Systematic Classroom Observation Research Articles

Reading Engagement and the Reader in the Foreign Language Classroom: Students' Perceptions on Assessment Methods

Despite the fact that Foreign Language (FL) literature is considered to be an important element in English as a Foreign Language (EFL) lessons, it is not part of the majority of classrooms (Bloemert et al. 2016). In most Spanish high-schools, FL literature is introduced by means of mandatory readers: these are often not worked on in the lessons and students are asked to read them on their own and take an exam. Taking into account that assessment methods have a direct influence on students’ level of engagement, reading motivation and learning achievement (Guthrie & Wigfield, 2000; Gujbels & Dochy, 2006; van der Watering et al. 2008), this study analyses the perceptions of 52 students in their first year of upper-secondary education on two different assessment methods during two different terms. In the first term, the reader was used in the classroom and students were asked to do an individual assignment at the end. In the second term, students read the reader on their own and took an exam. The data were gathered by means of a students’ questionnaire and systematic classroom observation. Overall, results show a preference towards the individual assignment in terms of reading engagement and a ‘deep learning’ approach to the reading experience.

Fostering Child Empowerment Through English Language Competency in Speaking Skills

This research delves into the intricate relationship between English language competency, specifically in speaking skills, and the empowerment of young learners within the context of early childhood education. Combining descriptive qualitative research with an extensive literature review, the study elucidates the profound implications of language proficiency on child empowerment. The research employs a methodology involving in-depth interviews, systematic classroom observations, and content analysis. Subjects comprise young learners in early childhood education, with a focus on their English language proficiency in speaking. Data collection includes semi-structured interviews with educators, parents, and learners, alongside literature review findings. The outcomes reveal that language proficiency functions as a transformative tool, fostering self-confidence, self-expression, and active learning participation. Proficient speakers exhibit enhanced agency and autonomy, equipping them with cognitive tools for academic success and global navigation. Disparities in language competency and empowerment among young learners are identified, necessitating inclusive educational practices and targeted support. This research underscores educators' pivotal role, alongside engaged parents and inclusive curriculum design, in fostering language proficiency as a means of empowering children in early education. The study contributes to a holistic understanding of language's role in shaping the foundations of empowered, lifelong learners.

Children's exposure to STEM instruction in preschool and how they respond to it

AbstractEarly childhood is an opportune time to begin teaching STEM, and preschool education provides the opportunity. How children experience and respond to STEM in community‐based preschools is our focus. Using the CIRCLE classroom observation system, we examined how frequently and in what contexts preschool teachers provided STEM learning opportunities, and how children responded using quantitative–descriptive methods. Data were collected in 39 low‐socioeconomic status (SES), community‐based preschool classrooms on a stratified sample of 117 children that included mono‐English speaking children, dual language learners, and children with a diagnosed disability. Results indicated that children were exposed to nonacademic content 71% of the observed time. In contrast, STEM instruction occurred only 7% of the time, or about 6 min of our 90 min observation on a given day. When teachers provided STEM content, the probability that children were academically engaged was 0.57 compared with only 0.08 during nonacademic content. There were no statistically significant differences in STEM academic content received between girls and boys, children with versus without an Individualized Education Program (IEP), and English‐only speakers versus dual language learners. However, dual language learners were significantly less engaged during STEM than English‐only speakers. Implications are discussed.

Teachers’ Perception of Walk-in Observation and Its Impacts on Instruction and Pedagogy

The primary objective of the study is to determine the perception of teachers on the impact of walk-in classroom observation practiced by principals and vice principals as a part of instructional leadership roles. The walk-in classroom observation system was implemented in 2022 by the Ministry of Education and Skill Development (MoESD), Bhutan. This research utilized a mixed-methods approach, consisting of both quantitative and qualitative studies. The quantitative study was conducted using 5-point Likert scale survey questionnaires for walk-in classroom leadership practice and its impact on instruction and pedagogy. The qualitative study was conducted using a semi-structured interview. The study used 90 teacher participants purposively selected from 10 schools under Trashiyangtse Dzongkhag, Bhutan responds to the questionnaires and 10 teachers selected randomly for interviews. The quantitative data were analyzed and interpreted using descriptive statistics such as mean and standard deviation while deductive coding and thematic analysis were used to analyze interview data. The findings of the study revealed that teachers generally had a positive perception of the impact of walk-in classroom observation on classroom instruction and pedagogy with an overall mean score of 3.47 and SD=1.110, as indicated by their agreement with the survey questionnaires. Further, the results from the interview indicated that walk-in classroom observation had a positive effect on lesson planning, delivery, and professional development for teachers. However, teachers are of the view that instructional leaders need to be professionally competent in subject content and pedagogical knowledge for effective walk-in classroom observation. Therefore, the findings contribute to the enhancement of knowledge and pedagogical skills and informed the leaders to bring forth the strengths and weaknesses in the common forum for deliberation and necessary changes.

