Research Handbook on Classroom Observation: (Elgar Handbooks in Education)

This comprehensive Research Handbook offers cutting-edge insights into classroom observation systems for teacher evaluation and professional development, with an emphasis on both applied and discovery-oriented inquiry. Providing a synthesis of research on classroom observation, from the process-product era of the 1970s to today’s automated systems, an international array of expert authors examine the history, key themes, and movements within classroom observation research. They detail disciplinary perspectives and approaches, address core methodological questions and review the role of classroom observation in teacher evaluation, as well as educational policy and practice. Chapters illustrate new frontiers in classroom observation, including technology-enabled methods such as the use of artificial intelligence to support dialogic teaching and provide performance feedback for teachers. The Research Handbook presents a pluralistic vision of classroom observation and its purpose, with balanced consideration of multiple value dimensions in education. The Research Handbook on Classroom Observation is a vital reference for educational researchers and teacher educators, as well as teachers themselves. Education policymakers and consultants will also find this Handbook beneficial.

Table of Contents:
Contents Preface xix PART I GENRES, MOVEMENTS, AND FOUNDATIONAL INSIGHTS IN CLASSROOM OBSERVATION RESEARCH 1 Classroom observation research in the post-MET era 2 Sean Kelly 2 Applying process-product era principles for meaningful observation research in today’s classrooms 20 Alyson L. Lavigne, Mark T. Lewis and Ryan E. Rarick 3 A systematic literature review of the empirical research on three of the most popular, U.S.-based, classroom observational systems 39 Audrey Amrein-Beardsley, Courtney Stone, Catherine M. Tremblay, Grace L. Beall, Surbhi Haridas Mendhe and Amanda Vecellio 4 Revisiting: “From Research to Practice: Recontextualizing the CLASS Program across Boundaries” 63 Samantha Caughlan, Mary M. Juzwik and Sean Kelly 5 Validating formative observation: teacher collaborative discourse as a vehicle to improve teaching 84 Bryant Jensen, Taylor Topham and Xiaohang Zhang PART II DISCIPLINARY PERSPECTIVES AND APPROACHES 6 Using classroom observation to assess elementary teachers’ discussion practices across content areas 110 Anne Garrison Wilhelm, Sam Prough, Rebecca Memmolo and Lynsey Gibbons 7 Making the case for classroom observational instruments that attend to equity 126 Jonee Wilson, Temple Walkowiak and Anne Garrison Wilhelm 8 Centering student participation in classroom observations 142 Noreen M. Webb, Megan L. Franke, Marsha Ing, Nicholas C. Johnson, Janene E. Ward and Adejah Taylor 9 A systematic review of classroom observation research on inquiry-based science instruction in South Africa 158 Umesh Ramnarain PART III METHODS, MEASURES, AND STATISTICS 10 Mixing methods for analysing classroom dialogue: coding and beyond 174 Sara Hennessy, Edith Bouton and Christa Asterhan 11 Instructional improvement: leveraging computer-assisted textual analysis to generate insights from educational artifacts 190 Zewei (Victor) Tian, Min Sun, Alex Liu, Shawon Sarkar and Jing Liu 12 Observationally measuring teaching from the perspective of Behavioral Domain Theory and Generalizability Theory 208 Mark White and Armin Jentsch 13 How is teachers’ mathematical knowledge visible during classroom observations? Unveiling the role of different conceptualizations of content and pedagogical content knowledge in teaching 224 Yasemin Copur-Gencturk and Ahreum Han PART IV CLASSROOM OBSERVATION IN EDUCATIONAL POLICY AND PRACTICE 14 Considerations in using classroom observations to measure the effects of professional learning 245 Laura M. Desimone, Erica Litke and Julie Snipes 15 Considering the sources of racial disparities in observational evaluations of teachers 259 Matthew Truwit and Matthew Ronfeldt 16 Self-observation with video as a support for teacher noticing of student thinking 279 Jennifer Richards and Miriam Gamoran Sherin 17 Leveraging digital tools to expand teachers’ access to literacy coaching: a review of the literature 294 Dana A. Robertson, Valerie Dunham and Christine M. Leighton 18 The benefits of peer teacher observations 310 E. Caroline Wylie, Christine J. Lyon and Eowyn P. O’Dwyer PART V NEW FRONTIERS 19 Why instructional activities within classroom activity structures matter and how teacher dashboards can support advancements in instruction 327 Peter 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 341 Jennifer Jacobs, Abhijit Suresh, Brandon M. Booth, Tamara Sumner, Jeffrey Bush, Chelsea Brown and Sidney K. D’Mello 21 Next generation classroom observations: leveraging AI to maximize the scalability and effectiveness of performance feedback for teachers 366 Alyssa Van Camp, Jessica Vitale and Blair Lloyd Index 382

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

Review :
‘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.’ ‘This Research Handbook presents the most piercing, in-depth examination of classroom observation methodologies to date, complete with a diversity of perspectives at times astutely critical but collectively enlightening as to their unique affordances and vast potential. Sean Kelly has assembled an impressively varied yet representative array of research programs leveraging classroom observation for maximum insights into teaching practices and student experiences essential for professional improvement, including those revealing the bright future of observational research as augmented by new technologies like AI. Along the way, he does not hold back his own experienced observations and refined analysis of key features and emerging issues, skillfully synthesizing this essential collection of works for researchers and educators alike.’