Articoli di riviste: "Classroom observation"

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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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Militello, Matthew, Lynda Tredway, Lawrence Hodgkins, and Ken Simon. "Virtual reality classroom simulations: how school leaders improve instructional leadership capacity." Journal of Educational Administration 59, no. 3 (March 22, 2021): 286–301. http://dx.doi.org/10.1108/jea-10-2020-0219.

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PurposeThe purpose of this study was to explore the utility of a virtual reality (VR) classroom experience for improving the capacity of instructional leaders. Specifically, school leaders used VR to build their classroom observation and analysis skills to prepare to have more effective post-observation conversations with teachers. The authors provide insights from multiple data points that highlight the affordances of the virtual setting for improving classroom observation skills.Design/methodology/approachDrawing on the application of simulations to practice classroom observations, the authors developed a VR experience in which participants tag observable elements of academic discourse using codes from two observation protocols. The protocols identify elements of equitable student access: how teachers call on students and how they design questions. Seventy-five school leaders used the VR platform to observe a classroom scenario and code evidence of equitable classroom access. The authors analyzed data from tagging in the virtual reality scenario and triangulated these data with survey data focused on observation practices from participants' schools. A reflection component is included on the platform to collect these qualitative data.FindingsThe study results indicate that the virtual reality platform provides an innovative process for leadership professional development focused on building school leaders' capacity to identify elements of academic discourse during classroom observations. Participants reported that the opportunity to practice classroom observations in a risk-free environment was useful. However, for school leaders to fully transfer the data to using in conversations with teachers, they benefit from leadership coaching.Originality/valueThis study ascertains the potential effectiveness of an advanced technology for enhancing instructional leadership by using evidence-based classrooms observations to drive improvements in teaching practice. Beyond the utility of the virtual reality tool, this study provides a proof of concept for the next generation of instructional leadership through teacher observations with augmented reality.

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Riedel, James, and Ruth Wajnryb. "Classroom Observation Tasks." TESOL Quarterly 29, no. 1 (1995): 207. http://dx.doi.org/10.2307/3587822.

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Tshewang, Dorji. "Classroom Observation in the Bhutanese Classroom: Its Reality and Limitation." European journal of volunteering and community-based projects 1, no. 2 (September 30, 2020): 40–49. https://doi.org/10.5281/zenodo.4080422.

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The teaching-learning process in a classroom is best understood through classroom observation. Classroom observation helps teachers to improve their teaching-learning quality. The purpose of the study was to observe the teaching-learning process inside the classroom.  The study was qualitative in nature and used two rounds of classroom observations.  Data were collected from 35 (20 male and 15 female) teacher participants in the school. The study was conducted at one higher secondary school under Thimphu Thromde, Bhutan. A non-probability convenient sampling technique was used for the study. The classroom observation data were analyzed using the process of emerging themes. The finding of the study revealed that teaching consists of chalk and talk method and teacher direct. Few students were found participating, involving, and questioning. A majority of teachers use lower-order thinking questions with few teaching-learning materials. Lesson plans do not address all components of the teaching-learning process. The findings recommend ensuring teaching-learning materials such as models, toys, and visual tools in the classrooms. There is a need for frequent professional development on content and pedagogical practices for teachers to raise the quality of teaching-learning. Teachers need to maintain a standard lesson plan with various components of lesson introduction, the procedure of carrying out activities, explaining concepts, ways of assessing learning, and student engagement techniques.

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RIZALINO, F. MARTE, and A. QUINES LYNDON. "EVALUATION OF ONLINE CLASSROOM OBSERVATION UTILIZING CLASS OBSERVATION TOOL: A PROPOSED METHODS IN THE TIMES OF UNCERTAINTIES PROGRAM." International Journal of Novel Research in Education and Learning 10, no. 1 (January 23, 2023): 60–74. https://doi.org/10.5281/zenodo.7561927.

