Three types of subject-specificity. Exploring differences in the measurement of teaching quality across Norwegian mathematics and language arts classrooms
Year: 2025
Type: article
Abstract: Measuring teaching quality is important to better understand student learning in classrooms. To directly capture teaching quality constructs, subject-specific and subject-generic observation systems have been developed, with benefits and challenges on both sides. However, we show that subject-specificity may address different things and come with different implicit assumptions about what is subject-specific. As a common ground for empirical work, we draw on a framework of measurement equivalence and discuss three nested claims on subject-specificity. Then, we analyze videotaped lessons from 47 mathematics and 49 language arts classrooms which were scored with the Protocol for Language Arts Teaching Observation (PLATO). Results indicate that scores in Instructional Scaffolding show the largest differences between subjects. We argue that subject-specificity is a claim about a theoretical construct, which should be clearly addressed in future research.
Source: Teaching and Teacher Education
Authors: Armin Jentsch, Mark C. White, Kirsti Klette
Institutions: University of Cologne, University of Oslo
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $3,380
Funder: Norges Forskningsråd
Award: G6410646439
OpenAlex ID: W4415876989