ABSTRACT
Data collection may focus on a single aspect (or a few aspects) of instruction (e.g., specifi c types of questions the teacher asks) or on a wide range of circumstances in the classroom (e.g., how things are going in general). Acheson and Gall (2010) developed a series of data collection techniques that they categorize-analogizing to camera lenses-as wide-angle or narrow-angle. Wide-angle techniques enable the supervisor to capture a large picture; narrow-angle techniques zoom in to collect data focused on a single aspect or two.
