Classroom Observation Data Research Articles

What you Think is not what you do in the Classroom: Investigating Teacher's Beliefs for Classroom Management in an EFL Classroom

This study explores a non-native English teacher's pedagogical beliefs about the students’ behaviors as a part of a classroom management through a qualitative research methodology. The study also aimed to understand the teachers’ pedagogical beliefs about teaching and learning by comparing what they say about students’ behaviors to their classroom practices. The study employed three data collection instruments: semi-structured interviews, classroom observation data, and stimulated recall interview. The results show both consistencies and inconsistencies between teacher's practices and beliefs. This may be because different practices can be dependent on local teaching context (Li and Walsh, 2011). The study offers some implications for the complex relationship between teachers’ beliefs and practices in the classrooms.

Creating an Atmosphere for STEM Literacy in the Rural South Through Student-Collected Weather Data

ABSTRACTThis paper is an examination of a teacher professional development program in northeast Louisiana, that provided 30 teachers and their students with the technology, skills, and content knowledge to collect data and explore weather trends. Data were collected from both continuous monitoring weather stations and simple school-based weather stations to better understand core disciplinary ideas connecting Life and Earth sciences. Using a curricular model that combines experiential and place-based educational approaches to create a rich and relevant atmosphere for STEM learning, the goal of the program was to empower teachers and their students to engage in ongoing data collection analysis that could contribute to greater understanding and ownership of the environment at the local and regional level. The program team used a mixed-methodological approach that examined implementation at the site level and student impact. Analysis of teacher and student surveys, teacher interviews and classroom observation data suggest that the level of implementation of the program related directly to the ways in which students were using the weather data to develop STEM literacy. In particular, making meaning out of the data by studying patterns, interpreting the numbers, and comparing with long-term data from other sites seemed to drive critical thinking and STEM literacy in those classrooms that fully implemented the program. Findings also suggest that the project has the potential to address the unique needs of traditionally underserved students in the rural south, most notably, those students in high-needs rural settings that rely on an agrarian economy.

The Effects of Changes in Mathematical Knowledge on Teaching: A Longitudinal Study of Teachers' Knowledge and Instruction

In this study, I examined the relationship between teachers' mathematical knowledge and instruction. Twenty-one K—8 teachers who were enrolled in a master's program were followed for 3 years to study how their mathematical knowledge and teaching changed over time. The results of multilevel growth models indicated that gains in teachers' mathematical knowledge predicted changes in the quality of their lesson design, their mathematical agenda, and the classroom climate. Analyses of interviews and classroom observation data conducted with a subgroup of teachers revealed that in addition to the gains teachers made in their mathematical knowledge, their exit level of knowledge played a significant role in the quality of the changes in their practices.

Threshold Concepts in the Development of Problem-solving Skills

Problem-solving skills are often identified as a key component of 21st century education. This study collected data from students enrolled in a university-level Liberal Education science course called Problems and Puzzles, which introduced students to the theory and practice of problem solving via puzzles. Based on classroom observation and other qualitative data collected over three semesters, we have identified three significant changes in student behaviour at specific points in the course. These changes can be posited to reveal three underlying threshold concepts in the evolution and establishment of students’ problem-solving skills.

Understanding Korean Transnational Girls in High School Science Classes: Beyond the Model Minority Stereotype

ABSTRACTThis study examines six Korean transnational girls enrolled in two advanced placement (AP) biology classes to understand their experiences in science classrooms at the intersection of race, language, and gender. Confronting the model minority stereotype for Asian students, which is particularly salient in science, technology, engineering, and mathematics related disciplines, I ask why these six girls chose to take advanced science and mathematics classes, in general, and AP biology, in particular, and what challenges they faced in the focal biology classes. Based on an analysis of classroom observation and interview data, I argue that their decisions to take science and mathematics courses were ways of negotiating their positions as members of a racial minority, English learners, and Koreans with stereotyped characteristics. In the class, they encountered challenges related to various modes of language used in advanced science classes, such as unfamiliar science terms, complex texts, social linguistic skills required in discursive practices, and various knowledge going beyond class texts. While challenged, the girls were not empowered enough to pursue academic assistance in the gendered sites of the AP biology class. I discuss research and pedagogical implications of the study focusing on the science education of transnational nonnative English‐speaking students.

