TLT uses a longitudinal, delayed-intervention, mixed-methods research design to illuminate teacher learning.
(in collaboration with SRI International, a project subcontractor)
We are working on a live observation protocol aimed at capturing key indicators of TEFA skill and of primary pedagogical practices. Meanwhile, we visit and videotape complete TEFA-using classes for subsequent coding and analysis. Short pre- and post-observation interviews accompany each visit/observation.
In this semi-structured interview protocol, a teacher is shown select five-minute clips from different videotapes of their own teaching, and asked to reflect upon how and why their practice has evolved.
This short, simple paper form documents one day's use (or not) of TEFA in each class and the teacher's perceptions of how it went.
This web-based survey uses multiple-choice and free-response questions to probe teachers' TEFA use, their self-perceived skills and learning, and factors that have helped or hindered them.
This two-part semi-structured interview (one hour per part) probes a teacher's outlook and beliefs on pedagogy, general aspects of classroom practice, and classroom roles.
This web-based multiple-choice survey also probes aspects of teachers' views on pedagogy and classroom practice, but in a more scalable way. Large portions were drawn from published instruments, for validity and comparison with other studies.
This web-based survey of multiple-choice and free-response questions solicits a teacher's perceptions of aspects of their teaching context (technological, administrative, logistical, and social) that might help or hinder attempts to implement TEFA.
This one-hour, artifact-based, semi-structured interview probes a teacher's lesson planning practices, considerations, and priorities, aimed at surfacing instructional priorities and orientation.
This web-based survey captures a teacher's professional preparation and background, to support case studies.
This optically-scanned paper survey is for students in teachers' classes, eliciting their perceptions of the learning environment.
Data about teachers' pedagogical beliefs and views: TPPI (yearly), TPPS (yearly), TLPI (2x/year, discontinued)
Data about teachers' practice and TEFA implementation: TCOP (4x/year), TIL (daily), TSS (2x/year)
Data about teachers' reflections on their own learning: TMRS (monthly), TVBI (yearly)
Data about teachers' backgrounds and context: TCFS, (yearly), TPBS (once)