Classroom observation frameworks for studying instructional quality: looking back and looking forward
Tóm tắt
Từ khóa
Tài liệu tham khảo
AERA/APA/NCME (2014). Standards for educational and psychological testing. Washington: American Educational Research Association.
Ball, D. L., Sleep, L., Boerst, T. A., & Bass, H. (2009). Combining the development of practice and the practice of development in teacher education. The Elementary School Journal, 109(5), 458–474.
Bell, C., Gitomer, D. H., McCaffrey, D. F., Hamre, B. K., Pianta, R. C., & Qi, Y. (2012). An argument approach to observation protocol validity. Educational Assessment, 17(2–3), 62–87. https://doi.org/10.1080/10627197.2012.715014 .
Bell, C. A., Qi, Y., Croft, A., Leusner, D., McCaffrey, D. F., Gitomer, D. H., & Pianta, R. (2014). Improving observational score quality: Challenges in observer thinking. In K. Kerr, R. Pianta & T. Kane (Eds.), Designing teacher evaluation systems: New guidance from the Measures of Effective Teaching project (pp. 50–97). San Francisco: Jossey-Bass.
Berlin, R., & Cohen, J. (2018). Understanding instructional quality through a relational lens. ZDM Mathematics Education. (this issue).
Berliner, D. C. (2005). The near impossibility of testing for teacher quality. Journal of Teacher Education, 56(3), 205–213. https://doi.org/10.1177/0022487105275904 .
Boston, M. D., & Candela, A. G. (2018). The instructional quality assessment as a tool for reflecting on instructional practice. ZDM Mathematics Education. (this issue).
Casabianca, J. M., Lockwood, J. R., & McCaffrey, D. F. (2015). Trends in classroom observation scores. Educational and Psychological Measurement, 75(2), 311–337. https://doi.org/10.1177/0013164414539163 .
Chapman, C., Reynolds, D., Muijs, D., Sammons, P., Stringfiled, S., & Teddlie, C. (2016). Educational effectivness and improvement research and practice. In C. Chapman, D. Muijs, D. Reynolds, P. Sammons & C. Teddlie (Eds.), The Routledge international handbook of educational effectiveness and improvement: research, policy, and practice (pp. 1–24). New York: Routledge.
Charalambous, C. Y., & Litke, E. (2018). Studying instructional quality by using a content-specific lens: The case of the mathematical quality of Instruction framework. ZDM Mathematics Education. (this issue).
Charalambous, C. Y., & Pitta-Pantazi, D. (2016). Perspectives on priority mathematics education: Unpacking and understanding a complex relationship linking teacher knowledge, teaching, and learning. In L. English & D. Kirshner (Eds.), Handbook of international research in mathematics education (3rd edn., pp. 19–59). Abingdon: Routledge.
Charalambous, C. Y., & Praetorius, A. K. (2018). Studying instructional quality in mathematics through different lenses: In search of common ground. ZDM Mathematics Education. (this issue).
Cronbach, L. (1990). Essentials of psychological testing (5th edn.). Boston: Allyn & Bacon, Inc.
Diederich, J., & Tenorth, H. E. (1997). Theorie der Schule. Ein Studienbuch zu Geschichte, Funktionen und Gestaltung. Berlin, Germany: Cornelsen.
Fend, H. (1981). Theorie der Schule [Theory of the schooling]. München: Urban & Schwarzenberg.
Gitomer, D. (2009). Crisp measurement and messy context: A Clash of assumptions and metaphors—Synthesis of Section III. In G. Drew (Ed.), Measurement issues and assessment for teaching quality (pp. 223–233). Thousand Oaks: Sage.
Gitomer, D. H., & Bell, C. A. (2013). Evaluating teaching and teachers. In K. F. Geisinger (Ed.), APA handbook of testing and assessment in psychology (Vol. 3, pp. 415–444). Washington: American Psychological Association.
Grossman, P., & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45(1), 184–205. https://doi.org/10.3102/0002831207312906 .
Hattie, J. A. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.
Herlihy, C., Karger, E., Pollard, C., Hill, H. C., Kraft, M. A., Williams, M., & Howard, S. (2014). State and local efforts to investigate the validity and reliability of scores from teacher evaluation systems. Teachers College Record, 116(1), 1–28.
Hill, H. C., Charalambous, C. Y., & Kraft, M. A. (2012). When rater reliability is not enough: teacher observation systems and a case for the generalizability study. Educational Researcher, 41(2), 56–64. https://doi.org/10.3102/0013189X12437203 .
Kennedy, M. M. (2010). Approaches to annual performance assessment. In M. M. Kennedy (Ed.), Teacher assessment and the quest for teacher quality: A handbook (pp. 225–250). San Francisco: Jossey-Bass.
Ko, J., Sammons, P., & Bakkum, L. (2016). Effective teaching. Education Development Trust. https://www.educationdevelopmenttrust.com/~/media/EDT/Reports/Research/2015/r-effective-teaching.pdf . Accessed September 15, 2017.
Konstantopoulos, S. (2012). Teacher effects: Past, present and future. In S. Kelly (Ed.), Assessing teacher quality: Understanding teacher effects on instruction and achievement (pp. 33–48). New York: Teachers College Press.
Koretz, D. (2008). Measuring up: What educational testing really tells us. Cambridge: Harvard University Press.
