Identifying Effective Teachers: Lessons from Four Classroom Observation Tools

2020 ◽  
Author(s):  
Deon Filmer ◽  
Ezequiel Molina ◽  
Waly Wane
Keyword(s):  
Effective Teachers ◽  
Classroom Observation ◽  
Observation System ◽  
Observation Instrument ◽  
Teacher Observations ◽  
Observation Instruments ◽  
Classroom Assessment Scoring System ◽  
Subject Content Knowledge ◽  
Internal Properties ◽  
Observation Tools

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

Verbal Interaction in Chemistry Secondary School Classrooms

2013 ◽  
Vol 66 (1) ◽  
Author(s):  
Winnie Sim Siew Li ◽  
Mohammad Yusof Arshad
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Classroom Observation ◽  
Study Data ◽  
Verbal Interaction ◽  
Inquiry Teaching ◽  
Chemistry Teachers ◽  
Observation Instrument ◽  
Inquiry Approach ◽  
Observation Instruments

Chemistry should be taught using inquiry approach to enhance understanding of concept of phenomena investigated. The way teacher implement inquiry teaching in chemistry classroom is vital as it affects the teaching and learning process. This study was carried out to investigate verbal interaction of chemistry teachers who applied inquiry approach in their chemistry lessons. Twenty three chemistry teachers and their pupils were involved in this study. Data collection method was mainly based on observation using Observation Instrument in Inquiry Teaching through Verbal Interaction (OIITVI), which was developed and modified based on previous existing classroom observation instruments. Even though the teachers claimed that they practiced inquiry, findings from this study showed that teachers are still dominating interaction in chemistry classroom. This research also revealed that percentage of teacher’s question is lower compared to teacher’s statement. Besides that, mean percentage of pupils’ questions has increased as observed in this research compared to previous researches. Nevertheless, teachers’ questions and pupils’ questions were found to be of low order thinking questions. Silence or confusion category contributes 37.0% of verbal interaction occurred in chemistry classrooms. Implication of this study showed that teachers should move towards creating inquiry-based classroom with focusing on quality pupil talk. 

A Five-Stage Process for Establishing Contextually Valid Systematic Observation Instruments: The Case of Rugby Union

2002 ◽  
Vol 16 (2) ◽  
pp. 138-159 ◽  
Author(s):  
Clive J. Brewer ◽  
Robyn L. Jones
Keyword(s):  
Interobserver Agreement ◽  
Rugby Union ◽  
Face Validity ◽  
Validity And Reliability ◽  
Systematic Observation ◽  
Observation Instrument ◽  
Observation Instruments ◽  
Elite Level ◽  
Stage Process ◽  
Reliability Check

The purpose of this paper is to propose a five-stage process for establishing both validity and reliability in new systematic observation instruments. The process is contextualized within the working behaviors of elite level rugby union coaches within the practice setting. The sequential stages began with observer training and progressed through the identification of coaching behaviors through induction (to establish content validity), to establishing face validity through a domain-referenced test. The objectivity and reliability of the developed behavioral classifications are determined through an interobserver agreement test while, finally, the researcher’s ability to reliably reproduce data with the developed instrument is determined using a test/retest intraobserver reliability check. The developed instrument (the Rugby Union Coaches Observation Instrument: RUCOI) is deemed able to record the situationally unique behaviors arising from the nature of the sport and of the elite standard, both of which were considered to impinge upon the pedagogical process in the said context.

scholarly journals AN INSTRUMENT FOR ENGLISH MEDIUM INSTRUCTION (EMI) CLASSROOM OBSERVATION IN HIGHER EDUCATION

2020 ◽  
pp. 221
Author(s):  
Ron Martinez ◽  
Francisco Fogaça ◽  
Eduardo Henrique Diniz de Figueiredo
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Bilingual Education ◽  
Classroom Observation ◽  
Classroom Interaction ◽  
Official Language ◽  
Observation Instrument ◽  
English Medium Instruction ◽  
Development And Validation

