Methodological concerns. %PDF-1.6 %���� It also allows teachers to build their capability in giving and receiving feedback. Merlin C. Wittrock. Mager et al. Her main areas of interest are academic manager development, CPD for teachers and integrating online and blended learning programmes with whole-school development. Second, lack of consensus around Boys have also been found to ask more questions in the classroom, and teachers have been found to ask boys more questions. Resilient Educator offers a collection of content and resources created by educators. Students are nested within classrooms, while classrooms are nested within schools. Huang and Waxman (1996) also conducted systematic observations of 1315 middle school students from 220 mathematics classrooms in order to examine the amount of technology used. Is the purpose of the observation to help faculty improve and innovate (formative) or to make personnel decisions (summative)? As Tom Good puts it, "one role of observational research is to describe what takes place in classrooms in order to delineate the complex practical issues that confront practitioners" (p. 337). The overall findings from these studies suggest that feedback from classroom observations is a viable and effective mechanism for providing teachers with the information they need about their classroom … Content is structured around mindsets, qualities, and skills (adaptive and technical). Title IX. They are concerned that observers generally focus on isolated behaviors, without concern for the preceding and subsequent behaviors that they feel provide the context and meaning of the behavior. 1980. See the section below for an overview of some common stumbling blocks and possible solutions. The majority of which are shared regardless of the instruction setting, with a few nuanced adjustments to capitalize on the specific setting. Looking for formative feedback on your teaching? Improvement of teaching practices. He found that the majority of class time was spent either with the teacher lecturing to the class or students working on written assignments. On the other hand, there is also some evidence that indicates that teachers' instruction may be slightly better than usual when they are being observed. In Handbook of Research on Improving Student Achievement, ed. The reliability and validity of observational systems is a primary concern. Will the faculty who do formative observations be the same as those who do summative observations? Investigation of instructional inequities. "Productive Teaching and Instruction: Assessing the Knowledge Base." The Center for Teaching and Learning offers confidential classroom and video observations. Seek opportunities to observe educators outside the classroom to gain a full picture of what the educator does in support of students and students’ learning. Some of the major strengths of using classroom observation allow educators to do the following: (1) permit researchers to study the processes of education in naturalistic settings; (2) provide more detailed and precise evidence than other data sources; and (3) stimulate change and verify that the change occurred. In other words, these low-inference observational systems provide specific and easy identifiable behaviors that observers can easily code.
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