Effective Teachers of Multilingual Learners: A Mixed‐Method Study ofUKandUSCritical Sociocultural Teaching Practices

AbstractThis convergent parallel mixed‐method study (quan + QUAL) relies on systematic classroom observations of mainstream teachers considered highly effective with multilingual learners in the United Kingdom and the United States (N = 9). Using a critical sociocultural theoretical lens, we use an established quantitative observation rubric and lesson field notes to capture real‐world teaching practices. Using deductive reasoning to merge closed‐ and open‐ended observation data, we illuminate the features of highly effective teaching for multilingual students. Evidence demonstrates that elements of challenge in activity design and teacher presentation, prioritizing language and literacy development, and modeling, were practices with the highest consistency across countries. At the same time, other features leave room for future growth. Lesson analysis unpacked various ways teachers enact effective teaching based on country context. Despite educational policies that may conflict with strong teaching for multilingual students, linguistically responsive teachers in both countries transcend curricular and testing constraints by intentionally enacting lessons that richly scaffold learning.

Comparative education and comparative classroom observation systems

ABSTRACT Comparative education scholars are often sceptical of teaching effectiveness research that compares ‘teaching quality’ using systematic classroom observation systems across nations. This article investigates how three international observation systems designed for comparative use, and studies that apply them, attend to three concerns intrinsic to the field of academic comparative education—conceptualisations of teaching quality, attention to context, and implications of results. The analysis indicates similar conceptualisations of teaching quality yet divergent assumptions about the teaching-learning relationship across systems, and little focus on the comparability-validity trade-offs. The studies had limited attention to levels of context (classroom, school, and national), and context is seldom used to interpret the results of teaching quality. The implications of all of the studies for research, policy, and practice, especially for policy, are vague. The article concludes with a discussion of how classroom observation research can build on both teaching effectiveness and comparative education perspectives.

Connecting Student Perceptions and Classroom Observations as Measures of Cognitive Activation

Which dimensions of instruction can be reliably captured using student perception surveys, is subject for debate. The aim of this study is to empirically explore the validity and limitations of two different measures of cognitive activation: systematic classroom observations and student perceptions. 34 video-recorded lessons from ten lower secondary mathematics teachers in Iceland were analysed using an observation system and compared to 217 responses to the Tripod student perception survey. The results indicate that for the cognitive activation dimension, the connection between observer ratings and student perceptions is weak, raising questions about the validity of different measures of instructional quality.

Systematic Classroom Observation: A Tool for Professional Development of Teachers in Nigeria

Systematic Classroom Observation: A Tool for Professional Development of Teachers in Nigeria

Improving English language arts instruction in Indiana dual language bilingual education classrooms

This paper reports on a mixed methods systematic classroom observation study as part of a federally funded project to improve instruction for English language learners (ELLs) in Indiana Dual Language Bilingual Education (DLBE) classrooms. Participating DLBE teachers received professional development through online ELL licensure and DLBE certificate coursework along with on-site sociocultural instructional coaching. Participants include 15 teachers (7 treatment DLBE teachers; 8 comparison non-DLBE teachers). We observed and video recorded each teacher’s English language arts (ELA) block four times over 18 months to examine changes over time and determine the impact of the coursework and coaching on their instructional practices. Using the Sheltered Instruction Observation Protocol (SIOP), we compare the scores of the two groups over time. We also provide analytic classroom vignettes for six of the eight SIOP components to illustrate how treatment teachers’ instruction improved over time. The findings generally demonstrate that the treatment led to improvements in the overall quality of sheltered ELA instruction of the DLBE teachers, but also reveal areas in need of more attention within DLBE teacher professional development. Supplemental data for this article is available online at https://doi.org/10.1080/09500782.2022.2032731.

Predicting students’ academic grade using machine learning algorithms with hybrid feature selection approach

Data plays an important role where any prediction is to be made. Due to the advancement in technology there have been significant ways of collecting students’ data. Educators use lots of supportive digital system to teach and collect data, such as Learning Management System, Student Information system, etc. The data collection through these system is huge and nevertheless it can be called as a big data. Lots of research is being done in how to improve the students’ performance and overall educational performance and to tap key areas that may help in student progress. Traditional analysis of data includes sampling, whether it be a climate prediction or any performance prediction. In this research, the data collected through classroom observation, academic performance or learning management systems is used to predict the performance of the students. Lots of factors were present in the collected data but the main factors that add relevance for appropriate prediction are only few. This paper proposes how more than one feature selection algorithm results can be combined to improve the predictions with machine learning algorithm.

