Research Handbook on Classroom Observation

Edited by Sean Kelly, Professor, Department of Educational Foundations, Organizations, and Policy, University of Pittsburgh, USA

• ContentsPreface xixPART I GENRES, MOVEMENTS, AND FOUNDATIONAL INSIGHTS IN CLASSROOM OBSERVATION RESEARCH 1 Classroom observation research in the post-MET era 2Sean Kelly2 Applying process-product era principles for meaningful observation research in today’s classrooms 20Alyson L. Lavigne, Mark T. Lewis and Ryan E. Rarick3 A systematic literature review of the empirical research on three of the most popular, U.S.-based, classroom observational systems 39Audrey Amrein-Beardsley, Courtney Stone, Catherine M. Tremblay, Grace L. Beall, Surbhi Haridas Mendhe and Amanda Vecellio4 Revisiting: “From Research to Practice: Recontextualizing the CLASS Program across Boundaries” 63Samantha Caughlan, Mary M. Juzwik and Sean Kelly5 Validating formative observation: teacher collaborative discourse as a vehicle to improve teaching 84Bryant Jensen, Taylor Topham and Xiaohang ZhangPART II DISCIPLINARY PERSPECTIVES AND APPROACHES 6 Using classroom observation to assess elementary teachers’ discussion practices across content areas 110Anne Garrison Wilhelm, Sam Prough, Rebecca Memmolo and Lynsey Gibbons7 Making the case for classroom observational instruments that attend to equity 126Jonee Wilson, Temple Walkowiak and Anne Garrison Wilhelm8 Centering student participation in classroom observations 142Noreen M. Webb, Megan L. Franke, Marsha Ing, Nicholas C. Johnson, Janene E. Ward and Adejah Taylor9 A systematic review of classroom observation research on inquiry-based science instruction in South Africa 158Umesh Ramnarain PART III METHODS, MEASURES, AND STATISTICS 10 Mixing methods for analysing classroom dialogue: coding and beyond 174Sara Hennessy, Edith Bouton and Christa Asterhan11 Instructional improvement: leveraging computer-assisted textual analysis to generate insights from educational artifacts 190Zewei (Victor) Tian, Min Sun, Alex Liu, Shawon Sarkar and Jing Liu12 Observationally measuring teaching from the perspective of Behavioral Domain Theory and Generalizability Theory 208Mark White and Armin Jentsch13 How is teachers’ mathematical knowledge visible during classroom observations? Unveiling the role of different conceptualizations of content and pedagogical content knowledge in teaching 224Yasemin Copur-Gencturk and Ahreum HanPART IV CLASSROOM OBSERVATION IN EDUCATIONAL POLICY AND PRACTICE 14 Considerations in using classroom observations to measure the effects of professional learning 245Laura M. Desimone, Erica Litke and Julie Snipes15 Considering the sources of racial disparities in observational evaluations of teachers 259Matthew Truwit and Matthew Ronfeldt16 Self-observation with video as a support for teacher noticing of student thinking 279Jennifer Richards and Miriam Gamoran Sherin17 Leveraging digital tools to expand teachers’ access to literacy coaching: a review of the literature 294Dana A. Robertson, Valerie Dunham and Christine M. Leighton18 The benefits of peer teacher observations 310E. Caroline Wylie, Christine J. Lyon and Eowyn P. O’DwyerPART V NEW FRONTIERS 19 Why instructional activities within classroom activity structures matter and how teacher dashboards can support advancements in instruction 327Peter Youngs, Jonathan K. Foster, Patricia “Scout” Crimmins, Ginger S. Watson, Matthew Korban and Scott T. Acton 20 Automating feedback from recorded instructional observations: using AI to detect and support dialogic teaching 341Jennifer Jacobs, Abhijit Suresh, Brandon M. Booth, Tamara Sumner, Jeffrey Bush, Chelsea Brown and Sidney K. D’Mello21 Next generation classroom observations: leveraging AI to maximize the scalability and effectiveness of performance feedback for teachers 366Alyssa Van Camp, Jessica Vitale and Blair LloydIndex 382

‘This Research Handbook is urgently needed. Efforts to improve teaching and learning are incomplete without attention to what’s actually happening in classrooms. Meanwhile, developments in technology have opened new vistas for classroom-based research. Scholars and instructional leaders alike will find this Research Handbook to be an essential resource for understanding the challenge and opportunities of classroom observations.’