Relevant bibliographies by topics / Classroom practices

Contents

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

Academic literature on the topic 'Classroom practices'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 September 2024

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Journal articles on the topic "Classroom practices"

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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 (January 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 and talented and one average ability student, were selected as target students for each observation day. The Classroom Practices Record (CPR) was developed to document the types and frequencies of differentiated instruction that gifted students receive through modifications in curricular activities, materials, and teacher-student verbal interactions. Descriptive statistics and chi-square procedures were used to analyze the CPR data. The results indicated little differentiation in the instructional and curricular practices, grouping arrangements, and verbal interactions for gifted and talented students in the regular classroom. Across five subject areas and 92 observation days, the observed gifted and talented students experienced no instructional or curricular differentiation in 84% of their instructional activities.
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Sarker, Subarna, Md Khurshid Hassan Rajib, and Rubaiyat Jahan. "Potentiality of Democratic Competencies for an Inclusive Classroom." International Journal of Research and Innovation in Social Science VIII, no. IV (2024): 199–207. http://dx.doi.org/10.47772/ijriss.2024.804016.

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This conceptual paper examines the democratic competencies embedded in student-centric classroom practices, argues for the potentiality of student-centric classroom activities in catering to an inclusive classroom environment, and concludes that students’ participation in classroom activities that facilitate democratic competencies may contribute to inclusive classroom practices. Literature suggests that democratic education upholds the principles of inclusion in classroom practices by addressing any means of oppression since democratic values ensure free and active participation of students. Bangladeshi classroom scenario demonstrates a disparate attitude on the part of the students where a significant portion of the students remain silent during classroom activities. For this research, data was retrieved from secondary school students to fathom whether student-centric classroom activities (that reflect democratic competencies) add value to the idea of inclusive classroom practices. The study found that democratic competencies are practiced in Bangladeshi classrooms and students hold a positive attitude, hence, there is a scope for promoting inclusion through such practices. One key implication of this study is that more research is needed to operationalize the democratic competencies for the Bangladeshi classroom context for an inclusive classroom.
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Sheikh, Abu Bakar Mohd, and Mohd Noh Abd Manap. "Classroom Assessment Practices." Open Journal of Social Sciences 12, no. 03 (2024): 239–58. http://dx.doi.org/10.4236/jss.2024.123018.

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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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Piazza, John P. "Structuring CI-based practices for success." Journal of Classics Teaching 20, no. 39 (2019): 57–59. http://dx.doi.org/10.1017/s2058631019000096.

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While many Latin teachers are successfully implementing Comprehensible Input-based practices1 in their classrooms, plenty of teachers are hesitant to do so - and for good reason. One need only follow the discussions on the various blogs and Facebook groups dedicated to CI-based practices to see a predictable arc that goes from enthusiastic implementation to giving up and falling back on previous practices. Teachers who are attracted to CI-based practices are often those who also are frustrated with the traditional textbooks and curricula, and so a change in methods is often accompanied by a loosening of a traditional unit structure, or even the daily and weekly structure of a traditional language classroom. To do this, however, is to confuse the content of classroom instruction with the practices that contain them, the latter being an important element of classroom management.
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Griffin, Cynthia C., Martha B. League, Valerie L. Griffin, and Jungah Bae. "Discourse Practices in Inclusive Elementary Mathematics Classrooms." Learning Disability Quarterly 36, no. 1 (November 16, 2012): 9–20. http://dx.doi.org/10.1177/0731948712465188.

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In this exploratory study, teachers’ use of standards-based, discourse practices and their students’ mathematics learning in inclusive elementary mathematics classrooms were examined. Two beginning teachers (one third-grade teacher, one fourth-grade teacher) and six students identified with disabilities or as low performing in mathematics participated in this study (three students from each classroom). Six classroom observations of teachers took place over 4 months focusing on a subset of indicators associated with Walshaw and Anthony’s framework of mathematics classroom discourse practices. Follow-up interviews were also conducted. Curriculum-based and state-accountability measures were collected on the six target students in these settings. Different patterns of student performance emerged across the two classrooms in which teachers were observed using different types and degrees of standards-based discourse practices during mathematics lessons. Findings suggest indicators of effective mathematics teaching in inclusive general education classrooms to be validated by future research efforts.
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Gómez, María del Carmen, and Anders Jakobsson. "Everyday classroom assessment practices in science classrooms in Sweden." Cultural Studies of Science Education 9, no. 4 (June 4, 2014): 825–53. http://dx.doi.org/10.1007/s11422-014-9595-y.

