Using Classroom Observations in the Evaluation of Special Education Teachers

Autor/inn/en	Jones, Nathan D.; Bell, Courtney A.; Brownell, Mary; Qi, Yi; Peyton, David; Pua, Daisy; Fowler, Melissa; Holtzman, Steven
Titel	Using Classroom Observations in the Evaluation of Special Education Teachers
Quelle	In: Educational Evaluation and Policy Analysis, 44 (2022) 3, S.429-457 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Bell, Courtney A.) ORCID (Peyton, David) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/01623737211068523
Schlagwörter	Classroom Observation Techniques; Teacher Evaluation; Special Education Teachers; Teaching Skills; Teacher Effectiveness; Scores; Psychometrics; Human Capital; Validity; Reliability; Accuracy; Factor Analysis; Rhode Island + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Psychometry; Psychometrie; Humankapital; Gültigkeit; Reliabilität; Faktorenanalyse
Abstract	We examine whether one of the most popular observation systems in teacher evaluation--the Framework for Teaching (FFT)--captures the range of instructional skills teachers need to be effective. We focus on the case of special educators, who are likely to use instructional approaches that, although supported by research, are de-emphasized in common observation systems. Drawing on 206 lessons from 51 teachers, we compare FFT scores to an observation system from special education. We find that FFT's psychometric properties are consistent with previous studies, but the system is limited in assessing the quality of instructional practices used in special education. We discuss implications of these findings for two practical uses of observations--supporting teacher development and informing human capital decisions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01