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DSP135_1

Systematic observation in educational research

This is the study programme for 2020/2021.


The course presents a broad orientation on central issues on research applying systematic observation in education. The course introduces students to research on classroom interaction and methodological aspect of such research. Further, the course offers an introduction to research design particularly related to systematic observation. Aspects of validity, reliability and research ethics in observational studies are addressed. Also, combining observation and other data sources will be addressed.

Learning outcome

By completion of this course, the PhD candidate will (knowledge):
  • Have a deeper understanding of the issues surrounding systematic classroom observation
  • Have knowledge of research design in observational studies
  • Have knowledge of classroom research and the combination of observational data with other data sources
  • Have knowledge of Classroom assessment scoring system (CLASS) and similar research protocols.

By completion of this course, the PhD candidate will have gained the following skills:
  • design systematic observational studies
  • consider aspects of validity and reliability of systematic observation studies
  • consider weaknesses and strengths of systematic observation studies
  • critically evaluate aspects of classroom observation studies and apply observational research design to their own research

General competencies: Gain:
  • Knowledge on research approaches to classroom interaction processes and their impact on students' learning outcome
  • Knowledge on systematic classroom observation
  • Knowledge on theoretical and methodological variety in systematic classroom (observation) research

Contents

The PhD-course is part of a two day workshop (link), and the lectures and seminar part of the course is included in workshop (14 hours lectures and seminars). In addition a reading component is included that provide participants containing key literature in the field that prepare participants for the workshop and the required documentation.
The two day workshop will contain lectures that introduce participant to the use of systematic observation in research in kindergarten through high school. During the two days, there will also be lectures addressing methodological aspects of systematic observation (e.g. validity, reliability, and combination with different data sources). Additional, seminars will provide opportunities for participants to put questions related to their own work up for discussion in round table sessions.
Required documentation for participants is either a paper based on a manuscript for a presentation in the seminar part of the workshop or an essay on a topic relevant for the workshop. Participants may alternatively choose to present a poster prepared before the workshop and a short oral presentation of the poster at the workshop. Relevant literature for the reading list are to be included in the paper/essay.
Responsible for the course: Associate professor Elsa Westergård, Professor Sigrun K. Ertesvåg
Guest lecturer:
Associate Director Bridget Hamre, CASTL, University of Virginia (UVA), USA.
Professor Marja Kristiina Lerkkanen, University of Jyväskylä, Finland.

Required prerequisite knowledge

None.

Recommended previous knowledge

Participants must meet the requirements for enrollment in PhD programs. Participants will benefit from in-depth knowledge of the Classroom Assessment Scoring System (CLASS) or similar observation protocols.

Exam

Weight Duration Marks Aid
Manuscript for oral presentation1/120 minutesPass - Fail
Evaluation will be based on an individual paper (3000 words +/- 10%) addressing systematic observation or on a manuscript for oral presentation in the seminar part of the workshop (3000 words +/- 10%) or a poster prepared before, and presented at, the workshop and a manuscript for a short oral presentation of the poster (poster and 1500 word +/- 10%). The paper may be written in English or in a Scandinavian language. The paper is evaluated pass/fail.
Deadline for handing in the individual paper: November 1st

Coursework requirements

Coursework requirements: Active participation in lectures and seminars at the workshop. Self-study. At least 75% attendance in lectures and seminars.

Course teacher(s)

Method of work

The course will consist of lectures and seminars during the two day workshop. The seminar part welcomes different types of discussions e.g. round table discussion based on participants ongoing work. There will be possibility for PhD-students to present their work in posters (A0 or A1 format). The PhD-student provides a short oral presentation for each poster to the audience as part of the last session on day 1.
Workshop language is English in, thus English is the teaching language.

Open to

International and local students enrolled in a doctoral program. Applicants may be turned down due limitations in the number of places (max. 15 participants).

Course assessment

A dialogue with the students to gain information for similar courses in the future.

