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…

Teaching observation protocols serve purposes beyond research, such as providing formative feedback for teachers' growth in their practice. Such observation tool usage requires different approaches for validation. For this reason, we developed the formative teaching evaluation framework adapted from the student-assessment literature. We used this…

Over the past decade, researchers have developed several teaching observation protocols for use in higher education, such as the Teaching Dimensions Observation Protocol (TDOP), Classroom Observation Protocol for Undergraduate STEM (COPUS), Practical Observation Rubric to Assess Active Learning (PORTAAL), and Decibel Analysis for Research in…

Classroom observation rubrics are a widely adopted tool for measuring the quality of teaching and provide stable conceptualisations of teaching quality that facilitate empirical research. Here, we present four statistical approaches for analysing data from classroom observations: Factor analysis, Rasch modelling, latent class or profile analysis,…

While noncompliance is a concerning challenging behavior and commonly reported by educators, its measurement is likely to be invalid and inaccurate given the subjectivity of the operational definition. Engagement is offered as a more valid, accurate measurement that may provide data regarding the amount of instruction accessed by the student. In…

The post-observation conference is valuable, dedicated time for a teacher to focus their discussion on their own instruction and instructional delivery. This experience serves as an opportunity for the teacher to review the details of a lesson with their observer, while also reflecting on teaching practices. Not only does the post-observation…

Capturing and measuring instructional patterns by using standardized observation manuals has become increasingly popular in classroom research. While researchers argue that a common vocabulary of teaching is necessary for the field of classroom research to move forward, instructional features vary across classrooms and contexts, which poses…

The Classroom Strategies Assessment System (CSAS) is a multi-rater, multi-method (direct observation and rating scale methodology) assessment of teachers' use of research-based instructional and behavior management strategies. The present study investigated the association between teacher self-report and school administrator ratings using the CSAS…

The purpose of this preliminary study was to examine the extent to which the relation between teacher reported (N = 26) teaching efficacy and observations of classroom quality varied as a function of a specific classroom characteristic, classroom adversity, a measure of classroom level hardship that includes factors such as student challenges with…

In this article I focus on the use of mixed methods in designing a classroom observation instrument known as the Facilitative Orientation to Reading Teaching (FORT). The instrument was designed to capture the teaching of reading and formed part of a project that took place in 2 Kwa-Zulu Natal primary schools. Participants were 8 teachers and their…

It is still a challenge for students to engage in classroom dialogue actively and realize effective dialogue-based learning, as classroom dialogue are influenced by a multitude of factors. It is reasonable to believe that by delving into a specific variable (perceived care) to gain insights into its potential impact on dialogue engagement, which…

School districts face the problem of superintendents who have several demanding, fragmented, and competing roles and who lack the knowledge of learning theory and the skills for collaborative instructional leadership needed to guide instructional improvement. The purpose of this single case study was to address the instructional leadership role of…

Purpose: In 2014, Turkish policymakers implemented a policy change in the school inspection system that encouraged school principals to conduct classroom observations and provide feedback to teachers as a means to improve teaching. However, the question of whether or to what extent such feedback has an impact on teaching has not previously been…

Rubric-based observations of pre- and inservice teachers are common practice in schools. Popular observation tools often result in minimal variation in ratings between teachers, require extensive training and time demands for raters, and provide minimal feedback for professional development. Alternatively, direct observation methods are evidenced…

Teachers grow from sharing their practice and receiving feedback, yet it can be difficult for teachers to welcome others into their classrooms without feeling judged. Observers need to enter teachers' classrooms projecting respect and value for the challenging work of teaching. In this article, we share an approach to visiting classrooms, called…