Abstract
This paper discusses the challenges and lessons learned from conducting observations to measure the quality of classroom practice for a largescale 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.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 41-63 |
| Number of pages | 23 |
| Journal | Journal of Classroom Interaction |
| Volume | 55 |
| Issue number | 1 |
| State | Published - 2020 |
Keywords
- Classroom observation
- Elementary school
- Inter-rater reliability
- Mathematics instruction
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology