Exploring the Complementarity of Measures of Instructional Practices

Autor/inn/en	Shi, Lu; Popova, Maia; Erdmann, Robert M.; Pellegrini, Anthony; Johnson, Victoria; Le, Binh; Popple, Trina; Nelson, Zachary; Gaston, Molly Undersander; Stains, Marilyne
Titel	Exploring the Complementarity of Measures of Instructional Practices
Quelle	In: CBE - Life Sciences Education, 22 (2023) 1, Artikel 1 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1187/cbe.22-03-0047
Schlagwörter	Teaching Methods; Educational Quality; College Instruction; Evaluation Methods; Scoring Rubrics; College Faculty; Teacher Evaluation; Graduate Study; Undergraduate Study + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Quality of education; Bildungsqualität; Hochschullehre; Scoring formulas; Auswertungsbogen; Fakultät; Teacher appraisal; Lehrerbeurteilung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Grundstudium
Abstract	The assessment of instructional quality has been and continues to be a desirable, yet difficult endeavor in higher education. The development of new teaching evaluation frameworks along with instruments to measure various aspects of teaching practices holds promise. The challenge rests in the implementation of these frameworks and measures in authentic settings. Part of this challenge is for instructors, researchers, and administrators to parse through and select a meaningful set of tools from the plethora of existing instruments. In this study, we aim to start clarifying the landscape of measures of instructional practice by exploring the complementarity of two existing instruments: the Classroom Observation Protocol for Undergraduate STEM (COPUS) and the Learner-Centered Teaching Rubrics (LCTR). We collected classroom observations and course artifacts from 28 science instructors from research-intensive institutions across the United States. Results show the need to use both instruments to capture nuanced and comprehensive description of a faculty member's instructional practice. This study highlights the messiness of measuring instructional quality and the need to explore the implementation of teaching evaluation frameworks and measures of instructional practices in authentic settings. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: https://www.lifescied.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01