Feedback is considered of great relevance for supporting student learning. It is therefore the focus of a significant body of theoretical work and is included in many observation frameworks for measuring teaching quality. However, little is currently known about the extent to which the theoretical and empirical knowledge of feedback from the…

The purpose of this study was to conduct a systematic meta-review with the goal of documenting the landscape of measures of classroom management in the school-based literature. Our systematic search for systematic reviews and extraction of primary studies in the classroom management research yielded 73 studies for inclusion that captured 76…

This paper describes the development of the "Flourishing Classroom System Observation Framework and Rubric," which provides a framework and practical approach to defining and describing multiple interconnected observable characteristics of a classroom system that individually and together can be targeted to cultivate collective…

Our futurist perspective here imagines a world where parents can gaze into their child/children's classroom at the touch of a button. Our paper asks what learning spaces would look like if home can observe school at the touch of a button? What opportunities and constraints would be realized or continue to exist?

This article focuses on the psychometric properties and characteristics of the Assessing School Settings: Interactions of Students and Teachers (ASSIST), an observational assessment administered by trained external observers of teacher practices, classroom context, and student behaviors at the classroom level. Study 1 examines variability,…

Typically, departments and universities evaluate and/or provide feedback to college mathematics instructors on their teaching by conducting classroom observations. When these observations are guided by an observation protocol, the protocol provides a particular lens that focuses the observer's attention on certain aspects of instruction. To…

In educational research, teaching quality is extensively studied because of its role of a mediator between teacher characteristics and student learning. However, empirical evidence on differences between video and live scoring of teaching quality is rare. In the present study, thirty lessons from 15 secondary mathematics classrooms in a German…

Classroom videos are effective in teacher education, allowing students to repeatedly observe authentic lessons without being physically present. This study investigates the extent to which this authenticity exists, given the influence of media technology (e.g. recording devices) inside the classroom and the online reception of such methods outside…

New Visions for Public Schools is in the third year of supporting a network of 18 New York City public schools to address uneven student success in Algebra 1. One of the ways New Visions is helping schools achieve greater equity in algebra is by supporting them to use a shared curriculum. But how is it known if the shared curriculum is making a…

In this study, we examined the relation of observed classroom practices to language and literacy achievement and the moderation of this relation for students from pre-K to sixth grade. A total of 136 studies (N = 107,882 participants) met the inclusion criteria, of which 108 studies were included for meta-analysis and the other 28 studies were…

STEM education and research has gained popularity internationally over the last decade. However, there is a lack in specifications in existing K-12 STEM classroom observation protocols of how features of an integrated STEM experience/lesson would lead to desired outcomes and how those outcomes should be measured. To bridge this gap, we propose the…

Purpose: This paper aims to discuss the significance of teacher authorship ("jissen kiroku") developed during "jugyo kenkyu." Specifically, it explores the structural conditions of "jugyo kenkyu" that enabled the flourishing of "jissen kiroku." Design/methodology/approach: To find how "jissen…

Increasing job demands and continuing struggles to improve teacher evaluation practice raise the question of how peers might assist principals with teacher evaluation. Using a robust international sample (TALIS2013) of 36,411 teachers from 2,759 schools in 11 countries, we tested the hypothesis that teacher-led evaluation practices are associated…

Classroom observational protocols, in which raters observe and score the quality of teachers' instructional practices, are often used to evaluate teachers for consequential purposes despite evidence that scores from such protocols are frequently driven by factors, such as rater and temporal effects, that have little to do with teacher quality. In…

Objective structured clinical examination (OSCE) is widely used to assess medical students' clinical skills. Virtual OSCEs were used in place of in-person OSCEs during the COVID-19 pandemic; however, their reliability is yet to be robustly analyzed. By applying generalizability (G) theory, this study aimed to evaluate the reliability of a hybrid…