Measures of Effective Teaching in Developing Countries
Measures of Effective Teaching in Developing Countries
复制标题
发展中国家有效教学的措施
DOI：
10.35489/bsg-rise-wp_2016/009
复制
发表时间：
2016
期刊：
影响因子：
--
通讯作者：
S. Taut
中科院分区：
文献类型：
--
作者：
Barb Bruns;Soledad De Gregorio;S. Taut
人们对观察教师的课堂实践、对教师的形成性反馈、教师绩效评估和激励、项目影响评估以及对学生学习的决定因素的研究越来越感兴趣。为使观测产生有意义的数据，必须使用有效的工具、标准化的方案和训练有素的观察员进行观测。美国已经使用了许多不同的观察工具，但到目前为止，只有两种工具在发展中国家获得了吸引力-课堂评估评分系统、班级和斯图林斯课堂观察工具。虽然这两种方法都在发展中国家得到了与学生学习成果相关的验证，但它们从未在同一环境中使用过。这篇论文利用了一项正在进行的研究项目，该项目使用课堂工具评估了智利7个年级的数学课堂。在这项研究中，我们使用Stallings工具对相同的教师视频进行了重新编码。我们就他们衡量的教师实践维度的可比性和有效性产生了第一个全球证据。由于CLASS的使用成本和复杂性要高得多--它的培训材料是专有的，而观察者需要很高的技能--分析更简单、开源的Stallings仪器在多大程度上产生类似的结果是政策和研究的兴趣。我们根据智利教师在课堂组织、情感支持和教学支持三个领域的得分对智利教师进行了排名，并分析了结果的四分位数分布与教师绩效的关键指标之间的相关性。我们发现，教师在课堂组织领域的得分与最重要的Stallings测量指标呈适度相关，在所有情况下都在预期的方向上，并具有统计学意义。教师课堂组织得分与课堂教学时间呈正相关(r=0.340，p=0.015)，与课堂管理时间呈负相关(r=-0.321，p=0.022)。排名靠后的教师平均只有80%的授课时间，而排名靠前的教师平均有90%的授课时间。最高四分位数的学生花在课堂管理上的时间只占课堂时间的9%，而最低四分位数的学生花在课堂管理上的时间占17%。在5%或1%的水平上，所有差异均有统计学意义。教师在课堂组织领域的得分与教师保持学生投入能力的Stallings测量也呈正相关。然而，施特林斯的衡量标准与教师在其他两个领域的得分没有相关性：教学支持和芭芭拉·布朗斯是Classical Research Associates LLC的创始人，也是全球发展中心的访问学者；Soledad de Gregorio是南加州大学的博士生；Sandy Tut是测量中心的研究员
中心
酰亚胺
UC，
和
助理员
教授
在……里面
这个
学校
的
心理学，
蓬蒂费亚大学
卡托利卡
De
智利。
There is growing interest in observing teachers’ classroom practice, for formative feedback to teachers, teacher performance evaluation and incentives, program impact evaluation, and research on the determinants of student learning. For observations to generate meaningful data, they must be carried out using valid instruments, standardized protocols, and trained observers. A number of different observation instruments have been used in the US, but only two have gained any traction to date in developing countries – the Classroom Assessment Scoring System, CLASS, and the Stallings classroom observation instrument. Although both have been validated in developing countries in connection with student learning outcomes, they have never been used in the same setting. This paper exploits an ongoing research program that used the CLASS instrument to assess 7 grade mathematics classrooms in Chile. In this research we re-‐code the same teacher videos using the Stallings instrument. We generate the first global evidence on the comparability and validity of the dimensions of teacher practice they measure. Because CLASS is significantly more expensive and complex to use – its training materials are proprietary and observers require a high degree of skill – there is a policy and research interest in analyzing the degree to which the simpler, open-‐source, Stallings instrument produces similar results. We ranked the Chilean teachers on their scores in each of the CLASS instrument’s three domains (classroom organization; emotional support and instructional support) and analyzed the resulting quartile distributions’ correlations with key Stallings measures of teacher performance. We found that teachers’ scores on the Classroom organization domain of CLASS were modestly correlated with the most important Stallings measures, in all cases in the directions expected and with statistical significance. Teachers’ CLASS scores on classroom organization were positively correlated with their use of time for instruction (r=0.340, p=0.015) and negatively correlated with time spent on classroom management (r=-‐0.321, p=0.022). Teachers in the bottom quartile of the distribution averaged only 80% of time on instruction, while those in the top quartile averaged 90%. Time on classroom management in the top quartile was a very low 9% of class time, while the lowest quartile spent 17%. All differences were statistically significant at the 5% or 1% level. Teachers’ scores on the CLASS classroom organization domain were also positively correlated with the Stallings measures of teachers’ ability to keep students engaged. However, Stallings measures were not correlated with teachers’ scores on the other two CLASS domains: instructional support and Barbara Bruns is founder of Classroom Research Associates LLC and a Visiting Fellow at the Center for Global Development; Soledad De Gregorio is a doctoral student at the University of Southern California; Sandy Taut is Researcher at the Measurement
Center
MIDE
UC,
and
Assistant
Professor
in
the
School
of
Psychology,
Pontificia Universidad
Católica
de
Chile.