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--- |\n| Arizona State University |  |\n| Volume 29 Number 149 November 8, 2021 ISSN 1068-2341 |  |\n\nUsing Dyadic Observation to Explore Equitable Learning Opportunities in Classroom Instruction  \nAlyson L. Lavigne  \nUtah State University  \n&  \nThomas L. Good  \nUniversity of Arizona  \nUnited States  \nCitation: Lavigne, A. L., & Good, T. L. (2021). Using dyadic observation to explore equitable learning opportunities in classroom instruction. Education Policy Analysis Archives, 29(149) .  \n[https://doi.org/10.14507/epaa.29.6954](https://doi.org/10.14507/epaa.29.6954)  \nAbstract: Because of poverty, many children do not receive adequate prenatal care, nutrition, or early childhood education. These inequities combine to ensure that many students enter school with considerably less academic content knowledge and skills for learning than their peers. Teachers and schools did not create these gaps, but they must address them. The impact of schools in reducing gaps has been explored for decades only to yield inconsistent findings. One possible reason for these contradictory results is because these studies ignore classroom process. We argue for the inclusion of process in research on opportunity and achievement gaps to better articulate if schools provide inequitable learning opportunities. Further, we argue for dyadic (teacher to individual student) measurement of classroom process because commonly-used observation instruments only measure teachers’ interactions with the whole class. These instruments obscure differential teacher treatment that may exist in some classrooms. To improve policy and practice, we call for supplementing extant measures of teachers’ whole-class interactions (process) and student outcome (product) measures  \nwith those that measure dyadic interactions to learn how opportunities to learn in classrooms and schools are distributed among students to reduce, sustain, or enhance learning gaps.  \nKeywords: opportunity gap; achievement gap; classroom observation; equity; teacher-student interactions; bias  \nUsar la observación diádica para explorar oportunidades de aprendizaje equitativasen la instrucción en el aula  \nResumen: Debido a la pobreza, muchos niños no reciben atención prenatal, nutrición oeducación infantil adecuadas. Estas desigualdades se combinan para garantizar que muchos estudiantes ingresen a la escuela con un conocimiento de contenido académico y habilidades para el aprendizaje considerablemente menores que sus compañeros. Los maestros y las escuelas no crearon estas brechas, pero deben abordarlas. El impacto de las escuelas en la reducción de las brechas se ha explorado durante décadas solo para producir hallazgos inconsistentes. Una posible razón de estos resultados contradictorios es que estos estudios ignoran el proceso del aula. Abogamos por la inclusión del proceso en la investigación sobre las brechas de oportunidades y logros para articular mejor si las escuelas brindan oportunidades de aprendizaje no equitativas. Además, abogamos por la medición diádica (de profesor a alumno individual) del proceso del aula porque los instrumentos de observación de uso común solo miden las interacciones de los profesores con toda la clase. Estos instrumentos oscuros tratamientos diferenciados por parte del profesorado que pueden existir en algunas aulas. Para mejorar las políticas y la práctica, pedimos complementar las medidas existentes de las interacciones de los maestros con toda la clase (proceso) y las medidas de resultados de los estudiantes (producto) con aquellas que miden las interacciones diádicas para aprender cómo las oportunidades de aprender en las aulas y las escuelas se distribuyen entre los estudiantes para reducir, mantener o mejorar las brechas de aprendizaje.  \nPalabras-clave: brecha de oportunidades; brecha en el rendimiento; observación en el aula; capital; interacciones","cbCainTBUYd4SRcI","https://ap.wps.com/l/cbCainTBUYd4SRcI","pdf",328291,14,"English","# Abstract\n## Equity and opportunity gaps\n## Classroom process in prior research\n## Dyadic observation and measurement","[{\"question\":\"Why do opportunity and achievement gaps persist for many students?\",\"answer\":\"Poverty-driven inequities lead many children to miss adequate prenatal care, nutrition, and early childhood education, resulting in lower academic content knowledge and learning skills when entering school.\"},{\"question\":\"Why have studies on school impact produced inconsistent results?\",\"answer\":\"They often ignore classroom process, so they cannot clarify how learning opportunities are distributed inside classrooms.\"},{\"question\":\"What does the article propose to measure classroom process more accurately?\",\"answer\":\"It recommends dyadic measurement of classroom process (teacher-to-individual-student interactions), because commonly used instruments focus on whole-class interactions and can obscure differential teacher treatment.\"}]","Using Dyadic Observation to Explore Equitable Learning Opportunities in Classroom Instruction - Abstract | PDF",1792093976,35]