Does Teaching Quality Cross Subjects? Exploring Consistency in Elementary Teacher Practice across Subjects

Autor/inn/en	Cohen, Julie; Ruzek, Erik; Sandilos, Lia
Titel	Does Teaching Quality Cross Subjects? Exploring Consistency in Elementary Teacher Practice across Subjects
Quelle	In: AERA Open, 4 (2018) 3, (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Elementary School Teachers; Teacher Effectiveness; Reliability; Educational Quality; Mathematics Instruction; English Instruction; Grade 4; Grade 5; Colorado; Florida; New York; North Carolina; Tennessee + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Reliabilität; Quality of education; Bildungsqualität; Mathematics lessons; Mathematikunterricht; English langauage lessons; Englischunterricht; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	Teacher evaluation systems treat instructional quality as generic. Principals often observe elementary teachers in one subject and generalize assessments to all subjects. However, there is little empirical work to justify these decisions. This study provides needed evidence about whether elementary teachers engage in comparable instruction across the school day. We draw on data from the Measures of Effective Teaching (MET) project, including student survey and classroom observational data from more than 500 elementary teachers. Findings indicate that there is moderate within-teacher, cross-subject consistency on the Tripod and Classroom Observation Scoring System (CLASS). Cross-subject correlations are higher on the Tripod scales (r values from 0.55 to 0.73) than the CLASS dimensions and domains (r values from 0.25 to 0.55). These findings suggest that teaching quality is not a uniform construct across subjects, even though current teaching evaluation systems largely treat it as such. Implications for elementary teacher preparation, professional development, and evaluation are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01