Observation manuals as lenses to classroom teaching: Pitfalls and possibilities

European Educational Research Journal

Volumn 17, Issue 1, 2018, Pages 129-146

  Klette, Kirsti ^a   Blikstad Balas, Marte ^a  

^a UNIVERSITY OF OSLO   (Norway)

Author keywords

Coding manuals; comparative classroom research; video studies

Indexed keywords

EID: 85039918120     PISSN: None     EISSN: 14749041     Source Type: Journal    
DOI: 10.1177/1474904117703228     Document Type: Article

References (57)

1. Alexander RJ, (2001) Culture and Pedagogy: International Comparisons in Primary Education. Oxford and Boston: Blackwell.
2. Andersson E, Sørvik GO, (2013) Reality lost? Re-use of qualitative data in classroom video studies. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research 14(3): Art. 1–25.
3. Ball DL, Cohen DK, (1999) Developing practice, developing practitioners: Toward a practice-based theory of professional education. In: Sykes G, Darling-Hammond L, (eds) Teaching as the Learning Profession. Handbook of Policy and Practice. San Francisco, CA: Jossey Bass, pp.3–32.
4. Biesta GJJ, Stengel B, (2016) Thinking philosophically about teaching: Illuminating issues and (re)framing research. In: Gittomer D, Bell C, (eds) AREA Handbook of Research on Teaching. 5th ed. Washington, DC: AERA, pp. 7–68.
5. Bill & Melinda Gates Foundation (BMGF) (2012) Gathering feedback for teaching: Combining high quality observations with student surveys and achievement gains. Seattle, WA: The Bill and Melinda Gates Foundation.
6. Blikstad-Balas M, (2014) Vague concepts in the educational sciences: Implications for researchers. Scandinavian Journal of Educational Research 58(5): 528–539.
7. Blikstad-Balas M, (2016) Key challenges of using video when investigating social practices in education: Contextualization, magnification, and representation. International Journal of Research & Method in Education. Epub ahead-of-print: 1–13. DOI: 10.1080/1743727X.2016.1181162.
8. Blikstad-Balas M, Sørvik GO, (2015) Researching literacy in context: Using video analysis to explore school literacies. Literacy 49(3): 140–148.
9. Brevik L, Klette K, Blikstad-Balas M, (2016) The quality of feedback: Instructional practices captured in video-recorded classroom observations. In: AERA conference, Washington DC, USA, 12 April 2016.
10. Clarke D, Emanuelsson J, Jablonka E. (eds) (2006) Making Connections: Comparing Mathematics Classrooms Around The World. Rotterdam: Sense Publishers.
11. Cohen D, Moffitt S, (2009) The Ordeal of Equality. Did Federal Regulation Fix the Schools? Cambridge, MA: Harvard University Press.
12. Dalland C, (2011) Challenges when using qualitative data gathered by others [Ufordringer ved gjenbruk av andres kvalitative data]. Norwegain Journal of Eductaion/Norsk Pedagogisk Tidsskrift 95(6): 449–459.
13. Danielson C, (2013) The framework for teaching evaluation instrument. Danielson Group. Available at: www.danielsongroup.org (accessed 3 July 2016).
14. Dåsvatn M, (2016) Muntlige tilbakemeldinger i norskfaget. En videostudie av fem klasserom [Oral feedback in Norwegian language arts. A video study of five classrooms]. Master’s Thesis, University of Oslo, Norway.
15. Doyle W, (1986) Classroom organization and management. In: Wittrock MC, (ed.) Handbook of Research on Teaching. A Project of the American Educational Research Association. New York, NY: Macmillan, pp.392–431.
16. Dreeben R, (2005) Teaching and the competence of occupations. In: Hedges L, Schneider B, (eds) The Social Organization. New York: Russel Sage Foundation, pp. 51–71.
17. Fischer H, Neumann K, (2012) Video analysis as a tool for understanding science instruction. In: Dillon J, Jorde D, (eds) The World of Science Education. Rotterdam, Netherlands: Sense Publishers, pp.115–140.
