Relevant bibliographies by topics / Teachers' classroom observation performance

Contents

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

Academic literature on the topic 'Teachers' classroom observation performance'

Author: Grafiati
Published: 7 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Teachers' classroom observation performance"

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Diabo, Norfidha. "Information and Communication Technology (ICT) Integration its Correlates to Teachers' Classroom Observation Performance." Psychology and Education: A Multidisciplinary Journal 26, no. 6 (2024): 581–96. https://doi.org/10.5281/zenodo.13929749.

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This study's primary goal was to ascertain and evaluate how Public School Teachers in Matungao District, Division of Lanao del Norte, integrated Information Technology and Communication (ICT) into their instruction for the School Year 2023-2024. The following issues were meant to be addressed: the respondents' profile; the teachers' use of ICT in the classroom as an observation tool; and the teachers' integration of ICT in terms of computer literacy, administrative assistance, and ICT use in teaching and learning. To investigate the connections between ICT integration and teachers' performance
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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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Pantaleon, John Joewil. "Effects of Virtual Classroom Observation on the Work Performance of Teachers in Public Secondary Schools in Teresa Sub-Office." Psychology and Education: A Multidisciplinary Journal 37, no. 2 (2025): 106–14. https://doi.org/10.70838/pemj.370201.

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The study aimed to determine the effects of virtual classroom observation on the work performance of teachers in public secondary schools in the Teresa Sub-Office, Division of Rizal during the School Year 2021-2022. Descriptive survey research design was employed in the study utilizing a researcher-made questionnaire-checklist as a tool in gathering the needed data. Findings revealed virtual classroom observation affects the performance of teachers to a High Extent with respect to instructional skills, classroom management, utilization of instructional materials, and evaluation techniques. Tea
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Opere, William Odoyo, Gor Ochieng Peter Dr., and Odhiambo Wawa Tom. "Relationship between Teacher Classroom Observation and Student Academic Performance in KCSE in Public Secondary Schools in Rongo Sub- County, Kenya." International Journal of Case Studies (ISSN Online 2305-509X) 08, no. 12 (2019): 16–23. https://doi.org/10.5281/zenodo.4886324.

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The purpose of this study was to investigate the effects of external instructional supervision on students' academic performance in KCSE in public secondary schools in Rongo Sub-County, Kenya. Specifically, the study aimed at achieving one objective viz: Determine the influence teacher classroom observation on students' academic performance in KCSE in public secondary schools in Rongo Sub-County. A descriptive survey design was adopted for this study. The target population comprised of 309 teachers from 16 public secondary schools in Rongo Sub-County. The sample size therefore consiste
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He, Siyuan, Sixian He, and Xin Gao. "Innovative Practice of Multimusic Performance Culture Education of Core Literacy in Multimedia Environment." Journal of Environmental and Public Health 2022 (July 30, 2022): 1–9. http://dx.doi.org/10.1155/2022/9440849.

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Under the framework of disciplinary knowledge integrating technology, the multimedia teaching application of music performance attracts a major opportunity for reflection and reconstruction. The purpose of this study is to explore the laws and experiences of music performance teachers’ multimedia teaching applications under the framework of subject teaching knowledge integrating technology. Through the research to understand the classroom multimedia teaching application of music performance teachers, according to the research results, relevant strategies are put forward for the application of
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Poulou, Maria S., Linda A. Reddy, Christopher M. Dudek та Adam J. Lekwa. "Ηow Teachers’ Instructional and Behavior Management Practices Relate to Students’ Emotional and Behavioral Difficulties Following Teachers’ Observations and Performance Feedback: An Initial Study of Greek Classrooms". European Journal of Psychology and Educational Research 7, № 4 (2024): 207. https://doi.org/10.12973/ejper.7.4.207.

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Addressing and managing the disruptive behavior of students is a major classroom management concern for teachers. These concerns become even more important when, in addition to normal classroom disruptions, teachers must also address the behaviors of students’ at risk for emotional and behavioral difficulties. Although ample bodies of evidence-based instructional and behavior management practices exist, teachers have expressed difficulties implementing these practices into their daily classroom praxis. One method for supporting teachers’ practice implementation is through ongoing classroom obs
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Tarusha, Florinda, and Jonida Bushi. "The Role of Classroom Observation, Its Impact on Improving Teacher's Teaching Practices." European Journal of Theoretical and Applied Sciences 2, no. 2 (2024): 718–23. http://dx.doi.org/10.59324/ejtas.2024.2(2).63.

