Relevant bibliographies by topics / Classroom observation

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Classroom observation'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 June 2025

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Journal articles on the topic "Classroom observation"

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Westberg, Karen L., Francis X. Archambault, Sally M. Dobyns, and Thomas J. Salvin. "The Classroom Practices Observation Study." Journal for the Education of the Gifted 16, no. 2 (January 1993): 120–46. http://dx.doi.org/10.1177/016235329301600204.

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The Classroom Practices Observational Study conducted by The National Research Center on the Gifted and Talented (NRC/GT) examined the instructional and curricular practices used with gifted and talented students in regular elementary classrooms throughout the United States. This article describes the procedures used in this study and the results obtained from systematic observations in 46 third or fourth grade classrooms. The observations were designed to determine if and how classroom teachers meet the needs of gifted and talented students in the regular classroom. Two students, one gifted and talented and one average ability student, were selected as target students for each observation day. The Classroom Practices Record (CPR) was developed to document the types and frequencies of differentiated instruction that gifted students receive through modifications in curricular activities, materials, and teacher-student verbal interactions. Descriptive statistics and chi-square procedures were used to analyze the CPR data. The results indicated little differentiation in the instructional and curricular practices, grouping arrangements, and verbal interactions for gifted and talented students in the regular classroom. Across five subject areas and 92 observation days, the observed gifted and talented students experienced no instructional or curricular differentiation in 84% of their instructional activities.
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Militello, Matthew, Lynda Tredway, Lawrence Hodgkins, and Ken Simon. "Virtual reality classroom simulations: how school leaders improve instructional leadership capacity." Journal of Educational Administration 59, no. 3 (March 22, 2021): 286–301. http://dx.doi.org/10.1108/jea-10-2020-0219.

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PurposeThe purpose of this study was to explore the utility of a virtual reality (VR) classroom experience for improving the capacity of instructional leaders. Specifically, school leaders used VR to build their classroom observation and analysis skills to prepare to have more effective post-observation conversations with teachers. The authors provide insights from multiple data points that highlight the affordances of the virtual setting for improving classroom observation skills.Design/methodology/approachDrawing on the application of simulations to practice classroom observations, the authors developed a VR experience in which participants tag observable elements of academic discourse using codes from two observation protocols. The protocols identify elements of equitable student access: how teachers call on students and how they design questions. Seventy-five school leaders used the VR platform to observe a classroom scenario and code evidence of equitable classroom access. The authors analyzed data from tagging in the virtual reality scenario and triangulated these data with survey data focused on observation practices from participants' schools. A reflection component is included on the platform to collect these qualitative data.FindingsThe study results indicate that the virtual reality platform provides an innovative process for leadership professional development focused on building school leaders' capacity to identify elements of academic discourse during classroom observations. Participants reported that the opportunity to practice classroom observations in a risk-free environment was useful. However, for school leaders to fully transfer the data to using in conversations with teachers, they benefit from leadership coaching.Originality/valueThis study ascertains the potential effectiveness of an advanced technology for enhancing instructional leadership by using evidence-based classrooms observations to drive improvements in teaching practice. Beyond the utility of the virtual reality tool, this study provides a proof of concept for the next generation of instructional leadership through teacher observations with augmented reality.
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Riedel, James, and Ruth Wajnryb. "Classroom Observation Tasks." TESOL Quarterly 29, no. 1 (1995): 207. http://dx.doi.org/10.2307/3587822.

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Tshewang, Dorji. "Classroom Observation in the Bhutanese Classroom: Its Reality and Limitation." European journal of volunteering and community-based projects 1, no. 2 (September 30, 2020): 40–49. https://doi.org/10.5281/zenodo.4080422.

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The teaching-learning process in a classroom is best understood through classroom observation. Classroom observation helps teachers to improve their teaching-learning quality. The purpose of the study was to observe the teaching-learning process inside the classroom.  The study was qualitative in nature and used two rounds of classroom observations.  Data were collected from 35 (20 male and 15 female) teacher participants in the school. The study was conducted at one higher secondary school under Thimphu Thromde, Bhutan. A non-probability convenient sampling technique was used for the study. The classroom observation data were analyzed using the process of emerging themes. The finding of the study revealed that teaching consists of chalk and talk method and teacher direct. Few students were found participating, involving, and questioning. A majority of teachers use lower-order thinking questions with few teaching-learning materials. Lesson plans do not address all components of the teaching-learning process. The findings recommend ensuring teaching-learning materials such as models, toys, and visual tools in the classrooms. There is a need for frequent professional development on content and pedagogical practices for teachers to raise the quality of teaching-learning. Teachers need to maintain a standard lesson plan with various components of lesson introduction, the procedure of carrying out activities, explaining concepts, ways of assessing learning, and student engagement techniques.
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RIZALINO, F. MARTE, and A. QUINES LYNDON. "EVALUATION OF ONLINE CLASSROOM OBSERVATION UTILIZING CLASS OBSERVATION TOOL: A PROPOSED METHODS IN THE TIMES OF UNCERTAINTIES PROGRAM." International Journal of Novel Research in Education and Learning 10, no. 1 (January 23, 2023): 60–74. https://doi.org/10.5281/zenodo.7561927.