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Abstract: The purpose of this study was to evaluate the online classroom observations of the teachers utilizing the classroom observation tool. The study employed descriptive-evaluative research design. The researcher chose forty-five teachers of H. N Cahilsot Elementary School, Romana C. Acharon Central Elementary School and General Santos City SPED Center as the respondents of the study. The data were gathered using a validated evaluation tool or questionnaire. The findings revealed that teachers are at high level in terms of applying knowledge of content within and across curriculum teaching areas; planning and delivering teaching strategies that are responsive to the special education needs of learners in difficult circumstances including: geographic isolation, chronic illness, displacement due to armed conflict, urban resettlement or disasters, child abuse and child labor practices, and at high level also in terms of  selecting, developing, organizing and using appropriate teaching and learning resources including ICT to address learning goals. Overall, the teachers are at high level in the online classroom observations. Based on the results of the study, an intervention program was designed to help teachers further improve their teaching pedagogies. Keywords: Educational management, online classroom observation, classroom observation tools, Philippines. Title: EVALUATION OF ONLINE CLASSROOM OBSERVATION UTILIZING CLASS OBSERVATION TOOL: A PROPOSED METHODS IN THE TIMES OF UNCERTAINTIES PROGRAM Author: RIZALINO F. MARTE, LYNDON A. QUINES International Journal of Novel Research in Education and Learning ISSN 2394-9686 Vol. 10, Issue 1, January 2023 - February 2023 Page No: 60-74 Novelty Journals Website: www.noveltyjournals.com Published Date: 23-January-2023 DOI: https://doi.org/10.5281/zenodo.7561927 Paper Download Link (Source) https://www.noveltyjournals.com/upload/paper/EVALUATION%20OF%20ONLINE%20CLASSROOM-23012023-3.pdf

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Gitomer, Drew, Courtney Bell, Yi Qi, Daniel Mccaffrey, Bridget K. Hamre, and Robert C. Pianta. "The Instructional Challenge in Improving Teaching Quality: Lessons from a Classroom Observation Protocol." Teachers College Record: The Voice of Scholarship in Education 116, no. 6 (June 2014): 1–32. http://dx.doi.org/10.1177/016146811411600607.

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Background/Context Teacher evaluation is a major policy initiative intended to improve the quality of classroom instruction. This study documents a fundamental challenge to using teacher evaluation to improve teaching and learning. Purpose Using an observation instrument (CLASS-S), we evaluate evidence on different aspects of instructional practice in algebra classrooms to consider how much scores vary, how well observers are able to judge practice, and how well teachers are able to evaluate their own practice. Participants The study includes 82 Algebra I teachers in middle and high schools. Five observers completed almost all observations. Research Design Each classroom was observed 4–5 times over the school year. Each observation was coded and scored live and by video. All videos were coded by two independent observers, as were 36% of the live observations. Observers assigned scores to each of 10 dimensions. Observer scores were also compared with master coders for a subset of videos. Participating teachers also completed a self-report instrument (CLASS-T) to assess their own skills on dimensions of CLASS-S. Data Collection and Analysis For each lesson, data were aggregated into three domain scores, Emotional Support, Classroom Organization, and Instructional Support, and then averaged across lessons to create scores for each classroom. Findings/Results Classroom Observation scores fell in the high range of the protocol. Scores for Emotional Support were in the midlevel range, and the lowest scores were for Instructional Support. Scores for each domain were clustered in narrow ranges. Observers were more consistent over time and agreed more when judging Classroom Organization than the other two domains. Teacher ratings of their own strengths and weaknesses were positively related to observation scores for Classroom Organization and unrelated to observation scores for Instructional Support. Conclusions/Recommendations This study identifies a critical challenge for teacher evaluation policy if it is to improve teaching and learning. Aspects of teaching and learning in the observation protocol that appear most in need of improvement are those that are the hardest for observers to agree on, and teachers and external observers view most differently. Reliability is a marker of common understanding about important constructs and observation protocols are intended to provide a common language and structure to inform teaching practice. This study suggests the need to focus our efforts on the instructional and interactional aspects of classrooms through shared conversations and clear images of what teaching quality looks like.

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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 (July 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 research design and universal sampling were employed, with mean, standard deviation, and Pearson Product Moment Correlation for statistical analysis. Results indicated a very positive level of classroom observation and professional development. Significant relationships were found between classroom observation phases and professional development activities like LAC sessions, training, and postgraduate study. Teachers perceive classroom observations as enhancing their knowledge, skills, and teaching practices, providing professional development opportunities, and contributing to their overall growth. It is recommended that teachers pursue postgraduate studies to further improve their teaching skills and knowledge in various subjects.

