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PERC 2015 Abstract Detail Page

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Abstract Title: Using RTOP to determine changes in teacher practice
Abstract: As a part of the evaluation of the project Inquiry Model for Professional Action and Content-rich Teaching III (IMPACT III), the Reformed Teaching Observation Protocol (RTOP) (Piburn, et. al., 2000) was used to observe the classrooms of participating teachers. These observations were used to characterize the classrooms both qualitatively and quantitatively. There were a total of three different observing periods with a minimum of twenty-one RTOP observations per period. The RTOP results over the three observation periods ranged from an initial average RTOP score of 37.5 ± 12.3 to a final average RTOP score of 47.8 ± 18.7.  The final average RTOP score of 47.8 indicated about a half of the classrooms observed in the final period were reformed. There was a significant difference from the initial observation period RTOP scores and the third observation period RTOP scores. IMPACT III appeared to reform teacher practice and improve teacher pedagogical knowledge.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Kathleen Falconer
Buffalo State College
and Co-Presenter(s)
Gordon Aubrecht, Jennifer L. Esswein ,Bill Schmitt, Jessica Creamer