18. Foray D, (2001) Facing the problem of unbalanced development of knowledge across sectors and fields: The case of the knowledge base in primary education. Research Policy 30(9): 1553–1561.
19. Foray D, (2010) Educational innovation – An economist’s perspective. In: Klette K, (ed.) Rigor and Relevance in Educational Research. Report from the Mars Seminar, 2010. Oslo, Norway: The Research Council of Norway, pp.35–45.
20. Foray D, Hargreaves D, (2003) The production of knowledge in different sectors: A model and some hypotheses. London Review of Education 1(1): 7–19.
21. Gersten R, Chard DJ, Jayanthi M. (2009) Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components. Review of Educational Research 79(3): 1202–1242.
22. Groninger RG, Valli L, Chambliss MJ, (2012) Researching quality in teaching: Enduring and emerging challenges. Teachers College Record, 2012 114(4): 1–15.
23. Grossman P, MacDonald M, (2008) Back to the future: Directions for research in teaching and teacher education. American Education Research Journal 45(1): 184–205.
24. Grossman P, Cohen J, Brown L, (2014a) Understanding instructional quality in English Language Arts: Variations in the relationship between PLATO and value-added by content and context. In: Kerr K, Pianta R, Kane T, (eds) Designing Teacher Evaluation Systems: New guidance from the Measures of Effective Teaching Project. San Francisco: Jossey-Bass.
25. Grossman P, Cohen J, Ronfeldt M, Brown L. (2014b) The test matters: The relationship between classroom observation scores and teacher value added on multiple types of assessment. Educational Researcher 43(6): 303–331.
26. Grossman P, Loeb S, Cohen J. (2013) Measure for measure: The relationship between measures of instructional practice in middle school English Language Arts and teachers’ value-added scores. American Journal of Education 119(3): 445–470.
27. Hammersley M, (2007) The issue of quality in qualitative research. International Journal of Research & Method in Education 30(3): 287–305.
28. Hammersley M, (2010) Can we re-use qualitative data via secondary analysis? Notes on some terminological and substantive issues. Sociological Research Online 15(1): 5.
29. Hargreaves D, (2000) The production and mediation of knowledge among teachers and doctors. A comparative perspective. In: OECD (2000): Knowledge Management in the Learning Society. Paris, France: OECD, pp.219–238.
30. Hattie J, (2012) Visible Learning for Teachers: Maximizing Impact on Learning. Milton Park: Routledge.
31. Hill H, Grossman P, (2013) Learning from teacher observations: Challenges and opportunities posed by new teacher evaluation systems. Harvard Educational Review 83(2): 371–384.
32. Hudson B, Meyer MA, (eds) (2011) Beyond Fragmentation: Didactics, Learning and Teaching in Europe. Budrich, Portland, OR.
33. Jewitt C, (2012) An introduction to using video for research. NCRM Working Paper. National Center for Research Methods. Available at: http://eprints.ncrm.ac.uk/2259/ (accessed 3 July 2016).
34. Kane TJ, Staiger DO, (2012) Gathering feedback for teaching: Combining high-quality observations with student surveys and achievement gains. Research paper, MET Project, Bill & Melinda Gates Foundation.
35. Klette K, (2009) Challenges in strategies for complexity reduction in video studies. Experiences from the PISAC study. In: Janik T, Seidel T, (eds) The Power of Video Studies in Investigating Teaching and Learning in the Classroom. Münster: Waxmann Publishing, pp.61–83.
36. Klette K, (2010) Blindness to change during processes of change: What do educational researchers learn from classroom studies? In: Hargreaves A, Libermann A, Fullan M, (eds) Second International Handbook of Educational Change. Amsterdam: Springer Publishing, pp. 1001–1015.
