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Tytuł:
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Issues with, and Insights for, Large-Scale Studies of Classroom Mathematical Instruction
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Autorzy:
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Bieda, Kristen N.
Salloum, Serena J.
Hu, Sihua
Sweeny, Shannon
Lane, John
Torphy, Kaitlin
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Deskryptory:
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Mathematics Instruction
Classroom Observation Techniques
Elementary School Teachers
Interrater Reliability
Beginning Teachers
Teacher Effectiveness
Video Technology
Measurement
Data Collection
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Język:
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English
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Źródło:
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Journal of Classroom Interaction. 2020 55(1):41-63.
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Dostępność:
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University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: http://www.jciuh.org/
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Recenzowane naukowo:
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Y
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Page Count:
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23
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Data publikacji:
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2020
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Sponsoring Agency:
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National Science Foundation (NSF)
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Contract Number:
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1420532
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Typ dokumentu:
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Journal Articles
Reports - Descriptive
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Education Level:
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Elementary Education
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ISSN:
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0749-4025
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Abstractor:
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As Provided
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Data wpisu:
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2020
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Dostęp URL:
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https://jciuh.org/  Link otwiera się w nowym oknie
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Numer akcesji:
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EJ1255089
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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.