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<strong>Abstract:</strong> The purpose of this study was to evaluate the online classroom observations of the teachers utilizing the classroom observation tool. The study employed descriptive-evaluative research design. The researcher chose forty-five teachers of H. N Cahilsot Elementary School, Romana C. Acharon Central Elementary School and General Santos City SPED Center as the respondents of the study. The data were gathered using a validated evaluation tool or questionnaire. The findings revealed that teachers are at high level in terms of applying knowledge of content within and across curriculum teaching areas; planning and delivering teaching strategies that are responsive to the special education needs of learners in difficult circumstances including: geographic isolation, chronic illness, displacement due to armed conflict, urban resettlement or disasters, child abuse and child labor practices, and at high level also in terms of&nbsp; selecting, developing, organizing and using appropriate teaching and learning resources including ICT to address learning goals. Overall, the teachers are at high level in the online classroom observations. Based on the results of the study, an intervention program was designed to help teachers further improve their teaching pedagogies. <strong>Keywords:</strong> Educational management, online classroom observation, classroom observation tools, Philippines. <strong>Title:</strong> EVALUATION OF ONLINE CLASSROOM OBSERVATION UTILIZING CLASS OBSERVATION TOOL: A PROPOSED METHODS IN THE TIMES OF UNCERTAINTIES PROGRAM <strong>Author:</strong> RIZALINO F. MARTE, LYNDON A. QUINES <strong>International Journal of Novel Research in Education and Learning</strong> <strong>ISSN 2394-9686</strong> <strong>Vol. 10, Issue 1, January 2023 - February 2023</strong> <strong>Page No: 60-74</strong> <strong>Novelty Journals</strong> <strong>Website: www.noveltyjournals.com</strong> <strong>Published Date: 23-January-2023</strong> <strong>DOI: </strong><strong>https://doi.org/10.5281/zenodo.7561927</strong> <strong>Paper Download Link (Source)</strong> <strong>https://www.noveltyjournals.com/upload/paper/EVALUATION%20OF%20ONLINE%20CLASSROOM-23012023-3.pdf</strong>
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Gitomer, Drew, Courtney Bell, Yi Qi, Daniel Mccaffrey, Bridget K. Hamre, and Robert C. Pianta. "The Instructional Challenge in Improving Teaching Quality: Lessons from a Classroom Observation Protocol." Teachers College Record: The Voice of Scholarship in Education 116, no. 6 (June 2014): 1–32. http://dx.doi.org/10.1177/016146811411600607.

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Background/Context Teacher evaluation is a major policy initiative intended to improve the quality of classroom instruction. This study documents a fundamental challenge to using teacher evaluation to improve teaching and learning. Purpose Using an observation instrument (CLASS-S), we evaluate evidence on different aspects of instructional practice in algebra classrooms to consider how much scores vary, how well observers are able to judge practice, and how well teachers are able to evaluate their own practice. Participants The study includes 82 Algebra I teachers in middle and high schools. Five observers completed almost all observations. Research Design Each classroom was observed 4–5 times over the school year. Each observation was coded and scored live and by video. All videos were coded by two independent observers, as were 36% of the live observations. Observers assigned scores to each of 10 dimensions. Observer scores were also compared with master coders for a subset of videos. Participating teachers also completed a self-report instrument (CLASS-T) to assess their own skills on dimensions of CLASS-S. Data Collection and Analysis For each lesson, data were aggregated into three domain scores, Emotional Support, Classroom Organization, and Instructional Support, and then averaged across lessons to create scores for each classroom. Findings/Results Classroom Observation scores fell in the high range of the protocol. Scores for Emotional Support were in the midlevel range, and the lowest scores were for Instructional Support. Scores for each domain were clustered in narrow ranges. Observers were more consistent over time and agreed more when judging Classroom Organization than the other two domains. Teacher ratings of their own strengths and weaknesses were positively related to observation scores for Classroom Organization and unrelated to observation scores for Instructional Support. Conclusions/Recommendations This study identifies a critical challenge for teacher evaluation policy if it is to improve teaching and learning. Aspects of teaching and learning in the observation protocol that appear most in need of improvement are those that are the hardest for observers to agree on, and teachers and external observers view most differently. Reliability is a marker of common understanding about important constructs and observation protocols are intended to provide a common language and structure to inform teaching practice. This study suggests the need to focus our efforts on the instructional and interactional aspects of classrooms through shared conversations and clear images of what teaching quality looks like.
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Reños, Grecilyn, and Pepa Pontillas. "Classroom Observation and Teachers’ Professional Development Activities: Basis for Intervention Plan." American Journal of Arts and Human Science 3, no. 3 (July 3, 2024): 71–93. http://dx.doi.org/10.54536/ajahs.v3i3.3077.

