TDOP
The Teaching Dimensions Observation Protocol (TDOP) is a customizable observation protocol can be used to produce robust and nuanced depictions of the dynamics that unfold among teachers, students, and technologies in the classroom. Based on theories of learning as an activity distributed among different actors and artifacts, the TDOP has been extensively field-tested and is being used by over 300 researchers, program evaluators, and professional developers to create detailed descriptions of what happens inside classrooms.
The TDOP tool has been retired and is no longer available for use online. Please contact the TDOP Development Team with questions.
Publications
Hora, M.T. (2015). Toward a descriptive science of teaching: How the TDOP illuminates the multidimensional nature of active learning in postsecondary classrooms. Science Education.
Hora, M.T. & Ferrare, J.J. (2013). Instructional systems of practice: A multidimensional analysis of math and science undergraduate course planning and classroom teaching. The Journal of the Learning Sciences, 22 (2), 212-257
Ferrare, J. J., & Hora, M. T. (2014). Cultural models of teaching and learning in math and science: Exploring the intersections of culture, cognition, and pedagogical situations. The Journal of Higher Education, 85(6), 792-825.
Hora, M. T., & Ferrare, J. J. (2014). Remeasuring postsecondary teaching: How singular categories of instruction obscure the multiple dimensions of classroom practice. Journal of College Science Teaching, 43(3), 36-41.
Oleson, A., & Hora, M. T. (2014). Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty teaching practices. Higher Education, 1-17.
Hora, M.T. & Couch, B.A. (2013). Assessing the Presence of Interactive Teaching in Postsecondary STEM Classrooms (WCER Working Paper No. 2013-6). Wisconsin Center for Education Research. University of Wisconsin-Madison.
Hora, M. T., Bouwma-Gearhart, J., Oleson, A., & Collins, J. (2013). Findings from an administration of the ISOP framework in the Spring of 2013: Insights into course planning, classroom teaching. Wisconsin Center for Education Research. University of Wisconsin-Madison.
Hora, M. T., & Holden, J. (2013). Exploring the role of instructional technology in course planning and classroom teaching: implications for pedagogical reform. Journal of Computing in Higher Education, 25(2), 68-92.