Classroom Observation as Method for Research and Improvement
- First Online: 28 March 2019
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- Tony Loughland 2 , 3
Part of the book series: SpringerBriefs in Education ((BRIEFSEDUCAT))
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Classroom observation as a methodology is not without its critics. This critique ranges from epistemological arguments to validity issues with its controversial application as an evaluation measure of teacher effectiveness. On the methodological front, there are significant reliability and validity threats when classroom observation is used in both educational research and teacher evaluation (Harris in Carnegie Knowledge Network Brief 5, 2012 ). This chapter acknowledges this critique and proposes a third way for classroom observation in teacher improvement. The improvement agenda disciplines the classroom observation and moves it away from pure research or evaluation (judgement of performance) to helping teachers improve their practice. This position is supported by the argument approach to test validation endorsed by the AERA, APA and NCME.
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School of Education, UNSW Sydney, Sydney, NSW, Australia
Tony Loughland
Research Centre for Teacher Education, Beijing Normal University, Beijing, China
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Correspondence to Tony Loughland .
Appendix 1: Initial Teacher Adaptive Practice Scale
Learning intentions and success criteria evident
Dynamic grouping
Many conceptual representations used as required
Act upon data gathered during concept review tasks set for students
Flexible pacing
Seeking student feedback
Filling unexpected gaps
Literacy/Numeracy scaffolds used as required
Negotiate post-lesson activities
Provide more content depth as required
Negotiate assessment tasks
Adjust learning instructions throughout
Choice of learning activity based upon agreed learning goals
Content added to student suggestion.
Appendix 2: Teacher Adaptive Practice Scale
The teacher modifies learning goals in response to formative assessment.
The teacher modifies their instructions during the lesson to increase learning opportunities.
The teacher negotiates assessments with students, ensuring these are aligned with learning goals.
The teacher uses formative assessment to differentiate their responses to individual students.
The teacher prompts students to discover key concepts through responsive open-ended questions.
The teacher prompts students to express their thinking and used this as a springboard for learning activities.
The teacher uses a thinking routine to prompt deeper exploration of concepts or skills.
The teacher prompts students to demonstrate open-mindedness and tolerance of imaginative solutions to problems.
The teacher provides a synthesis of class-generated ideas.
The teacher links, when appropriate, lesson concepts to larger disciplinary ideas.
The teacher provided imaginative suggestions to increase learning opportunities.
The teacher demonstrates flexible pacing of lesson in response to student learning needs.
The teacher demonstrates responsive use of literacy/numeracy interventions.
The teacher creates groups of students based upon formative assessment.
The teacher modifies homework in response to lesson progress.
Appendix 3: Adaptive Practice Indicators Mapped to Hattie ( 2012 ) and AITSL ( 2014 ) Classroom Practice Continuum
Appendix 4: teacher adaptive practices coding guide, rights and permissions.
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Loughland, T. (2019). Classroom Observation as Method for Research and Improvement. In: Teacher Adaptive Practices. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-6858-5_3
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DOI : https://doi.org/10.1007/978-981-13-6858-5_3
Published : 28 March 2019
Publisher Name : Springer, Singapore
Print ISBN : 978-981-13-6857-8
Online ISBN : 978-981-13-6858-5
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