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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 0000-0002-3781-3422), Rachel Teasdale (ORCID 0000-0003-1820-8312), Kelsey Bitting (ORCID 0000-0003-3380-3822)
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
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  Data: <searchLink fieldCode="AR" term="%22Katherine+Ryker%22">Katherine Ryker</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3781-3422">0000-0002-3781-3422</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rachel+Teasdale%22">Rachel Teasdale</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1820-8312">0000-0003-1820-8312</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kelsey+Bitting%22">Kelsey Bitting</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3380-3822">0000-0003-3380-3822</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Geoscience+Education%22"><i>Journal of Geoscience Education</i></searchLink>. 2025 73(3):189-206.
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  Data: 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
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  Data: 18
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Classroom+Observation+Techniques%22">Classroom Observation Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Earth+Science%22">Earth Science</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Holistic+Approach%22">Holistic Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Validity%22">Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Reliability%22">Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Utilization%22">Evaluation Utilization</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink>
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  Data: 10.1080/10899995.2024.2358727
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  Data: 1089-9995
– Name: Abstract
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  Data: 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.
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  Data: 2025
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        Value: 10.1080/10899995.2024.2358727
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      – Text: English
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        PageCount: 18
        StartPage: 189
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      – SubjectFull: Classroom Observation Techniques
        Type: general
      – SubjectFull: Earth Science
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      – SubjectFull: STEM Education
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      – SubjectFull: Validity
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      – SubjectFull: Reliability
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      – SubjectFull: Evaluation Utilization
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      – SubjectFull: Faculty Development
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      – SubjectFull: Reflection
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      – SubjectFull: Educational Research
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      – TitleFull: Using Observation Protocols to Reliably Measure Teaching Practice in the Classroom and Advance the GER Community Framework
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