Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity
Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity
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DOI：
10.3102/0013189x09332374
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发表时间：
2009-03-01
影响因子：
8.2
通讯作者：
Hamre, Bridget K.
中科院分区：
文献类型：
--
作者：
Pianta, Robert C.;Hamre, Bridget K.
作者提出了一个论点，即把实际教学的观察作为问责制框架，教师准备和基础科学的中心特征，可以导致教学和相关社会过程的实质性改善，以及教学和教师生产的科学。教师与学生的行为互动可以（a）使用标准化协议进行观察评估，（B）系统地分析错误的来源，（c）验证预测学生的学习，（d）改变（改善）作为提供给教师的具体和一致的支持的函数;接触这种支持可以预测学生更大的学习收益。这些方法有相当大的前景;沿着测量挑战，其中一些涉及心理测量学，效率和成本，它们值得关注，严格的研究和大量的研究投资。
The authors advance an argument that placing observation of actual teaching as a central feature of accountability frameworks, teacher preparation, and basic science could result in substantial improvements in instruction and related social processes and a science of the production of teaching and teachers. Teachers' behavioral interactions with students can be (a) assessed observationally using standardized protocols, (b) analyzed systematically with regard to sources of error, (c) validated for predicting student learning, and (d) changed (improved) as a function of specific and aligned supports provided to teachers; exposure to such supports is predictive of greater student learning gains. These methods have considerable promise; along with measurement challenges, some of which pertain to psychometrics, efficiency, and costs, they merit attention, rigorous study, and substantial research investments.