Assessing the quality of teachers’ teaching practices

  • Weiyun Chen
  • Stephen Mason
  • Christina Staniszewski
  • Ashley Upton
  • Megan Valley


This study assessed the extent to which nine elementary physical education teachers implemented the quality of teaching practices. Thirty physical education lessons taught by the nine teachers to their students in grades K-5 were videotaped. Four investigators coded the taped lessons using the Assessing Quality Teaching Rubric (AQTR) designed and validated by Chen, Hendricks, and Archibald (Educational Research and Evaluation 17: 13–32, 2011) with the Dartfish 5.5 ProSuite. The results of the descriptive statistics and the percentage requirement indicated that across the 30 taped lessons the teachers fully demonstrated the quality of Task Design and Management, mostly implemented the quality of Task Presentation, and partially provided the quality of Instructional Response to students’ task engagement. The MANOVA and the follow-up ANOVA revealed that there were significant differences of the mean scores on the Task Presentation, Management, and Instructional Response sub-scales and the Overall Teaching total scale of the AQTR, but not on the Task Design sub-scale among each teacher’s teaching. Each of the nine teachers demonstrated different quality levels in terms of the four essential dimensions of the teaching practices.


Quality teaching Task design Task presentation Management Instructional response Teaching practices 


  1. Ball, D. L., & Forzani, F. M. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60, 497–511.CrossRefGoogle Scholar
  2. Ball, D. L., Sleep, L., Boerst, T. A., & Bass, H. (2009). Combining the development of practice and the practice of development in teacher education. The Elementary School Journal, 109, 458–474.CrossRefGoogle Scholar
  3. Burry-Stock, J. A. (1995). Expert Science Teaching Evaluation Model (ESTEEM): theory, development, and research. Kalamazoo: The Evaluation Center, Western Michigan University.Google Scholar
  4. Charalambos, Y. C. (2010). Mathematical knowledge for teaching and task unfolding: an exploratory study. The Elementary School Journal, 110, 247–278.CrossRefGoogle Scholar
  5. Chen, W. (2005). Examination of curricula, teaching practices, and assessment through national standards. Physical Education and Sport Pedagogy, 10, 159–180.CrossRefGoogle Scholar
  6. Chen, W., Hendricks, K., & Archibald, K. (2011). Assessing pre-service teachers’ quality teaching practices. Educational Research and Evaluation, 17, 13–32.CrossRefGoogle Scholar
  7. Cohen, D. K., Raudenbush, S. W., & Ball, D. L. (2003). Resources, instruction, and research. Educational Evaluation and Policy Analysis, 25, 119–142.CrossRefGoogle Scholar
  8. Fenstermacher, G. D., & Richardson, V. (2005). On making determinants of quality in teaching. Teachers College Record, 107, 186–213.CrossRefGoogle Scholar
  9. Gore, J. M. (2001). Beyond our differences: a reassembling of what matters in teacher education. Journal of Teacher Education, 52, 124–135.CrossRefGoogle Scholar
  10. Grant, C. A., & Gillette, M. (2006). A candid talk to teacher educators about effectively preparing teachers who can teach everyone’s children. Journal of Teacher Education, 57, 292–299.CrossRefGoogle Scholar
  11. Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. W. (2009). Teaching practice: a cross-professional perspective. Teachers College Record, 111, 2055–2100.Google Scholar
  12. Grossman, P., & McDonald, M. (2008). Back to the future: directions for research in teaching and teacher education. American Educational Research Journal, 45, 184–205.CrossRefGoogle Scholar
  13. Hill, H. C., Blunk, M. L., Charalambous, C. Y., Lewis, J. M., Phelps, G. C., Sleep, L., & Ball, D. L. (2008). Mathematical knowledge for teaching and the mathematical quality of instruction: an exploratory study. Cognition and Instruction, 26, 430–511.CrossRefGoogle Scholar
  14. Lampert, M. (2010). Learning teaching in, from, and fro practice: what do we mean? Journal of Teacher Education, 60, 21–34.CrossRefGoogle Scholar
  15. Lampert, M., & Graziani, F. (2009). Instructional activities as a tool for teachers and teacher educators’ learning. The Elementary School Journal, 109, 492–509.CrossRefGoogle Scholar
  16. Mangiante, E. M. S. (2011). Teachers matter: measures of teacher effectiveness in low-income minority schools. Educational Assessment, Evaluation and Accountability, 23, 41–63.CrossRefGoogle Scholar
  17. National Association for Sport and Physical Education (NASPE) (1995). Moving into the future- National standards for physical education: a guide to content and assessment. Boston: McGraw Hill.Google Scholar
  18. National Association for Sport and Physical Education (NASPE). (2009). Appropriate instructional practice guidelines for elementary school physical education. Reston: NASPE Publications.Google Scholar
  19. Reynolds, A. (1992). What is competent beginning teaching? A review of the literature. Review of Education Research, 62, 1–35.Google Scholar
  20. Rink, J. E. (2003). Effective instruction in physical education. In S. J. Silverman & C. D. Ennis (Eds.), Student learning in physical education: applying research to enhance instruction (2nd ed., pp. 165–186). Champaign: Human Kinetics.Google Scholar
  21. Rink, J. E. (2006). Teaching physical education for learning (5th ed.). Boston: McGraw Hill.Google Scholar
  22. Shulman, L. S. (2004). The wisdom of practice: essays on teaching, learning, and learning to teach. San Francisco: Jossey-Bass.Google Scholar
  23. Van der Mars, H. (1989). Observer reliability: Issues and procedures. In P. Darst, D. Zakrajsek, & V. Mancini (Eds.), Analyzing physical education and sport instruction (2nd ed., pp. 53–80). Champaign: Human Kinetics.Google Scholar

Copyright information

© Springer Science + Business Media, LLC 2011

Authors and Affiliations

  • Weiyun Chen
    • 1
  • Stephen Mason
    • 1
  • Christina Staniszewski
    • 1
  • Ashley Upton
    • 1
  • Megan Valley
    • 1
  1. 1.University of Michigan, School of KinesiologyAnn ArborUSA

Personalised recommendations