Relevant bibliographies by topics / Classroom Observations

Contents

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

Academic literature on the topic 'Classroom Observations'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Classroom Observations"

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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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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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Abdul Majid, Abdul Hameed, Siti Hawa Hashim, and Ruziah Md Zain. "Classroom Management Practices – Observations in Selected Malaysian Classrooms." IOSR Journal of Humanities and Social Science 19, no. 11 (2014): 54–58. http://dx.doi.org/10.9790/0837-191115458.

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Schoenfeld, Alan H., Robert Floden, Fady El Chidiac, et al. "On Classroom Observations." Journal for STEM Education Research 1, no. 1-2 (2018): 34–59. http://dx.doi.org/10.1007/s41979-018-0001-7.

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Wilhelm, Anne Garrison, and Sungyeun Kim. "Generalizing From Observations of Mathematics Teachers' Instructional Practice Using the Instructional Quality Assessment." Journal for Research in Mathematics Education 46, no. 3 (2015): 270–79. http://dx.doi.org/10.5951/jresematheduc.46.3.0270.

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One crucial question for researchers who study teachers' classroom practice is how to maximize information about what is happening in classrooms while minimizing costs. This report extends prior studies of the reliability of the Instructional Quality Assessment (IQA), a widely used classroom observation toolkit, and offers insight into the often asked question: “What is the number of observations required to reliably measure a teacher's instructional practice using the IQA?” We found that in some situations, as few as three observations are needed to reliably measure a teacher's instructional
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Tanase, Madalina. "Motivating Students to Become Critical Thinkers: A Look at Instructional Strategies in Three High School Classrooms." Educational Practice and Theory 43, no. 2 (2021): 5–18. http://dx.doi.org/10.7459/ept/43.2.02.

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This study analyzed some student-centered strategies used in three secondary classrooms in a large, urban high school in US. The researcher, who was teaching a graduate methods course at the local university, conducted classroom observations and follow-up interviews with three teachers enrolled in the class. The teachers learned about different instructional strategies in the course, and they had implemented some of these strategies into their classrooms. While conducting classroom observations, the researcher witnessed a high level of student engagement and critical thinking as students took
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Floman, James L., Carolin Hagelskamp, Marc A. Brackett, and Susan E. Rivers. "Emotional Bias in Classroom Observations: Within-Rater Positive Emotion Predicts Favorable Assessments of Classroom Quality." Journal of Psychoeducational Assessment 35, no. 3 (2016): 291–301. http://dx.doi.org/10.1177/0734282916629595.

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Classroom observations increasingly inform high-stakes decisions and research in education, including the allocation of school funding and the evaluation of school-based interventions. However, trends in rater scoring tendencies over time may undermine the reliability of classroom observations. Accordingly, the present investigations, grounded in social psychology research on emotion and judgment, propose that state emotion may constitute a source of psychological bias in raters’ classroom observations. In two studies, employing independent sets of raters and approximately 5,000 videotaped fif
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McIntosh, Ruth, Sharon Vaughn, Jeanne Shay Schumm, Diane Haager, and Okhee Lee. "Observations of Students with Learning Disabilities in General Education Classrooms." Exceptional Children 60, no. 3 (1993): 249–61. http://dx.doi.org/10.1177/001440299406000306.

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This study examined 60 general education teachers' classrooms, K-12, that included students with learning disabilities. The study examined how general education teachers' behaviors toward mainstreamed students with learning disabilities compared with their behavior toward students without disabilities, and the interactions between students, and between students and teacher. Observations using the Classroom Climate Scale indicated that few teacher behaviors and classroom practices were different for the two groups of students. However, differences were found in student behaviors. Overall, stude
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Millis, Barbara J. "Conducting Effective Peer Classroom Observations." To Improve the Academy 11, no. 1 (1992): 189–206. http://dx.doi.org/10.1002/j.2334-4822.1992.tb00217.x.

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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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Dissertations / Theses on the topic "Classroom Observations"

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Miller, Susan Frances 1962. "Vocabulary instruction: Teacher perceptions and classroom observations." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/291918.

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This study investigates the relationships between theory-based vocabulary research (Anderson and Freebody, 1981; Mezynski, 1983), teacher perceptions of the effectiveness and usability of twelve vocabulary strategies on a researcher-developed survey, and observations in content area classrooms during vocabulary instruction. Among the findings, the following are major: (1) Each hypothesis offers differing instructional implications for vocabulary instruction; (2) the responses on the survey indicate that strategies implied by the Knowledge Hypothesis are the most effective and strategies implie
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Herbert, Liam P. "The Influence of Multi-Field Classroom Observations on Early Career Teachers." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/398876.