Literature

Bell, C.A., QI, Y., Croft, A., Leusner, D., McCaffrey, D.F., Gitomer, D.& Pianta, R.C. (2014) Improving Observational Score Quality: Challenges in observation thinking. In: T.J. Kane, K.A. Kerr & R.C. Pianta (Eds) Designing teaching evaluation systems -New Guidance from the Measures of Effective Teaching Project .Bill & Melinda Gates Foundation. San Francisco, CA: Jossey-Bass. p. 50-97. ( 47p)
Gamlem, S. M., & Munthe, E. (2014). Mapping the quality of feedback to support students' learning in lower secondary classrooms. Cambridge Journal of Education, 44(1), 75-92 (17p)
Grossman,P., Cohen, J. & Brown, L. (2014) Understanding Instructional Quality in English Language Arts: Variations in PLATO Scores by Content and Context. In T. J. Kane, K. A. Kerr, & R. C. Pianta (Eds.),Designing Teacher Evaluation Systems: New Guidance from the Measures of Effective Teaching Project (pp. 303-332). San Francisco: Jossey-Bass A Wiley Brand (29p) Available online: file:///C:/Users/2900198/Downloads/Designing-Teacher-Evaluation-Systems_freePDF.pdf
Hamre,B.K., Hatfield,B., Pianta, R. & Jamil,F. (2014) Evidens for general and domain-specific elements of teacher-child interactions: Associations with preschool children's development. Child development. 85(3) 1257-74.(17p)
Hamre, B. K., Pianta, R. C., Downer, J. T., DeCoster, J., Mashburn, A. J., Jones, S. M., . . . Hamagami, A. (2013). Teaching through interactions: Testing a developmental framework of teacher effectiveness in over 4,000 classrooms. The Elementary School Journal, 113(4), 461-487.(15p)
Pakarinen, E., Lerkkanen, M.-K., Poikkeus, A.-M., Kiuru, N., Siekkinen, M., Rasku-Puttonen, H. & Nurmi, J.-E. (2010). A validation of the classroom assessment scoring system in Finnishkindergartens. Early Education and Development, 21(1), 95-124. (29 p)
Park, Y.S., Chen; J. & Holtzman, S.L. (2014) Evaluating Efforts to Minimize Rater Bias in Scoring Classroom Observations In T. J. Kane, K. A. Kerr, & R. C. Pianta (Eds.),Designing Teacher Evaluation Systems: New Guidance from the Measures of Effective Teaching Project (pp. 383-414) . San Francisco: Jossey-Bass A Wiley Brand (31 p) Available online: file:///C:/Users/2900198/Downloads/Designing-Teacher-Evaluation-Systems_freePDF.pdf
Pianta, R., Hamre, B., & Allen, J. (2012). Teacher-Student Relationships and Engagement: Conceptualizing, Measuring and Improving the Capacity of Classroom Interaction. In S. L. Christenston, A. L. Reschly, & C. Wylie (Eds.), Handbook of Student Engagement (pp. 365-386). New York: Springer. (21p)
Pianta, R.C., Hamre, B. & Mintz, S. (2012) Classroom Assessment Scoring System - Secondary. Teachstone. Charlottesville, VA. (or other version of the CLASS manual) (126 s)
Prain, M. I., McVilly, K. R., & Ramcharan, P. (2012). Being reliable: issues in determining the reliability and making sense of observations of adults with congenital deafblindness? Journal of Intellectual Disability Research, 56, 6 pp 632-640. (8 p).
Salminen, J., Hännikäinen, M., Poikonen, P.-L., & Rasku-Puttonen, H. (2013). A Descriptive Case Analysis of Instructional Teaching Practices in Finnish Preschool Classrooms. Journal of Research in Childhood Education, 27 (2), 127-152. (25 p) doi:DOI: 10.1080/02568543.2013.767289 https://jyx.jyu.fi/dspace/handle/123456789/41162
Westergård, E., Ertesvåg, S.K. & Rafaelsen, F. (2017) A preliminary validity study of the Classroom Assessment Scoring System in Norwegian lower secondary schools. Scandinavian Journal of Educational Research. (satsar på at denne er publisert på nett i tide) (ca. 15 p?)
In total: 383 pages
Suggested additional literature
Joe, J. N., McClellan, C. A., & Holtzman, S. L. (2014). Scoring Design Decisions: Reliability and the Length and Focus of Classroom Observations. In T. J. Kane, K. A. Kerr, & R. C. Pianta (Eds.),Designing Teacher Evaluation Systems: New Guidance from the Measures of Effective Teaching Project (pp. 415-442). San Francisco: Jossey-Bass A Wiley Brand (27p) Available online: file:///C:/Users/2900198/Downloads/Designing-Teacher-Evaluation-Systems_freePDF.pdf
Malmberg, L.-E., Hagger, H., Burn, K., Mutton, T., and Colls, H. (2010). Observed Classroom Quality During Teacher Education and Two Years of Professional Practice, Journal of Educational Psychology,102, 4, 916-932. (16 p)
Ruzek, E.A., Hafen, C. A., Hamre, B.K. & Pianta, P.C. (2014) Combining Classroom Observations and Value Added for the Evaluation and Professional Development of Teachers. In T. J. Kane, K. A. Kerr, & R. C. Pianta (Eds.) Designing Teacher Evaluation Systems: New Guidance from the Measures of Effective Teaching Project (pp. 205-233). San Francisco: Jossey-Bass A Wiley Brand (28p) Available online: file:///C:/Users/2900198/Downloads/Designing-Teacher-Evaluation-Systems_freePDF.pdf
Salminen, J., Lerkkanen, M.-K., Poikkeus, A.-M., Siekkinen, M., Pakarinen, E., Hännikäinen, M., Poikonen, P.-L., & Rasku-Puttonen, H. (2012). Observed classroom quality profiles in kindergarten classrooms in Finland. Early Education & Development. 23 (5), 654-677. (23 p) doi:10.1080/10409289.2011.574267 https://jyx.jyu.fi/dspace/handle/123456789/40852
Sandilos, L. E., Shervey, S. W., DiPerna, J. C., Lei, P., & Cheng, W. (2016, May 12). Structural Validity of CLASS K-3 in Primary Grades: Testing Alternative Models. School Psychology Quarterly. Advance online publication. http://dx.doi.org/10.1037/spq0000155
Virtanen, T. e., Pakarinen, E., Lerkkanen, M., -K., Poikkeus, A.-M., Siekkinen, M., & Nurmi, J.-E. (2017). A Validation Study of Classroom Assessment Scoring System-Secondary in the Finnish School Context. Journal of Early Adolescence. doi:DOI: 10.1177/0272431617699944
In total: 140 pages


This is the study programme for 2020/2021.

Sist oppdatert: 13.08.2020

History