Using Structured Classroom Vignettes to Measure Instructional Practices in Mathematics

By B. Stecher, Vi-Nhuan Le, L. Hamilton, G. Ryan, A. Robyn, J. R. Lockwood. 2006

74 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a5a90c24d7484b3befac8a5c81f030046df5bdc1

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Citations in the corpus

Using vignettes in educational research: a framework for vignette construction (2019, methodology): “…of using different types of vignettes appropriate for the aims of the research include: Simon and Tierney (2011) who used open-ended written vignettes both singularly and in parallel; and Stecher et al. (2006) who used two written highly structured vignettes requiring closed-ended responses.”
Prospective teachers’ learning to provide instructional explanations: how does it look and what might it take? (2011, methodology): “This is because the learning patterns documented above also held for PSTs’ explanations for a task whose mathematical topic was only tangentially addressed during the coursework (see Charalambous 2008) and because recent studies (e.g., Stecher et al. 2006 ) have shown that the decisions that teache”
An Argument Approach to Observation Protocol Validity (2012, background): “Previous studies of teachers’ perceptions of their own instruction suggest that they may not be predictive of teaching practice (Spillane & Zeuli, 1999; Stecher et al., 2006).”
A Common Measurement System for K-12 STEM education: Adopting an educational evaluation methodology that elevates theoretical foundations and systems thinking (2014, background): “Instructional practices for both informal and formal educational settings are frequently acknowledged as being complex constructs (Kane & Staiger, 2012; Martinez, Borko, & Stecher, 2012; Peterson, Wahlquist, & Bone, 2000; Stecher et al., 2006).”
Differential Relations of Constructivist and Didactic Instruction to Students' Cognition, Motivation, and Achievement. (2010, background): “Because classroom observations are expensive, timeconsuming, and hence rarely feasible in large-scale studies, teacher surveys are routinely used in large-scale studies of instructional effectiveness (Stecher et al., 2006).”