The Development of Instruments for Assessment of Instructional Practices in Standards-Based Teaching

Authors

C. L. Wainwright, Pacific University
L. Flick, Oregon State University
P. Morrell, University of Portland

Publication Date

2003

Abstract

We provide a description and rationale for the development of two instruments: 1) a classroom observation protocol; and, 2) a teacher interview protocol—designed to document the impact of reform-based professional development with undergraduate mathematics and science faculty, and its impact on the resultant preparation of teachers. Constructed upon review of the research on teaching and standards documents in mathematics and science, these instruments form the basis for data collection in a three-year longitudinal study of teaching practice among early career teachers as well as undergraduate college faculty. In addition, we suggest further applications of the observation protocol beyond the original purpose of our research study.

Volume

6

Issue

1

First Page

21

Last Page

46

Rights

© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)

DOI

https://doi.org/10.25891/NTKY-AX16

Recommended Citation

Wainwright, C. L.; Flick, L.; and Morrell, P. (2003) "The Development of Instruments for Assessment of Instructional Practices in Standards-Based Teaching," Journal of Mathematics and Science: Collaborative Explorations: Vol. 6: No. 1, Article 6.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol6/iss1/6