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Professional learning can provide many benefits for teachers, particularly those who are early in their career. The provision of professional learning opportunities, such as induction into the profession, mentoring, and collaboration with experienced teachers, can help nurture the professional needs of early career teachers. If these types of professional needs are neglected, early career teachers’ self-efficacy may decrease and their motivation to remain in the teaching profession can be challenged. One type of professional learning that has shown promise for early career teachers is particip
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Jeavons, Marjorie A. "The identification of academically able underachieving Year 3 children and subsequent systematic observations of their academic lessons." Thesis, University of Wolverhampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323096.

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This study is a classroom observational study in primary schools in one Local Education Authority in England The study, which was begun in 1990, was concerned to identify the range and nature of academic classroom behaviours of academically able underachievers, and in comparison with children of average ability, to identify the effects and implications of those behaviours for teachers arid classroom management. The research sample consisted of a total of seven matched Year 3 pupils aged 7-8 years old drawn from five primary schools. The identification of the more able (the target group) and th
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Skulina, Janet Ann. "Paraprofessionals in general education environments: A comparison of parent perceptions and classroom observations." Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2535.

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The purposes of this study were to (a) describe parents' perceptions of what paraprofessionals are doing for and with their child in inclusive situations and (b) to compare the perceptions of parents to what is actually happening in the classroom. Ten parent and child pairs agreed to participate in this study. The parent and child pairs were chosen on the basis of their child's special education eligibility. The parents were interviewed using a structured interview guide. Children were observed in their general education classroom three times with each observation lasting one hour. A total of
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Chandley, Lori Lightsey. "Teaching for understanding : classroom observations of this approach at two different elementary schools." Honors in the Major Thesis, University of Central Florida, 1999. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/55.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Education<br>Education
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Sumbler, Karen. "Phonological awareness combined with explicit alphabetic coding instruction in kindergarten, classroom observations and evaluation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0002/NQ41321.pdf.

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Kirwan, Lisa. "Under ordningsamma former : En samtalsanalytisk studie av hur lärare och elever konstruerar daglig ordning och agenda i klassrummet." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-354938.

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Att etablera och upprätthålla ordning i klassrummet är en komplex uppgift för lärare, särskilt för oerfarna lärare som ännu inte har etablerat egna framgångsrika metoder. Syftet med denna studie är att analysera hur lärare och elever konstruerar lokal ordning och agenda, genom empiriska observationer av daglig klassrumsinteraktion. En genomgång av tidigare forskning visar att klassrumsordning kan studeras från olika perspektiv, inklusive historiska, moraliska, kulturella och konstruktivistiska perspektiv. Denna studie utgår från ett etnometodologiskt perspektiv och teoretiska begrepp som direk
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Van, Zoest Laura R. Swafford Jane. "The impact of small-group discussion on preservice secondary mathematics teachers' classroom observations and reflections." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510433.

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Thesis (Ph. D.)--Illinois State University, 1994.<br>Title from title page screen, viewed March 31, 2006. Dissertation Committee: Jane O. Swafford (chair), Roger Day, John A. Dossey, Patricia H. Klass. Includes bibliographical references (leaves 111-117) and abstract. Also available in print.
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Shaffer, Dixie. "Observations and Teachers' Perceptions of the Implementation, Benefits, and Challenges of Breakfast in the Classroom." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1552.

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The federal government established nutrition assistance programs such as the School Breakfast Program and school districts have implemented Breakfast in the Classroom (BIC) to improve participation rates, yet millions of low-income children do not partake in these programs. Thus, many school districts are failing to meet the nutritional needs of the low-income population, which can have negative effects on a child's healthy development. The purpose of this qualitative case study was to observe and explore teachers' perspectives regarding school breakfast implementation in a small school distri
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Couling, Joanne. "Scaffolding for Success| When High School Science Teachers Scaffold Their Summative Classroom Assessments| Opportunities, Observations, and Outcomes." Thesis, University of California, Santa Cruz, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10826901.