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Classroom observations systematically measure teachers’ performance, offering an effective professional development method. This study examines teachers’ perceptions of classroom observation and its impact on their professional growth. It evaluates the extent of classroom observation and its relationship with professional development during pre-observation, actual observation, and post-observation phases. The study involved 376 elementary teachers from Manolo Fortich District II and III, Division of Bukidnon, using a tool adapted from DepEd, COT (RPMS) for Teacher I-III. A mixed-method research design and universal sampling were employed, with mean, standard deviation, and Pearson Product Moment Correlation for statistical analysis. Results indicated a very positive level of classroom observation and professional development. Significant relationships were found between classroom observation phases and professional development activities like LAC sessions, training, and postgraduate study. Teachers perceive classroom observations as enhancing their knowledge, skills, and teaching practices, providing professional development opportunities, and contributing to their overall growth. It is recommended that teachers pursue postgraduate studies to further improve their teaching skills and knowledge in various subjects.
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Erdmann, Robert M., and Marilyne Stains. "Classroom as Genome: Using the Tools of Genomics and Bioinformatics to Illuminate Classroom Observation Data." CBE—Life Sciences Education 18, no. 1 (March 2019): es1. http://dx.doi.org/10.1187/cbe.18-07-0116.

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Classroom observation protocols can provide an exceedingly rich form of data. However, this is a double-edged sword, as researchers often struggle to take full advantage of the detailed data outputs. In this essay, we introduce a new approach to the analysis of classroom observation data, termed “classroom as genome” (CAG). We illustrate how real-time classroom observation data and genomic data can be viewed as quite analogous, both conceptually and in terms of downstream analysis. We provide both abstract and concrete examples of how the tools of genomics and bioinformatics can be applied to classroom observation outputs. We also show how this philosophy of analysis allows for the layering of information from multiple observation protocols onto the same classroom data. The CAG approach enables biology education researchers to explore detailed patterns within observed classrooms in a highly scalable manner.
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李, 安然. "Overview of Classroom Observation." Vocational Education 07, no. 04 (2018): 131–36. http://dx.doi.org/10.12677/ve.2018.74023.

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Sullivan, Peter, Judith Mousley, and Ann Gervasoni. "Caution: Classroom under observation." Asia-Pacific Journal of Teacher Education 28, no. 3 (November 2000): 247–61. http://dx.doi.org/10.1080/713650693.

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Dissertations / Theses on the topic "Classroom observation"

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McCloud, Jonathan David. "More Than a Sum of its Parts: Five Fundamentals for Formative Peer Observation of Classroom Teaching in Higher Education." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/77875.

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This dissertation comprises two manuscripts formatted for publication, preceded by a brief introduction to the dissertation project. The first manuscript addresses the recent history and development of peer observation in the United States and synthesizes the body available peer observation scholarship. Five fundamental elements of peer observation (design, community, control, training, reflection) are put forth as a nexus at which meaningful and formative peer observation can be undertaken. A selection of empirically based methods for conducting peer observation is also presented. The second manuscript is a mixed-methods descriptive study of the five fundamentals of peer observation. Three academic departments at a large land-grant university were identified, via questionnaire, as having programs of peer observation that aligned with attributes of the five fundamentals. These academic departments participated in individual case studies designed to bring-about a description of the five fundamentals as they were and were not manifest in authentic university/college contexts.<br>Ph. D.
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Sproule, Olive Elizabeth. "The development of concepts of linear and quadratic equations." Thesis, Queen's University Belfast, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314224.