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Kesevan, Hema Vanita, Noor Alhusna Madzlan, and Kaaminy Kanapathy. "Native and Non-native English Teachers’ Classroom Ideologies and its Implementation in ESL Classroom." International Journal of Applied Linguistics and English Literature 7, no. 7 (December 1, 2018): 158. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.7p.158.

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The global spread of English language has led many classrooms in the post-colonial contexts that teach English as a second and foreign language to pursue a perpetual belief that native English teachers have different teaching ideologies and practices compared to non-native teachers. Although teachers’ ideologies are deemed to be influential in shaping their classroom pedagogical practices, not many studies have examined teachers’ ideologies and its actual implementation in classroom pedagogical practices. Many past studies in this area have focused either on teachers’ classroom beliefs or classroom practices. Thus far, there is no any empirical evidence that supports the existing belief that native and non-native English teachers pursue different teaching ideologies and practices. Thus, this study seeks to understand whether as suggested, the native and non-native English teachers pursue different teaching ideologies and practices in Malaysian ESL classroom context. This study provides insights and empirical evidences into teaching ideologies and actual classroom pedagogical practices of teachers in Malaysian ESL classroom context.
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Kozma, Robert B. "Technology and Classroom Practices." Journal of Research on Technology in Education 36, no. 1 (September 2003): 1–14. http://dx.doi.org/10.1080/15391523.2003.10782399.

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Gage, Nicholas A., Terrance Scott, Regina Hirn, and Ashley S. MacSuga-Gage. "The Relationship Between Teachers’ Implementation of Classroom Management Practices and Student Behavior in Elementary School." Behavioral Disorders 43, no. 2 (July 5, 2017): 302–15. http://dx.doi.org/10.1177/0198742917714809.

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Teachers’ classroom management practices have a direct impact on their students’ probability of success. Evidence-based classroom management practices include (a) active instruction and supervision of students (i.e., teaching), (b) opportunities for students to respond, and (c) feedback to students. In this study, we examined the degree to which teachers implemented evidence-based classroom management practices and whether there was a relationship between use of those teacher behaviors and students’ time engaged in instruction and rate of disruptions. Using latent class analysis, we identified four groups of teachers from 1,242 teacher–student dyads in 65 elementary schools, with one group of teachers demonstrating very low rates of classroom management practices. We then modeled the predictive relationship of being in classrooms with low rates of classroom management practices and student engagement and disruptive behavior within a multilevel framework. Results indicate that students in classrooms with low rates of classroom management practices were statistically significantly less engaged in instruction, whereas no differences in disruptions were found. The results are discussed within the context of prior research, students with or at risk for emotional and/or behavioral disorders, and study limitations.
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Dissertations / Theses on the topic "Classroom practices"

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Chumun, Seeookumar. "Classroom assessment in Mauritian primary schools." Thesis, Brunel University, 2002. http://bura.brunel.ac.uk/handle/2438/5154.

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This thesis explores teachers' current knowledge and practice about classroom assessment processes in the Mauritian primary schools and reports the results of a case study, the data of which were collected during the three terms of the school year in 1998 from four primary schools that included thirty-five teachers. The interest of the case study is not to appraise the teachers' work or the school in any way; rather it is to accurately describe classroom assessment practices within the context of Mauritian primary schools. The research addresses three main questions: why teachers conduct classroom assessment, how it is conducted and what is assessed. The findings of the study indicate that teachers assess their pupils for three main reasons: providing feedback to the pupils and to themselves, reviewing the teaching methods and for diagnostic purposes. Another minor purpose noted is for communicating information to Parents. Questioning and observation are the two methods most common in the conduct of classroom assessment. Questioning techniques are mostly closed ones, with a view to seeking a specific answer from the pupils. Teachers interpret the information collected with reference to three general standards: criterion -referenced, norm-referenced and self-referenced. In general, the findings indicate that teachers' practices are oriented more towards the traditional pedagogy in terms of emphasis on the lower level objectives, whole class teaching and focusing on the product. No provision is made for the able or the less able. All the pupils are treated the same and are given the same tasks. Almost a decade after the introduction and implementation of the Learning Competencies and the scheme for Continuous Comprehensive Evaluation, it is found that Mauritian primary teachers do not have the relevant training in assessment to fully apply the progressive reforms. Despite the education system being very centralised, it seems that teachers assess their pupils independently and without any support from the government. There is no monitoring, moderating or policing of policies. Assessment practices are derived from their habit and ideology rather than from the official directives.
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Fukuda, Erin. "Classroom Practices and Student Progress: Relations Between Classroom Practices and Indicators of Student Learning in Reading." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20426.