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Erdmann, Robert M., and Marilyne Stains. "Classroom as Genome: Using the Tools of Genomics and Bioinformatics to Illuminate Classroom Observation Data." CBE—Life Sciences Education 18, no. 1 (March 2019): es1. http://dx.doi.org/10.1187/cbe.18-07-0116.

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Classroom observation protocols can provide an exceedingly rich form of data. However, this is a double-edged sword, as researchers often struggle to take full advantage of the detailed data outputs. In this essay, we introduce a new approach to the analysis of classroom observation data, termed “classroom as genome” (CAG). We illustrate how real-time classroom observation data and genomic data can be viewed as quite analogous, both conceptually and in terms of downstream analysis. We provide both abstract and concrete examples of how the tools of genomics and bioinformatics can be applied to classroom observation outputs. We also show how this philosophy of analysis allows for the layering of information from multiple observation protocols onto the same classroom data. The CAG approach enables biology education researchers to explore detailed patterns within observed classrooms in a highly scalable manner.

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李, 安然. "Overview of Classroom Observation." Vocational Education 07, no. 04 (2018): 131–36. http://dx.doi.org/10.12677/ve.2018.74023.

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Sullivan, Peter, Judith Mousley, and Ann Gervasoni. "Caution: Classroom under observation." Asia-Pacific Journal of Teacher Education 28, no. 3 (November 2000): 247–61. http://dx.doi.org/10.1080/713650693.

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Vidhiasi, Dhion Meitreya. "CLASSROOM OBSERVATION AND RESEARCH." Saintara: Jurnal Ilmiah Ilmu-Ilmu Maritim 3, no. 1 (September 10, 2018): 6–13. https://doi.org/10.52475/saintara.v3i1.13.

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There are so many methods that can be used in conducting research. Every method has its own strength and weakness. Before a researcher conduct research, they must choose which method or techniques are more appropriate. This paper explains that there are at least for methods that can be used when a researcher wants to conduct research in teaching and learning development. Those methods are a formal experiments, stimulated recall, observation schemes, and interaction analysis. The focus of this paper is not about how the method is but how researchers observe what is going on inside the classroom using those methods.

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Sideridis, George. "Direct Classroom Observation: Potential Problems and Solutions." Research in Education 59, no. 1 (May 1998): 19–28. http://dx.doi.org/10.1177/003452379805900103.

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Direct classroom observation: potential problems and solutions George Sideridis Direct observation has been the most widely used behavioural assessment method in education. The aim of this article is to define observer bias, drift and reactivity, using examples from the behaviour analytical literature, and suggest ways of controlling them. It concludes that the following recommendations can assist the reliable and accurate recording of student behaviour: (1) train observers intensively until they achieve high levels of reliability and accuracy, (2) use simple observational systems with as few behavioural categories as possible and simple operational definitions, (3) keep observers blind and experimenters double-blind to experimental conditions, subject characteristics, etc., (4) plan periodic training sessions for the observers to re-study the operational definition of behaviours and discuss the problems of the observation situation, (5) inform observers that all their observations are monitored, (6) use ‘real time’ observations and not time-sampling procedures, (7) keep observers motivated and reinforce them for accurate observation, and (8) have observers become part of the classroom environment beforehand.

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Lei, Xiaoxuan, Hongli Li, and Audrey J. Leroux. "Does a teacher’s classroom observation rating vary across multiple classrooms?" Educational Assessment, Evaluation and Accountability 30, no. 1 (September 11, 2017): 27–46. http://dx.doi.org/10.1007/s11092-017-9269-x.

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Jaen Rigaud, Ximena Marilu. "Inside the Classroom: Observations on the Professional Context of an English Teacher." Reincisol. 3, no. 6 (September 13, 2024): 2363–75. http://dx.doi.org/10.59282/reincisol.v3(6)2363-2375.

