Breaking out of silos: using classroom videos for cross-disciplinary and cross-methodological examinations of teaching qualities

This editorial introduces the special issue "Beyond Fragmentation: Using Classroom Videos for Cross-Disciplinary and Cross-Methodological Examinations of Teaching Qualities." The special issue focuses on how different classroom observation frameworks construct findings of teaching quality...

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Bibliographic Details
Published in:School effectiveness and school improvement Vol. 36; no. 3; pp. 335 - 347
Main Authors: Luoto, Jennifer M., Klette, Kirsti, Jentsch, Armin
Format: Journal Article
Language:English
Published: Abingdon Routledge 03.07.2025
Taylor & Francis Ltd
Subjects:
Classroom Observation Techniques
Classroom observations
Educational Quality
research collaboration
Teacher Effectiveness
teaching quality
ISSN:0924-3453, 1744-5124
Online Access:Get full text
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Summary:This editorial introduces the special issue "Beyond Fragmentation: Using Classroom Videos for Cross-Disciplinary and Cross-Methodological Examinations of Teaching Qualities." The special issue focuses on how different classroom observation frameworks construct findings of teaching quality of a set of video-recorded lessons in mathematics and in language arts from Norwegian eighth-grade classrooms (approximately 14-year-old students). We give an overview of the traditions of analyzing teaching quality within classroom observation studies and how the frameworks in the contributing papers relate to these traditions. Finally, we present the lessons on which all contributors have focused.
Bibliography:SourceType-Scholarly Journals-1
content type line 14
ObjectType-Editorial-2
ObjectType-Commentary-1
ISSN:0924-3453
1744-5124
DOI:10.1080/09243453.2025.2527723