Exploring Differences in Effective Instruction Throughout the COVID-19 Pandemic Through Virtual and In-Person Classroom Observations

• In Event: Sheraton Roundtable Session Sixteen
  In Roundtable Session: Measuring Mathematics and Science Instruction Using Classroom Observations (Table 7)

Abstract

The present study is part of a five-year federally funded longitudinal study examining STEM instructional practices in kindergarten through fifth grade across a large charter school system in the southern U.S. The purpose of the current study was to examine differences in teacher capacity and student learning by the type of observation conducted (virtual vs. in-person). Overall, results indicate that during virtual observations teachers were observed using formative assessment and technology with more frequency than during in-person observations. Even though significant differences existed on formative assessment and technology, there were no significant differences on dimensions such as student inquiry and cognition. Moving forward and as policies related to COVID-19 evolve, researchers will continue to explore its impact on classroom instruction.

Authors

• Danielle Bairrington Brown, Texas A&M University
  Presenting Author

• Kayla Braziel Rollins, Texas A&M University
  Presenting Author

• Kim Boddie Wright, Rice University - Kinder Institute
  Non-Presenting Author

• Jacqueline R. Stillisano, Texas A&M University
  Non-Presenting Author

• Hersh C. Waxman, Texas A&M University
  Non-Presenting Author