Research Findings: A total of 54 videotaped mathematics activity observations drawn from 27 different pre-kindergarten classrooms in an urban public schools system in the U.S. were coded using 2 observational measures: (1) a general measure, the Classroom Assessment Scoring System (CLASS); and (2) a math-specific measure, the High Impact…

There is a growing need for valid and reliable measures to monitor the efficacy of undergraduate science, technology, engineering, and mathematics (STEM) reform initiatives. The Classroom Observation Protocol for Undergraduate STEM (COPUS) is a widely used tool originally designed to measure the presence of overt instructor and student behaviors.…

In this study, we examined American Indian and Alaska Native (AI/AN) Head Start directors' perceptions of the Classroom Assessment Scoring System (CLASS) and critically examined those perceptions to provide insight into the cultural appropriateness of the CLASS in the AI/AN Head Start context. Based on qualitative data from 76 AI/AN Head Start…

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…

This pilot study examined the utility of a practice-based coaching (PBC) intervention in Swedish elementary schools designed to support the classroom climate and benefit students. The intervention involved activities, self-assessment, observation, and coaching to the teachers, with the aim of improving the classroom climate and students'…

Argumentation is vital in the development of scientific knowledge, and students who can argue from evidence and support their claims develop a deeper understanding of science. In this study, the Argument-Driven Inquiry instruction model was implemented in a two-semester sequence of introductory biology laboratories. Student's scientific…

This paper aims to describe the development process of the Observation Protocol for Teaching Activities in Mathematics (POAEM) and to report the findings from the qualitative and statistical analyses used to provide evidence of validity and reliability of the information collected with the first version of the POAEM. As part of this development…

Introduction: The proposed poster will describe the observational data collection methodology and preliminary findings from a large-scale efficacy study examining a corequisite mathematics intervention at the community college level. Specifically, the larger study is conducting a randomized controlled trial of the Carnegie Math Pathways (CMP)…

Purpose: Our study focused on identifying measurable constructs of a restorative classroom and appropriate metrics to measure those constructs through content validity analysis of a direct observation tool. The tool was designed to assess restorative practices implementation in the classroom in the context of professional development supporting…

The current study examined teacher classroom responses to the Classroom Strategies Coaching (CSC) Model in 14 high-poverty elementary schools. Coaches used observational data to identify practice needs, goals, and monitor progress regarding instructional and behavioral management strategies. The sample included 53 teachers that received the CSC…

This brief research report examines the discursive shifts of a secondary mathematics teacher participating in a collaborative learning community centered on culturally responsive mathematics teaching. We draw on two frameworks to analyze the teacher's discursive moves. The first framework comes from Lefstein et al. (2020) on generative discourse…

Using item response theory, this study explores whether student survey and classroom observation items can be calibrated onto a common metric of teaching quality. The data comprises 269 lessons of 141 teachers that were scored on the International Comparative Analysis of Learning and Teaching (ICALT) observation instrument and the My Teacher…

The National Quality Framework is used across Australia to drive quality improvement in early childhood settings. Unique to Western Australia, the National Quality Standard is also used in schools to improve quality in classrooms up to Year two (seven to eight years). However, the literature suggests the National Quality Standard is too broad with…

In this article, we present a revised version of the active learning classroom observation tool (ALCOT), designed in 2015, to support instructor reflection on instructional approaches applied within active learning classrooms. The design of active learning classrooms and teaching approaches within them have changed significantly since the initial…

Systematic classroom observation is often used in evaluating and enhancing the quality of classroom instruction. However, classroom observation can potentially suffer from human bias. In addition, the traditional classroom observation is too expensive for resource-constrained environments (e.g., Sub-Saharan Africa, South and Central Asia). A…