Issues with, and insights for, large-scale studies of classroom mathematical instruction

Kristen N. Bieda, Serena J. Salloum, Sihua Hu, Shannon Sweeny, John Lane, Kaitlin Torphy

Research output: Contribution to journalArticlepeer-review

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 languageEnglish (US)
Pages (from-to)41-63
Number of pages23
JournalJournal of Classroom Interaction
Volume55
Issue number1
StatePublished - 2020

Keywords

  • Classroom observation
  • Elementary school
  • Inter-rater reliability
  • Mathematics instruction

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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