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Observation practices in teaching English as a Foreign Language (EFL) are essential for future educators. Observations in classrooms give education students practical insights into classroom management and teaching techniques, helping them refine their own practices for future teaching. The main objective of this research is to describe and explore the context of the teaching profession of an English teacher through observational practices. The study employed a qualitative, descriptive approach in which an observation of a teacher from a private institution was conducted to understand their professional context. A total of 40 hours of observation were carried out, focusing on the interactions between the teacher and students, as well as the teaching strategies used. Data were recorded through field notes and categorized to identify patterns in classroom management and the teacher’s teaching methods. The study found that the teacher used effective learner-centered and communicative approaches, boosting student motivation and participation. Classroom management and feedback were strong, though the teacher used English less frequently (30%), suggesting room for improvement in language use during instruction. In conclusion, observation practices are vital for EFL teachers, offering practical insights and skills to enhance teaching effectiveness and confidence.

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Farah, Yara N., and Kimberley L. Chandler. "Structured Observation Instruments Assessing Instructional Practices With Gifted and Talented Students: A Review of the Literature." Gifted Child Quarterly 62, no. 3 (March 9, 2018): 276–88. http://dx.doi.org/10.1177/0016986218758439.

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Teaching and learning are part of a complex interaction between teachers and students. Educational leaders cannot improve the teaching and learning process without quality measurement of effective teaching. One way to capture this complex interaction is by using structured observations. However, the extant literature on classroom observation instruments in the field of gifted education is limited. For that reason, a systematic search was undertaken to identify the observation instruments for assessing instructional practices used with gifted and talented students. In this article, eight observation instruments were identified: (a) Rating Scale of Significant Behaviors in Teachers of the Gifted, (b) Kulieke’s adaptation of the Rating Scale of Significant Behaviors in Teachers of the Gifted, (c) Teaching Observation Form (TOF; also known as Purdue Observation Form), (d) Classroom Practices Record (CPR), (e) Classroom Practices Record–Form VA (CPR-Form VA), (f) Classroom Instructional Practices Scale (CIPS), (g) Classroom Observation Scales–Revised (COS-R), and (h) Differentiated Classroom Observation Scale (DCOS). The instruments are described in terms of developmental process, purpose, and any reliability and validity evidence reported. This systematic search has shown the need for a new observation instrument that is comprehensive and closely tied to professional standards.

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Wilhelm, Anne Garrison, and Sungyeun Kim. "Generalizing From Observations of Mathematics Teachers' Instructional Practice Using the Instructional Quality Assessment." Journal for Research in Mathematics Education 46, no. 3 (May 2015): 270–79. http://dx.doi.org/10.5951/jresematheduc.46.3.0270.

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One crucial question for researchers who study teachers' classroom practice is how to maximize information about what is happening in classrooms while minimizing costs. This report extends prior studies of the reliability of the Instructional Quality Assessment (IQA), a widely used classroom observation toolkit, and offers insight into the often asked question: “What is the number of observations required to reliably measure a teacher's instructional practice using the IQA?” We found that in some situations, as few as three observations are needed to reliably measure a teacher's instructional practice using the IQA. However, that result depends on a variety of other factors.

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Falk, Julia S., and Dick Allwright. "Observation in the Language Classroom." Language 66, no. 1 (March 1990): 183. http://dx.doi.org/10.2307/415295.

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Casabianca, Jodi M., J. R. Lockwood, and Daniel F. McCaffrey. "Trends in Classroom Observation Scores." Educational and Psychological Measurement 75, no. 2 (June 22, 2014): 311–37. http://dx.doi.org/10.1177/0013164414539163.

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Cassady, Jerrell C., Kristie L. Speirs Neumeister, Cheryll M. Adams, Tracy L. Cross, Felicia A. Dixon, and Rebecca L. Pierce. "The differentiated classroom observation scale." Roeper Review 26, no. 3 (March 2004): 139–46. http://dx.doi.org/10.1080/02783190409554259.

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Swank, Paul R., Ronald D. Taylor, Michael P. Brady, and H. Jerome Freiberg. "Sensitivity of Classroom Observation Systems." Journal of Experimental Education 57, no. 2 (January 1989): 171–86. http://dx.doi.org/10.1080/00220973.1989.10806504.

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Burkhardt, Hugh. "Classroom observation in courseware development." International Journal of Educational Research 17, no. 1 (January 1992): 87–97. http://dx.doi.org/10.1016/0883-0355(92)90044-7.

