Can English Learner Teacher Effectiveness Be Observed? Validation of an EL-Modified Framework for Teaching

Autor/inn/en	Coady, Maria; Miller, M. David; Jing, Zeyuan; Heffington, Deon; Lopez, Mark; Olszewska, Aleksandra; De Jong, Ester; Yilmaz, Tuba; Ankeny, Raisa
Titel	Can English Learner Teacher Effectiveness Be Observed? Validation of an EL-Modified Framework for Teaching
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 54 (2020) 1, S.173-200 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coady, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.544
Schlagwörter	School Districts; Teacher Effectiveness; Learning Processes; Teaching Methods; Guidelines; Outcomes of Education; Teacher Evaluation; English Language Learners; Classroom Observation Techniques; Inclusion; Mainstreaming; Validity; Lesson Plans + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Richtlinien; Lernleistung; Schulerfolg; Teacher appraisal; Lehrerbeurteilung; Inklusion; Gültigkeit; Lesson planning; Unterrichtsplanung
Abstract	Across the United States, school districts have adopted various methods to capture what effective teachers do to facilitate student learning. Some of these methods include peer lesson studies where teachers co-plan and co-evaluate their work, examining student standardized tests scores to align teachers with student learning outcomes, and using a teacher observation protocol to examine in-class instructional practices and evaluate teachers. These methods have been used across the teaching profession with generalized student populations. The Danielson Group Framework for Teaching (FFT) is one observation protocol that has been used throughout the United States as a tool to examine teacher effectiveness in the context of teacher evaluations (Campbell & Ronfeldt, 2018, "American Educational Research Journal," 55, 1233). In its traditional form, the FFT protocol does not capture the specialized work of teachers of English learner (EL) students in mainstream inclusive classrooms. This article examines the modification and validation of an EL-modified FFT observation protocol across two of the four domains of the FFT. Findings demonstrate that the EL-modified FFT instrument is both valid and reliable as an observation tool for teachers of EL students in mainstream inclusive classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01