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Classroom observations are part of any classroom environment. Observations are part of a teacher's entire career, regardless of whether they are part of routine supervision or monitoring by school leaders. Providing a positive critical framework for evaluating one's practice, improving skills and developing strengths can be considered advantages of conducting classroom observation. At worst, they can create stress and test the confidence of the person being observed. Teacher observation is one step in the process of identifying changes that teachers may want to make. Measuring Teacher Professi
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Florinda, Tarusha, and Bushi Jonida. "The Role of Classroom Observation, Its Impact on Improving Teacher's Teaching Practices." European Journal of Theoretical and Applied Sciences 2, no. 2 (2024): 718–23. https://doi.org/10.59324/ejtas.2024.2(2).63.

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Classroom observations are part of any classroom environment. Observations are part of a teacher's entire career, regardless of whether they are part of routine supervision or monitoring by school leaders. Providing a positive critical framework for evaluating one's practice, improving skills and developing strengths can be considered advantages of conducting classroom observation. At worst, they can create stress and test the confidence of the person being observed. Teacher observation is one step in the process of identifying changes that teachers may want to make. Measuring Teacher Professi
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Lawson, Janelle E., and Rebecca A. Cruz. "Evaluating Special Education Teachers’ Classroom Performance: Rater Reliability at the Rubric Item Level." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 41, no. 4 (2017): 263–76. http://dx.doi.org/10.1177/0888406417718250.

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Classroom observations are an integral component of teacher evaluation systems, but little is known about who is best qualified to observe and evaluate special educators, who have a specialized skillset, and whether observation instruments adequately reflect their instructional practices. In this study, 19 special education teachers in California and Idaho each contributed three video-recorded classroom lessons. Using rubric items designed to reflect efficacious instructional practices for teaching students with disabilities, school administrators and peers scored the teachers’ lessons. Rater
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Salise, Sherlito D., Elijah L. Sales, and Katrina A. Belgira. "Classroom Performance and Ancillary Functions Among Secondary School Teachers in the Third District of Bohol." University of Bohol Multidisciplinary Research Journal 9, no. 1 (2021): 57–85. http://dx.doi.org/10.15631/ubmrj.v9i1.133.

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Classroom performance is measured through classroom observation, both announced and unannounced. Ancillary functions are additional responsibilities other than the mandated teaching load mandated by the department manual. The study looked into classroom performance and ancillary functions among secondary school teachers in the 3rd district of Bohol. It also determined if a correlation exists between the two variables. It utilized the descriptive-normative method with a survey tool to gather data from administrators, coordinators, and faculty among selected secondary public and private schools
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Dissertations / Theses on the topic "Teachers' classroom observation performance"

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Ford, Warwick Ross. "Understanding how highly accomplished teachers experience performance feedback: a qualitative study." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/371916.

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This research explores Highly Accomplished teachers’ perceptions of feedback provided during their annual performance appraisal/review. It looks at what constitutes effective feedback for this select group of teachers and the social practices that enable this. It identifies feedback practices that these teachers consider useful for future improvement as well as those practices that need attention with a view to improving overall feedback experiences of Highly Accomplished teachers undertaking a performance review. Underpinning my research is the belief that improving teaching across the school
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Uchida, Chiharu Hashimoto. "The Concordance Between Children's Performance During a Standardized Testing Session and Teachers' Observational Assessment in the Classroom." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392803116.

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Phillips, Matthew. "An Analysis of the Variables in Implementation of the Marzano Causal Teacher Evaluation System in the State of Florida." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6340.

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This was a non-experimental, mixed methods study to research the different ways in which the Marzano casual teacher evaluation system was implemented in 25 school districts in the state of Florida during the 2012-2013 school year. Based on seven implementation variables, the teacher evaluation systems were compared to the implementation model and research-based best practice. The researcher then sought to determine what relationships may or may not exist in teacher performance ratings between districts that followed the research-based implementation model and districts that did not. Two st
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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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Vallance, Roger John. "Some personality characteristics of beginning teachers with respect to classroom performance." Thesis, University of Cambridge, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.624922.

