Using Classroom Observations to Evaluate Science Teaching: Implications of Lesson Sampling for Measuring Science Teaching Effectiveness across Lesson Types

Autor/inn/en	Mikeska, Jamie N.; Holtzman, Steven; McCaffrey, Daniel F.; Liu, Shuangshuang; Shattuck, Tamara
Titel	Using Classroom Observations to Evaluate Science Teaching: Implications of Lesson Sampling for Measuring Science Teaching Effectiveness across Lesson Types
Quelle	In: Science Education, 103 (2019) 1, S.123-144 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mikeska, Jamie N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21482
Schlagwörter	Classroom Observation Techniques; Evaluation Methods; Lesson Observation Criteria; Science Teachers; Science Instruction; Teacher Effectiveness; Teaching Methods; Scores; Measurement Techniques + Suchen Sie Ihr Suchwort? Unterrichtsmitschau; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Messtechnik
Abstract	Despite the prevalent use of observational measures in teacher evaluation systems, research has only recently begun to take into account how aspects of the instructional environment and lesson sampling design may interact with teachers' scores on these measures. Instead, one assumption guiding current evaluation systems is that the variation in teachers' instructional practices captured by the lessons sampled is a valid measure of their teaching quality. Our study investigates this assumption by examining whether scores from observational measures of science teachers' instructional practices vary depending on lesson type. Results show that science teachers' scores on certain observational measures vary across lab and nonlab lessons, suggesting that the claims one can make about science teaching effectiveness are dependent on the particular types of lessons observed. Given the increasing prominence and use of observational measures within evaluation systems, it is imperative to ensure that the observed lessons adequately represent variation in a teacher's practice and are not subject to undue instability from the types of lessons included in the sample, especially in science where there are clear distinctions in the instructional practices teachers employ across lab and nonlab lessons. Implications for measuring science teaching quality are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01