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The state of Oregon, like many states, requires its districts’ teacher evaluation systems to include measures of student learning as well as a measure of teachers’ professional practice. State guidelines require use of state test data in assessed grades as one of the measures, but allow districts flexibility in which additional assessments to use and which source of information to prioritize when evaluating teachers. This study used existing data from one school district to compare students’ performance on a state reading and literature assessment to their performance on reading curriculum-based measures, and the degree to which measures of teaching practices relates to both types of student outcomes. Results are interpreted with consideration of how the district implements their measure of teaching practice. Results from this study may help inform decisions the district will face as they continue to refine their teacher evaluation system in accordance with state guidelines, while elucidating challenges that such systems pose.
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Moxie, Francis E. Jr. "Classroom Teacher Hiring Practices in Ohio." Youngstown State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1379947788.

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Peddle, Anthony M. "Teachers' Positive ACE Scores and Their Informed Classroom Practices." Ashland University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland158869472069221.

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Thompson, Megan. "Inclusive Practices for the General Music Classroom." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1252.

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The purpose of this survey was to find patterns in methods elementary general music teachers use to create a successful environment in the inclusive music classroom. Twenty-four participants completed the survey. The most frequently used accommodation and modification methods were considered a part of the participants' regular teaching practice. The participants also indicated they did not collaborate with other teachers very often, which conflicted with findings from other studies. Further research would benefit from a larger sample size to make results more generalizable.
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Worthington, Christi Lynn. "Motivating readers through policies and classroom practices." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3257.

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The purpose of this project examined the role of motivation on literacy, through a specific method of teaching called Concept Oriented Reading Instruction (CORI). The CORI program is designed to encourage reading motivation and comprehension through thematic teaching strategies designed around science concepts.
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Rusk, Robert Brian. "A Case Study of Classroom Management Practices and the Influence on Classroom Disruptions." Thesis, Grand Canyon University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10015230.

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This qualitative case study explored how the classroom management practices of sampled teachers in a private school in central Oregon influenced classroom disruptions. Through the study, the researcher was able to provide insight on the differences in specific classroom management processes between teachers who had a high number of Positive Behavioral Interventions and Support (PBIS) classroom discipline referrals versus those who had a low number. The phenomenon studied was how the classroom management practices and culture that the teachers developed in their classroom influenced the effectiveness of management of their students. Triangulation of data involved using teacher interviews, classroom observations, and classroom artifacts. Four research questions framed this study. Two models providing the theoretical foundation included Sugai and Horner positive behavioral support (PBS) and Edgar Schein’s model of culture. Two of the themes emerged as significant in advancing knowledge of teachers’ classroom management. First, in the area of teachers’ perception of classroom management, the teachers with high level of classroom referrals and those with low level of classroom referrals perceived that they had effective classroom management practices. Second, teachers with a low number of referrals appeared to take a more holistic approach to classroom management, while teachers with a high number of referrals used a more traditional approach to classroom management. Additional qualitative and quantitative research should further explore the effectiveness of a holistic classroom management model versus a more traditional classroom management model.

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Ali, Naima. "Best Practices: Supporting Refugee Students in the Classroom." Otterbein University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1596206888170008.

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Scarborough, Janna L., A. Biggs, B. Johnson, and J. Scott. "Best Practices for School Counselors in the Classroom." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1301.

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Richmond, Pam, and n/a. "The more things change : enhancing the capacity of teachers to change their classroom practice." University of Canberra. Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20061107.130304.