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Payne, Elizabeth T. "Implementing Walkthroughs: One School's Journey." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/30049.

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In order to support the new mission of education where students achieve at high levels, schools need infrastructure, in terms of processes, procedures, and capacity building, to support the collaboration between administrative instructional leadership and teachers' professional development with the goal of student learning and achievement. Walkthroughs are a tool used throughout school districts with a limited base of research. This mixed methods case study describes one middle school's journey with walkthroughs. This dissertation explores and describes three main aspects of walkthroughs: process, perspectives, and recommendations. Administrators and teachers shared their experiences through personal interviews, focus group interviews, the Concerns Based Adoption Model Stages of Concern Questionnaire, and documents. Findings suggest that classroom walkthroughs work best in school climates that have an established level of trust between administrators and teachers. Walkthroughs, with classroom observations led by all teachers in the school, allow teachers to engage in professional dialogue about expectations for teaching and learning for all students in all content settings. Walkthroughs are a process that takes time to implement, should be ongoing, and require a transparent flexible process to meet individual school needs. If the need or expectation is to change teaching practices, then teachers need to be involved in all aspects of instructional supervision in collaboration with administrators on a continual basis.<br>Ed. D.
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Howard, Amanda Jane. "Teacher appraisal : the impact of observation on teachers’ classroom behaviour." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/3728/.

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This thesis is based on three English language teacher case studies located in the Middle East where classroom discourse has been analysed in order to establish the impact that an appraisal observer has on teachers‘ behaviour. The literature suggests that the presence of an observer alters events in the classroom, but to date there has not been any research into the nature of these changes which draws on transcripts of observed lessons. Each teacher recorded a model (observed) and a pedagogic (non–observed) lesson with similar parameters so that they could be compared, and commonalities and differences identified. The teachers were then interviewed in order to establish their understanding of the salient features of appraisal observations, as were three supervisors responsible for observing teachers in similar contexts. Transcripts of the lessons were analysed using SETT (Walsh, 2006), and the interview data was also transcribed and evaluated. The results indicate that there are significant differences between model and pedagogic lessons in terms of the external factors (planning, sequencing, interaction, amount of administration, student use of L1). However, the internal factors (the features of ongoing verbal interaction between teacher and students in the classroom) remain fundamentally the same whether or not an observer is present, although the teacher demonstrates greater control in a model lesson. By analysing transcripts of classroom interaction, this research indicates what happens in the classroom when teachers are being observed, providing data to confirm existing claims about observer effects, and suggesting that the learner role is greater than originally thought. The importance of observer training is identified, as well as the need for a fundamental review of observation, encompassing all parties involved, if it is to be a true reflection of the classroom behaviour of the teacher being observed.
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Sousa, Sherry Ann 1961. "PRAGMATIC LANGUAGE SKILLS IN LEARNING DISABLED ADOLESCENTS (ASSESSMENT, CLASSROOM, OBSERVATION)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275327.

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Kofler, Michael. "CLASSROOM OBSERVATION OF CHILDREN WITH ADHD AND THEIR PEERS: A META-ANALYTIC REVIEW." Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2105.

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Meta-analysis of 23 between-group direct observation studies of children with ADHD and typically developing peers indicates significant deficiencies in children with ADHD's ability to pay attention in classroom settings. Comparison with 59 single case design studies of children with ADHD suggests generalizability of between-group comparisons. Weighted regression analysis determined that several methodological differences &#150; sample characteristics, diagnostic procedures, and observational coding schema &#150; have significant effects on observed levels of attentive behavior in the classroom. Best case estimation indicates that after accounting for these factors, children with ADHD are on-task approximately 65% of the time compared to 85% for their classroom peers. Children with ADHD were also more variable in their attentive behavior across studies. Implications for conceptual models of ADHD are discussed.<br>M.S.<br>Department of Psychology<br>Arts and Sciences<br>Psychology
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Singh, Raj Kanwar. "Approaches to learning in a classroom environment: observational & experiential." Diss., Rolla, Mo. : Missouri University of Science and Technology, 2008. http://scholarsmine.mst.edu/thesis/pdf/Singh_09007dcc80681dba.pdf.

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Thesis (M.S.)--Missouri University of Science and Technology, 2008.<br>Vita. The entire thesis text is included in file. Title from title screen of thesis/dissertation PDF file (viewed June 18, 2009) Includes bibliographical references.
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Sanif, Sazuliana. "Implementation of peer observation of teaching in ELT tertiary education system in Malaysia : a social-constructionism view." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/21049.

