Comparative Education and Comparative Classroom Observation Systems

Autor/in	Luoto, Jennifer Maria
Titel	Comparative Education and Comparative Classroom Observation Systems
Quelle	In: Comparative Education, 59 (2023) 4, S.564-583 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2023.2173917
Schlagwörter	Comparative Education; Teacher Effectiveness; Classroom Observation Techniques; Educational Quality; Teaching Methods; Learning Processes; Validity; Foreign Countries; Mathematics Instruction; Elementary School Teachers; Feedback (Response); Classroom Techniques; Classroom Environment; Lesson Plans; Educational Environment; United Kingdom (England); Belgium; Netherlands; Germany + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Quality of education; Bildungsqualität; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Gültigkeit; Ausland; Mathematics lessons; Mathematikunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Klassenführung; Klassenklima; Unterrichtsklima; Lesson planning; Unterrichtsplanung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Belgien; Niederlande; Deutschland
Abstract	Comparative education scholars are often sceptical of teaching effectiveness research that compares 'teaching quality' using systematic classroom observation systems across nations. This article investigates how three international observation systems designed for comparative use, and studies that apply them, attend to three concerns intrinsic to the field of academic comparative education--"conceptualisations of teaching quality," "attention to context," and "implications of results." The analysis indicates similar conceptualisations of teaching quality yet divergent assumptions about the teaching-learning relationship across systems, and little focus on the comparability-validity trade-offs. The studies had limited attention to levels of context (classroom, school, and national), and context is seldom used to interpret the results of teaching quality. The implications of all of the studies for research, policy, and practice, especially for policy, are vague. The article concludes with a discussion of how classroom observation research can build on both teaching effectiveness and comparative education perspectives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01