Measuring Teaching Practices at Scale: A Novel Application of Text-as-Data Methods

Valid and reliable measurements of teaching quality facilitate school-level decision-making and policies pertaining to teachers. Using nearly 1,000 word-to-word transcriptions of fourth- and fifth-grade English language arts classes, we apply novel text-as-data methods to develop automated measures of teaching to complement classroom observations traditionally done by human raters. This approach is free of rater bias and enables the detection of three instructional factors that are well aligned with commonly used observation protocols: classroom management, interactive instruction, and teacher-centered instruction. The teacher-centered instruction factor is a consistent negative predictor of value-added scores, even after controlling for teachers’ average classroom observation scores. The interactive instruction factor predicts positive value-added scores. Our results suggest that the text-as-data approach has the potential to enhance existing classroom observation systems through collecting far more data on teaching with a lower cost, higher speed, and the detection of multifaceted classroom practices.

A comparative study of teaching and learning in German and Chinese vocational education and training schools: A classroom observation study

This study compares teaching and learning in German and Chinese vocational education and training (VET) schools. The adoption of teaching methods and instructional media are used as two descriptive dimensions. Relevant data on these factors were collected through systematic classroom observation. Generally, both similarities and differences can be noted between German and Chinese VET schools. The results concerning adoption of teaching methods and instructional media are discussed in the context of two factors: teacher education; and curriculum.

Reconsidering methods for systematic classroom observation: the measurement and analysis of categorical time-series observations

ABSTRACTArguably one of the most valuable tools for investigating pupil behaviour in an educational environment is systematic classroom observation. Classroom observation is often cited as having the potential to enable research of the learning process in action. Low inference classroom observation instruments are designed to record a sequence of data points consisting of successive measurements made over a time interval, making them particularly appropriate as measurement tools of the latent learning process. This study aimed to demonstrate that the frequently used method of analyzing this inherently temporal data proportionally is failing to consider variability between individual pupils that is identifiable in the original time series. Using a combination of real and simulated data, substantially more unique patterns of behaviour were found with time series analyses of the same data than with proportional analyses. It was also found that proportional analyses explained very little variability in the time series data of the same pupils. Modifying the number of samples and categories in an observation schedule did not vastly improve the relationship between proportional and time series analyses. We argue that if the methodological focus of classroom observation is on examining differences between pupils, then methods that maintain temporal aspects are preferable.

Classroom observation systems in context: A case for the validation of observation systems

Researchers and practitioners sometimes presume that using a previously “validated” instrument will produce “valid” scores; however, contemporary views of validity suggest that there are many reasons this assumption can be faulty. In order to demonstrate just some of the problems with this view, and to support comparisons of different observation protocols across contexts, we introduce and define the conceptual tool of an observation system. We then describe psychometric evidence of a popular teacher observation instrument, Charlotte Danielson’s Framework for Teaching, in three use contexts—a lower-stakes research context, a lower-stakes practice-based context, and a higher-stakes practice-based context. Despite sharing a common instrument, we find the three observation systems and their associated use contexts combine to produce different average teacher scores, variation in score distributions, and different levels of precision in scores. However, all three systems produce higher average scores in the classroom environment domain than the instructional domain and all three sets of scores support a one-factor model, whereas the Framework posits four factors. We discuss how the dependencies between aspects of observation systems and practical constraints leave researchers with significant validation challenges and opportunities.

Osservare la didattica in aula. Un’esperienza nella scuola secondaria di I grado

The paper presents a study of Training-Research coordinated by Sapienza, Universita di Roma, in collaboration with a lower secondary school in Rome. Two cycles of systematic classroom observations were carried out, each one for a full weekly lesson timetable, in 4 eighth grade classes. Student-Observers (enrolled in the bachelor degree in Educational Sciences), were specifically trained for the research and have always worked in pairs to ensure the quality of data collected. The observations were categorized, distinguishing the different didactic and organizational aspects and counting the amount of time dedicated to each type of school activity. Some of the key findings regarding the observations are presented and discussed: the comparison between the classes on the school functions, the incidence of constructivist teaching compared to traditional lesson, the balance between the written tests and oral questions. Other data insights and the impact of research on the professional training of teachers are considered.

First grade classroom-level adversity: Associations with teaching practices, academic skills, and executive functioning.

Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development and a model-building approach, the authors examined direct and indirect associations between first-grade (G1) classroom-level adversity (CLA), G1 teaching practices, and student (N = 1,073; M = 6.64 years; 49% girls; 82% White) academic skills and executive functioning in G1 and third grades (G3). Teachers reported the prevalence of adversity among their students (e.g., poor home/family life, poor academic/social readiness). Observers rated G1 teaching practices: teachers' classroom management, controlling instruction, and amount of academic instruction (classroom observation system). Children completed literacy and math assessments at 54 months, G1, and G3 (Woodcock Johnson Letter-Word Identification and Applied Problems), and executive functioning at G1 and G3 (Tower of Hanoi). Direct associations emerged between CLA and controlling instruction (positive), classroom management, and academic instruction (both negative). In addition, CLA was related to G1 literacy (but not math) directly and indirectly via classroom management (negatively) and controlling instruction (positively). The addition of G3 outcomes revealed a negative direct longitudinal association between CLA and G3 executive functioning, and indirect associations with G3 literacy and math through G1 teaching practices and literacy. Results support the notion that collective student characteristics influence student outcomes in part through teaching practices and suggest that teachers and students may benefit from the diffusion of high-adversity classroom compositions when possible. Moreover, in high-adversity classrooms teachers and students may benefit from supports targeting classroom management and foundational student competencies. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Qualities of classroom observation systems

ABSTRACTObservation systems are increasingly used around the world for a variety of purposes; 2 critical purposes are to understand and to improve teaching. As observation systems differ considerably, individuals must decide what observation system to use. But the field does not have a common specification of an observation system, nor does it have systematic ways of thinking about how observation systems are similar and different. Given this reality and the renewed global interest in observation systems, this article first defines the observation system concept and then presents a framework through which to understand, categorize, and compare observation systems. We apply the framework to 4 well-known observation systems that vary in important ways. The article concludes with a discussion of the results of the application of the framework and some important implications of those findings.

Classroom Observation: Linking Teacher Evaluation and Professional Development in TESOL

This study examines the impact of increasingly challenging nature of classroom observation as part of teacher evaluation in English Language Teaching (ELT). This paper highlights the complex nature of evaluative classroom observation systems in various educational contexts. It also considers various issues that embody the challenging nature of classroom observation and teacher evaluation in connection to the professional development of teachers. In a small-scale study of Teaching of English to the Speakers of Other Languages (TESOL) professionals in Saudi English as a Foreign Language (EFL) context, it adopts an interpretive approach and utilizes semi-structured interviews to collect data. The results, presented in four major themes provide a detailed account of teachers’ perceptions of the role of classroom observation in their professional learning and development. However, this development has not occurred due to the observation as a tool to elevate teaching and learning standards, alternatively, the managerial demands and the fear of being fired or transferred to remote campuses have stimulated teachers to develop professionally and offset this challenge. Despite their personal drive to professionalize themselves in a collaborative and professional culture, the challenge of observation still prevails owing to the teachers’ lack of autonomy and some insufficiently trained observers’ subjective approach.

Longitudinal study of a cooperation-driven, socio-scientific issue intervention on promoting students’ critical thinking and self-regulation in learning science

ABSTRACTThis longitudinal study explored the effects of a Cooperation-driven Socioscientific Issue (CDSSI) intervention on junior high school students' perceptions of critical thinking (CT) and self-regulation (SR) in Taiwan. Forty-nine grade 7 students were randomly selected as an experimental group (EG) to attend a 3-semester 72-hour intervention; while another 49 grade 7 students from the same school were randomly selected as the comparison group (CG). All participants completed a 4-wave student questionnaire to assess their perceptions of CT and SR. In addition, 8 target students from the EG with the lowest scores on either CT or SR were purposefully recruited for weekly observation. These target students and their teachers were interviewed one month after the intervention in each semester. Analyses of covariance and paired-wise t-tests revealed that the EG students' perceptions of CT and SR in learning science were improved during the study and were significantly better than their counterparts' at the end of the study. Systematic interview and classroom observation results were consistent with the quantitative findings. This study adds empirical evidence and provides insights into how CDSSI can be integrated into planning and implementing effective pedagogical strategies aimed at increasing students' perceptions of CT and SR in learning science.

Evaluating Special Education Teachers’ Classroom Performance: Rater Reliability at the Rubric Item Level

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 reliability and sources of error variance were examined using generalizability theory. Findings indicate that peers were more reliable raters than school administrators, who did not have expertise in special education, and the school administrators’ ratings varied at the rubric items level. Implications for classroom observation systems are discussed.