Examining STEM Classrooms Through a Virtual Classroom Observation Protocol During COVID-19

• In Event: AERA Roundtable Session 11
  In Roundtable Session: Innovative Classroom Observational Studies in Grades K–6

Abstract

Classroom observations are an important component of teacher effectiveness. As part of a 5-year cluster randomized controlled trial involving all K-5 campuses in a large charter system in the southern U.S., this study examined the effectiveness of an adapted virtual observation instrument to assess teacher effectiveness in implementing inquiry practices in STEM hybrid classrooms during COVID-19. Interrater reliability was used to validate the instrument, with moderate to high reliability findings. Observations of participants from the control (n=16) and treatment (n=12) groups in the randomly selected 11 schools revealed significant findings between groups on Student Inquiry and by school SES classification and Instructional Framework. Discussion regarding the benefits of the instruments and suggestions for improvement will be given.

Authors

• Karen McIntush, Texas A&M University - College Station

• Kim Boddie Wright, Texas A&M University - College Station

• Hersh C. Waxman, Texas A&M University - College Station