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11 - Future Directions for Classroom Observation Research

Published online by Cambridge University Press:  23 November 2009

By
Hersh C. Waxman ,
R. Soleste Hilberg  and
Roland G. Tharp
Edited by
Hersh C. Waxman ,
Roland G. Tharp  and
R. Soleste Hilberg
Hersh C. Waxman
Affiliation:
Professor of Educational Leadership and Cultural Studies in the College of Education, University of Houston; Principal Researcher in the U.S. Department of Education, National Center for Research on Education, Diversity, and Excellence; Principal Investigator in the U.S. Department of Education, National Laboratory for Student Success, the Mid-Atlantic Regional Educational Laboratory
R. Soleste Hilberg
Affiliation:
Education Research Specialist, Center for Research on Education, Diversity, and Excellence (CREDE) at the University of California, Santa Cruz
Roland G. Tharp
Affiliation:
Director, Center for Research on Education, Diversity, and Excellence (CREDE); Professor of Education and Psychology, University of California, Santa Cruz
Hersh C. Waxman
Affiliation:
University of Houston
Roland G. Tharp
Affiliation:
University of California, Santa Cruz
R. Soleste Hilberg
Affiliation:
University of California, Santa Cruz
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Summary

This chapter summarizes the work presented in the book, reviews some of the ways classroom observation has contributed to the research knowledge in the field of teacher effectiveness, and discusses some of the important implications of the book for the improvement of teaching and student learning in culturally diverse settings. Some of the criticisms and cautions related to the use of structured observation and techniques are also summarized. Finally, some future directions for observational research are reported and three specific views are described: (a) using instruments that reflect best practices or educational standards, (b) instruments that focus on student behaviors as well as teachers, and (c) combining qualitative and quantitative methods in observation instruments.

LIMITATIONS OF SYSTEMATIC CLASSROOM OBSERVATION

Although previous chapters have highlighted some of the important purposes of classroom observation, there have also been several criticisms and cautions related to the use of structured observation techniques (Delamont & Hamilton, 1986; Evertson & Green, 1986; Galton, 1988; McIntyre & Macleod, 1986). The criticisms and limitations of using structured observation techniques are categorized into three subsections: (a) Theoretical and Epistemological Criticisms, (b) Methodological Concerns, and (c) Pragmatic Concerns. This section also includes a brief discussion of the implications of classroom observation and some future directions.

Theoretical and Epistemological Criticisms

Although observational research has produced a substantial body of important findings that can lead to improved teaching practices, there is still a lack of consensus or lack of confidence regarding the research (Nuthall & Alton-Lee, 1990).

Type
Chapter
Information
Observational Research in U.S. Classrooms
New Approaches for Understanding Cultural and Linguistic Diversity
 , pp. 266 - 278
Publisher: Cambridge University Press
Print publication year: 2004

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References

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  • Future Directions for Classroom Observation Research
    • By Hersh C. Waxman, Professor of Educational Leadership and Cultural Studies in the College of Education, University of Houston; Principal Researcher in the U.S. Department of Education, National Center for Research on Education, Diversity, and Excellence; Principal Investigator in the U.S. Department of Education, National Laboratory for Student Success, the Mid-Atlantic Regional Educational Laboratory, R. Soleste Hilberg, Education Research Specialist, Center for Research on Education, Diversity, and Excellence (CREDE) at the University of California, Santa Cruz, Roland G. Tharp, Director, Center for Research on Education, Diversity, and Excellence (CREDE); Professor of Education and Psychology, University of California, Santa Cruz
  • Edited by Hersh C. Waxman, University of Houston, Roland G. Tharp, University of California, Santa Cruz, R. Soleste Hilberg, University of California, Santa Cruz
  • Book: Observational Research in U.S. Classrooms
  • Online publication: 23 November 2009
  • Chapter DOI: https://doi.org/10.1017/CBO9780511616419.011
Available formats
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Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

  • Future Directions for Classroom Observation Research
    • By Hersh C. Waxman, Professor of Educational Leadership and Cultural Studies in the College of Education, University of Houston; Principal Researcher in the U.S. Department of Education, National Center for Research on Education, Diversity, and Excellence; Principal Investigator in the U.S. Department of Education, National Laboratory for Student Success, the Mid-Atlantic Regional Educational Laboratory, R. Soleste Hilberg, Education Research Specialist, Center for Research on Education, Diversity, and Excellence (CREDE) at the University of California, Santa Cruz, Roland G. Tharp, Director, Center for Research on Education, Diversity, and Excellence (CREDE); Professor of Education and Psychology, University of California, Santa Cruz
  • Edited by Hersh C. Waxman, University of Houston, Roland G. Tharp, University of California, Santa Cruz, R. Soleste Hilberg, University of California, Santa Cruz
  • Book: Observational Research in U.S. Classrooms
  • Online publication: 23 November 2009
  • Chapter DOI: https://doi.org/10.1017/CBO9780511616419.011
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • Future Directions for Classroom Observation Research
    • By Hersh C. Waxman, Professor of Educational Leadership and Cultural Studies in the College of Education, University of Houston; Principal Researcher in the U.S. Department of Education, National Center for Research on Education, Diversity, and Excellence; Principal Investigator in the U.S. Department of Education, National Laboratory for Student Success, the Mid-Atlantic Regional Educational Laboratory, R. Soleste Hilberg, Education Research Specialist, Center for Research on Education, Diversity, and Excellence (CREDE) at the University of California, Santa Cruz, Roland G. Tharp, Director, Center for Research on Education, Diversity, and Excellence (CREDE); Professor of Education and Psychology, University of California, Santa Cruz
  • Edited by Hersh C. Waxman, University of Houston, Roland G. Tharp, University of California, Santa Cruz, R. Soleste Hilberg, University of California, Santa Cruz
  • Book: Observational Research in U.S. Classrooms
  • Online publication: 23 November 2009
  • Chapter DOI: https://doi.org/10.1017/CBO9780511616419.011
Available formats
×