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The present study primarily aims to explore the English language (EL) teachers’ current practices and their experiences of teacher evaluation, and how these are related to the introduction of peer observation of teaching (POT) in the Malaysian university system. Then, it aims to explore the possibilities and challenges faced by Malaysian universities in introducing peer observation. The participants of the study were determined by 2 stages of the research design. In Stage 1, from 10 different universities around Malaysia, 72 teachers completed the online questionnaire and eight semi-structured interview were conducted. In Stage 2, at the university where the study was conducted, 24 participants completed the after-workshop questionnaire and ten observations as well as eight semi-structured interview were carried out. Quantitative data were analysed using SPSS descriptive statistics while qualitative data were transcribed and then analysed using thematic content analysis. The findings on teacher evaluation revealed that there was teacher evaluation in place at every university involved in the survey. However, there seemed to be some major shortcomings that need to be addressed. Shortcomings such as teachers were not reminded of the real purposes of each evaluation undertaken, some evaluations were wasted because they were not studied, and teachers were not given ownership in setting out the suitable methods for evaluation. The findings on peer observation revealed that teachers had different understanding about it. Through the intervention study, it was discovered that the tone of the discussion between teachers were sometimes calm and celebrating, whilst some were critical and judgemental. The findings also showed that introduction of peer observation may be possible at the university under study provided the purposes were for developmental. However, teachers still had the feeling of nervousness and being judgemental about the whole process because of the common top-down approach. The findings from the study have provided several implications for the improvement of the existing EL teacher evaluation in particular, as well as evaluation of teachers of other subjects in general. In addition, the findings have also provided several implications for the introduction of peer observation especially to the university managements and the teachers in particular. The current study also contributes to knowledge by proposing: i) a model for teacher evaluation, and ii) one plan for the procedure of peer observation of teaching; which can be adjusted according to the suitability of any given context.
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Barrios, Amalia da Conceicao Garrido. "A study of classroom language for critical self-observation in teacher development." Thesis, University of East Anglia, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.279596.

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Zylich, Brian Matthew. "Training Noise-Robust Spoken Phrase Detectors with Scarce and Private Data: An Application to Classroom Observation Videos." Digital WPI, 2019. https://digitalcommons.wpi.edu/etd-theses/1289.

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We explore how to automatically detect specific phrases in audio from noisy, multi-speaker videos using deep neural networks. Specifically, we focus on classroom observation videos that contain a few adult teachers and several small children (< 5 years old). At any point in these videos, multiple people may be talking, shouting, crying, or singing simultaneously. Our goal is to recognize polite speech phrases such as "Good job", "Thank you", "Please", and "You're welcome", as the occurrence of such speech is one of the behavioral markers used in classroom observation coding via the Classroom Assessment Scoring System (CLASS) protocol. Commercial speech recognition services such as Google Cloud Speech are impractical because of data privacy concerns. Therefore, we train and test our own custom models using a combination of publicly available classroom videos from YouTube, as well as a private dataset of real classroom observation videos collected by our colleagues at the University of Virginia. We also crowdsource an additional 1152 recordings of polite speech phrases to augment our training dataset. Our contributions are the following: (1) we design a crowdsourcing task for efficiently labeling speech events in classroom videos, (2) we develop a neural network-based architecture for speech recognition, robust to noise and overlapping speech, and (3) we explore methods to synthesize new and authentic audio data, both to increase the training set size and reduce the class imbalance. Finally, using our trained polite speech detector, (4) we investigate the relationship between polite speech and CLASS scores and enable teachers to visualize their use of polite language.
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Books on the topic "Classroom observation"

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O’Leary, Matt. Classroom Observation. Second edition. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315630243.

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King, Sheila. Classroom observation. London: University of London, Institute of Education, 1996.

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Inner London Education Authority. Schools Psychological Service., ed. Classroom observation procedure: COP. [London]: ILEA Centre for LearningResources, 1988.

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Walker, Rob. A guide to classroom observation. London: Routledge, 1990.

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C, Wragg E. An introduction to classroom observation. 2nd ed. London: Routledge, 1999.

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T, Emmer Edmund, ed. Understanding classroom management: An observation guide. Englewood Cliffs, N.J: Prentice Hall, 1988.

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Kachur, Donald S. Classroom walkthroughs to improve teaching and learning. Larchmont, NY: Eye on Education, 2010.