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Al-Malki, Moza. "Assessing Classroom Performance of Pre-service English Language Teachers in Oman." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/371951.

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In recent times, more attention has been directed towards identifying international trends and ‘best’ practice for assessing pre-service teachers’ classroom performance. Previous attempts to assess Oman’s preservice teachers were based on adopting a psychometric/measurement assessment practice, whereby performance was measured by grades. Such an approach, in recent times, has been viewed as being fundamentally flawed in its attempts to measure pre-service teachers’ classroom practices. This is primarily due to its inability to authentically assess teacher’s learning in the classroom setting. F
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Miller, Rachel. "Perspectives of Elementary Classroom Teachers About Family Volunteer Presence and Student Performance." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5638.

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While researchers have explored various aspects of the family volunteer presence in the classroom, little is known pertaining to the perceptions of teachers regarding this phenomenon, specifically as it relates to fifth grade student reading comprehension. The purpose of this study was to explore teachers' perceptions of family volunteers' presence and its influence on fifth grade student reading comprehension. The works of Patton and of Epstein informed this study. The research questions explored teachers' perception of benefits and challenges of the family volunteers' presence. Data were col
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Criss, Caitlin J. "The Role of Goal Setting and Performance Feedback to Improve Teachers’ Classroom Management Skills." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1618402354463067.

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Palmer, Jason S. "Performance Incentives, Teachers, and Students: Estimating the Effects of Rewards Policies on Classroom Assessment Practices and Student Performance." Connect to this title online, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1024404726.

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Thesis (Ph. D.)--Ohio State University, 2002.<br>Title from first page of PDF file. Document formatted into pages; contains xiv, 169 p.; also includes graphics. Includes abstract and vita. Advisor: Mary K. Marvel. Includes bibliographical references (p. 150-169).
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Pai, Jimmy. "Capturing Ephemeral Assessment Opportunities: An Inquiry into Secondary Mathematics Teachers’ Lived Experiences with Observation of, and Conversations with, Students." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36994.

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This study is influenced by phenomenological approaches, and is an inquiry into secondary mathematics teachers’ lived experiences with ephemeral assessment opportunities such as observations of, and conversations with, students. This phenomenon is explored through the use of reflective journals, semi-structured interviews, and focus group interviews. Two layers of analysis were used to better understand the phenomenon. The first layer focuses on emergent themes of what and how teachers think and do in the moment. The emergent themes were interrelated and categorized into eliciting, interpr
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Books on the topic "Teachers' classroom observation performance"

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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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Moss, Connie M. Formative classroom walkthroughs: How principals and teachers collaborate to raise student achievement. ASCD, 2015.

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Chiarelott, Leigh. Lenses on teaching: Developing perspectives on classroom life. 2nd ed. Holt, Rinehart, and Winston, 1990.

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Chiarelott, Leigh. Lenses on teaching: Developing perspectives on classroom life. Holt, Rinehart, and Winston, 1990.

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Reed, Arthea J. S. A guide to observation and participation in the classroom. 2nd ed. Dushkin Pub. Group, 1995.

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Sargent, Mester Cathy, ed. Acting lessons for teachers: Using performance skills in the classroom. 2nd ed. Praeger, 2007.

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Sargent, Mester Cathy, ed. Acting lessons for teachers: Using performance skills in the classroom. Praeger, 1994.

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David, Marsden. Unions, performance-related pay and procedural justice: The case of classroom teachers. Centre for Economic Performance, London School of Economics and Political Science, 2004.

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Reed, Arthea J. S. A guide to observation, participation, and reflection in the classroom. 5th ed. McGraw-Hill, 2004.

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Book chapters on the topic "Teachers' classroom observation performance"

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Byers, Terry. "What Does Teaching and Learning Look like in a Variety of Classroom Spatial Environments?" In Teacher Transition into Innovative Learning Environments. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_16.

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AbstractThe very nature of what constitutes an effective learning environment is undergoing substantial re-imagination. Authors have suggested that the affordances of existing learning spaces, often termed conventional or traditional classrooms, is limited and constrains the possible pedagogies available to teachers. Architects, authors and governments have put forward innovative learning environments (ILEs) as a better alternative. ILEs provide affordances thought to be somewhat better at providing to students learning needs than traditional classrooms, particularly in terms of creative and c
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Carthew, Clive. "Classroom Observation." In Appraising Teachers in Schools. Routledge, 2021. http://dx.doi.org/10.4324/9781003111870-10.

