Classroom Observation Protocol for Science Instruction With Multilingual Learners (Poster 14)

• In Event: AERA Poster Session Friday 8:00 a.m.
  In Poster Session: Science Teaching and Learning

Abstract

As the Next Generation Science Standards (NGSS) have been adopted or adapted across 49 states, instruments to measure NGSS-based instruction and outcomes are in great demand. Yet, NGSS-based classroom observation protocols are virtually absent. This paper illustrates how to use a newly developed classroom observation protocol to assess the quality of science instruction with all students, including multilingual learners (MLs). Based on our conceptual framework (Authors, 2019), we use the protocol to assess both the features and quality of NGSS instruction. Affordances of the protocol include: (a) sensitivity to changes in instruction and (b) assessment of language in service of science understanding. Results indicate utility of the protocol and potential for further studies using the instrument to assess NGSS instruction.

Authors

• Abigail Schwenger, New York University

• Alison M. Haas, New York University

• Julie Park, New York University

• Joan D. Pasley, Horizon Research, Inc.

• Eric Banilower, Horizon Research, Inc.

• Okhee Lee, New York University