The goal of this seminar is to promote sharing and communication between researchers who work with Observation Systems (Bell et al., 2018) based on the need for greater communication in this area as described by Praetorius and Charalambous (2018, 2021). The seminar is organized around a very general empirically-grounded framework (Figure 1): Theory should inform Measurement, which generates Data, which informs Theory. Then, developments in any one area has important implications for each other area. Observation systems are important in that they exist at the intersection of theory and measurement.
The seminar invites researchers to present research that relates Observation Systems broadly. See Bell et al, 2018 for our conceptualization of observation systems. Presentations may include: Presentations of empirical results; discussions of instructional theories (as relevant to observation systems; e.g. dimensions/domains to be measured); discussions of measurement/implementation challenges when using observation systems. Of particular interest, however, will be presentations that address questions spanning the framework (Figure 1): What theoretical implications can we draw from empirical results and what does this imply about measurement approaches? Given a specific theoretical view on teaching quality for example, what measurement implications can we draw and how does this lead to better data on this area? How can alternate measurement approaches improve the quality of the data and thus analyses generated?
Participation is open and widely encouraged. Those interested in presenting should contact Mark White (firstname.lastname@example.org). Preference for presentations will be given to those who routinely and actively participate in the seminars. Presentations should be no more than 30 minutes and should conclude with some shared points for discussion. Discussion will then proceed for 30 minutes. All participants will be muted during the presentation. Clarifying questions can be asked through the chat and a moderator will decide whether to interrupt the speaker to get clarification on the point. The moderator will be in charge of muting/unmuting participants during the discussion.
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Bell, C. A., Dobbelaer, M. J., Klette, K., & Visscher, A. (2018). Qualities of classroom observation systems. School Effectiveness and School Improvement, 0(0), 1–27. https://doi.org/10.1080/09243453.2018.1539014
Praetorius, A. K., & Charalambous, C. Y. (2018). Classroom observation frameworks for studying instructional quality: Looking back and looking forward. ZDM, 50(3), 535–553. https://doi.org/10.1007/s11858-018-0946-0
QUINT Centre Director Professor Kirsti Klette
QUINT Postdoctoral Fellow Mark White
Administrative support QUINT Administrative Leader Maria Dikova