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: 25 July 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 (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 a
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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 (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 autho
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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 (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 th
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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 (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 c
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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 (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. F
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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 (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 researc
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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 (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
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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 (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
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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: p
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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 di
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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
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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
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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 A
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Books on the topic "Classroom observation"

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O’Leary, Matt. Classroom Observation. Routledge, 2020. http://dx.doi.org/10.4324/9781315630243.

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

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

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

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

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

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

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

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

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Cooper, David. Classroom teaching skills: Plus Field based observation guide plus Classroom management. 8th ed. 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. Routledge, 2020. http://dx.doi.org/10.4324/9781315630243-1.

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O’Leary, Matt. "Lesson study." In Classroom Observation. Routledge, 2020. http://dx.doi.org/10.4324/9781315630243-10.

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O’Leary, Matt. "Conclusion." In Classroom Observation. 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. Routledge, 2020. http://dx.doi.org/10.4324/9781315630243-2.

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O’Leary, Matt. "Typologies of classroom observation." In Classroom Observation. 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. 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. Routledge, 2020. http://dx.doi.org/10.4324/9781315630243-5.

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O’Leary, Matt. "Being an effective teacher." In Classroom Observation. 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. 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. 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). 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, name
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McIntush, Karen. "Examining STEM Classrooms Through a Virtual Classroom Observation Protocol During COVID-19." In AERA 2022. 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. 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. 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. 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 pri
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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), 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
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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), 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. Ther
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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), 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, edu
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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 wh
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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, 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
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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, 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 m
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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, 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
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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, 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 som
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