Mind the gap: accountability, observation and special education

Published on Jan 2, 2017in Assessment in Education: Principles, Policy & Practice
· DOI :10.1080/0969594X.2015.1114913
Christina C. Crowe1
Estimated H-index: 1
(Yale University),
Susan E. Rivers29
Estimated H-index: 29
(Yale University),
Michelle C. Bertoli5
Estimated H-index: 5
(Yale University)
Sources
Abstract
AbstractThere is an absence of observation-based tools designed to evaluate teaching in special education classrooms. Evaluations derived from classroom observations are integral to the accountability process, adding value to understanding teaching and learning by providing a lens into the classroom that test scores cannot capture. The present paper systematically examined existing classroom observation tools, identifying constructs measured and noting elements unique to special education classrooms. Results demonstrate that most extant tools tap into three primary categories of teacher behaviours, but overlook the role paraprofessionals play as well as teacher professional behaviours. Taken together, results reflect the need for a tool designed specifically for special education classrooms. Limitations and implications for practice and policy are discussed.
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