Resumen de Issues with, and Insights for, Large-Scale Studies of Classroom Mathematical Instruction
Kristen N. Bieda, Serena J. Salloum, Sihua Hu, Shannon Sweeny, John Lane, Kaitlin Torphy
This paper discusses the challenges and lessons learned from conducting observations to measure the quality of classroom practice for a large-scale study of elementary teachers’ mathematics instruction. Specifically, this paper shares our process for obtaining valid data for quality of elementary mathematics instruction; what we learned can inform similar efforts by large, interdisciplinary teams, as well as by instructional coaches and evaluators. Considerations for selecting and testing the viability of a classroom observation instrument, as well as the importance of conducting inter-rater reliability throughout the data collection process, are discussed.
