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Autor/inn/en | Stecher, Brian; Le, Vi-Nhuan; Hamilton, Laura; Ryan, Gery; Robyn, Abby; Lockwood, J. R. |
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Titel | Using Structured Classroom Vignettes to Measure Instructional Practices in Mathematics |
Quelle | In: Educational Evaluation and Policy Analysis, 28 (2006) 2, S.101-130 (30 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0162-3737 |
Schlagwörter | Teaching Methods; Mathematics Education; Mathematics Instruction; Interviews; Instructional Materials |
Abstract | Large-scale educational studies frequently require accurate descriptions of classroom practices to judge implementation and impact. However, it can be difficult to obtain these descriptions in a timely, efficient manner. To address this problem, the authors developed a vignette-based measure of one aspect of mathematics instructional practice, reform-oriented instruction. Teachers read contextualized descriptions of teaching practices that varied in terms of reform-oriented instruction, and rated the degree to which the options corresponded to their own likely behaviors. Responses from 80 fourth-grade teachers yielded fairly consistent responses across two parallel vignettes and moderate correlations with other scales of reform-oriented instruction derived from classroom observations, surveys, and logs. The results suggested that the vignettes measure important aspects of reform-oriented instruction that are not captured by other measurement methods. Based on this work, it appears that vignettes can be a useful tool for research on instructional practice, but cognitive interviews with participating teachers provided insight into possible improvements to the items. (Author). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |