Advanced search
1 file | 1.46 MB Add to list

Measuring teachers’ professional vision of inclusive classrooms through video-based comparative judgement. What does it mean to misfit?

Author
Organization
Abstract
Standardised measurement of teachers’ professional vision (i.e., noticing and reasoning) is commonly done through analytic assessment methods. These are effective to measure teachers’ reasoning but are inadequate to measure noticing in an uninfluenced way. Video-based comparative judgement (CJ) is presented as a holistic alternative to measure teachers’ noticing. This study investigates the validity of a CJ misfit measure as an indicator of teachers’ noticing. Analysis on data of 492 teachers in 23 schools through a multivariate multilevel framework substantiate the validity of the misfit measure and provide insight in the relationships between teachers’ noticing and reasoning for inclusive classrooms.
Keywords
professional vision, video, comparative judgement, inclusion, validity, DIFFERENTIATED INSTRUCTION, PHYSICAL-EDUCATION, COGNITIVE LOAD, SCHOOL, MATHEMATICS, PRESERVICE, ACHIEVEMENT, KNOWLEDGE, BEHAVIOR, OUTCOMES

Downloads

  • (...).pdf
    • full text (Published version)
    • |
    • UGent only
    • |
    • PDF
    • |
    • 1.46 MB

Citation

Please use this url to cite or link to this publication:

MLA
Roose, Iris, et al. “Measuring Teachers’ Professional Vision of Inclusive Classrooms through Video-Based Comparative Judgement. What Does It Mean to Misfit?” INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH, vol. 98, 2019, pp. 257–71.
APA
Roose, I., Vantieghem, W., Van Damme, K., Lambert, P., Vanderlinde, R., & Van Avermaet, P. (2019). Measuring teachers’ professional vision of inclusive classrooms through video-based comparative judgement. What does it mean to misfit? INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH, 98, 257–271.
Chicago author-date
Roose, Iris, Wendelien Vantieghem, Kristof Van Damme, Peter Lambert, Ruben Vanderlinde, and Piet Van Avermaet. 2019. “Measuring Teachers’ Professional Vision of Inclusive Classrooms through Video-Based Comparative Judgement. What Does It Mean to Misfit?” INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH 98: 257–71.
Chicago author-date (all authors)
Roose, Iris, Wendelien Vantieghem, Kristof Van Damme, Peter Lambert, Ruben Vanderlinde, and Piet Van Avermaet. 2019. “Measuring Teachers’ Professional Vision of Inclusive Classrooms through Video-Based Comparative Judgement. What Does It Mean to Misfit?” INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH 98: 257–271.
Vancouver
1.
Roose I, Vantieghem W, Van Damme K, Lambert P, Vanderlinde R, Van Avermaet P. Measuring teachers’ professional vision of inclusive classrooms through video-based comparative judgement. What does it mean to misfit? INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH. 2019;98:257–71.
IEEE
[1]
I. Roose, W. Vantieghem, K. Van Damme, P. Lambert, R. Vanderlinde, and P. Van Avermaet, “Measuring teachers’ professional vision of inclusive classrooms through video-based comparative judgement. What does it mean to misfit?,” INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH, vol. 98, pp. 257–271, 2019.
@article{8629649,
  abstract     = {Standardised measurement of teachers’ professional vision (i.e., noticing and reasoning) is commonly done through analytic assessment methods. These are effective to measure teachers’ reasoning but are inadequate to measure noticing in an uninfluenced way. Video-based comparative judgement (CJ) is presented as a holistic alternative to measure teachers’ noticing. This study investigates the validity of a CJ misfit measure as an indicator of teachers’ noticing. Analysis on data of 492 teachers in 23 schools through a multivariate multilevel framework substantiate the validity of the misfit measure and provide insight in the relationships between teachers’ noticing and reasoning for inclusive classrooms.},
  author       = {Roose, Iris and Vantieghem, Wendelien and Van Damme, Kristof and Lambert, Peter and Vanderlinde, Ruben and Van Avermaet, Piet},
  issn         = {0883-0355},
  journal      = {INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH},
  keywords     = {professional vision,video,comparative judgement,inclusion,validity,DIFFERENTIATED INSTRUCTION,PHYSICAL-EDUCATION,COGNITIVE LOAD,SCHOOL,MATHEMATICS,PRESERVICE,ACHIEVEMENT,KNOWLEDGE,BEHAVIOR,OUTCOMES},
  language     = {eng},
  pages        = {257--271},
  title        = {Measuring teachers’ professional vision of inclusive classrooms through video-based comparative judgement. What does it mean to misfit?},
  url          = {http://dx.doi.org/10.1016/j.ijer.2019.09.004},
  volume       = {98},
  year         = {2019},
}

Altmetric
View in Altmetric
Web of Science
Times cited: