id: 06503009
dt: a
an: 2015f.00293
au: Shih, Jeffrey C.; Ing, Marsha; Tarr, James E.
ti: Addressing measurement issues in two large-scale mathematics classroom
observation protocols.
so: Middleton, James A. (ed.) et al., Large-scale studies in mathematics
education. Cham: Springer (ISBN 978-3-319-07715-4/hbk;
978-3-319-07716-1/ebook). Research in Mathematics Education, 363-371
(2015).
py: 2015
pu: Cham: Springer
la: EN
cc: D20 C70 D30
ut: assessment; curriculum; measurement; school/teacher effectiveness
ci:
li: doi:10.1007/978-3-319-07716-1_16
ab: Summary: In large-scale studies of mathematics achievement, many important
variables are at the classroom level and therefore require the
collection of classroom observation data. However, in these studies,
collecting observation data is expensive, and collecting numerous
observations can be cost prohibitive. In addition to these practical
considerations, there are methodological and conceptual considerations
to measuring instruction. This chapter raises several of these issues
around measuring mathematics classroom instruction by using empirical
data from two prominent observational protocols.
rv: