Measuring instructional congruence in elementary science classrooms: Pedagogical and methodological components of a theoretical framework

Aurolyn Luykx, Okhee Lee

Research output: Contribution to journalReview article

Abstract

This article is situated within a theoretical framework, instructional congruence, articulating issues of student diversity with the demands of academic disciplines. In the context of a large-scale study targeting elementary school science, the article describes a research instrument that aims to combine the strengths of both quantitative and qualitative approaches to classroom data. The projectdeveloped classroom observation guideline is a series of detailed scales that produce numerical ratings based on qualitative observations of different aspects of classroom practice. The article's objectives are both pedagogical and methodological, reflecting the dual functionality of the instrument: (a) to concretize theoretical constructs articulating academic disciplines with student diversity in ways that are useful for rethinking classroom practice; and (b) to take advantage of the strengths of qualitative educational research, but within a quantitative analytical framework that may be applied across large numbers of classrooms.

Original languageEnglish (US)
Pages (from-to)424-447
Number of pages24
JournalJournal of Research in Science Teaching
Volume44
Issue number3
DOIs
StatePublished - Mar 2007

ASJC Scopus subject areas

  • Education

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