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Edmondson, Willis. "Observation in the language classroom." System 17, no. 2 (January 1989): 270. http://dx.doi.org/10.1016/0346-251x(89)90039-0.

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Block, David Martin. "Authentic video and classroom observation." System 21, no. 1 (February 1993): 49–67. http://dx.doi.org/10.1016/0346-251x(93)90006-3.

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Bell, Courtney A., Marjoleine J. Dobbelaer, Kirsti Klette, and Adrie Visscher. "Qualities of classroom observation systems." School Effectiveness and School Improvement 30, no. 1 (November 23, 2018): 3–29. http://dx.doi.org/10.1080/09243453.2018.1539014.

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Sheal, P. "Classroom observation: training the observers." ELT Journal 43, no. 2 (April 1, 1989): 92–104. http://dx.doi.org/10.1093/elt/43.2.92.

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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 (March 1, 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 Professional Growth Observation requires specific tools that align with the professional growth and effectiveness framework. These tools facilitate the observations of the Head of the school, and bring the documentation protocol to collect the data during the observations. The analysis of teaching observation relies on structured national and international instruments. The aim of the study is to analyze teachers' perception of standardized classroom observation tools. Methodology used: the main instrument of data collection is the questionnaire, focusing on the collection of quantitative and qualitative data. The survey questionnaire for the interviewed teacher consisted of six questions to know their perception of the observation tools and process in class, choosing the answer in the desired column based on the Likert scale (strongly agree, agree, disagree, strongly disagree). Statistical analysis used Microsoft Excel in tabulating and analyzing the data collected. The study concluded that a standardized classroom observation tool serves as a guide for teachers to evaluate their performance and plan for their improvement, thereby increasing teacher preparation and competence. Results and relevant recommendations for professional development accompany the paper.

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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 (March 1, 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 Professional Growth Observation requires specific tools that align with the professional growth and effectiveness framework. These tools facilitate the observations of the Head of the school, and bring the documentation protocol to collect the data during the observations. The analysis of teaching observation relies on structured national and international instruments. The aim of the study is to analyze teachers' perception of standardized classroom observation tools. Methodology used: the main instrument of data collection is the questionnaire, focusing on the collection of quantitative and qualitative data. The survey questionnaire for the interviewed teacher consisted of six questions to know their perception of the observation tools and process in class, choosing the answer in the desired column based on the Likert scale (strongly agree, agree, disagree, strongly disagree). Statistical analysis used Microsoft Excel in tabulating and analyzing the data collected. The study concluded that a standardized classroom observation tool serves as a guide for teachers to evaluate their performance and plan for their improvement, thereby increasing teacher preparation and competence. Results and relevant recommendations for professional development accompany the paper. 

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Zaenab Hanim, Rabiyatun Ummu Kaltsum A, and Rahmat Soe’oed. "IMPLEMENTATION OF FLIPPED CLASSROOM TO INCREASE STUDENT ACTIVITY, MOTIVATION, AND LEARNING OUTCOMES IN THE INTEGRATED GOVERNMENT GRADUATE PROGRAM (S1 PIN) MULAWARMAN UNIVERSITY." Pendas Mahakam : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar 6, no. 2 (January 27, 2022): 56–63. http://dx.doi.org/10.24903/pm.v6i2.875.

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Lectures become the center of learning who dominate the activities in traditional classrooms. Most of the learning time in the classroom is spent on lecturing than students' activities which causes a lack of motivation in learning. The study aims to: 1) increase activities of both the lecture and students by implementing Flipped Classroom; 2) to increase students' motivation by implementing Flipped Classroom; 3) to increase students' learning achievement by implementing Flipped Classroom. The study used a classroom action research methodology which consisted of 3 cycles. There were four stages in the research: planning, implementation, observation, and reflection. Data of the study consisted of 1) activities data of both lecture and students through observation and documentation; 2) students' motivation data through online questionnaires on Google Form and observation; 3) learning achievement through an online quiz on Edmodo. At the end of Cycle III, it was found out that there was an increase in activities of both lecture and students, student motivation, and learning achievement by implementing Flipped Classroom.

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Yulianawati, Ida. "THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS." Wiralodra English Journal 2, no. 2 (July 5, 2019): 184–98. http://dx.doi.org/10.31943/wej.v2i2.35.

