Using Lesson-Specific Teacher Reports of Student Engagement to Investigate Innovations in Curriculum and Instruction
Using Lesson-Specific Teacher Reports of Student Engagement to Investigate Innovations in Curriculum and Instruction
复制标题
使用具体课程的教师学生参与度报告来调查课程和教学的创新
DOI：
10.3102/0013189x20982255
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发表时间：
2021
影响因子：
8.2
通讯作者：
Emma Abruzzo
中科院分区：
文献类型：
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作者：
Sean Kelly;Emma Abruzzo
教师关于学校组织运作、课程进程和学生参与的报告是确定有关课堂氛围和学习成果的有价值信息的可靠手段。然而，迄今为止，绝大多数教师报告的定量数据（教师自己对教育过程做出判断）都是总结性的，而不是针对具体课程的数据，即教师在教学时评估课堂体验。在这项研究中，我们研究了特定课程的教师调查报告如何深入了解学生参与度和教学之间的关系。结果表明，这种未充分利用的设计对于获取实践中教师内部变异性的数据具有重要的应用，特别是在关注学生参与、教师实践中的积极变化和/或教师认同作为结果中介的研究中。最终，我们认为针对特定课程的教师报告可能是研究人员衡量教学变化的宝贵工具。
Teacher reports on school organizational functioning, curricular processes, and student engagement are a reliable means of ascertaining valuable information about classroom climate and learning outcomes. Yet, to date, the vast majority of quantitative teacher-reported data, where teachers themselves reach judgments about educational processes, have been summary rather than lesson specific, where teachers evaluate classroom experiences at the moment of instruction. In this study, we examine how lesson-specific teacher survey reports generate insight into the relationship between student engagement and instruction. Results suggest that this underutilized design has significant application for procuring data on within-teacher variability in practice, especially in studies focused on student engagement, active change in teacher practice, and/or teacher buy-in as a mediator of outcomes. Ultimately, we argue that lesson-specific teacher reports may be a valuable tool for researchers in measuring instructional change.
影响因子：
8.2
作者：
Sean Kelly;A. Olney;P. Donnelly;M. Nystrand;S. D’Mello
通讯作者：
Sean Kelly;A. Olney;P. Donnelly;M. Nystrand;S. D’Mello
DOI：
--
发表时间：
2019
期刊：
Proceedings of the 12th International Conference on Educational Data Mining (EDM 2019
影响因子：
--
作者：
Stone, C.
通讯作者：
Stone, C.