Describing Profiles of Instructional Practice: A New Approach to Analyzing Classroom Observation Data

Peter F. Halpin; Michael J. Kieffer

doi:10.3102/0013189X15590804

Describing Profiles of Instructional Practice: A New Approach to Analyzing Classroom Observation Data

Research output: Contribution to journal › Article › peer-review

Abstract

The authors outline the application of latent class analysis (LCA) to classroom observational instruments. LCA offers diagnostic information about teachers’ instructional strengths and weaknesses, along with estimates of measurement error for individual teachers, while remaining relatively straightforward to implement and interpret. It is discussed how the methodology can support formative feedback to educators and facilitate research into the associations between instructional practices and student outcomes. The approach is illustrated with a secondary analysis of data from the Measures of Effective Teaching study, focusing on middle school literacy instruction.

Original language	English (US)
Pages (from-to)	263-277
Number of pages	15
Journal	Educational Researcher
Volume	44
Issue number	5
DOIs	https://doi.org/10.3102/0013189X15590804
State	Published - Jun 11 2015

Keywords

psychometrics
school/teacher effectiveness
secondary data analysis
teacher characteristics
teacher education/development

ASJC Scopus subject areas

Education

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10.3102/0013189X15590804

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