Teaching Dimensions Observation Protocol ( TDOP ) User ’ s Manual
Teaching Dimensions Observation Protocol ( TDOP ) User ’ s Manual
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教学维度观察协议 (TDOP) 用户手册
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
J. Ferrare
中科院分区：
文献类型：
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作者：
Matthew T. Hora;Amanda K. Oleson;J. Ferrare
教学维度观察协议（TDOP）是一种结构化的课堂观察协议，旨在以描述性的方式捕捉教学行为的细微差别。TDOP最初是作为高等教育教学实践决定因素的实证研究的一部分而开发的。使用TDOP协议获得的数据可以用于各种目的，包括课堂实践研究、项目评估、教师发展和机构评估。在本用户手册中，我们简要概述了TDOP的背景，协议本身的组成部分，协议的技术信息，硬拷贝和网站版本的使用指南，以及数据管理和解释指南。TDOP协议是作为STEM高等教育改革（CCHER）研究的文化、认知和评估的一部分而开发的，该研究由美国国家科学基金会的REESE项目于2008年至2012年资助。CCHER研究旨在阐明一些影响教学决策和课堂实践的认知、文化和组织因素。最初，这项研究仅依赖于访谈和调查数据，但我们很快意识到，为了提供关于教师行为的丰富而详细的见解，课堂教学的现场观察是必要的。这种观点是基于这样一种观点，即将课堂教学简化为单一描述符或变量，就像在自我报告的调查中经常做的那样，不足以描述这种复杂和多维的实践。相反，这项研究需要一种方法来产生强有力的课堂教学描述，而不仅仅是通过调查或访谈获得的自我报告数据。在本研究的准备工作中，对K-12和高等教育环境中使用的各种课堂观察协议进行了审查，以寻找可能采用的方法。在高等教育课堂中使用的观察工具包括开放式和非结构化协议，这些协议通常用于专业发展和/或同伴观察情况。其他更结构化的协议包括教师行为量表（TBI），它要求分析员在观察课程结束后对教师进行124项评分（Murray, 1983）。另一个广泛使用的工具是改革教学观察协议（RTOP），其目的是捕捉教师是否使用“改革”教学实践的程度（MacIssac & Falconer, 2002）。然而，由于RTOP是基于教学实践的潜在尺度（例如，课堂文化）和教学质量的先验决定，结果数据并没有提供描述性的说明……
1 Introduction The Teaching Dimensions Observation Protocol (TDOP) is a structured classroom observation protocol designed to capture nuances of teaching behaviors in a descriptive manner. The TDOP was originally developed as part of an empirical study of the determinants of postsecondary teaching practices. Data obtained using the TDOP protocol can be used for a variety of purposes including research on classroom practice, program evaluation, faculty development, and institutional assessments. In this User's Manual we provide a brief overview of the background of the TDOP, the component parts of the protocol itself, technical information of the protocol, guidelines for use for both the hardcopy and website versions, and guidelines for data management and interpretation. Background of the TDOP The TDOP protocol was developed as part of the Culture, Cognition, and Evaluation of STEM Higher Education Reform (CCHER) study, which was funded by the National Science Foundation's REESE program from 2008 to 2012. The CCHER study aimed to articulate some of the cognitive, cultural, and organizational factors that shaped instructional decision-making and classroom practice. Originally, the study relied exclusively on interview and survey data, but we quickly realized that to provide rich and detailed insights about faculty behaviors, on-site observations of classroom teaching would be necessary. This perspective is based on the view that reducing classroom teaching to a single descriptor or variable, as is often done in self-reported surveys, is an insufficient way to describe this complex and multi-dimensional practice. Instead, the research demanded a way to produce robust descriptive accounts of classroom instruction that went beyond self-reported data as obtained in surveys or interviews. In preparation for the study a variety of classroom observation protocols, used in both K-12 and postsecondary settings, were reviewed for potential adoption. Observation instruments used in postsecondary classrooms include open-ended and unstructured protocols that are commonly used in professional development and/or peer observation situations. Other more structured protocols include the Teachers Behavior Inventory (TBI), which requires analysts to rate instructors on 124 items after the conclusion of an observed class (Murray, 1983). Another widely used instrument is the Reformed Teaching Observation Protocol (RTOP), which aims to capture the degree to which instructors are using " reformed " teaching practices or not (MacIssac & Falconer, 2002). However, since the RTOP is based on underlying scales of instructional practice (e.g., classroom culture) and a priori determinations of instructional quality, the resulting data do not provide descriptive accounts …
影响因子：
3.8
作者：
Hora, Matthew Tadashi;Ferrare, Joseph J.
通讯作者：
Ferrare, Joseph J.