AbstractClasses taught through English in higher education (in countries where English is not an official language) is a growing phenomenon worldwide. In Brazil the trend has only emerged in the last decade, and has faced some resistance on many fronts, including among professors.  One of the concerns raised by professors is related to their identity: essentially, are instructors who teach through a foreign language delivering a class that is qualitatively different?  For example, are they as able to interact with the students in the same way they would in their L1?  In order to move beyond mere conjecture regarding these and related questions, the present study describes the development and validation of a classroom observation instrument designed to be used (or adapted for use) by researchers wishing to investigate issues surrounding, especially, interactivity in English Medium Instruction in higher education settings.Key words: EMI, classroom interaction, bilingual education, internationalization ResumoAulas ministradas no ensino superior por meio de língua inglesa (em países onde o inglês não é um idioma oficial) é um fenômeno crescente no mundo acadêmico. No Brasil, a tendência só surgiu na última década e tem enfrentado certa resistência em muitas frentes, inclusive entre os professores. Uma das preocupações levantadas por docentes é relacionada à identidade: isto é, será que os professores que ensinam através de uma língua estrangeira ministram uma aula qualitativamente diferente? Por exemplo, será que eles conseguem interagir com os alunos da mesma maneira que eles conduzem uma aula na primeira língua? Para ir além da mera conjectura sobre essas e outras questões relacionadas, o presente estudo descreve o desenvolvimento e a validação de um instrumento de observação de aula projetado para ser usado (ou adaptado para uso) por pesquisadores que desejam investigar questões relacionadas, principalmente, à interatividade didática quando em contextos de Inglês como Meio de Instrução em inglês no âmbito do ensino superior.Palavras chave:EMI, Inglês como Meio de Instrução, ensino bilingue, internacionalização

Learning from Teacher Observations: Challenges and Opportunities Posed by New Teacher Evaluation Systems

2013 ◽  
Vol 83 (2) ◽  
pp. 371-384 ◽  
Author(s):  
Heather Hill ◽  
Pam Grossman
Keyword(s):  
Teacher Evaluation ◽  
Instructional Practice ◽  
New Teacher ◽  
Teacher Observation ◽  
Evaluation Systems ◽  
Teacher Observations ◽  
Challenges And Opportunities ◽  
Observation Instruments ◽  
Teacher Evaluation Systems ◽  
New Teacher Evaluation

In this article, Heather C. Hill and Pam Grossman discuss the current focus on using teacher observation instruments as part of new teacher evaluation systems being considered and implemented by states and districts. They argue that if these teacher observation instruments are to achieve the goal of supporting teachers in improving instructional practice, they must be subject-specific, involve content experts in the process of observation, and provide information that is both accurate and useful for teachers. They discuss the instruments themselves, raters and system design, and timing of and feedback from the observations. They conclude by outlining the challenges that policy makers face in designing observation systems that will work to improve instructional practice at scale.

scholarly journals Sistema de observación para analizar la interacción en el juego de Boccia por equipos

2019 ◽  
Vol 20 (1) ◽  
pp. 37-47
Author(s):  
Daniel Lapresa Ajamil ◽  
Javier Pascual Laguna ◽  
Javier Arana ◽  
M. Teresa Anguera
Keyword(s):  
Ad Hoc ◽  
High Reliability ◽  
Observation System ◽  
Data Sets ◽  
Antisocial Behaviors ◽  
Observation Instrument ◽  
The Social ◽  
El Sistema ◽  
Disability Group ◽  
Generalizability Study

