Describing Profiles of Instructional Practice
A New Approach to Analyzing Classroom Observation Data
Bibliographic Data
| ID | 9734367 |
|---|---|
| Authors | Peter F Halpin (0000-0002-2519-2841, New York University, New York, NY, corresponding author), Michael J Kieffer (0000-0001-8000-7832, New York University, New York, NY) |
| Year | 2015 |
| Volume | 44 |
| Issue | 5 |
| Pages | 263-277 |
| Publication date | 2015-06-01 |
| 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 | 10.3102/0013189x15590804 |
| OpenAlex | W1923835681 |
| Language | EN |
| Citations received | 21 |
| References cited | 16 |
The authors outline the application of latent class analysis (LCA) to classroom observational instruments. LCA offers diagnostic information about teachers’ instructional strengths and weaknesses, along with estimates of measurement error for individual teachers, while remaining relatively straightforward to implement and interpret. It is discussed how the methodology can support formative feedback to educators and facilitate research into the associations between instructional practices and student outcomes. The approach is illustrated with a secondary analysis of data from the Measures of Effective Teaching study, focusing on middle school literacy instruction
Class (philosophy · Educational research · Formative assessment · Literacy · Mathematics education · Observational methods in psychology · Observational study · Pedagogy · Statistics · Strengths and weaknesses · Computer Science · Educational Assessment and Improvement · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
Indifferent, skeptical, ambivalent, moderate, and enthusiastic
Instructional strategies in multicultural classrooms in China
Towards Blended Learning in Primary STEM in Latvia
Profiles of instructional practices and associations with teachers’ self-efficacy, classroom autonomy, teacher collaboration, and school climate in Korea
The Quality of Teacher-child Interactions and Teachers’ Occupational well-being in Finnish Kindergartens
Interactional quality in middle schools
Introducing the Socio‐Emotional School Experiences Adaptation ( Sesea ) model
Latent Profile Analysis of Generic Teaching Competencies of Preservice Teachers
When Seeing Is Believing
Departmental culture and professional development in the context of language programme reform
Profiles of teaching practices and teacher co-operation
Applying Q methodology to understand priorities in profiles of teacher reflections
Associations between observed patterns of classroom interactions and teacher wellbeing in lower secondary school
Teacher candidate performance assessments
Exploring elementary preservice teachers’ responsive teaching in mathematics through an artificial intelligence-based Chatbot
A person-centered analysis of teacher candidates’ approaches to assessment
A Relational Perspective on Instructional System Coherence
Grand challenges and great potential in foreign language teaching and learning
The Predictive Validity of Classroom Observations
A Framework for Improvement
Classroom observation in context
Data Analysis Using Regression and Multilevel/Hierarchical Models
An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement
Finite Mixture Models
The Effect of Observation Length and Presentation Order on the Reliability and Validity of an Observational Measure of Teaching Quality
Distinguishing Between Latent Classes and Continuous Factors
Distinguishing Between Latent Classes and Continuous Factors with Categorical Outcomes
Features of Pre-Kindergarten Programs, Classrooms, and Teachers
Instructional Discourse, Student Engagement, and Literature Achievement
Measure for Measure
Conceptualization, Measurement, and Improvement of Classroom Processes
The Test Matters
| Unique citing works | 21 |
|---|---|
| Citations per year | 2,1 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 21 |