Do Observation Tools Matter? Unpacking Shared and Distinct Patterns in Teaching Quality
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| Title: | Do Observation Tools Matter? Unpacking Shared and Distinct Patterns in Teaching Quality |
|---|---|
| Language: | English |
| Authors: | Kirsti Klette, Jennifer M. Luoto, Armin Jentsch (ORCID |
| Source: | School Effectiveness and School Improvement. 2025 36(3):466-486. |
| 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: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Teacher Effectiveness, Educational Quality, Classroom Observation Techniques, Mathematics Instruction, Language Arts, Native Language Instruction, Lesson Observation Criteria |
| Geographic Terms: | Norway |
| DOI: | 10.1080/09243453.2025.2527744 |
| ISSN: | 0924-3453 1744-5124 |
| Abstract: | This special issue investigates how patterns of teaching quality are constructed across different observation frameworks, using a sample of Nordic video-recorded mathematics and language arts lessons as a common ground for analysis. We summarize the differences and similarities across the six frameworks linked to the themes considered in this special issue: (a) purpose and theoretical grounding, (b) the facets of teaching captured, (c) specificity of focus, (d) grain size, and (e) key findings. In the discussion, we elaborate on how these different aspects shape the findings and patterns revealed, pointing to three overarching dilemmas and questions. While the overall findings and conclusions of the six approaches might look similar at first glance, we show in this special issue that the rich and detailed descriptions from different frameworks provide nuances of understanding that are useful for both research and teacher feedback. We encourage others to collaborate across approaches, paradigms, and perspectives. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500665 |
| Database: | ERIC |
| Abstract: | This special issue investigates how patterns of teaching quality are constructed across different observation frameworks, using a sample of Nordic video-recorded mathematics and language arts lessons as a common ground for analysis. We summarize the differences and similarities across the six frameworks linked to the themes considered in this special issue: (a) purpose and theoretical grounding, (b) the facets of teaching captured, (c) specificity of focus, (d) grain size, and (e) key findings. In the discussion, we elaborate on how these different aspects shape the findings and patterns revealed, pointing to three overarching dilemmas and questions. While the overall findings and conclusions of the six approaches might look similar at first glance, we show in this special issue that the rich and detailed descriptions from different frameworks provide nuances of understanding that are useful for both research and teacher feedback. We encourage others to collaborate across approaches, paradigms, and perspectives. |
|---|---|
| ISSN: | 0924-3453 1744-5124 |
| DOI: | 10.1080/09243453.2025.2527744 |
