Purpose: This study focused on identifying measurable constructs of a restorative classroom and appropriate metrics to measure those constructs through content validity analysis of a direct observation tool. The tool was designed to assess restorative practices implementation in the classroom in the context of professional development supporting…

Purpose: Our study focused on identifying measurable constructs of a restorative classroom and appropriate metrics to measure those constructs through content validity analysis of a direct observation tool. The tool was designed to assess restorative practices implementation in the classroom in the context of professional development supporting…

Trauma-informed approaches are increasingly being integrated within early care and education (ECE) settings due to the plethora of research linking adversity and trauma in early childhood (e.g., maltreatment, violence, and racial discrimination) to children's social-emotional, behavioral, and academic well-being. However, despite widespread use of…

Class observations are as beneficial to teaching as peer review is to writing. Observations can help an instructor become aware of things they would not be able to notice on their own, as well as learn new strategies and ideas. In a nationwide survey that the author and her colleague conducted in 2015, class observations by a supervisor were rated…

The objective of this paper is to present the conception and validation of the Quality of Educators' Observation and Planning Practices Scale (QEOPPS). The instrument assesses the quality of early childhood educators' observation practices (observing children, collecting information, using the collected information, paying attention to each child)…

This study examined the ways in which an equity analytics tool -- the SEET system -- supported middle school science teachers' reflections on the experiences of diverse students in their classrooms. The tool provides teachers with "equity visualizations" -- disaggregated classroom data by gender and race/ethnicity -- designed to support…

Teacher noticing has been widely understood as a kind of seeing or way of making sense of classroom events and instructional details. Such notions of teacher noticing often construe noticing as a disembodied, purely mental form of seeing and position the teacher as separated or separable from the observing environment. They rely on intuitive…

While much research has explored the quality of traditional teacher evaluations, little is known about the quality of ratings in preservice teacher evaluations. This paper presents a case study of Many-facet Rasch measurement (MFR, Linacre, 1989) to explore potential rater effects influencing the quality of supervisor ratings in educator…

The study was conducted using a qualitative research method to examine Montessori preschool education practices in Turkiye. The study group consisted of 14 teachers in Montessori classrooms of preschools in the central district of a province in Turkiye. The data were collected with a Structured Classroom Observation Form, Material Control List and…

Addressing and managing the disruptive behavior of students is a major classroom management concern for teachers. These concerns become even more important when, in addition to normal classroom disruptions, teachers must also address the behaviors of students' at risk for emotional and behavioral difficulties. Although ample bodies of…

There is a consensus that what teachers do in the classroom directly impacts student's learning. Currently, however there is a paucity of data identifying which teaching practices actually support learning within an inclusive classroom, especially data derived from direct observations of teachers. Thus, research-based guidance regarding how best…

In higher education, educators establish complex learning outcomes for students to achieve during their collegiate studies. These outcomes, given their complexity, necessitate an advanced approach to studying the teaching and learning process as it unfolds in real time. We brought together extant literature and our own research experience studying…

Most studies of mathematics teacher noticing employ information-processing-based models of noticing. While information processing has been used productively to research the cognitive requirements of noticing, critics have argued that these accounts conceptualise noticing as a relatively passive and mental act. This paper demonstrates how an…

More than forty years ago, Dan Lortie famously lamented the lack of a common language with which to describe teaching and noted this scarcity as a key problem within studies of teaching and teacher professionalism. I argue that recent developments in video technology and supporting methodological designs have paved the way for a new generation of…

A recent Early Learning Network study, led by researchers at the University of Michigan, MDRC and the Harvard Graduate School of Education in partnership with Boston Public Schools (BPS), adds valuable evidence to improving future early childhood education assessments of quality -- an essential step for shaping effective practices and promoting…