Se ha diseñado un instrumento de observación ad hoc, combinación de formato de campo y sistemas de categorías, que permite analizar la interacción social -conductas prosociales y antisociales- que tiene lugar en la competición por equipos en el juego de boccia. El registro y codificación de los datos se ha desarrollado mediante el software Lince. La validez de contenido del instrumento de observación ha quedado avalada por el equipo técnico de la Selección Española de boccia. Los resultados relativos a la concordancia entre los registros generados por tres observadores diferentes, calculada mediante el coeficiente Kappa de Cohen, indican una elevada fiabilidad de los datos obtenidos mediante el sistema de observación. En el seno de la teoría de la Generalizabilidad, mediante el software SAGT, se ha desarrollado el plan de medida [Jugador] [Categoría] / [Parcial], que ha permitido asegurar que, con el número de parciales analizados, se consigue una elevada fiabilidad de precisión de generalización. Además, se ha procedido a la optimización del plan de medida [Parciales] [Categorías] / [Jugador]. La operatividad del sistema de observación desarrollado ha quedado patente en los T-patterns detectados mediante el software Theme, versión 6. Edu. De los resultados obtenidos se desprende que el juego de boccia constituye un entorno favorable de elevado valor formativo para el colectivo de la discapacidad. The observation instrument was purpose-built and combines a field format with systems of categories. The observation instrument allows to analyze the social interaction -prosocial and antisocial behaviors- that takes place in team boccia competition. The content validity of the observation instrument has been guaranteed by the coaching staff of the Boccia Spanish Team. The data were coded with the Lince software programme. Cohen's Kappa coefficient obtained by comparing the data sets generated by three observers indicates a high reliability of the data. We also performed a generalizability study, [Player][Category]/[End], demonstrating the consistency of the data based on the Ends observed. The application of the optimization module for [End][Category]/[Player] facets showed us how many players would constitute an optimal sample in future studies. The practical application of the observation system was demonstrated by performing T-pattern analysis using Theme software programme. The results obtained show that boccia is a very favorable educational environment for the disability group. O instrumento de observação foi construído ad hoc e combina um formato de campo com sistemas de categorias. O instrumento de observação permite analisar a interação social - comportamentos anti-sociais e anti-sociais - que ocorre na competição de bocha em equipe. A validade de conteúdo do instrumento de observação foi garantida pela equipe técnica da Equipe Espanhola de Boccia. Os dados foram codificados com o programa de software Lince. Coeficiente Kappa de Cohen obtido pela comparação dos conjuntos de dados gerados por três observadores indica alta confiabilidade dos dados. Também realizamos um estudo de generalização [Jogador] [Categoria] / [Parcial], demonstrando a consistência dos dados com base nas extremidades observadas. A aplicação do módulo de otimização para as facetas [Parciales] [Categorias] / [Jogador] nos mostrou quantos jogadores seriam uma ótima amostra em estudos futuros. A aplicação prática do sistema de observação foi demonstrada através da análise do padrão T usando o programa de software Theme. Os resultados obtidos são desprezíveis que o jogo de bocha é constituído por um formulário de valor favorável para o colectivo da discapacidade.

Preservice Observation in Special Education: A Validation Study

2020 ◽  
Vol 54 (1) ◽  
pp. 6-19
Author(s):  
Daisy J. Pua ◽  
David J. Peyton ◽  
Mary T. Brownell ◽  
Valentina A. Contesse ◽  
Nathan D. Jones
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Essential Element ◽  
Special Education Teacher ◽  
Observation System ◽  
Education Teacher ◽  
Observation Instrument ◽  
High Incidence Disabilities

Advancing teacher candidates’ overall competence through use of valid teacher observation systems should be an essential element of teacher preparation. Yet, the field of special education has not provided observation protocols designed specifically for preservice teachers that are founded in theoretical perspectives and research on effective instruction for students with learning and other high-incidence disabilities (SWDs). To address this need, a group of researchers in special education teacher preparation and measurement developed the Preservice Observation Instrument for Special Education (POISE). The POISE is an observation system rooted in effective special education practices that support the growth of preservice teachers who will serve SWD across instructional settings. The purpose of this article is to report on the development and psychometric properties of the POISE. Specifically, we employed Kane’s argument-based validity approach to frame each stage in the development process of the POISE. We conducted two phases of content validation activities, development activities, and a pilot study to assess the degree to which scores from POISE provided evidence for the scoring, generalizability, and extrapolation inferences. In the end, the POISE represents a promising observation instrument for the development of special education teacher candidates.

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