Teacher reports on school organizational functioning, curricular processes, and student engagement are a reliable means of ascertaining valuable information about classroom climate and learning outcomes. Yet, to date, the vast majority of quantitative teacher-reported data, where teachers themselves reach judgments about educational processes, have been summary rather than lesson specific, where teachers evaluate classroom experiences at the moment of instruction. In this study, we examine how lesson-specific teacher survey reports generate insight into the relationship between student engagement and instruction. Results suggest that this underutilized design has significant application for procuring data on within-teacher variability in practice, especially in studies focused on student engagement, active change in teacher practice, and/or teacher buy-in as a mediator of outcomes. Ultimately, we argue that lesson-specific teacher reports may be a valuable tool for researchers in measuring instructional change.

教师关于学校组织功能，课程流程和学生参与度的报告是确定有关课堂气氛和学习成果的有价值信息的可靠方法。然而，迄今为止，绝大多数教师报告的定量数据（教师自己可以对教育过程做出判断）是汇总的，而不是针对具体课程的，教师在授课时评估课堂体验。在这项研究中，我们研究了针对特定课程的教师调查报告如何对学生参与度和教学之间的关系产生见解。结果表明，这种未得到充分利用的设计在获取实践中教师内部变异性的数据方面具有重要的应用价值，尤其是在侧重于学生参与度，教师实践的积极变化，和/或教师购买作为结果的中介。最终，我们认为特定于课程的教师报告可能是研究人员衡量教学变化的宝贵工具。