How strategic use of L1 in an L2-medium mathematics classroom facilitates L2 interaction and comprehension

There has been an increasing interest in and hence a growing number of research studies on content and language integrated learning (CLIL) over the past two decades. One of the on-going debates in CLIL is on bilingualism versus monolingualism, or the role of the first language (L1) in subject teaching. So far, very few research projects have been carried out in Asian L2-medium classrooms where there are significant differences in the learners' L1 and L2. Adopting an exemplary case study approach, this study investigates a bilingual teacher's strategy use in a mathematics L2-medium classroom in Hong Kong. Through analysing classroom observation data, teacher and student semi-structured interviews and artefacts, it was noted that the teacher made strategic use of L1 to mediate her students' gradual adaptation to the shift in medium of instruction. Methods that the teacher used included ones that resemble what L2 teachers would employ in language teaching: noticing, syllabification, morphological cues, think-pair-share, vocabulary-building strategies, questioning techniques, immediate correction and others. Results of the current investigation support as well as extend the findings of previous studies and have important reference value for bilingual teachers, teacher educators, policy-makers and CLIL researchers.

Threshold Concepts in the Development of Problem-solving Skills

Problem-solving skills are often identified as a key component of 21st century education. This study collected data from students enrolled in a university-level Liberal Education science course called Problems and Puzzles, which introduced students to the theory and practice of problem solving via puzzles. Based on classroom observation and other qualitative data collected over three semesters, we have identified three significant changes in student behaviour at specific points in the course. These changes can be posited to reveal three underlying threshold concepts in the evolution and establishment of students’ problem-solving skills.

Uncovering Multivariate Structure in Classroom Observations in the Presence of Rater Errors

We examine the factor structure of scores from the CLASS‐S protocol obtained from observations of middle school classroom teaching. Factor analysis has been used to support both interpretations of scores from classroom observation protocols, like CLASS‐S, and the theories about teaching that underlie them. However, classroom observations contain multiple sources of error, most predominantly rater errors. We demonstrate that errors in scores made by two raters on the same lesson have a factor structure that is distinct from the factor structure at the teacher level. Consequently, the “standard” approach of analyzing on teacher‐level average dimension scores can yield incorrect inferences about the factor structure at the teacher level and possibly misleading evidence about the validity of scores and theories of teaching. We consider alternative hierarchical estimation approaches designed to prevent the contamination of estimated teacher‐level factors. These alternative approaches find a teacher‐level factor structure for CLASS‐S that consists of strongly correlated support and classroom management factors. Our results have implications for future studies using factor analysis on classroom observation data to develop validity evidence and test theories of teaching and for practitioners who rely on the results of such studies to support their use and interpretation of the classroom observation scores.

Difficulties with team teaching in Hong Kong kindergartens

This article draws on qualitative classroom observation and interview data from a case study of one native-English speaker teacher (NEST) teaching in a Hong Kong kindergarten. Features of the NEST’s teaching are identified, namely their professional limitations, their part-time involvement in teaching, and their limited collaboration with the local English teacher (LET) whose L1 is not English. These features are analysed to explore the feasibility of team teaching, which has been suggested as a beneficial form of collaboration between NESTs and LETs. The results show that, in this case study, there are more obstacles to, than opportunities for, successful team teaching (enabling features at the pedagogical, logistical, and interpersonal levels were absent). The results also highlight the challenges of effectively deploying NESTs in an EFL kindergarten. Implications relevant to practitioners in the EFL classroom and policymakers in similar Asian contexts are discussed.

