Sharpening Our Focus in Measuring Classroom Instruction
Bibliographic Data
| ID | 9733230 |
|---|---|
| Authors | Karen M Douglas (0000-0002-0381-6924, United States Department of Education, corresponding author), Karen Douglas (0000-0002-4587-2393, KAREN DOUGLAS was director of the Status of Reading Instruction Institute at the International Reading Association when this commentary was written. She currently serves as a research scientist at the Institute for Education Sciences at the U.S. Department of Education. She can be contacted at 10977 Shadow Lane, Columbia, MD 21044; . Her research focuses on improving reading instruction and teacher preparation; equity in education; and methodologies for studying classrooms) |
| Year | 2009 |
| Volume | 38 |
| Issue | 7 |
| Pages | 518-521 |
| Publication date | 2009-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x09350881 |
| OpenAlex | W2060842354 |
| Language | EN |
| Citations received | 16 |
| References cited | 8 |
This commentary highlights convergent themes from four articles in the March 2009 issue of Educational Researcher on measuring classroom instruction. Classroom instruction is a complex enterprise that occurs at the intersection of teachers, students, and texts within the surrounding classroom, school, and community environments. Progress in studying the complexity of classroom instruction on a large scale relies on our ability to pose research questions at the appropriate levels of analysis and to attempt to answer the questions using rigorous methods. These articles contribute to this task by sharing theoretical and practical viewpoints based on systematic programs of mixed methods research. The value of this body of research is reinforced through evidence of its impact on teaching practices and student learning
Educational research · Mathematics education · Pedagogy · Peer Instruction · Task (project management · Teaching method · Value (mathematics · Viewpoints · Computer Science · Educational Assessment and Improvement · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
Teaching through Interactions
Teaching with technology
Quality teaching frameworks and arts education
Working more collaboratively to better understand teaching and its quality
Integrating generic and content-specific teaching practices in exploring teaching quality in primary physical education
Associations between structural quality aspects and process quality in Dutch early childhood education and care settings
A typical morning in preschool
Using generic and content-specific teaching practices in teacher evaluation
Teaching Through Interactions in Secondary School Classrooms
A Validation Study of Classroom Assessment Scoring System–Secondary in the Finnish School Context
Temporal Directionality Between Teaching Behavior and Affect in High School Students
Learning About Teachers’ Literacy Instruction From Classroom Observations
Mixing It Up About Methods
A Lot of Students and Their Teachers Need Support
Back to the Future
Measuring Reading Instruction With Teacher Logs
| Unique citing works | 16 |
|---|---|
| Citations per year | 0,94 |
| Citation span | 2009 - 2023 (15) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 16 |