Objectively Squaring the Subjective Circle: The Challenge of Developing Rubrics for Qualitative Inquiry

• In Event: Roundtable Session 14
  In Roundtable Session: Innovative Qualitative Methodologies

Abstract

Three overlapping studies inform this proposal exploring tensions, questions, problems and solutions that emerged surrounding the assessment of interpretive teacher research and practitioner inquiry. Development of rubrics for master’s-level teacher research courses revealed that evidence of teachers’ learning often comes long after course conclusion. Interviews with teachers 6 to12 months after graduation illustrates how reflective practice influences classroom culture and student learning in K-12 settings.
This presentation shares insights and tensions emerging from three separate but simultaneous studies; one looking at development and evaluation of a rubric system for interpretive reflective teacher research courses and two that documented (through various interviews) teachers’ internalization and implementation of reflective practice dispositions and their effect on what Philip Jackson termed “life in classrooms.”

Author

• Alan D. Amtzis, The College of New Jersey