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The paper concerns with investigating classroom interaction especially the classroom language used by teacher and students in teaching learning process in one Junior High School in Indramayu. Teacher’s talk signals the classroom language that is used by the teacher in the classroom throughout the class periods. Meanwhile, students’ talk signal classroom language that is used by the students. The study employs qualitative interaction analysis method involving fifty nine students and two teachers in two different classrooms. The data are gathered through non-participant observation and video recording. Classroom observations were conducted to gain the data concerning classroom interaction in teaching learning process. The data collecting was separated into twelve categories and analyzed using Flint (Foreign Language Interaction analysis) system adopted from Moscowitz that is widely used to investigate classroom interaction. The findings of this study showed that there are various verbal interactions used in classroom interaction. The data showed that the use of classroom language motivate students to speak and encourage the students to share their idea. But the data also showed that there are many obstacles in using classroom language. So it needs more effort from teachers and students to make classroom language familiar in the classroom.

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Yulianawati, Ida. "THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS." Wiralodra English Journal 2, no. 2 (September 1, 2018): 184–98. http://dx.doi.org/10.31943/wej.v2i2.361.

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The paper concerns with investigating classroom interaction especially the classroom language used by teacher and students in teaching learning process in one Junior High School in Indramayu. Teacher’s talk signals the classroom language that is used by the teacher in the classroom throughout the class periods. Meanwhile, students’ talk signal classroom language that is used by the students. The study employs qualitative interaction analysis method involving fifty nine students and two teachers in two different classrooms. The data are gathered through non-participant observation and video recording. Classroom observations were conducted to gain the data concerning classroom interaction in teaching learning process. The data collecting was separated into twelve categories and analyzed using Flint (Foreign Language Interaction analysis) system adopted from Moscowitz that is widely used to investigate classroom interaction. The findings of this study showed that there are various verbal interactions used in classroom interaction. The data showed that the use of classroom language motivate students to speak and encourage the students to share their idea. But the data also showed that there are many obstacles in using classroom language. So it needs more effort from teachers and students to make classroom language familiar in the classroom.

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Getaw, Fetene, Tamiru Olana, and Rufael Disasa. "THE TRIPARTITE RELATIONSHIP AMONG EFL TEACHERS’ COGNITION, PERCEIVED AND ACTUAL CLASSROOM PRACTICES OF READING INSTRUCTION." Journal of English Language and Literature 10, no. 02 (2023): 01–15. http://dx.doi.org/10.54513/joell.2023.10201.

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Understanding the beliefs that guide teachers’ decision making and actions in their classrooms could help educators adjust how they work with teachers to provide more targeted feedback, to support teachers‘ professional growth and development throughout their career. The ultimate aim of this study was to show the tripartite relationship among EFL teachers’ cognition, perceived and actual classroom practices of reading instruction at secondary schools in Addis Ababa. A descriptive survey research design was employed. Questionnaire, interview and classroom observation were used as major data collection instruments. Particularly, questionnaire and interview were used to explore teachers’ cognition, and perceived practices of reading instruction whereas classroom observation was done to assess their actual classroom practices. The study was held at six secondary schools found in Gulela sub city in Addis Ababa. 80 English language teachers who were active in the academic year of 2022 had taken part in filling the questionnaire. And classroom observation and interview were done with six EFL teachers. The study participants were selected purposively. Finally, the data attained via questionnaire was analyzed quantitatively by using SPSS, whereas data from interview and classroom observation were qualitatively narrated. The finding revealed that EFL teachers’ cognition of reading instruction and their actual classroom practices lied on the bottom up approach of reading instruction whereas the report of teachers’ perceived classroom practices indicated that they implement top-down approach. EFL teachers’ cognition of reading instruction was found to be contradicting with their perceived classroom practices but congruent with their actual classroom practices.

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Masitowarni Siregar. "Classroom Management of Senior and Yunior English Teachers in Medan." Britain International of Humanities and Social Sciences (BIoHS) Journal 2, no. 2 (June 26, 2020): 623–31. http://dx.doi.org/10.33258/biohs.v2i2.293.

