies / math / danish teacher explains it in a different way |
| Class_Q12_Teacher_aware_understanding_mean |
The teacher is aware about whether the students have understood the content |
| Class_Q13_Teacher_mistake_understandin_mean |
When the social studies / math / danish teacher teaches he/she believes we understand although we don't |
| Class_Q14_Teacher_many_ways_explaining_mean |
The social studies / math / danish teacher has many good ways of explaining the things we are supposed to learn |
| Class_Q15_Easy_expl_for_hard_stuff_mean |
The social studies / math / danish teacher explains hard stuff in a clear way |
| Class_Q16_Questions_to_ensure_attentio_mean |
The social studies / math / danish teacher poses questions to ensure we pay attention when he/she is teaching |
| Class_Q17_Asks_for_Justific_Elaborat_mean |
When the students answer questions from the social studies / math / danish teacher, he/she asks them to justify or elaborate their answers |
| Class_Q18_Expects_we_do_our_best_mean |
The social studies / math / danish teacher expects that we do our best in the lessons |
| Class_Q19_Does_not_allow_giving_up_mean |
The social studies / math / danish teacher does not allow anyone to give, although the tasks are hard |
| Class_Q20_Asks_for_justifications_mean |
The social studies / math / danish teacher wants me to justify my answers and explain why I think what I think |
| Class_Q21_We_learn_almost_every_time_mean |
In the social studies / math / danish lessons we learn a lot almost every time |
| Class_Q22_We_learn_correct_mistakes_mean |
In the social studies / math / danish lessons we learn to correct our mistakes |
| Class_Q23_No_attention_because_bored_mean |
I can't stand paying attention during the social studies / math / danish lessons because I am bored |
| Class_Q24_Teacher_makes_learning_fun_mean |
The social studies / math / danish teacher makes it fun to learn |
| Class_Q25_Teacher_make_class_interesti_mean |
The social studies / math / danish teacher makes the lessons interesting |
| Class_Q26_I_like_way_we_learn_mean |
I like the way we learn during social studies / math / danish lessons |
| Class_Q27_Teacher_wants_us_share_ideas_mean |
The social studies / math / danish teacher wants us to share thoughts and ideas with each other |
| Class_Q28_Students_co_decide_activitie_mean |
The students have a say about how the various acitivites should be carried out in the social studies / math / danish lessons |
| Class_Q29_Gives_time_explain_ideas_mean |
The social studies / math / danish teacher gives us time to explain the thoughts and ideas that we have |
| Class_Q30_Students_like_evaluatin_work_mean |
The students like to say what they think about the work in the social studies / math / danish lessons |
| Class_Q31_Teacher_respects_my_ideas_mean |
The social studies / math / danish teacher respects my ideas and suggestions |
| Class_Q32_Teacher_sums_up_every_day_mean |
The social studies / math / danish teacher takes time to sum up the things we learn each day |
| Class_Q33_Teacher_checks_we_understand_mean |
The social studies / math / danish teacher checks whether we have understood the stuff he/she has learned us |
| Class_Q34_Teacher_comments_mistakes_mean |
We get useful comments on our work so that we understand what we have done wrong |
| Class_Q35_Comments_help_me_improve_mean |
The comments I get in the social studies / math / danish lessons help me understand how I should improve |
| Class_Q36_Teacher_presents_too_fast_mean |
The social studies / math / danish teacher goes through the material too quickly |
| Class_Q37_Teacher_understand_tired_mean |
The social studies / math / danish teacher is understanding when the students are tired or had a long day |
| Class_Q38_Teacher_helps_all_students_mean |
The social studies / math / danish teacher takes time to help all of the students |
| Teacher_Teacher_ID |
Unique Teacher ID number. Number 11 and 16 are reserved for the two missing teachers |
| Teacher_Old_TeacherID |
Old teacher ID |
| Teacher_Year_teach |
Number of years the teacher has teached |
| Teacher_Gender_teacher |
Gender of the teacher. High degree of collinearity with schools perhaps due to sampling decisions? Ask at UCL |
| Teacher_Gender_of_teacher_R1 |
Gender of the teacher recoded |
| Teacher_Age_group_teacher |
Age group to which the teacher belongs |
| Teacher_Years_certified |
Number of years as a certified teacher |
| Teacher_Credits |
Number of credits the teacher has earned in the subject |
| School_School_ID |
Unique School ID 1st digit designates country number, 2nd and 3rd digits designates school number |
| School_locality |
Locality of the school |
| School_immigrant_prop |
Proportion of the school's students having immigrant background. Based on data from school year 2018-2019 (school year 2017-2018 for Vestermarkskolen) |
| School_higher_edu_prop_parents |
Proportion of the parents of the school's students having completed a higher education. Based on data from school year 2018-2019 |
| School_ownership |
School ownership. Public school or Private/Charter school |
| School_final_exam_av_mark_MA |
Average mark of school's students in Mathematics in 9th grade's national final exam. Based on the average of the yearly averages between 2014 and 2019 |
| School_final_ex_av_mark_MA_as_perc_of_countrys |
Average mark of school's students in Mathematics in 9th grade's national final exam as a percentage of the average mark of the country's students |
| School_final_exam_av_mark_LA |
Average mark of school's students in Language Arts L1 in 9th grade's national final exam. Based on the average of the yearly averages between 2014 and 2019 |
| School_final_ex_av_mark_LA_as_perc_of_countrys |
Average mark of school's students in Language Arts L1 in 9th grade's national final exam as a percentage of the average mark of the country's students |
| School_final_exam_av_mark_SO |
Average mark of school's students in Social Studies in 9th grade's national final exam. Based on the average of the available yearly averages between 2011 and 2019 |
| School_final_ex_av_mark_SO_as_perc_of_countrys |
Average mark of school's students in Social Studies in 9th grade's national final exam as a percentage of the average mark of the country's students |
| School_grade_av_mark |
In DK: the av mark of students in all subjects in 9th grade - based on av of the yearly av's between 2014 and 2019. In SE: the av of the sums of students' 16 or 17 best marks (meritvärde). |
| School_grade_av_mark_as_perc_of_countrys |
Average mark of school's students in all subjects in 9th grade as a percentage of the average mark of the country's students |
| Country_Country_no |
Country number |
| Country_final_exam_av_mark_MA |
Average mark of all the country's students in Mathematics in 9th grade's national final exam. Based on the average of the yearly averages between 2014 and 2019 |
| Country_final_exam_av_mark_LA |
Average mark of all the country's students in Language Arts (L1) in 9th grade's national final exam. Based on the average of the yearly averages between 2014 and 2019 |
| Country_final_exam_av_mark_SO |
Average mark of all the country's students in Social Studies in 9th grade's national final exam. Based on the average of the yearly averages between 2011 and 2019 |
| Country_grade_av_mark |
Average mark of all the country's students in all subjects in 9th grade. Based on the average of the yearly averages between 2014 and 2019 |