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ERIC Number: EJ1427952
Record Type: Journal
Publication Date: 2024-Apr
Pages: 32
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2198-9745
EISSN: EISSN-2198-9753
Collegiate Mathematics Observation Protocols: Current Characteristics and Desired Foci
Sean P. Yee; Kimberly Cervello Rogers; Erica Miller; Thomas Galvin
International Journal of Research in Undergraduate Mathematics Education, v10 n1 p318-349 2024
Typically, departments and universities evaluate and/or provide feedback to college mathematics instructors on their teaching by conducting classroom observations. When these observations are guided by an observation protocol, the protocol provides a particular lens that focuses the observer's attention on certain aspects of instruction. To understand the way in which mathematics departments are currently evaluating teaching and investigate whether they align with inquiry-based mathematics education practices, we evaluated 24 observation protocols from universities around the United States. Through our analysis we found that protocols mainly include closed-response items that are evaluative, focus more on the instructor than the students or the content, and rarely attend to inquiry-based mathematics education practices. These results suggest that where we aspire the field to go and where it is currently at requires significant and targeted work to achieve. Moreover, our findings provide suggestions and have implications for both those who develop observation protocols and those who use observation protocols as a measure of teaching practices. Our study highlights the need for careful explicit and clear purposes when observations are used for performance measures.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A