Using Global Observation Protocols to Inform Research on Teaching Effectiveness and School Improvement: Strengths and Emerging Limitations
Saved in:
| Title: | Using Global Observation Protocols to Inform Research on Teaching Effectiveness and School Improvement: Strengths and Emerging Limitations |
|---|---|
| Language: | English |
| Authors: | Kelly, Sean, Bringe, Robert, Aucejo, Esteban, Fruehwirth, Jane |
| Source: | Grantee Submission. Apr 2020 28(62). |
| Peer Reviewed: | Y |
| Page Count: | 34 |
| Publication Date: | 2020 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A170269 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Teacher Effectiveness, Educational Improvement, Lesson Observation Criteria, Teacher Evaluation, Evaluation Problems |
| DOI: | 10.14507/epaa.28.5012 |
| ISSN: | 1068-2341 |
| Abstract: | An essential feature of many modern teacher observation protocols is their "global" approach to measuring instruction. Global protocols provide a summary evaluation of multiple domains of instruction from observers' overall review of classroom processes. Although these protocols have demonstrated strengths, including their comprehensiveness and advanced state of development, in this analysis we argue that global protocols also have inherent limitations affecting both research use and applied school improvement efforts. Analyzing the Measures of Effective Teaching study data, we interrogate a set of five potential limitations of global protocols. We conclude by discussing fine-grained measures of instruction, including tools that rely on automated methods of observation, as an alternative with the potential to overcome many of the fundamental limitations of global protocols. [This article was published in "Education Policy Analysis Archives" (EJ1250191).] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2020 |
| Accession Number: | ED606269 |
| Database: | ERIC |
| Abstract: | An essential feature of many modern teacher observation protocols is their "global" approach to measuring instruction. Global protocols provide a summary evaluation of multiple domains of instruction from observers' overall review of classroom processes. Although these protocols have demonstrated strengths, including their comprehensiveness and advanced state of development, in this analysis we argue that global protocols also have inherent limitations affecting both research use and applied school improvement efforts. Analyzing the Measures of Effective Teaching study data, we interrogate a set of five potential limitations of global protocols. We conclude by discussing fine-grained measures of instruction, including tools that rely on automated methods of observation, as an alternative with the potential to overcome many of the fundamental limitations of global protocols. [This article was published in "Education Policy Analysis Archives" (EJ1250191).] |
|---|---|
| ISSN: | 1068-2341 |
| DOI: | 10.14507/epaa.28.5012 |
