Abstract
In this paper, we extend a mixed method (MM) approach to lesson observation and analysis used in previous research in England, combining multiple structured observation instruments and qualitative field notes, to provide a framework for studying three videotaped lessons from 3rd-grade US mathematics classrooms. Two structured observation schedules are employed, one subject-specific and research-oriented and the other generic and inspection-oriented. Both instruments were previously developed based on evidence from the teacher effectiveness research (TER) knowledge base. Qualitative field notes, in addition to structured observation schedules, provide detailed narratives for each lesson video. Separate findings from each instrument and approach are presented, followed by an integrated analysis and synthesis of results. Although previous studies used similar methods to analyze teaching practice within broader research designs incorporating additional methods and perspectives (e.g. teacher interviews, pupil assessments, pupil questionnaires), this paper explicitly examines the strengths and limitations of the multi-instrument, mixed method approach to lesson observation. Using multiple observation instruments allows for triangulation as well as consideration of complementary foci (i.e. a content-specific instrument measures fine-grained aspects of practice not emphasized in a more generic instrument, and vice versa). Field notes facilitate rich descriptions and more thorough contextualization and illumination of teaching practice than structured observation ratings alone. Further, the MM approach allows for consideration of lesson features beyond those established in TER literature as sufficient to characterize ‘effective’ practice.
Highlights
The use of standardized observation instruments is common practice in studies of teacher effectiveness and classroom practice
We focus our analysis on features and practices in the three focal lessons rather than global judgments of teachers’ effectiveness, as one lesson is not necessarily a typical or full representation of a teacher’s classroom practice
This study showed high reliability in terms of overall inter-rater agreement (k = 0.89, p < 0.01) based on 25 mathematics lessons rated by two observers, but some items had substantially lower inter-rater agreement (“The teacher uses a brisk pace”, with k = 0.67, p < 0.01)
Summary
The use of standardized observation instruments is common practice in studies of teacher effectiveness and classroom practice. While such instruments are useful in large-scale studies, their utility for in-depth studies of smaller samples or for exploratory purposes is more limited. Previous studies have used multiple observation instruments, as well as qualitative field notes, to mitigate the limitations of any single instrument while providing thorough descriptions of teaching practice Hall et al 2016; Kington et al 2014; Sammons et al 2014) The emphasis in these previous studies, was not on investigating strengths and weaknesses of the overall mixed methods (MM) approach to lesson observation, nor of its components. The novel contribution of this paper, is to illustrate and discuss the benefits and challenges of using a MM approach to lesson observation and analysis, as well as the strengths and weaknesses of each aspect of this approach (two quantitative observation schedules, and qualitative field notes), based on our analysis of three videotaped lessons in 3rd-grade US mathematics classrooms
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