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Galton, Maurice, and Brian Simon. "Pupils and teachers in the primary classroom." In Progress and Performance in the Primary Classroom. Routledge, 2023. http://dx.doi.org/10.4324/9781003361268-4.

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Klippel, Friederike. "Chapter 6. Classroom-oriented teacher research in modern languages." In AILA Applied Linguistics Series. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/aals.20.06kli.

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We tend to think that classroom-oriented research in language teaching is a new phenomenon. However, the Reform Movement at the end of the 19th century brought forth a wide range of innovative developments, including – for the first time – teacher-led research into classroom procedures through experimentation, systematic observation, publication and ensuing scholarly discourse. Reports by several language teachers are presented here as examples of early classroom-oriented research. The chapter outlines what these teachers were trying to achieve in their language classes, how they reported on t
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Maulana, Ridwan, Amanda Maraschin Bruscato, Michelle Helms-Lorenz, et al. "Secondary Education Teachers’ Effective Teaching Behaviour Across Five Countries: Does it Change Over Time?" In Effective Teaching Around the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_17.

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AbstractOver the last decade, a limited number of studies have documented changes in effective teaching behaviour in secondary education over time. However, the studies are rather fragmented and heterogeneous in terms of measurements, contexts, and time intervals.This study aims to investigate changes in secondary school teachers’ teaching behaviour over time, by using a uniform observation instrument in five contrasting national contexts. The study focuses on the examination of inter- and intra-individual differences in teachers’ effective teaching behaviour across Indonesia, Mongolia, Pakist
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Goos, Merrilyn, and Aoife Guerin. "Investigating the Self-Efficacy Beliefs and Classroom Practices of Out-of-Field, In-Field, and Upskilled Mathematics Teachers." In Out-of-Field Teaching Across Teaching Disciplines and Contexts. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9328-1_15.

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AbstractThe study that we report in this chapter contributes to our broader research agenda for evaluating the impact of a national professional development programme that upskills out-of-field post-primary mathematics teachers in Ireland. The aim of the study was to compare the self-efficacy beliefs, perceived and observed classroom practices of six post-primary mathematics teachers (three groups of 2) who were either out-of-field, upskilled via the professional development programme, or in-field. The teachers completed surveys of their self-efficacy beliefs and approaches to teaching mathema
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Smit, Nienke, Marijn van Dijk, Kees de Bot, and Wander Lowie. "The Teacher’s Turn: Teachers’ Perceptions of Observed Patterns of Classroom Interaction." In Effective Teaching Around the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_34.

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AbstractInsight in the way verbal teacher-student classroom interaction unfolds during the language lesson is of crucial importance for effective teaching. Although classroom observational research is indispensable, it is unable to uncover underlying intentions or motivations for the observed behavior. Teacher cognition research seeks to address the relation between teaching practice and what teachers think. This study reports on the perceptions of a group of English as a foreign language teachers (n = 57) who were asked to reflect on results from a classroom observation study about EFL teache
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Smale-Jacobse, Annemieke, Peter Moorer, Ridwan Maulana, et al. "Exploring How Teachers’ Personal Characteristics, Teaching Behaviors and Contextual Factors Are Related to Differentiated Instruction in the Classroom: A Cross-National Perspective." In Effective Teaching Around the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_23.

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AbstractInternationally, differentiated instruction (DI) is suggested as a teaching approach that can help teachers to meet the varying learning needs of students in the classroom. However, not all teachers reach a high level of implementation. Personal characteristics of the teacher as well as teaching quality may affect the degree and quality of DI. In addition, several classroom-, school-, and country characteristics may affect DI practices. In this chapter, literature is reviewed about personal factors, teaching characteristics and contextual factors influencing DI. Findings from the liter
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Kersten, Kristin, Karen Glaser, Hannah Ruhm, Jana Roos, Sonja Brunsmeier, and Martin J. Koch. "Student teachers’ and mentors’ perceptions of effective teaching techniques in the primary L2 English classroom." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2025. https://doi.org/10.1075/lllt.62.12ker.

