In this study, we compared the results of 27 special education teachers’ evaluations using two different observation instruments, the Framework for Teaching (FFT), and the Explicit Instruction observation protocol of the Recognizing Effective Special Education Teachers (RESET) observation system. Results indicate differences in the rank‐ordering of teachers depending on which instrument was used. Overall scores on RESET were higher on average than those on FFT. Item‐level analyses showed that across 125 correlations, 73 were significant, low‐moderate, and 52 were nonsignificant. Implications for research and practice are discussed.

中文翻译：

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特殊教育者的效能会因所使用的观察仪器而异吗？

在这项研究中，我们使用两种不同的观察工具，即教学框架（FFT）和认可有效的特殊教育教师（RESET）观察系统的明确指示观察协议，比较了27名特殊教育教师的评估结果。结果表明，根据所使用的乐器，教师的排名顺序有所不同。RESET的总体得分平均高于FFT的总体得分。项级分析显示，在125个相关中，有73个显着，低中和52个不显着。讨论了对研究和实践的意义。