Designing Classroom Observation Measures to Support Teacher Learning and Instructional Practice in Mathematics

• In Event: AERA Roundtable Session Wednesday 12:40 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Studies of Instructional Practices in Mathematics (Table 2)

Abstract

Tremendous amounts of time and energy are spent observing mathematics classrooms. This study addressed two challenges for the field: producing observation data that: (1) will better support teachers in the learning about their students and their own instruction, and promote teacher thinking about potential changes, and (2) is significantly linked to student learning outcomes. This paper describes the design of a real-time mathematics classroom observation measure that provides detailed information about student participation that can support teacher learning and improvement of practice, and reports on the implementation of the measure in 26 classrooms in seven elementary schools. We show the potential for this measurement approach to support teacher learning about interaction in their classrooms and to inform their instructional decision-making.

Authors

• Megan L. Franke, University of California - Los Angeles

• Nicholas C. Johnson, San Diego State University

• Noreen M. Webb, University of California - Los Angeles

• Marsha M. Ing, University of California - Riverside

• Janene Ward, University of California - Los Angeles

• Adejah Taylor, University of California - Los Angeles