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Abstract This chapter presents the results of a multi-site study that employed the Teacher Input Observation Scheme (TIOS, Kersten et al., 2018) in the context of the primary second language (L2) English practicum to elicit self- and other-assessments of classroom practices from 74 student teachers and their 13 university mentors at three German universities. The four TIOS sub-scales permit a differentiated view on mentor and student perceptions of language teaching strategies to shed light on this crucial phase of pre-service teacher education programmes. ANOVAs showed that student and mentor
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Kramer, Maria, Julia Stürmer, Christian Förtsch, et al. "Diagnosing the Instructional Quality of Biology Lessons Based on Staged Videos: Developing DiKoBi, A Video-Based Simulation." In Learning to Diagnose with Simulations. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89147-3_6.

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AbstractIdentifying and interpreting challenging instructional situations is important for teacher performance in the classroom, thus also for instructional quality. This project examines classroom situations in which pre-service teachers diagnose effective teaching in terms of instructional quality in the context of biology lessons. The interdisciplinary collaboration combines expertise in research on teachers’ professional competence, video-based teaching, and computer-supported case-based learning in several contexts. The video-based simulation DiKoBi (German acronym for “diagnostic compete
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Conference papers on the topic "Teachers' classroom observation performance"

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Verdugo, Lorena, Rosa Diaz, and Lilian Guamán Valdez. "The impact of learning styles on the academic performance of middle school students." In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1005401.

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Low student academic performance is a problem that has been addressed in recent decades. It is expected that these learning problems will be addressed through teaching practices, improving their methodological processes in response to diversity in the classroom. Learning styles are an orientation that allows us to understand this diversity and improve methodological proposals. The objective of this research is to describe the effect generated by various learning styles on the academic performance of middle-level basic general education students in the 2022-2023 school year. For this, a mixed a
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Ngoc, Nguyen Thi Minh. "How to Make a Virtual Classroom More Interactive." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.10.

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Blended teaching and online learning have recently been implemented at UEH University. The majority of students, on the other hand, appear to be reluctant to online instruction. The goal of the study is to enhance students’ interaction in online classes. The theory of increasing online teaching interactivity has been applied in the research, which includes interactions between students and the course content, interactions between teachers and students, and interactions among students. The research took place over two semesters and lasted 120 hours, involving 70 participants. After the students
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Calado, Jorge, Fernando Luís-Ferreira, Joao Sarraipa, and Ricardo Jardim-Goncalves. "A Framework to Bridge Teachers, Student’s Affective State, and Improve Academic Performance." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-72000.

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Some of the biggest problems tackling Higher Education Institutions (HEI) are student’s drop-out and academic disengagement. Physical or psychological disabilities, social-economic or academic marginalization, and emotional and affective problems, are some of the factors that can lead to it. This problematic is worsened by the shortage of educational resources that can bridge the communication gap between the faculty staff and the affective needs of these students. In this paper, we present a framework capable of collecting analytic data, from an array of emotions, affects and behaviours, acqu
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Karlsson, Natalia, and Wiggo Kilborn. ""TEACHERS’ MATHEMATICAL CONTENT KNOWLEDGE AND STUDENTS’ PROGRESSION IN LEARNING OF FRACTION AND PROPORTION"." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end002.

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"Proportional reasoning causes considerable difficulty for students. One reason for this is, that a lack of basic understanding of fractions in earlier years, causes difficulties in the middle years. Moreover, learning of fractions and proportion is a long-term process and students encounter it continuously from grade 1 to 9. It is also difficult to teach, and teachers’ mathematical content knowledge plays a crucial role in students’ learning of mathematics. The purpose of this study is to analyse the effects of teaching, and the influence of teachers’ mathematical content knowledge about frac
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Thanyadit, Santawat, Matthias Heintz, Effie L Law, and Eleni Mangina. "How easy is it to eXtend Reality? A Usability Study of Authoring Toolkits." In 8th International Conference on Human Interaction and Emerging Technologies. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002707.