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The major issue of this thesis is that for effective change in teachers' classroom practice to occur, multiple actions are required at different levels of participation, from federal and state education jurisdictions through to school communities and individual classroom teachers. The thesis supposition is that practical action factors in schools and the community can be found which meet the needs of the change. The history of attempts to achieve educational change through changed classroom practice is littered with a range of different approaches, usually one-off events. They have sometimes succeeded. Stakeholders, including parents, social pressure groups and particularly governments have increasing expectations of what it is that teachers can achieve in terms of their students' learning outcomes. The degree to which actual teaching practices are changed at the classroom level will depend on the degree to which teachers are able to manage and implement change. However, studies in the area of curriculum change reveal that the gap between policy and practice remains an ongoing concern. This thesis draws upon theory and applied research findings from the traditions of educational change, health education, models of change, evaluation and social science research methods. The purpose of this thesis is to identify and make comparisons in the practical action factors which enhance the capacity of teachers to change their classroom practice. These are investigated through a multiple case study consideration of the school context, the professional development inputs, and the classroom programs. The patterns of effective practical action in the research study would support the thesis supposition. A multiple case study-theory building approach was used to analyse the data from twelve school sites selected from the School Development in Health Education (SDHE) Project. Data analysis employed the technique of matrix displays, with several rounds of analysis in order to generate some significant factors related to teacher change. The results were considered for endorsement by an expert panel from the field in order to enhance confidence in the validity and the reliability of the research study. Results from first round of analysis in the multiple case study showed school team commitment, teachers' attitude to professional development and community cooperation to be important factors in educational change. The second round of analysis highlighted the importance of placing the teacher at the centre of change when planning professional development. Finally, the third round presents a summary of the factors emerging from the analyses in five major focus areas: professional development; principal leadership; school organisation and culture; school team; and system support. The importance of the relationships among these factors was recognised in their impact on teachers' abilities to make educational changes in their classrooms. The thesis has found that the professional decision-making and practice of teachers is value added by the actions of other players - professional development providers, school principals and education systems. Teachers' capacity to change is enhanced by appropriate school-based professional development, flexible school organisation, and the opportunity to work collaboratively in school teams. From the patterns emerging from the strong and weak clusters of cases the thesis is able to make conclusions about teachers' professional practice, professional development approaches, principal leadership, school organisation, education systems and the nature of change. This thesis shows that educational change requires multiple actions at different levels of participation. Finally, the thesis offers recommendations to the different players in the field: education systems, principals and professional development providers.
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Books on the topic "Classroom practices"

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Masats, Dolors, and Luci Nussbaum. Plurilingual Classroom Practices and Participation. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003169123.

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Boon, Richard T., and Vicky G. Spencer. Best Practices for the Inclusive Classroom. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233237.

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Christine, Grether, Nicolas Corasue, Howell Michelle, Tighe Publishing Services, and Options Publishing Inc, eds. Best practices in reading classroom library. Merrimack, N.H: Options Publishing, 2004.

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Brown, H. Douglas. Language assessment: Principles and classroom practices. White Plains, N.Y: Longman, 2004.

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Priyanvada, Abeywickrama, ed. Language assessment: Principles and classroom practices. White Plains, NY: Pearson Education, 2010.

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1955-, Coppola Julie, Primas Elizabeth Virginia, and International Reading Association, eds. One classroom, many learners: Best literacy practices for today's multilingual classrooms. Newark, Del: International Reading Association, 2009.

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Carrington, Victoria, and Muriel Robinson. Digital Literacies: Social Learning and Classroom Practices. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd, 2009. http://dx.doi.org/10.4135/9781446288238.

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ERIC Clearinghouse on Reading, English, and Communication., ed. Writing instruction: Current practices in the classroom. Bloomington, IN: ERIC Clearinghouse on Reading, English, and Communication, Indiana University, 2000.

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Harris, Sue. Innovative classroom practices using ICT in England. Slough: NFER, 2002.

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Thorsborne, Margaret. Restorative practices in classrooms: Rethinking behaviour management. Buderim,QLD: Margaret Thorsborne, 2004.

