Issues with, and Insights for, Large-Scale Studies of Classroom Mathematical Instruction

Autor/inn/en	Bieda, Kristen N.; Salloum, Serena J.; Hu, Sihua; Sweeny, Shannon; Lane, John; Torphy, Kaitlin
Titel	Issues with, and Insights for, Large-Scale Studies of Classroom Mathematical Instruction
Quelle	In: Journal of Classroom Interaction, 55 (2020) 1, S.41-63 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0749-4025
Schlagwörter	Mathematics Instruction; Classroom Observation Techniques; Elementary School Teachers; Interrater Reliability; Beginning Teachers; Teacher Effectiveness; Video Technology; Measurement; Data Collection + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interrater-Reliabilität; Junior teacher; Junglehrer; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Messverfahren; Data capture; Datensammlung
Abstract	This paper discusses the challenges and lessons learned from conducting observations to measure the quality of classroom practice for a large-scale study of elementary teachers' mathematics instruction. Specifically, this paper shares our process for obtaining valid data for quality of elementary mathematics instruction; what we learned can inform similar efforts by large, interdisciplinary teams, as well as by instructional coaches and evaluators. Considerations for selecting and testing the viability of a classroom observation instrument, as well as the importance of conducting inter-rater reliability throughout the data collection process, are discussed. (As Provided).
Anmerkungen	University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: http://www.jciuh.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01