Protocol for Language Arts Teaching Observation (PLATO) as a lens for assessing teaching quality

In this study, we used the Protocol for Language Arts Teaching Observation (PLATO) tool to examine teaching quality in two consecutive Norwegian language arts lessons and two consecutive mathematics lessons to identify key patterns of teaching quality and how aspects of PLATO shaped findings. Our an...

Full description

Saved in:
Bibliographic Details
Published in:School effectiveness and school improvement Vol. 36; no. 3; pp. 414 - 432
Main Authors: Klette, Kirsti, Luoto, Jennifer M., Magnusson, Camilla G., White, Mark C.
Format: Journal Article
Language:English
Published: Abingdon Routledge 03.07.2025
Taylor & Francis Ltd
Subjects:
Classroom Observation Techniques
classroom research
Educational Quality
Language Arts
Language Patterns
mathematics
Mathematics Education
observation manuals
Teacher Effectiveness
Teaching quality
ISSN:0924-3453, 1744-5124
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:In this study, we used the Protocol for Language Arts Teaching Observation (PLATO) tool to examine teaching quality in two consecutive Norwegian language arts lessons and two consecutive mathematics lessons to identify key patterns of teaching quality and how aspects of PLATO shaped findings. Our analyses reveal that the mathematics lessons receive consistently high scores on most PLATO elements while the patterns in the language arts lessons are more mixed of high and low scores fluctuating across different parts of the lessons. On the basis of this analysis, we discuss benefits and challenges with PLATO. A major strength of PLATO is the way aspects of teaching quality are conceptualized and defined at the level of elements, supported by precise and detailed rubrics, while challenges include the way PLATO privileges some instructional formats above others and how sequencing of the lessons into 15-min segments impacts findings and patterns identified.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0924-3453
1744-5124
DOI:10.1080/09243453.2025.2527728