ERIC Number: EJ959584
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: 39
Characterizing Mathematics Classroom Practice: Impact of Observation and Coding Choices
Ing, Marsha; Webb, Noreen M.
Educational Measurement: Issues and Practice, v31 n1 p14-26 Spr 2012
Large-scale observational measures of classroom practice increasingly focus on opportunities for student participation as an indicator of instructional quality. Each observational measure necessitates making design and coding choices on how to best measure student participation. This study investigated variations of coding approaches that may be feasible in large-scale studies, and the ramifications of these variations for drawing inferences about instructional quality. Using data from classroom videos, we found that decisions about whether to keep track of individual students in the coding, observe multiple contexts in the classroom (e.g., whole-class and small-group discussions), and capture nuances of student participation changed the resulting characterizations of classroom practice. Most importantly, simplifying the coding approach did not fully capture and even misrepresented the level and nature of student participation in many classrooms.
Descriptors: Video Technology, Student Participation, Measures (Individuals), Inferences, Educational Practices, Classroom Environment, Classroom Techniques, Classroom Observation Techniques, Educational Quality, Instructional Effectiveness, Learner Engagement, Aptitude Treatment Interaction, Coding, Educational Indicators, Mathematics Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A100181