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<p> The adoption of the Next Generation Science Standards (NGSS) has brought with it a need for classroom assessments that measure students&rsquo; ability to make sense of, explain, and use science, with many of the performance expectations asking students to apply scientific principles and evidence to produce an explanation. But creating coherent written scientific explanations that demonstrate understanding of scientific principles is not an easy task for students and selecting or creating classroom assessments to properly evaluate this skill is not an easy task for teachers. This study serv
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Books on the topic "Classroom Observations"

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Nicolson, Sheryl. Through the looking glass: Observations in the early childhood classroom. 2nd ed. Prentice Hall, 1998.

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Nicolson, Sheryl. Through the looking glass: Observations in the early childhood classroom. Merrill, 1994.

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Kramer, David C. Animals in the classroom: Selection, care, and observations. Addison-Wesley Pub. Co., 1989.

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Kramer, David C. Animals in the classroom: Selection, care, and observations. Addison-Wesley, 1989.

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University of California, Santa Cruz. New Teacher Center, ed. Beginning teacher classroom observations: Module 9 : 9th grade, science. Regents of the University of California, 2007.

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G, Shipstead Susan, ed. Through the looking glass: Observations in the early childhood classroom. 3rd ed. Prentice Hall, 2002.

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University of California, Santa Cruz. New Teacher Center, ed. Experienced teacher classroom observations [videorecording]: Module 1 : English language development (ELD), 3rd grade. Regents of the University of California, 2006.

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Thelma, Harms, Fleming Jana, Cryer Debby, Bent Melissa, United States. Army. Child Development Services., and Columbia University Teachers College, eds. Video observations for the early childhood environment rating scale. Teachers College Press, 1991.

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Synoground, S. Gail. Health care problems in the classroom: A reference manual for school personnel emphasizing teacher classroom observations and management techniques. C.C. Thomas Publisher, 1990.

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Zepeda, Sally J. The instructional leader's guide to informal classroom observations: Featuring 52 easy-to-use tools. 3rd ed. Eye on Education, 2012.

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Book chapters on the topic "Classroom Observations"

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Cerbin, Bill. "Classroom Observations." In SoTL in Action. Routledge, 2023. http://dx.doi.org/10.4324/9781003447047-12.

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Gordon, Marshall. "Classroom Observations." In Enabling Students in Mathematics. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25406-7_11.

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Farrell, Thomas S. C. "Classroom Observations." In Doing Reflective Practice in English Language Teaching. Routledge, 2021. http://dx.doi.org/10.4324/9781003178729-6.

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Ertel, Pamela A. Kramer, and Madeline Kovarik. "Observations." In The ABC's of Classroom Management, 2nd ed. Routledge, 2013. http://dx.doi.org/10.4324/9780203765333-145.

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Bembenutty, Héfer, Marie C. White, and Miriam R. Vélez. "School Observations and Classroom Experience." In Developing Self-regulation of Learning and Teaching Skills Among Teacher Candidates. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9950-8_4.

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Zepeda, Sally J. "Informal and Formal Classroom Observations." In Instructional Supervision, 5th ed. Routledge, 2025. https://doi.org/10.4324/9781032642130-8.

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Alharbi, Ameera S., Huda A. Alzahrani, and Abeer Ahmed Madini. "The Integration of Voice-into-Text Technology to Enhance the Interaction of Hearing-Impaired Students." In Proceedings in Technology Transfer. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-97-8588-9_49.

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Abstract Class interaction is one of the fundamental processes that facilitate language acquisition in EFL classrooms. To enhance classroom interaction of hearing-impaired (HI) students and to overcome their communication challenges, voice-into-text technology was used in this study to provide students with live transcription of their teacher’s words. The aim of the study was to investigate the effectiveness of this technology in improving HI students’ classroom interactions. In addition, the study aimed to highlight the challenges that might hinder proper interaction in HI education. For thes
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Hutchings, Pat. "Reciprocal Visits and Observations: Opening the Classroom Door." In Making Teaching Community Property. Routledge, 2023. http://dx.doi.org/10.4324/9781003445852-3.

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de Jager, Thelma. "Evaluating Effective Differentiated Instruction in Multicultural South African Secondary Schools." In Effective Teaching Around the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_31.

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AbstractVarious contextual factors contribute to teachers’ failure to employ effective differentiated instruction in classroom practices. This is evident in the high drop-out rate of South African students. These students mostly attend schools in lower income and rural areas that are poorly resourced and where teachers are not always trained to support students and apply differentiated instruction in the classroom. The study aimed to establish from students’ observations and teachers’ perceptions to what extent differentiated instruction is employed in classrooms. Data was collected in public
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Blanco-Iglesias, Susana, Juaquina Broner, and Elaine Tarone. "Observations of language use in Spanish immersion classroom interactions." In The Current State of Interlanguage. John Benjamins Publishing Company, 1995. http://dx.doi.org/10.1075/z.73.19bla.