Cultural Models of Teaching and Learning in Math and Science: Exploring the Intersections of Culture, Cognition, and Pedagogical Situations

While researchers have examined how disciplinary and departmental cultures influence instructional practices in higher education, there has yet to be an examination of this relationship at the embodied level of culture. In this article we utilize cultural models theory to examine the theories of student learning and teaching practice espoused and enacted by undergraduate math and science faculty. To examine these cultural models of teaching and learning we use thematic analysis, clustering, scaling, and graphing techniques to analyze interview transcripts and classroom observation data among 41 undergraduate math and science instructors across three universities in the United States. We then focus on three individual cases of instructors to examine how their cultural models interact with other cultural models, existing forms of teaching practice, and features of instructional environments to shape their teaching practices. The article concludes by setting forth an agenda for future research and arguing that the “cultures of teaching” in these disciplines should not only be perceived as barriers but also opportunities for meaningful pedagogical innovation.

Dialogic Interactions in the English-Mediated Classroom: A Case Study of a Social Science Class for Engineering Students in Korea

In this paper, we explore the role of dialogic interactions in enhancing L2 undergraduate students’ classroom participation at a university in South Korea. Previous studies on English-mediated instruction (EMI) have focused primarily on the efficiency of instruction, as evaluated in terms of the skills and proficiency levels of the students or instructors, based on the assumption that L2 linguistic competence is the primary prerequisite for successful EMI classes. However, drawing upon survey and interview data of students’ perceptions of dialogic teaching and classroom observation data, we demonstrate the success of dialogic teaching. Our findings suggest that L2 speakers can participate effectively in interactions in English when the class is designed systematically to allow multiple responses built upon their previous knowledge.

Authentic Pedagogy and the Acquisition of Lower Order Knowledge in History

This study examined the impact of varying levels of authentic pedagogy on student learning in select 9th and 10th grade history classrooms. The sample included four junior high and four high school teachers. During the initial phase of the study, instructional artifacts (tasks) and classroom observational data were collected and analyzed to determine the level of authentic pedagogy students experienced in their classes. Participating teachers were assigned an authentic pedagogy score based on this analysis that was used as the primary independent variable in subsequent statistical analyses designed to evaluate student learning outcomes. The findings suggest that the use of authentic tasks and instruction has a small, but positive correlation with student performance on the Alabama High School Graduation Exam in use at the time the study was done. A performance benefit was also noted for students who experienced multiple courses at the moderate authentic pedagogy level. The benefit, however, could be attributed to an advanced placement effect since advanced placement students in the sample were more likely to receive moderate authentic pedagogy.

Exploring the Outcomes and Issues of the Implementation of an Assessment Course in a Teacher Education Programme

This study examines the outcomes and issues of the implementation of an assessment course to pre-service teachers majoring in Special Education. The teacher educators’ assessment knowledge and practices were given focus in this study. Qualitative research methodology was used to collect the data. The participants of this study consist of 3 teacher educators who tutor the course. An open-ended survey questionnaire was administered to participants during a sit-in session which lasted for 30minutes. Some classroom observations and a semi-structured face-to face interview were also conducted with the participants to further explore the implementation of assessment course in the teaching institute. The responses from the open-ended questions’ revealed that teacher educators have some assessment knowledge. Classroom observation and interview data showed that the instructional activities are in line with the stipulated activities and schedules. The findings suggested that pre- service teachers ought to be exposed to some fundamental assessment knowledge prior to assessment knowledge in specific area such as special education.

