Taking a “Whole” Classroom Perspective: Theorizing Classroom Typologies Using a Video-Based Observational Protocol

Inspired by a “whole child” framing, the current study takes a “whole classroom” perspective to consider classroom practice. Study aims included: (1) presenting a systematic video-based observational coding strategy to concurrently consider practice domains that have implications for learning—cognit...

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Bibliographic Details
Published inUrban education (Beverly Hills, Calif.) Vol. 59; no. 3; pp. 815 - 848
Main Authors Karras, Juliana E., Hernández, Guadalupe L., Cabral, Patricia, Nguyen, Stephanie, Suárez-Orozco, Carola
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.03.2024
SAGE PUBLICATIONS, INC
Subjects
Classrooms
Learning
Teaching
Typology
Urban areas
Urban schools
“whole” classroom
classroom typology
classroom management
cognitive instruction
classroom relationships
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Summary:Inspired by a “whole child” framing, the current study takes a “whole classroom” perspective to consider classroom practice. Study aims included: (1) presenting a systematic video-based observational coding strategy to concurrently consider practice domains that have implications for learning—cognitive instruction, classroom management, and teacher–student relational interactions; (2) identifying distinct and interrelated classroom typologies based upon this coding strategy. The framework was developed through coding and analysis of 58 purposively sampled urban 4th–9th grade classrooms from the Measures of Effective Teaching study. Analyses revealed three overarching typologies: task-focused (52%), low stimulation (43%), and optimal (5%). We conclude by discussing implications for urban education.
ISSN:0042-0859
1552-8340
DOI:10.1177/00420859211051378