Opportunities for Mathematics Engagement in Secondary Teachers' Practice: Validating an Observation Tool [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).

Autor/inn/en	Jansen, Amanda; Smith, Ethan P.; Middleton, James A.; Cullicott, Catherine E.
Titel	Opportunities for Mathematics Engagement in Secondary Teachers' Practice: Validating an Observation Tool [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).
Quelle	(2021), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Secondary School Teachers; High School Teachers; Scoring Rubrics; Equal Education; Validity; Reliability; Classroom Observation Techniques; Teaching Methods; Learner Engagement; Evaluators; Mathematics Teachers; Teacher Student Relationship; Teacher Evaluation + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Scoring formulas; Auswertungsbogen; Gültigkeit; Reliabilität; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics; Mathematik; Teacher student relationships; Lehrer-Schüler-Beziehung; Teacher appraisal; Lehrerbeurteilung
Abstract	The purpose of this report is to present our process and results for establishing validity and reliability of an observation tool used to investigate teaching practices that high school mathematics teachers use to engage students. We developed our tool using established practices, such as reviewing literature to develop a framework for instruction and piloting the tool to design descriptive levels for rubrics. After validating externally by consulting experts, additional rubrics regarding teaching mathematics for equity were added to the tool. We conducted a reliability study of 149 episodes of classroom instruction (equivalent to 447 10-minute segments of instruction in all), two raters per episode, to investigate the nature of coding disagreements. Most disagreements occurred due to raters noticing different evidence rather than different interpretations of rubrics, which suggested the value of two raters and resolution meetings. [For the complete proceedings, see ED630060.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01