Cultural Models of Teaching and Learning in Math and Science: Exploring the Intersections of Culture, Cognition, and Pedagogical Situations

While researchers have examined how disciplinary and departmental cultures influence instructional practices in higher education, there has yet to be an examination of this relationship at the embodied level of culture. In this article we utilize cultural models theory to examine the theories of student learning and teaching practice espoused and enacted by undergraduate math and science faculty. To examine these cultural models of teaching and learning we use thematic analysis, clustering, scaling, and graphing techniques to analyze interview transcripts and classroom observation data among 41 undergraduate math and science instructors across three universities in the United States. We then focus on three individual cases of instructors to examine how their cultural models interact with other cultural models, existing forms of teaching practice, and features of instructional environments to shape their teaching practices. The article concludes by setting forth an agenda for future research and arguing that the “cultures of teaching” in these disciplines should not only be perceived as barriers but also opportunities for meaningful pedagogical innovation.

논의기반 탐구 과학 글쓰기 수업 적용에서 나타나는 초임 과학 교사들의 수업에 대한 인식 및 수업실행 변화

이 연구의 목적은 논의기반 탐구 과학 글쓰기 수업을 적용하면서 초임 과학 교사들의 인식 변화와 교사의 인식과 실제 수업 실행 사이에 어떠한 관계가 있는지 알아보는 것이다. 이 연구에서는 중학교 초임 과학 교사(A, B, C)들을 연구 대상자로 선정하여, 논의기반 탐구 과학 글쓰기 수업을 적용하면서 좋은 수업 및 논의기반 탐구 과학 글쓰기 수업에 대한 인식 변화를 인터뷰를 통하여 분석하였다. 좋은 수업의 구성요소로 A교사와 B교사는 교사-학생간의 긍정적인 관계를 들었으며, 실제 수업에서 학생과의 관계의 수준은 A, B, C 세 교사 모두 높아졌다. 초임 과학 교사들의 실제 수업 실행을 분석한 결과, 실제 수업에서 학생과의 관계의 수준은 A, B, C 세 교사 모두 높아졌다. A, B, C 세 교사 모두 논의기반 탐구 과학 글쓰기 수업이 학습자 주도적인 수업이라고 인식하였고, 실제 수업에서도 학습자 주도적인 수업으로 변화하였다. 교사의 인식과 수업 실행 변화가 학생의 학습에 어떠한 영향을 미치는지를 알아보기 위하여 Summary Writing 검사로 분석한 결과, A교사 학교는 세부적인 영역 중 수사적 구조에서, B교사와 C교사 학교는 과학적 개념에서 실험집단이 비교집단에 비해 유의미하게 높은 점수를 나타냈다. The purpose of this research was to investigate the relationship between the change of beginning teachers' beliefs about a lesson and that of teaching practice and argument-based inquiry using science writing. Participants were three science teachers (A, B, and C) from different middle schools. Classroom observation and interview data were collected and transcribed for analysis. A Summary Writing test was also administered to examine whether there was an improvement in students' learning. The results indicated that the interaction between the teachers and their students developed, which is concluded as an improvement in the teaching practice. Teacher A and B also reported that teacher-student interaction had improved. Teacher A and C came to understand that argument-based inquiry using science writing classes constituted learner-centered instruction. The result from the Summary Writing Test showed the impact of the changes in teaching practice and in teachers' awareness of students' learning as well as produced meaningfully higher scores than compared groups on the rhetorical structure of all the specific areas in teacher A's school and on the scientific concept at B and C's schools.

Classroom observation data and instruction in primary mathematics education: improving design and rigour

The use of formal observation in primary mathematics classrooms is supported in the literature as a viable method of determining effective teaching strategies and appropriate tasks for inclusion in the early years of mathematics learning. The twofold aim of this study was to (a) investigate predictive relationships between primary mathematics classroom observational data and student achievement data, and (b) to examine the impact of providing periodic classroom observational data feedback to teachers using a Relational-Feedback-Intervention (RFI) Database Model. This observational research effort focused on an empirical examination of student engagement levels in time spent on specific learning activities observed in primary mathematics classrooms as predictors of student competency outcomes in mathematics. Data were collected from more than 2,000 primary classroom observations in 17 primary schools during 2009–2011 and from standardised end-of-year tests for mathematics achievement. Results revealed predictive relationships among several types of teaching and learning tasks with student achievement. Specifically, the use of mathematics concepts, technology and hands-on materials in primary mathematics classrooms was found to produce substantive predictors of increased student mathematics achievement. Additional findings supported the use of periodic classroom observation data reporting as a positive influence on teachers’ decisions in determining instructional tasks for inclusion in primary mathematics classrooms. Study results indicate classroom observational research involving a RFI Database Model is a productive tool for improving teaching and learning in primary mathematics classrooms.

