Attending to General and Mathematics-Specific Dimensions of Teaching: Exploring Factors across Two Observation Instruments

Autor/inn/en	Blazar, David; Braslow, David; Charalambous, Charalambos Y.; Hill, Heather C.
Titel	Attending to General and Mathematics-Specific Dimensions of Teaching: Exploring Factors across Two Observation Instruments
Quelle	In: Educational Assessment, 22 (2017) 2, S.71-94 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2017.1309274
Schlagwörter	Mathematics Instruction; Teaching Methods; Observation; Factor Analysis; Video Technology; Teacher Competencies; Teacher Evaluation; Pedagogical Content Knowledge; Test Validity; Elementary School Teachers; Grade 4; Grade 5; Hypothesis Testing; Classroom Environment; Emotional Response; Feedback (Response); Learner Engagement; Student Needs; Statistical Analysis; Scores; Correlation + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Faktorenanalyse; Lehrkunst; Teacher appraisal; Lehrerbeurteilung; Pädagogische Kompetenz; Testvalidität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Hypothesenprüfung; Hypothesentest; Klassenklima; Unterrichtsklima; Emotionales Verhalten; Statistische Analyse; Korrelation
Abstract	New systems that seek to evaluate teachers with regard to their classroom quality often rely on observation instruments that capture general instructional pedagogies. However, decades of research suggest that content-specific dimensions of instruction also are important to differentiate teachers and improve student outcomes. We explore the degree of overlap between a general and a content-specific instrument when capturing upper elementary teachers' mathematics instruction. To do so, we conducted exploratory and confirmatory factor analyses on data from more than 2,000 videotaped lessons scored using both the Classroom Assessment Scoring System, a general instrument, and the Mathematical Quality of Instruction, a content-specific instrument. Findings indicate that there is some overlap between instruments but that preferred factor structures include both general and content-specific practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01