Krosnick, J. A., & Presser, S. (2010). Questionnaire design. In J. D. Wright & P. V. Marsden (Eds.), Handbook of survey research (2nd edn., pp. 503–512). West Yorkshire: Emerald Group.
Kyriakides, L., Creemers, B. P. M., & Panayiotou, A. (2018). Using educational effectiveness research to promote quality of teaching: The contribution of the dynamic model. ZDM Mathematics Education. (this issue).
Lampert, M. (2010). Learning teaching in, from, and for practice: What do we mean? Journal of Teacher Education, 61(1–2), 21–34.
Lindorff, A., & Sammons, P. (2018). Going beyond structured observations: Looking at classroom practice through a mixed method lens. ZDM Mathematics Education. (this issue).
Maykut, P. S., & Morehouse, R. (1994). Beginning qualitative research: A philosophic and practical guide. London: Falmer Press.
McKnight. C. C. (1979). Model for the Second Study of Mathematics. In Bulletin 4: Second IEA Study of Mathematics. Urbana, Illinois: SIMS Study Center.
Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational measurement (3rd edn., pp. 13–103). Washington: American Council on Education & National Council on Measurement in Education.
Metzler, H. (1990). Methodological interdependencies between conceptualization and operationalization in empirical social sciences. In E. Zarnecka-Bialy (Ed.), Logic counts. Reason and argument (Vol. 3, pp. 167–176). Dordrecht: Springer.
Muijs, D., Kyriakides, L., van der Werf, G., Creemers, B., Timperley, H., & Earl, L. (2014). State of the art-teacher effectiveness and professional learning. School Effectiveness and School Improvement, 25(2), 231–256. https://doi.org/10.1080/09243453.2014.885451 .
Muijs, D., Reynolds, D., Sammons, P., Kyriakides, L., Creemers, B. P. M., & Teddlie, C. (2018). Assessing individual lessons using a generic teacher observation instrument: How useful is the International System for Teacher Observation and Feedback (ISTOF)? ZDM Mathematics Education. (this issue).
Open Science Collaboration (2017). Maximizing the reproducibility of your research. In S. O. Lilienfeld & I. D. Waldman (Eds.), Psychological science under scrutiny: Recent challenges and proposed solutions (pp. 1–21). New York: Wiley.
Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd edn.). London: Sage Publications.
Praetorius, A. K., Lenske, G., & Helmke, A. (2012). Observer ratings of instructional quality: Do they fulfill what they promise? Learning and Instruction, 22(6), 387–400. https://doi.org/10.1016/j.learninstruc.2012.03.002 .
Praetorius, A., Pauli, K., Reusser, C., Rakoczy, K., & Klieme, E. (2014). One lesson is all you need? Stability of instructional quality across lessons. Learning and Instruction, 31, 2–12.
Praetorius, A.-K., Klieme, E., Herbert, B., & Pinger, P. (2018). Generic dimensions of teaching quality: The German framework of the three basic dimensions. ZDM Mathematics Education. (this issue).
Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd edn.). Thousand Oaks: Sage Publications.
Rosenshine, B. (1983). Teaching functions in instructional programs. The Elementary School Journal, 83(4), 335–351. https://doi.org/10.1086/461321 .
Scheerens, J. (2013). The use of theory in school effectiveness research revisited. School Effectiveness and School Improvement, 24(1), 1–38. https://doi.org/10.1080/09243453.2012.691100 .
Schlesinger, L., Jentsch, A., Kaiser, G., König, J., & Blömeke, S. (2018). Subject-specific characteristics of instructional quality in mathematics education. ZDM Mathematics Education. (this issue).
Schoenfeld, A. (2018). Video analyses for research and professional development: the teaching for robust understanding (TRU) framework. ZDM Mathematics Education. (this issue).
Schönbrodt, F. D., & Perugini, M. (2013). At what sample size do correlations stabilize? Journal of Research in Personality, 47, 609–612. https://doi.org/10.1016/j.jrp.2013.05.009 .
Seidel, T., & Shavelson, R. J. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77(4), 454–499. https://doi.org/10.3102/0034654307310317 .
Shavelson, R. J., & Webb, N. M. (1991). Generalizability theory: A primer. Thousand Oaks: Sage.
Shavelson, R. J., Webb, N. M., & Burstein, L. (1986). Measurement of teaching. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 50–91). New York: Macmillan.
Stein, M. K., Grover, B., & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33, 455–488. https://doi.org/10.3102/00028312033002455 .
Tomlinson, C. A., & Moon, T. R. (2013). Assessment and student success in a differentiated classroom. Alexandria: ASCD.
Walkington, C., & Marder, M. (2018). Using the UTeach Observation Protocol (UTOP) to understand the quality of mathematics instruction. ZDM Mathematics Education. (this issue).
Walkowiak, T. A., Berry, R. Q., Pinter, H. H., & Jacobson, E. D. (2018). Utilizing the M-Scan to measure standards-based mathematics teaching practices: Affordances and limitations. ZDM Mathematics Education. (this issue).
Whetten, D. A. (1989). What constitutes a theoretical contribution? Academy of Management Review, 14, 490–495.
Wirtz, M., & Caspar, F. (2002). Beurteilerübereinstimmung und Beurteilerreliabilität. Göttingen: Hogrefe.