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Extended Reality (XR) can be a powerful educational tool as it enables students to experience a learning environment combining real-life physical and virtual objects. This combination not only augments what is possible with physical learning material alone but also makes use of the real world as a frame of reference for the digital content. Nonetheless, creating an XR lesson requires technical expertise that can be very challenging for many educators who have no or little relevant background. Hence, support systems like XR Lesson Authoring Toolkits (XRLATK) are needed to empower teachers to cr
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Panwar, Manasi, and Pushp Latab. "EMPOWERING NEURODIVERGENT LEARNERS IN INCLUSIVE CLASSROOMS: A CULTURALLY RESPONSIVE TEACHING (CRT) PERSPECTIVE." In EduCon Singapore – International Conference on Education, 05-06 July 2025. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.231232.

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The global commitment to inclusive education under the United Nations Sustainable Development Goal (SDG 4) aims to accommodate the diverse learning needs of neurodivergent learners comprehensively.Conventional teaching methods often underserve the unique learning requirements of neurodivergent learners, such as those with Dyslexia, Autism, and Adult Attention-Deficit/Hyperactivity Disorder (ADHD). The study examines the impact of Culturally Responsive Teaching (CRT) as an instructional approach, emphasizing – the use of culturally relevant learning materials, differentiated and flexible instru
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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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Bravo, Marco. "Capturing Bilingual Preservice Teachers' Math Instruction With the Mathematics Classroom Observation Protocol." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1573712.

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Bouwer, Janine Alexandrea, and Nokuthula Nkosi. "THE INFLUENCE OF ONLINE FORMATIVE ASSESSMENT IN EUCLIDEAN GEOMETRY ON THE ATTITUDES OF GRADE 11 LEARNERS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end123.

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"Formative assessment (FA) can potentially provide valuable insights into learners’ conceptual knowledge of Euclidean geometry and contribute to the development of appropriate assessment activities which focus on developing a conceptual understanding of Euclidean geometry. Research indicates that geometry is an abstract yet crucial topic in the school Mathematics curriculum because it helps learners to develop logical thinking, problem-solving skills, deductive reasoning, and analytical reasoning. Due to the Covid-19 pandemic, teachers were forced to integrate technology to continue with teach
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Tsun Derek, Wong Sing. "PERCEPTIONS OF STUDENTS ON ONLINE ENGLISH LANGUAGE READING ASSESSMENTS – A PRELIMINARY INVESTIGATION." In 2024 EdTec –International Conference on Education & Learning Technology, 06-07 May, Singapore. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/ictel.2024.138139.

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Past paper drilling has been a core component in the English Language subject of the Hong Kong Diploma of Secondary Education (HKDSE), the university entrance examination in Hong Kong, China. Such drilling is normally done with pen and paper as this resembles the actual examination scenario. Nonetheless, this poses huge administrative costs when it comes to analysis of student work and performance. With such, various online platforms have been developed to allow students to complete past papers online. To investigate students’ perceptions towards using online platforms to complete examination
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Reports on the topic "Teachers' classroom observation performance"

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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-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: 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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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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Bell, Courtney, Jessalynn James, Eric Taylor, and James Wyckoff. Measuring Returns to Experience Using Supervisor Ratings of Observed Performance: The Case of Classroom Teachers. National Bureau of Economic Research, 2023. http://dx.doi.org/10.3386/w30888.

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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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Schipper, Youdi, and Daniel Rodriguez-Segura. Teacher Incentives and Attendance: Evidence from Tanzania. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/121.

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We study early grade teacher attendance in a nationally representative sample of public primary schools in Tanzania. We document high and costly levels of absence: during unannounced school visits, only 38 percent of teachers are observed to be actively teaching in the classroom. We find that an experimental incentive program that provided test-based performance rewards improved classroom attendance and teaching among eligible early grade teachers, although it did not explicitly incentivize attendance. Using panel regressions across the full sample, we find that teacher attendance is positivel
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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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Hwa, Yue-Yi. Choose and Curate toward Commitment to Capable and Committed teachers (5Cs): A Set of Principles for Teacher Career Reform. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ib_2023/02.

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Classroom teaching is complex. This means that pursuing a vision of empowered, highly respected, strongly performance-normed, contextually embedded teaching professionals who cultivate student learning requires a systemic approach to teacher career reform. One such approach is a set of principles called the 5Cs: choose and curate toward commitment to capable and committed teachers.1 Education authorities must initially choose prospective teachers based on the best available information. Education authorities should also designate the novice phase as a period of curation involving extensive sup
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