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Cherry, Wilkinson Louise, ed. Communicating for learning: Classroom observation and collaboration. Gaithersburg, Md: Aspen Publishers, 1991.

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Silliman, Elaine R. Communicating for learning: Classroom observation and collaboration. Gaithersburg, Md: Aspen Publishers, 1990.

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Cooper, David. Classroom teaching skills: Plus Field based observation guide plus Classroom management. 8th ed. Boston: Houghton Mifflin Company, 2006.

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Book chapters on the topic "Classroom observation"

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O’Leary, Matt. "Classroom observation in context." In Classroom Observation, 3–21. Second edition. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315630243-1.

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O’Leary, Matt. "Lesson study." In Classroom Observation, 192–205. Second edition. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315630243-10.

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O’Leary, Matt. "Conclusion." In Classroom Observation, 206–8. Second edition. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315630243-101.

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O’Leary, Matt. "A review of classroom observation in the English education system." In Classroom Observation, 22–42. Second edition. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315630243-2.

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O’Leary, Matt. "Typologies of classroom observation." In Classroom Observation, 43–66. Second edition. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315630243-3.

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O’Leary, Matt. "Classroom observation as a method for studying teaching and learning." In Classroom Observation, 69–96. Second edition. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315630243-4.

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O’Leary, Matt. "What is learning? What is teaching? Can we really observe them?" In Classroom Observation, 97–113. Second edition. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315630243-5.

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O’Leary, Matt. "Being an effective teacher." In Classroom Observation, 114–33. Second edition. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315630243-6.

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O’Leary, Matt. "Classroom observation as a tool for expansive professional learning." In Classroom Observation, 137–56. Second edition. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315630243-7.

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O’Leary, Matt. "Peer-based models of observation." In Classroom Observation, 157–76. Second edition. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315630243-8.

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Conference papers on the topic "Classroom observation"

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Xie, Daiwei, Chengyu Ge, and Chao Liu. "Development of "Multi-dimensional Interactive" Physical Education Classroom Observation System V1.0 Based on Intelligent Technology." In 2024 International Conference on Electronics and Devices, Computational Science (ICEDCS), 189–93. IEEE, 2024. https://doi.org/10.1109/icedcs64328.2024.00038.

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Bai, Hashi, Greydon Buckley, Mark Howard, and Edward Lank. "Tracking Observations: Using Handhelds and Computers for Classroom Observation Logging." In First International Conference on the Digital Society (ICDS'07). IEEE, 2007. http://dx.doi.org/10.1109/icds.2007.41.

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Rahal, Aicha. "TUNISIAN UNIVERSITY TEACHERS’ AND STUDENTS’ USE OF CODE CHOICE AND CODE SWITCHING IN HIGHER EDUCATION: DESIGNING AND VALIDATING OBSERVATION CHARTS." In Проблемы языка: взгляд молодых учёных. Институт языкознания РАН, 2023. http://dx.doi.org/10.37892/978-5-6049527-1-9-15.

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The aim of the current study is to present the methodology for exploring code choice in the context of Tunisian higher education focusing on the use of Code Switching (CS). The study addresses these two research questions: To what extent and in what circumstances are Arabic, French and English used in Tunisian higher education contexts? What are the functions of code choice and code switching? To find answers to the research questions, this study leans on two types of observations namely informal observation and formal observation. The informal observation took place in informal settings, namely university corridors, libraries and eateries and the formal observation was conducted in classrooms. The aim of the informal observation is to investigate the languages used by students in public places. The classroom observation is used again to investigate the languages used in classes. After presenting the observation charts, the researchers presented the procedure of piloting. Due to the COVID situation, the researchers suggested piloting the observation charts by the use of recorded videos from Tunisian students’ university life, videos on multilingual classrooms and online courses. The study may methodologically contribute to the literature of observation design and validation.
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McIntush, Karen. "Examining STEM Classrooms Through a Virtual Classroom Observation Protocol During COVID-19." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1893222.

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Graham McIntush, Karen. "Examining STEM Classrooms Through a Virtual Classroom Observation Protocol During COVID-19." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1893222.

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Duraisamy, Prakash, James Van Haneghan, Jude Thomas, Ramya Sri Gadaley, and Jackson. "Online Classroom Enagement Observation using Deep Learning." In 2020 IEEE Learning with MOOCS (LWMOOCS). IEEE, 2020. http://dx.doi.org/10.1109/lwmoocs50143.2020.9234339.

