Free Access to Volume 50.3

Studying instructional quality in mathematics through different lenses: in search of common ground

Instructional quality is of high importance and researchers from different fields have developed different frameworks and associated observational instruments to capture instructional quality with a focus on generic versus content-specific dimensions or a combination of both. As this work is fast accumulating, the need to explore synergies and complementarities among existing work on instruction and its quality becomes imperative. This special issue made a step toward exploring such synergies and complementarities by presenting the work of 11 groups using 12 different frameworks. In their papers, overviews of the conceptualizations and reliability and validity issues of the frameworks are given and results of the analysis of the same school lessons across all groups are presented. The final paper synthesizes this work and suggests future steps in continuing working more synergistically.

Read the articles in this issue for free until the end of October 2020!

Studying mathematics instruction through different lenses: setting the ground for understanding instructional quality more comprehensively
Charalambos Y. Charalambous and Anna-Katharina Praetorius 

Understanding Instructional Quality Through a Relational Lens 
Rebekah Berlin and Julie Cohen 

Using educational effectiveness research to promote quality of teaching: the contribution of the dynamic model
Leonidas Kyriakides, Bert P. M. Creemers and Anastasia Panayiotou 

Assessing individual lessons using a generic teacher observation instrument: how useful is the International System for Teacher Observation and Feedback (ISTOF)?
Daniel Muijs, David Reynolds, Pamela Sammons, Leonidas Kyriakides, Bert P. M. Creemers and Charles Teddlie 

Generic dimensions of teaching quality: the German framework of Three Basic Dimensions
Anna-Katharina Praetorius, Eckhard Klieme, Benjamin Herbert and Petra Pinger 

The Instructional Quality Assessment as a tool for reflecting on instructional practice
Melissa D. Boston and Amber G. Candela 

Studying instructional quality by using a content-specific lens: the case of the Mathematical Quality of Instruction frameworkCharalambos Y. Charalambous and Erica Litke 

Utilizing the M-Scan to measure standards-based mathematics teaching practices: affordances and limitations
Temple A. Walkowiak, Robert Q. Berry, Holly H. Pinter and Erik D. Jacobson 

Subject-specific characteristics of instructional quality in mathematics education
Lena Schlesinger, Armin Jentsch, Gabriele Kaiser, Johannes König and Sigrid Blömeke 

Video analyses for research and professional development: the teaching for robust understanding (TRU) framework
Alan H. Schoenfeld

Using the UTeach Observation Protocol (UTOP) to understand the quality of mathematics instruction
Candace Walkington and Michael Marder 

Going beyond structured observations: looking at classroom practice through a mixed method lens
Ariel Lindorff and Pam Sammons 

Classroom observation frameworks for studying instructional quality: looking back and looking forward
Anna-Katharina Praetorius and Charalambos Y. Charalambous