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Book chapters on the topic "Classroom practices"

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Aher, Jayshree, Sharmishta Desai, Himangi Pande, and Anita Thengade. "Classroom Practices." In Technology and Tools in Engineering Education, 29–40. Boca Raton: CRC Press, 2021. http://dx.doi.org/10.1201/9781003102298-2.

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Sahan, Kari. "EMI classroom practices." In English-Medium Instruction in Turkish Universities, 34–50. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003202707-4.

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Ertel, Pamela A. Kramer, and Madeline Kovarik. "Best Practices." In The ABC's of Classroom Management, 15–16. 2nd ed. New York: Routledge, 2013. http://dx.doi.org/10.4324/9780203765333-24.

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Leyton-Brown, David. "Graduate Supervisory Practices." In Voices from the Classroom, edited by Janice Newton, Jerry Ginsburg, Jan Rehner, Pat Rogers, Susan Sbrizzi, and John Spencer, 147–52. Toronto: University of Toronto Press, 2001. http://dx.doi.org/10.3138/9781442603059-032.

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McCown, Donald, Diane Reibel, and Marc S. Micozzi. "Practices for the Classroom." In Resources for Teaching Mindfulness, 433–53. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30100-6_23.

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Stillman, Gloria, Kwok-cheung Cheung, Ralph Mason, Linda Sheffield, Bharath Sriraman, and Kenji Ueno. "Challenging Mathematics: Classroom Practices." In Challenging Mathematics In and Beyond the Classroom, 243–83. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-09603-2_8.

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Wyse, Dominic, Helen Bradford, and John-Mark Winstanley. "Classroom practices for talk." In Teaching English, Language and Literacy, 83–93. 5th ed. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003348245-8.

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Wyse, Dominic, Helen Bradford, and John-Mark Winstanley. "Classroom practices for writing." In Teaching English, Language and Literacy, 188–95. 5th ed. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003348245-18.

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Wyse, Dominic, Helen Bradford, and John-Mark Winstanley. "Classroom practices for reading." In Teaching English, Language and Literacy, 137–46. 5th ed. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003348245-13.

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Cihak, David F., and Tammy Bowlin. "Classroom Management." In Best Practices for the Inclusive Classroom, 111–33. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233237-5.

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Conference papers on the topic "Classroom practices"

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Taylor, Melissa S., Jeffrey A. Phillips, Chandralekha Singh, Mel Sabella, and Sanjay Rebello. "Physics Teacher Characteristics and Classroom Practices." In 2010 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2010. http://dx.doi.org/10.1063/1.3515233.

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Sarmento, Thaisa Sampaio, Alex Sandro Gomes, and Fernando Moreira. "Classroom Adaptations for Blended Learning Practices." In TEEM'18: Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3284179.3284296.

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Beatty, Geoffrey, Brittany Biggs, Tad Leckman, and Scott Raymond. "Best Practices in Computer Classroom Layout." In SIGGRAPH '20: Special Interest Group on Computer Graphics and Interactive Techniques Conference. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3388530.3408880.

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Chin, Roslan. "Preliminary Teaching Practices In Special Remedial Classroom." In 8th International Conference on Multidisciplinary Research 2019. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.03.03.21.

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Fernandez, Cecilia. "Broadening Mathematics Classroom Participation Through Teacher Discourse Practices." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1582816.

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Doyle-Jones, Carol. "Goals and Realities: Multimodal Practices in the Classroom." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1586205.

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Ningrum, Anggie, Sahiruddin Sahiruddin, and Mohammad Haikal. "Translanguaging Practices in an Indonesian Tertiary EFL Classroom." In Proceedings of the 4th International Conference Entitled Language, Literary, And Cultural Studies, ICON LATERALS 2023, 11-12 July 2023, Malang, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.11-7-2023.2340595.

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Ertuğruloğlu, Errol. "Language Scaffolding in Dutch International Transition Classroom Practices." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2002291.

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Misesani, Dian, and Lies Amin Lestari. "Second Language Interactional Competence in Classroom Discursive Practices." In Social Sciences, Humanities and Economics Conference (SoSHEC 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/soshec-17.2018.3.

