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Assessing the quality of teachers’ teaching practices

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

Abstract

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.

Keywords

Quality teaching Task design Task presentation Management Instructional response Teaching practices 

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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

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