Observation manuals as lenses to classroom teaching: Pitfalls and possibilities

Klette, Kirsti; Blikstad‐Balas, Marte

doi:10.1177/1474904117703228

Cited by 63 publications

(58 citation statements)

References 31 publications

(54 reference statements)

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“…We have chosen PLATO because: (a) it resonates well with existing research relevant for this kind of study; (b) the four main domains replicate areas outlined as critical for student learning in the research literature; (c) it builds on an observation system that is feasible and applicable; (d) it makes it possible to systematically compare instruction across subjects, countries and educational settings (in our own project, but also by comparing our findings to other studies drawing on PLATO, and finally (e) it provides an opportunity to test out possible cultural biases and specificities embedded in the PLATO instrument (Klette & Blikstad-Balas, 2017) Methodological perspectives: LISA's research design…”

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confidence: 99%

“…PLATO is a relevant tool to analyze the video observations in the present study; (a) to examine and structure observations of teaching in a systematic way, (b) to use a thoroughly validated protocol that provides a consistent lens for looking at different aspects associated with effective instruction across lessons in each of the 49 classrooms, and (c) to make interpretations explicit, traceable, and measurable (Klette, 2009). Further, using standardized observation manuals such as PLATO enables comparison and knowledge aggregation beyond what is possible in single case studies (Klette & Blikstad-Balas, 2017). Each recorded lesson was divided into events of 15 minutes and the events were coded by at least one certified PLATO rater.…”

Section: Figure 1: Two Cameras Simultaneously Recording a Lesson In Lmentioning

confidence: 99%

“…Many small-scale classroom studies have provided useful and detailed information about classroom practices -but it has been hard to relate these cases to findings in large-scale assessments. Further, these small case studies are often difficult to compare with one another, making knowledge aggregation across studies of instructional practices very challenging (Klette & Blikstad-Balas, 2017). As emphasized by Grossman and McDonald (2008), educational research has traditionally favored case studies, which have poor guidelines for empirical generalization, combined with a preference for qualitative data, which is not easily combined with quantitative research on teacher effectiveness.…”

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confidence: 99%

“…Recent reviews on coding protocols (Bill and Melinda Gates Foundation [BMGF], 2012;;Bell et al (forthcoming), Klette & Blikstad-Balas, 2017) have discussed how coding protocols might differ in analytic focus and granularity, whether they should be treated as generic versus subject-specific manuals, and how they related to views of learning. Coding protocols might also differ in "observation systems" (Bell et al, forthcoming) in terms of required training and certification, time segments for coding, and accompanying rubrics and scales for scoring.…”

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confidence: 99%

“…Thus, the research design we will elaborate in this article is based on the premise that the educational field would benefit from juxtaposing instructional data from the macro-and meso-level (for example, achievement data or large-scale student surveys) with data from the micro-level (for example, analyses of classroom practices) (Blikstad-Balas, 2016;Klette & Blikstad-Balas, 2017;Lemke, 2007;Snell, 2011). We believe there is a need to go beyond correlational patterns found in large-scale student assessments, thereby attempting to open the "black-box" of instruction (Rowan, Camburn & Corenti 2004).…”

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confidence: 99%

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Linking Instruction and Student Achievement. A research design for a new generation of classroom studies

Klette¹,

Blikstad‐Balas²,

Roe³

2017

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confidence: 99%

Section: Figure 1: Two Cameras Simultaneously Recording a Lesson In Lmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Linking Instruction and Student Achievement. A research design for a new generation of classroom studies

Klette¹,

Blikstad‐Balas²,

Roe³

2017

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To What Extent and How Are Reading Comprehension Strategies Part of Language Arts Instruction? A Study of Lower Secondary Classrooms

Magnusson

Roe

Blikstad‐Balas

2018

Reading Research Quarterly

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The authors examined naturally occurring reading comprehension strategies instruction (RCSI) across four consecutive lessons in 47 Norwegian language arts classrooms at the lower secondary level via video observations (n = 178). Although numerous studies have examined the effectiveness of RCSI for improving reading outcomes, few studies have focused on descriptions of real-world classroom instruction. This study thus provides additional insights into the extent to which and how language arts teachers in lower secondary schools provide RCSI. Further, the study sheds light on additional aspects of reading comprehension instruction to obtain a broader picture of what this instruction encompasses. The authors address these issues by providing an overview of the amount of RCSI used in language arts classrooms, a characterization of provided RCSI, the frequency of salient features of reading comprehension instruction, and an examination of the possible connections between strategy instruction and students' gains on national reading tests. The authors used the Protocol for Language Arts Teacher Observation manual to guide the first step of the analytic process, followed by qualitative content analyses of the provided RCSI and inductive coding of the reading comprehension instruction. The findings revealed limited evidence of explicit RCSI. When provided, the explicit instruction varied as either contextual or decontextual instruction. Several teachers demonstrated strategy knowledge, but in many cases, instruction seemed oriented more toward nontransferable activities than explicit strategy teaching. Mainly, the teachers focused their instruction on text-based discussions and text structure. The authors discuss various reading instructional practices, teachers' repertoire of strategies, and different approaches to explicit strategies instruction. R eading comprehension is considered a key competence in our modern information society, and there are high demands for comprehension of complex texts throughout students' schooling. This is especially the case in secondary school, where students face increasingly diverse and challenging texts in a range of different school subjects. Precisely because reading comprehension is such a crucial and complex endeavor, educational policymakers worldwide have given this topic much attention in recent years (e.g., National

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The Use of Video Capturing in International Large-Scale Assessment Studies: Methodological and Theoretical Considerations

Klette

2022

International Handbook of Comparative Large-Scale Studies in Education

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Observation manuals as lenses to classroom teaching: Pitfalls and possibilities

Cited by 63 publications

References 31 publications

Linking Instruction and Student Achievement. A research design for a new generation of classroom studies

Linking Instruction and Student Achievement. A research design for a new generation of classroom studies

To What Extent and How Are Reading Comprehension Strategies Part of Language Arts Instruction? A Study of Lower Secondary Classrooms

The Use of Video Capturing in International Large-Scale Assessment Studies: Methodological and Theoretical Considerations

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