Classroom observation research plays an important role in policy, practice, and scholarship for students with disabilities. When interpreting results of observation studies, it is important to consider the validity evidence provided by researchers and how that speaks to the intended use of those results. In this literature synthesis, we used Kane’s argument-based approach to validity to describe evidence of validity for uses of observation instruments in classroom observation research regarding teachers of students with disabilities. We identified 102 studies from 1975 to 2020 that met inclusion criteria. Results indicated many studies did not report validity evidence to support their use of the observation instruments. Over time, reporting levels for much of the evidence has remained relatively constant, but we noted a consistent decrease in number of observations conducted per teacher and a consistent and large increase in reporting of teacher participant characteristics. We provide implications of this for research and practice and suggestions for improving classroom observation research.

课堂观察研究在残疾学生的政策、实践和奖学金方面发挥着重要作用。在解释观察研究的结果时，重要的是要考虑研究人员提供的有效性证据以及这些证据如何说明这些结果的预期用途。在这篇文献综合中，我们使用凯恩的基于论证的有效性方法来描述在关于残疾学生教师的课堂观察研究中使用观察工具的有效性证据。我们确定了 1975 年至 2020 年间符合纳入标准的 102 项研究。结果表明，许多研究没有报告支持他们使用观察工具的有效性证据。随着时间的推移，大部分证据的报告水平保持相对稳定，但我们注意到每位教师进行的观察次数持续减少，而对教师参与者特征的报告则持续大量增加。我们提供了这对研究和实践的影响，以及改进课堂观察研究的建议。