Using Observation Protocols to Reliably Measure Teaching Practice in the Classroom and Advance the GER Community Framework
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| Title: | Using Observation Protocols to Reliably Measure Teaching Practice in the Classroom and Advance the GER Community Framework |
|---|---|
| Language: | English |
| Authors: | Katherine Ryker (ORCID |
| Source: | Journal of Geoscience Education. 2025 73(3):189-206. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Postsecondary Education Higher Education |
| Descriptors: | Classroom Observation Techniques, Earth Science, STEM Education, Higher Education, Holistic Approach, Validity, Reliability, Evaluation Utilization, Faculty Development, Reflection, Educational Research |
| DOI: | 10.1080/10899995.2024.2358727 |
| ISSN: | 1089-9995 |
| Abstract: | Third-party observations using validated observation protocols (OPs) provide a reliable way of recording teacher and student behaviors across different classrooms and institutions, which can then be used to identify what pedagogical strategies geoscience faculty use and how they are tied to learning outcomes of importance to the field. We examined peer-reviewed STEM publications that discuss using OPs, and identified sixteen that we believe offer particular value in post-secondary geoscience contexts. We describe their general characteristics, reliability and validity data, and how they have been used for research, assessment of professional development interventions, and as instruments to focus faculty self-reflection. Finally, we evaluated the GER Community Framework for opportunities to use OPs to address Grand Challenges and Research Strategies therein. Findings reveal that these sixteen OPs and the ways they have been used in other STEM disciplines provide fruitful models for addressing concerns of the Geoscience Education Research community. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1476370 |
| Database: | ERIC |
| Abstract: | Third-party observations using validated observation protocols (OPs) provide a reliable way of recording teacher and student behaviors across different classrooms and institutions, which can then be used to identify what pedagogical strategies geoscience faculty use and how they are tied to learning outcomes of importance to the field. We examined peer-reviewed STEM publications that discuss using OPs, and identified sixteen that we believe offer particular value in post-secondary geoscience contexts. We describe their general characteristics, reliability and validity data, and how they have been used for research, assessment of professional development interventions, and as instruments to focus faculty self-reflection. Finally, we evaluated the GER Community Framework for opportunities to use OPs to address Grand Challenges and Research Strategies therein. Findings reveal that these sixteen OPs and the ways they have been used in other STEM disciplines provide fruitful models for addressing concerns of the Geoscience Education Research community. |
|---|---|
| ISSN: | 1089-9995 |
| DOI: | 10.1080/10899995.2024.2358727 |
