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

• Autores: Kristen N. Bieda, Serena J. Salloum, Sihua Hu, Shannon Sweeny, John Lane, Kaitlin Torphy
• Localización: Journal of Classroom Interaction, ISSN 0749-4025, Vol. 55, Nº. 1, 2020, págs. 41-63
• Idioma: inglés
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• Resumen

  • 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.