| To provide teachers with the expert guidance they deserve in order to enact the instructional practices advocated by the NCTM Standards and other prominent reform documents, we need to understand more about the ways we observe, interpret classroom practice, and provide feedback. This dissertation considered the feasibility of a structured observational instrument in enhancing teacher training initiatives. By looking closely at the tool's effectiveness, first, as a systematic data collection instrument, and second, as a source of information regarding classroom interactions, its capacity to document teacher growth was determined. Results showed that reliable, consistent data provided insights into teaching practices that can be used to assess not only the effectiveness of training activities, but to make informed decisions concerning future efforts. These findings will be valuable to staff developers and those charged with providing meaningful professional development opportunities for teachers. Furthermore, while recent educational studies have shown that strong reflective skills are integral to good teaching practices, and have explored the impact of a variety of training initiatives on teacher reflection (Griffin, 1994; Schifter and Fosnot, 1993; Sowder et al., 1994), there is little information regarding the influence of the observation instrument itself on reflective practices. This study looked closely at the instrument's use of recurring questions and their impact on teachers' reflective abilities. Data analysis results showed evidence of growth in teachers' reflective capacities regarding certain key aspects of effective instruction. While the findings from this analysis will be useful to educational researchers, school administrators and staff developers can also benefit. |