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Liao, Yanling, Bo Zhao, and Jun Wang. "Instructional Strategies Study Via Classroom Observation of MOOC." In 2016 International Forum on Management, Education and Information Technology Application. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ifmeita-16.2016.75.

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Martinez Vargas, Ana Elena, and Sara Redondo Duarte. "TEACHERS’ ATTITUDES TOWARD CLASSROOM OBSERVATION: THE AFFECTIVE COMPONENT." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1997.

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Khan, Muhammed S., and Imran Zualkernan. "Using Convolutional Neural Networks for Smart Classroom Observation." In 2020 International Conference on Artificial Intelligence in Information and Communication (ICAIIC). IEEE, 2020. http://dx.doi.org/10.1109/icaiic48513.2020.9065260.

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Youngs, Peter. "Automated Classroom Observation: Can Neural Networks Estimate PLATO (Protocol for Language Arts Teaching Observation) Classroom Management and Instructional Domains? (Poster 41)." In AERA 2024. USA: AERA, 2024. http://dx.doi.org/10.3102/ip.24.2101281.

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Reports on the topic "Classroom observation"

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Wong, Debbie, Hilary Hollingsworth, Elizabeth Cassity, and Adeola Monty. Teacher Development Multi-Year Study Series. Classroom observation training package: using classroom observation to investigate and understand teaching quality. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-758-8.

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The Australian Council for Educational Research (ACER) has created an open-access classroom observation tool based on research conducted for the Australian Department of Foreign Affairs and Trade’s (DFAT) Teacher Development Multi-Year Study Series, which studied teaching practices in Timor-Leste, Vanuatu and Lao PDR (see https://research.acer.edu.au/eas/). This comprehensive tool is designed to capture various aspects of teaching and learning in the classroom. It aims to help education researchers and practitioners gather evidence of teaching practices, particularly in the early grades of primary education in low- and middle-income countries. The tool is also intended for use by local observers, regardless of their teaching or observation experience, to consistently and reliably make observations.
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Filmer, Deon, Ezequiel Molina, and Waly Wane. Identifying Effective Teachers: Lessons from Four Classroom Observation Tools. Research on Improving Systems of Education (RISE), August 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/045.

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Four different classroom observation instruments—from the Service Delivery Indicators, the Stallings Observation System, the Classroom Assessment Scoring System, and the Teach classroom observation instrument—were implemented in about 100 schools across four regions of Tanzania. The research design is such that various combinations of tools were administered to various combinations of teachers, so these data can be used to explore the commonalities and differences in the behaviors and practices captured by each tool, the internal properties of the tools (for example, how stable they are across enumerators, or how various indicators relate to one another), and how variables collected by the various tools compare to each other. Analysis shows that inter-rater reliability can be low, especially for some of the subjective ratings; principal components analysis suggests that lower-level constructs do not map neatly to predetermined higher-level ones and suggest that the data have only a few dimensions. Measures collected during teacher observations are associated with student test scores, but patterns differ for teachers with lower versus higher subject content knowledge.
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Filmer, Deon, Ezequiel Molina, and Waly Wane. Identifying Effective Teachers: Highlights from Four Classroom Observation Tools. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/038.

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Teachers explain a significant share of variation across students’ achievement (Araujo et al., 2016; Bold et al., 2019; Dobbie and Fryer, 2013). But these achievements are poorly correlated with teachers’ observable characteristics including age, gender, education, experience, and hours in the school (Aaronson et al., 2007; Kane and Staiger, 2008; Rockoff et al., 2008). This suggests there could be other factors such as teachers’ content knowledge, pedagogical knowledge, classroom behaviour, and other practices that are potentially important determinants of students’ academic performance. There is growing interest in understanding these factors and exploring how they impact student learning. This has led to an increase in the development and use of structured classroom observation tools to observe, analyse, and measure teaching and learning practices within classrooms. These tools have provided information on current teaching practices and improvements over time.
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Filmer, Deon, Ezequiel Molina, and Waly Wane. Identifying Effective Teachers: Lessons from Four Classroom Observation Tools. Research on Improving Systems of Education (RISE), August 2020. http://dx.doi.org/10.35489/bsg-risewp_2020/045.

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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.
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Hollingsworth, Hilary, and Debbie Wong. Teacher development multi-year studies. Using classroom observations to investigate and understand teaching quality: Initial lessons learned. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-676-5.