Different regions, diverse classrooms? A study of primary classrooms in China

Classroom experience is shaped by a number of factors. In this paper, we report a classroom observation study in China, illustrating regional variation in students' classroom learning experiences. Through comparing and contrasting observed classroom practices in three different regions in China (Chongqing, Hong Kong and Shanghai), the paper provides an analysis of the variation in classroom learning experiences of primary school students in China. Our empirical classroom observation data illustrates some key differences in the pedagogy, the use of classroom activities, and the implementation of the curriculum between individual schools. More substantial differences in classroom practices are found when comparing schools from different regions than those within a given city, leading us to conclude that regional impacts on student experience appear to be more important than within-city factors such as the location of a school or its level of facilities.

Learning to get it right: understanding change processes in professional development for teachers of English learners

A professional development program for US teachers in the state of Oregon was the context in which this study took place. This five-year hybrid (online and face-to-face) program assisted experienced teachers to adapt their practice to meet the needs of language minority and immigrant students. The positive changes in teacher perceptions and classroom practice are captured in the context of the change process – and not only simply in pre/post fashion. Using classroom observation data combined with threaded online discussions, this study describes patterns and moments of teacher change, and investigates how this multi-layered, differentiated professional development program was effective in training teachers to meet the learning needs of immigrant and language minority students.

Instructional Systems of Practice: A Multidimensional Analysis of Math and Science Undergraduate Course Planning and Classroom Teaching

Descriptions of faculty practice that illuminate nuances of how course planning and classroom instruction occur in specific contexts are important to inform pedagogical interventions. The study reported in this article draws on systems-of-practice theory to focus on the dynamic interplay among actors, artifacts, and tasks that constrains activities such as course planning and constitutes other activities, such as classroom instruction. This qualitative case study of faculty teaching in math and science disciplines at 3 research universities is based on interview and classroom observation data (n = 57 instructors) that are analyzed using causal network and social network analysis techniques. Results indicate that course syllabi are important organizational artifacts that are created by curriculum committees, inherited from previous instructors, and shaped by consideration of the sequential acquisition of knowledge. Faculty perceived that although course syllabi delimit the type and temporal sequencing of material for faculty, they are generally free to teach how they like. Observation data reveal discipline-specific configurations in frequently used teaching methods, cognitive engagements, and the use of instructional technology. These results also demonstrate that conceptualizing teaching solely as the use of particular methods (e.g., lecture) obscures subtle features of practice. Using the approach outlined in this article, instructional designers can obtain insights into meanings and practices that can be used to design and implement locally attuned reform initiatives.

두명의 한국 중학교 과학 교사들의 과학 수업 경험에 대한 현상학적 분석

This study investigated how the unique educational contexts in the Republic of Korea (RK) impacted two science teachers` teaching practices in a public middle school and what the science teaching experience means to them. In particular, we explored how the middle school science teachers decide pedagogical approaches to use in their teaching based on classroom climate, students` attitude toward learning science, school curriculum and classroom culture. Using a phenomenological research approach, we analyzed classroom observation data and interview data to interpret the teachers` science teaching experience. Results of the study showed that the teachers` practice was dominantly affected by two external factors. First, the teachers` teaching practice was affected by the amount of science content knowledge they need to cover within a given class time. Second, the teachers` teaching practice was affected by students` attitudes toward science learning and their science preparedness in private tutoring centers. Implications of the study results are discussed in the paper.