Use finer-grained behavioral indicators such as transition rate, pacing, momentum, and accountability to study teaching expertise¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Because total-percentage time measures did not distinguish expertise groups, the authors recommend studying molecular behavioral quantities. They state "it is suggested that further efforts be employedusing more subtle behavioral indicators", naming frequency/rate and interresponse time of transitions, Kounin's momentum, smoothness, and accountability, and field systems analysis of contextual and temporal relationships among setting variables.

Design Implications¶

Context¶

Requirements¶

• Observation instruments capable of capturing dimensional quantities of behavior such as rate and interresponse time, not just total percentages

Constraints¶

• The recommendation follows from a null result with measures the authors say may have been insufficiently sensitive; the finer-grained variables had not yet been shown to differentiate expertise in this study

Target Learners¶

• elementary physical education teachers

Target Learning Goals¶

• identifying behavioral markers that distinguish developing pedagogical expertise

Related Strategies¶

Examples¶

-

Key Sources¶

• van der Mars, H., Vogler, E. W., Darst, P. W., & Cusimano, B. (1991). Novice and Expert Physical Education Teachers: They May Think and Decide Differently...But Do They Behave Differently? https://eric.ed.gov/?id=ED336354