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This paper presents some initial lessons learned about the use of classroom observation data as a key form of evidence regarding improved teaching quality in a multi-year teacher development study series. This study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves the investigation of teacher development initiatives that are primarily designed to support the implementation of new primary curriculum in Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. The overall aim of the study series is to understand the extent to which the Australian investment has improved teaching quality and student learning. This paper discusses the processes used to design, implement, analyse and report classroom observation data in the Laos study, and key lessons learned about these that could be applied to other contexts and programs.
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Araujo, María Caridad, Yyannu Cruz-Aguayo, Pedro Carneiro, and Norbert Schady. Teacher Quality and Learning Outcomes in Kindergarten. Inter-American Development Bank, December 2016. http://dx.doi.org/10.18235/0011718.

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We assigned two cohorts of kindergarten students, totaling more than 24,000 children, to teachers within schools with a rule that is as-good-as-random. We collected data on children at the beginning of the school year, and applied 12 tests of math, language and executive function (EF) at the end of the year. All teachers were filmed teaching for a full day, and the videos were coded using a well-known classroom observation tool, the Classroom Assessment Scoring System (or CLASS). We find substantial classroom effects: A one-standard deviation increase in classroom quality results in 0.11, 0.11, and 0.07 standard deviation higher test scores in language, math, and EF, respectively. Teacher behaviors, as measured by the CLASS, are associated with higher test scores. Parents recognize better teachers, but do not change their behaviors appreciably to take account of differences in teacher quality .
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Bertoni, Eleonora, Gregory Elacqua, Carolina Méndez, and Humberto Santos. Teacher Hiring Instruments and Teacher Value Added: Evidence from Peru. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0003123.

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In this article, we explore whether the evaluation instruments used to recruit teachers in the national teacher hiring process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers in 2018 and test for their correlation with the results of the 2015 and 2017 national evaluations. Our findings indicate that among the three sub-tests that comprise the first, centralized stage of the process, the curricular and pedagogical knowledge component has the strongest (and significant) correlation with the TVA measure, while the weakest correlation is found with the reading comprehension component. At the second, decentralized stage, we find no significant correlation with our measures of TVA for math, as well as non-robust correlations for the professional experience and classroom observation evaluation instruments. A positive and significant correlation is found between the classroom observation component and TVA for reading. Moreover, we find correlations between our measure of TVA and several teacher characteristics: TVA is higher for female teachers and for those at higher salary levels while it is lower for teachers with temporary contracts (compared to those with permanent positions).
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Lavadenz, Magaly, Elvira G. Armas, and Linda R. G. Kaminski. Brief Insights, March 2025: Expanding Educational Opportunity: Highlights from a Multilingual/English Learner-Focused Research, Practice, Policy Partnership. Center for Equity for English Learners, March 2025. https://doi.org/10.15365/ceel.policy.17.

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The Center for Equity for English Learners (CEEL) at Loyola Marymount University collaborated with Camino Nuevo Charter Academy (CNCA) in a Research, Practice, Policy Partnership to investigate problems of practice and enhance literacy leaders’ focus on supporting classroom teachers to meet the needs of multilingual/English learners (ML/EL). The research question for this study focused on literacy leaders’ perceptions about how the revised Planning-Observation-Debrief (POD) cycle tools support teachers’ focus on scaffolding ML/ELs’ access to reading and writing complex text. Emerging findings emphasize the valued partnership between literacy leaders and the teachers they coach, as well as the importance of building knowledge of English Language Development (ELD) standards, utilizing data-driven instruction, and leveraging staff experience to address ML/EL needs in a sustainable manner.
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Sitabkhan, Yasmin, Matthew C. H. Jukes, Eileen Dombrowski, and Indrah Munialo. Differentiated Instruction in Multigrade Preprimary Classrooms in Kenya. RTI Press, December 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0084.2212.

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There is little evidence of how differentiated instruction is being implemented, if at all, in low- and middle-income contexts, which often have unique challenges such as availability of resources and large class sizes. In this paper, we present the results of a qualitative study in eight multigrade preprimary classrooms in Kenya. We used classroom observations and teacher interviews to understand how teachers approached differentiation during language and mathematics lessons, including understanding why teachers were making the moves we observed. All teachers differentiated instruction to some extent in our findings, and we provide detailed descriptions of the ways that teachers adapted content to fit the needs of their students. We also provide recommendations, including how to support teachers in creating activities that are appropriate for different abilities of students in the same classrooms, and suggest next steps for research in this area.
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