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Autor/inn/en | Blazar, David; Braslow, David; Charalambous, Charalambos Y.; Hill, Heather C. |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |