Using Dyadic Observation to Explore Equitable Learning Opportunities in Classroom Instruction

Autor/inn/en	Lavigne, Alyson L.; Good, Thomas L.
Titel	Using Dyadic Observation to Explore Equitable Learning Opportunities in Classroom Instruction
Quelle	In: Education Policy Analysis Archives, 29 (2021) 149, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lavigne, Alyson L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Equal Education; Educational Opportunities; Achievement Gap; Teacher Student Relationship; Observation + Suchen Sie Ihr Suchwort? Bildungsangebot; Bildungschance; Teacher student relationships; Lehrer-Schüler-Beziehung; Beobachtung
Abstract	Because of poverty, many children do not receive adequate prenatal care, nutrition, or early childhood education. These inequities combine to ensure that many students enter school with considerably less academic content knowledge and skills for learning than their peers. Teachers and schools did not create these gaps, but they must address them. The impact of schools in reducing gaps has been explored for decades only to yield inconsistent findings. One possible reason for these contradictory results is because these studies ignore classroom process. We argue for the inclusion of "process" in research on opportunity and achievement gaps to better articulate if schools provide inequitable learning opportunities. Further, we argue for "dyadic" (teacher to individual student) measurement of classroom process because commonly-used observation instruments only measure teachers' interactions with the whole class. These instruments obscure differential teacher treatment that may exist in some classrooms. To improve policy and practice, we call for supplementing extant measures of teachers' whole-class interactions (process) and student outcome (product) measures with those that measure dyadic interactions to learn how opportunities to learn in classrooms and schools are distributed among students to reduce, sustain, or enhance learning gaps. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01