Interpretation of Video Observation Scores for Explicit Attention to Concepts and Students' Opportunities to Struggle

• In Event: AERA Roundtable Session Friday 1:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Classroom Observation SIG Roundtable Session (Table 4)

Abstract

This study provides validity evidence for a video observation instrument focused on two clusters of effective mathematics instructional practices, Explicit Attention to Concepts (EAC) and Students' Opportunities to Struggle (SOS). The instrument was developed as part of a larger study on implementation of EAC and SOS, and the validity evidence in this report supports the interpretation and use of the tool for research involving video recordings of classroom teaching. The primary data source was 169 video recorded lessons from 57 teachers. Results indicate distinct factor structures for EAC and SOS and acceptable interrater agreement. We argue that our evidence supports the instrument's use in capturing the implementation of these practices across varied contexts and approaches to teaching.

Authors

• Angela Rae Crawford, Boise State University

• Ann Wheeler, Texas Woman's University

• Joe Champion, Boise State University