Going beyond structured observations: looking at classroom practice through a mixed method lens

Abstract

In this paper, we extend a mixed method (MM) approach to lesson observation and analysis used in previous research in England, combining multiple structured observation instruments and qualitative field notes, to provide a framework for studying three videotaped lessons from 3rd-grade US mathematics classrooms. Two structured observation schedules are employed, one subject-specific and research-oriented and the other generic and inspection-oriented. Both instruments were previously developed based on evidence from the teacher effectiveness research (TER) knowledge base. Qualitative field notes, in addition to structured observation schedules, provide detailed narratives for each lesson video. Separate findings from each instrument and approach are presented, followed by an integrated analysis and synthesis of results. Although previous studies used similar methods to analyze teaching practice within broader research designs incorporating additional methods and perspectives (e.g. teacher interviews, pupil assessments, pupil questionnaires), this paper explicitly examines the strengths and limitations of the multi-instrument, mixed method approach to lesson observation. Using multiple observation instruments allows for triangulation as well as consideration of complementary foci (i.e. a content-specific instrument measures fine-grained aspects of practice not emphasized in a more generic instrument, and vice versa). Field notes facilitate rich descriptions and more thorough contextualization and illumination of teaching practice than structured observation ratings alone. Further, the MM approach allows for consideration of lesson features beyond those established in TER literature as sufficient to characterize 'effective' practice.

A comparative analysis of predictors of teacher self‐efficacy in student engagement, instruction and classroom management in Nordic, Anglo‐Saxon and East and South‐East Asian countries

“…Moreover, teachers who take on the responsibility for their students’ learning and see themselves as part of their students’ learning success, might well try to make them part of their lessons. This is in line with both the teaching approaches found in the Nordic and Anglo‐Saxon countries (Oftedal Telhaug et al ., 2006; Klette et al ., 2018; Lindorff & Sammons, 2018; Muijs et al ., 2018). For MTSE, the effect sizes ranged from 0.08 in the Anglo‐Saxon countries to 0.29 in the ESEA countries.…”

“…Furthermore, assessment and evaluation tools are used to provide detailed feedback and check the students’ individual understanding and teachers initiate real‐life scenarios that provide context for the lesson content (Muijs et al ., 2018). In particular, the student‐centred approaches were linked to the classroom‐management skills of the teachers, as teachers with better management skills provided feedback more successfully and their students showed better learning success (Lindorff & Sammons, 2018). American teachers tend to use grading strategies as summative feedback to assess their students’ learning progress (Brookhart, 2009).…”

Investigating a Singapore-Based Mathematics Textbook and Teaching Approach in Classrooms in England

“…As noted above, the researcher who undertook all fieldwork for this study was trained and experienced in the use of each of these instruments and in lesson observation more generally. Key details about each instrument are given below, although finer-grained analyses of the strengths, weaknesses and specific features of these instruments have been discussed elsewhere (e.g., Lindorff and Sammons, 2018;Muijs et al, 2018).…”

“…Lesson observations included the information required according to the MECORS protocol as described above, but extended to additional details about the physical setting in the classroom, illustrative quotes, descriptions of interactions between teachers, pupils, and additional adults in the classroom (e.g., Learning Support Assistants or LSAs and parent volunteers), and researcher memos. This approach has been used in combination with multiple observation schedules to provide robust and thorough integrated observation findings in previous research on classroom practice (Day et al, 2007;Sammons et al, 2014Sammons et al, , 2016Lindorff and Sammons, 2018). Observation of CPD sessions involved the collection of field notes, the contents of which were then followed up within focus group interviews with the CPD-participating teachers.…”

‘It ain't (only) what you do, it's the way that you do it’: A mixed method approach to the study of inspiring teachers

“…The research has implications for supporting teacher education, professional development and the creation of professional learning communities, as we have outlined elsewhere (Sammons et al., 2016b). It has also informed further observation studies of classroom practice by illustrating how a mixed methods lens combining multiple methods involving numbers and narratives can provide different perspectives that go beyond the limitations of relying on mono‐method designs in studying complex classroom contexts (Lindorff & Sammons, ).…”