37. Klette K, (2015) Introduction: Studying interaction and instructional patterns in classrooms. In: Klette K, Bergem OK, Roe A, (eds) Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS. New York, NY: Springer, pp.1–14.
38. Klette K, Lie S, Anmarkrud Ø. (2005) Categories for video analysis of classroom activities with a focus on the teacher. Available at: www.uv.uio.no/ils/english/research/projects/pisa-pluss/coding/Categories%20for%20video%20analysis%20of%20classroom%20activities%20with%20focus%20on%20the%20teacher.pdf (accessed 3 April 2017).
39. Kuger S, Klieme E, (2016) Dimensions of context assessment. In: Kuger S, Klieme E, Jude N, Kaplan D, (eds) Assessing Contexts of Learning. New York, NY: Springer, pp. 3–37.
40. Lemke J, (2007) Video epistemology in-and-outside the box: Traversing attentional spaces. In: Ricki G, Roy P, Brigid B, Derry SJ, (eds) Video Research in the Learning Sciences. New York, London: Routledge.
41. Lortie D, (1975) School Teacher. A Sociological Perspective. Chicago, IL: Chicago University Press.
42. Maxwell JA, Chmiel M, (2014) Notes toward a theory of qualitative data analysis. In: Flick U, (ed.) The SAGE Handbook of Qualitative Data Analysis. Thousand Oaks, CA: SAGE, pp.21–35.
43. Morse JM, (2015) Critical analysis of strategies for determining rigor in qualitative inquiry. Qualitative Health Research 29(9): 1212–1222.
44. Nelson R, (2000) Knowledge and innovation systems. In: OECD Knowledge Management in the Learning Society (CERI) Report. Paris, France: OECD, pp.115–125.
45. Ødegaard M, Arnesen NE, (2006) Categories for Video Analysis of Science Classroom Activities. Oslo: University of Oslo.
46. Paine L, Bloemeke S, Aydarova O, (2016) Teachers and teaching in the context of globalization. In: Gitomer D, Bell C, (eds) Handbook of Research on Teaching. Washington, DC: American Educational Research Association, pp.717–786.
47. Pianta RC, La Paro K, Hamre BK, (2008) Classroom Assessment Scoring System (CLASS). Baltimore, MD: Paul H Brookes.
48. Rich PJ, Hannafin M, (2009) Video annotation tools technologies to scaffold, structure, and transform teacher reflection. Journal of Teacher Education 60(1): 52–67.
49. Russ R, Sherin BL, Sherin MG, (2016) What constitutes teacher learning? In: Gitomer D, Bell C, (eds) Handbook of Research on Teaching. Washington, DC: American Educational Research Association, pp.391–438.
50. Saldaña J, (2013) The Coding Manual for Qualitative Researchers. 2nd ed. Thousand Oaks, CA: SAGE.
51. Scheerens J, (2014) School, teaching, and system effectiveness: Some comments on three state-of-the-art reviews. School Effectiveness and School Improvement 25(2): 282–290.
52. Seidel T, Shavelson RJ, (2007) Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta analysis results. Review of Educational Research 77(4): 454–499.
53. Snell J, (2011) Interrogating video data: Systematic quantitative analysis versus micro-ethnographic analysis. International Journal of Social Research Methodology 14(3): 253–258.
54. Stigler J, Hiebert J, (1999) The Teaching Gap: Best Ideas from the World’s Teachers for Improving Education in the Classroom. New York, NY: Free Press.
55. Stuhlman MW, Hamre BK, Downer JT. (2010) Why should we use classroom observation? Centre for Advanced of Teaching and Learning, University of Virginia. Available at: http://curry.virginia.edu/uploads/resourceLibrary/CASTL_practioner_Part1_single.pdf (accessed 23 August 2014).
56. Sun J, Van Es EA, (2015) An exploratory study of the influence that analyzing teaching has on preservice teachers’ classroom practice. Journal of Teacher Education 66(3): 201–214.
57. Tyack D, Cuban L, (1995) Tinkering Toward Utopia. A Century of Public School Reform. Cambridge, MA: Harvard University Press.