Classroom observation frameworks for studying instructional quality: looking back and looking forward
Classroom observation frameworks for studying instructional quality: looking back and looking forward
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研究教学质量的课堂观察框架：回顾与展望
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Charalambos Y. Charalambous
中科院分区：
文献类型：
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作者：
Anna;Charalambos Y. Charalambous
基于观察的教学质量框架在其发展的方法和目的，其理论基础，所涵盖的教学方面，其操作和测量，以及现有的可靠性和有效性证据方面存在很大差异。本文件通过考虑本特刊中包含的12个框架，总结并反思了这些差异。通过对三个重点数学课的分析，通过每个框架的透镜，在前面的文章中，本文还探讨了这些框架的相似性，差异性和潜在的互补性来描述和评价数学教学。为此，提出了一个比较所有框架的共同结构，并将其应用于对三个选定经验教训的分析。本文的结论是，虽然在过去的几年里，通过课堂观察框架探索教学质量的重要工作已经进行，该领域将受益于建立一个商定的标准，理解和研究教学质量，以及更多的合作工作。
Observation-based frameworks of instructional quality differ largely in the approach and the purposes of their development, their theoretical underpinnings, the instructional aspects covered, their operationalization and measurement, as well as the existing evidence on reliability and validity. The current paper summarizes and reflects on these differences by considering the 12 frameworks included in this special issue. By comparing the analysis of three focal mathematics lessons through the lens of each framework as presented in the preceding papers, this paper also examines the similarities, differences, and potential complementarities of these frameworks to describe and evaluate mathematics instruction. To do so, a common structure for comparing all frameworks is suggested and applied to the analyses of the three selected lessons. The paper concludes that although significant work has been pursued over the past years in exploring instructional quality through classroom observation frameworks, the field would benefit from establishing agreed-upon standards for understanding and studying instructional quality, as well as from more collaborative work.
观察者对教学质量的评分：他们兑现了他们的承诺吗？
影响因子：
6.2
作者：
Praetorius;Lenske;Helmke
通讯作者：
Helmke
影响因子：
6.2
作者：
Praetorius;Reusser;Rakoczy;Klieme
通讯作者：
Klieme