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Lubrica, Percyveranda, Janet Lynn Montemayor, Arnulfo Capili, and Evelyn Angiwan. "CONTEXTUALIZING TEACHING PRACTICES IN A DIVERSIFIED CLASSROOM: AN ASSESSMENT." In 31st International Academic Conference, London. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.031.029.

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Reports on the topic "Classroom practices"

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Kane, Thomas, Eric Taylor, John Tyler, and Amy Wooten. Identifying Effective Classroom Practices Using Student Achievement Data. Cambridge, MA: National Bureau of Economic Research, March 2010. http://dx.doi.org/10.3386/w15803.

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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), February 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. There is growing interest in understanding these factors and exploring how they impact student learning. This has led to an increase in the development and use of structured classroom observation tools to observe, analyse, and measure teaching and learning practices within classrooms. These tools have provided information on current teaching practices and improvements over time.
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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 primary education in low- and middle-income countries. The tool is also intended for use by local observers, regardless of their teaching or observation experience, to consistently and reliably make observations.
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Wenzel, Marcus. Middle School Teacher Beliefs about Classroom Diversity and Their Influence on Differentiated Instructional Practices. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5504.

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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong, and Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al., 2017). We show that teachers hold different beliefs and engage in curricular design – or the use of hegemonic curriculum and instructional practices that produce different learning outcomes for minoritized students compared to Kinh students. It suggests that policies need to focus on the social-cultural aspects of teaching in addition to the material and technical aspects.
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Bassi, Marina, María Mercedes Mateo-Berganza Díaz, and Rae Lesser Blumberg. Under the "Cloak of Invisibility": Gender Bias in Teaching Practices and Learning Outcomes. Inter-American Development Bank, May 2016. http://dx.doi.org/10.18235/0011737.

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This paper analyzes gender bias in teaching in low-performing schools in Chile. To carry out the analyses, the authors used videotaped classes for fourth graders and coded 237 tapings. Results show a general (although not uniform) bias in teachers' actions that resulted in less attention to female students. Gender bias had an even greater effect in classrooms where the teachers had worse interactions with students. Results show that less effective teachers (according to the Classroom Assessment Scoring System, or CLASS) show a larger gender bias. Greater gender bias is also correlated with lower scores for girls in Chile's standardized test (Sistema de Medición de la Calidad de la Educación, or SIMCE). With a few exceptions, the measures of gender bias in teacher-student interaction do not show statistically significant correlations with the test scores of boys.
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Diddi, Sonali, Hui-Siang Tan, and Elena Karpova. Exploring International Teaching Assistants Experiences in the U.S. Classroom: Implications for Educational Practices and Training. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-758.

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Nyman, Matt, Nancy Staus, and Martin Storksdieck. Science and Art Teaching Practices for Oregon Elementary Teachers: Results of a Landscape Survey. Oregon State University, September 2023. http://dx.doi.org/10.5399/osu/1163.

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An Evaluation Report for the Oregon Department of Education. In collaboration with classroom teachers and WRAP personnel we developed and implemented a survey to collect baseline data on the science and arts teaching practices for ALL elementary teachers. This included “regular” classroom teachers (those teachers with an assigned physical classroom and set of students), art teachers, music teachers, PE teachers and other educators or administrators. In December 2022 we recruited three (3) elementary teachers to assist us in survey development, in particular framing questions around frequency of teaching time for both arts and science instruction. One important outcome was that we formulated questions around “dedicated” teaching time where instruction was only focused on science or art content and “integrated” teaching when teachers combine science or art with other instructional areas (such as math or literacy). We also learned that there was a lot of nuances in trying to capture the science and art teaching data; for example, some schools have large blocks of time when they have a particular focus on a science content area and then equally large blocks when science teaching is replaced by instruction in other fields, such as social science. It can be difficult to reduce this instructional framework to a weekly allotment of science teaching.
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Pape, Barbara, and Tom Vander Ark. Policies and Practices That Meet Learners Where They Are. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/15.

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The convergence of growing classroom diversity, learning sciences research, sophistication of technology, and 21st- century job requirements in a global market could put America’s education system on track for personalizing the learning experience. The goal is for each student to master content and skills to help guarantee their success in college and career. We need to re-think our education system to address learner variability and meet our promise to guide each learner to become productive and ful lled citizens.
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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), August 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 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.
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