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Conference papers on the topic "Classroom Observations"

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Kissova, Olga, and Tomas Lengyelfalusy. "FOSTERING ENGLISH COMMUNICATION PROFICIENCY: A STUDY ON THE IMPACT OF PROJECT-BASED LEARNING IN JOBLAB FOR GRADUATES." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s08/57.

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The study examines the impact of innovative Project-based learning (PBL) on enhancing the graduate English language learning approach called �JobLab� at the University of Zilina, Slovakia. The paper explores the efficacy of integrating JobLab�s project-based approach into the learning framework to enhance graduate students� verbal creativity and presentation proficiency. Forty-four graduates were divided into an experimental group (N=22) with project-based training and a control group (N=22) with conventional teaching (T-test). The classroom observations, pre-and-post-knowledge online testing
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Kuntze, Sebastian, and Jens Krummenauer. "DIGITALLY-BASED CLASSROOM CARTOONS ON PRE-SERVICE MATHEMATICS TEACHERS’ OBSERVATIONS FROM SCHOOL INTERNSHIPS AS A WAY OF TURNING THEIR NOTICING AND VIEWS INTO PROFESSIONAL LEARNING OPPORTUNITIES – THE CASE OF MISTAKE-HANDLING ACTIVITIES." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0862.

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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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Patrick, Helen. "The Predictive Validity of Classroom Observations: Troubling Results From Kindergarten Classrooms." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1581199.

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Krupa, Erin, and Mika Munakata. "Characterizing feedback given among mathematics teachers: classroom observations." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-308.

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Little, Catherine. "Examining Changes in Classroom Practice Through Repeated Observations." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1894383.

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Terlemezian, Hilda, and Stoika Spasova. "A MODEL FOR PROVIDING CONSTRUCTIVE FEEDBACK DURING CLASSROOM OBSERVATIONS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2758.

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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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"EXPLORING SEMI-SUPERVISED LEARNING FOR AUDIO-BASED AUTOMATED CLASSROOM OBSERVATIONS." In 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022). IADIS Press, 2022. http://dx.doi.org/10.33965/celda2022_202207l031.

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Teasdale, Rachel, Katherine Ryker, Karen Viskupic, and Cathryn Manduca. "ACTIVE LEARNING PRACTICES IN THE GEOSCIENCES: LEARNING FROM 300+ CLASSROOM OBSERVATIONS." In GSA Annual Meeting in Indianapolis, Indiana, USA - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018am-321614.

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Reports on the topic "Classroom Observations"

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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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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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Bacher-Hicks, Andrew, Mark Chin, Thomas Kane, and Douglas Staiger. An Evaluation of Bias in Three Measures of Teacher Quality: Value-Added, Classroom Observations, and Student Surveys. National Bureau of Economic Research, 2017. http://dx.doi.org/10.3386/w23478.

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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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Ramírez Correa, Kaithie Del Mar. From Regular Face-to-Face Teaching to A Transformative Classroom During the Pandemic of Covid-19. Institucion Universitaria Colombo Americana, 2023. http://dx.doi.org/10.26817/paper.21.

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This study aims to describe a teacher’s experiences at a Colombian private college in response to the Covid-19 contingency. The document will report how the institution faced the challenge of transforming face-to-face classes to emergency instruction mediated by technology through an intervention made. A new team was created to oversee the institutional Educational Technology and Pedagogical Innovation area. This team was responsible for the technological teachers’ learning support so they could teach their online classes as a need created due to the lockdown for COVID 19. The main purpose was
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Piper, Benjamin, Yasmin Sitabkhan, Jessica Mejia, and Kellie Betts. Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0053.1805.

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This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing tha
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staige
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Duong, Bich-Hang, and Joan DeJaeghere. From Student-Centered to Competency-Based Reform: Exploring Teachers’ Perspective of Meaningful Participation. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/089.

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Student-centered pedagogy has been widely advocated in many contexts with student active participation in learning being a central element. Vietnam has adopted innovative pedagogies including child-centered and competency-based teaching to further active learning and develop students’ full potential. This study explores Vietnamese teachers’ views about student participation and teaching roles as they implement these progressive reforms. It also examines pedagogical practices that teachers planned to use and actually employed to support student learning through meaningful participation. Drawing
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