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The purpose of the study was to find out the differences between the classroom management performed by the senior and yunior teachers in teaching English at senior High School in Medan. This is a descriptive qualitative study. The respondents of the research were 28 English teachers of Yunior and Senior High School in Medan. Questionnaire and Observation sheet were used to collect the data on the teachers classroom management. The result of the study shows that senior English teachers perform more aspects of Classroom management. They perform 18 point from 20 points aspect.. Junior English teacher get 17 point. Although senior teachers perfom only show slightly more aspect of classromm management but for the quality of classroom management they perform better due to the longer experience of teaching. For junior English teacher they perform more enthusiastics energy, although it is clear that they have to study more on the behavior and attitude expected in the classrooms.

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Sommer, Marni. "Insights from the classroom." Journal of Practice Teaching and Learning 10, no. 3 (December 20, 2012): 6–16. http://dx.doi.org/10.1921/jpts.v10i3.249.

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A novel approach to expand ing student training in graduate masters of public health is to incorporate ethnographic methodological training, both observation and fieldwork, into courses teaching students about structural and environmental factors impacting on health outcomes. One such course is offered at the Mailman School of Public Health, Columbia University, where a course entitled ‘Structural Approaches in Global Health’ has both extended students’ prior methodological training, while also harnessing students’ insightful observations from their fieldwork and analysis of the New York City public health landscape.

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SANIR, Hanifi, Tamer KARAKOÇ, and Ufuk ÖZKUBAT. "Teaching Practices in Inclusive Classrooms from the Perspective of Primary School Teacher Candidates: An Observation Study." International Journal of Psychology and Educational Studies 9, no. 4 (October 20, 2022): 1244–56. http://dx.doi.org/10.52380/ijpes.2022.9.4.878.

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As a result of the nature and outcomes of classroom education, questions concerning what constitutes successful teaching persist. This study intends to characterize, from the perspective of primary school teacher candidates, the practices of primary school teachers in terms of effective instruction in inclusive classrooms. Observations of nonparticipants were used to collect qualitative data for this study. The research study group consists of the final-year primary school teaching students and the teachers at the schools where these students do their internships. Students' observations yielded qualitative data that was examined using content analysis. The study revealed that classroom teachers are deficient in their use of teaching tactics, particularly in adjusting instruction, classroom management, and behavior management. The acquired results were reviewed within the context of the issues encountered by classroom teachers in terms of successful teaching in inclusive classrooms and the suitability of undergraduate programs that prepare teachers for general education.

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Rahman, Md Mehadi. "Exploring Teachers Practices of Classroom Assessment in Secondary Science Classes in Bangladesh." Journal of Education and Learning 7, no. 4 (July 20, 2018): 274. http://dx.doi.org/10.5539/jel.v7n4p274.

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The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.

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Joan, R. Academia, A. Cortez Ernalyn, Grace A. Dasalla Ayrne, Lopez Florence, and C. Tabura Ronethe. "Seasoned Teachers' Views on Classroom Observations as a Catalyst for Professional Growth." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 07, no. 07 (July 5, 2024): 3134–40. https://doi.org/10.5281/zenodo.12671456.

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This qualitative study investigated seasoned teachers' views and experiences of classroom observations in Santa District, Schools Division of Ilocos Sur. Employing a phenomenological research design, the study aimed to understand how these teachers viewed and experienced classroom observations as part of their professional practice. Five key informants with 15 to 33 years of teaching experience participated through purposive sampling. Data wer gathered through in-depth interviews and classroom observations, focusing on teachers' emotions, views, and responses. Cool and warm analysis was employed to identify recurring themes, providing insights into the complexities of classroom observation practices among seasoned teachers. The study identified five significant themes: professional development and improvement opportunities, a shift from evaluation to growth mentality, reflection and emotional responses with coping mechanisms, long-term impact on student performance, and advocacy for authentic assessment. The findings revealed that instructors saw observations as critical to their professional development, moving from early anxiety to embracing them as chances for reflection and improvement. They established effective coping mechanisms to deal with observation-related stress and used feedback to improve their instructional approaches, which boosted student engagement and academic outcomes. The study emphasized the transformative change from perceiving classroom observations as evaluations to viewing them as learning opportunities. It also advocated for real assessment procedures that were consistent with instructional strategies. However, limitations such as sample specificity and inherent biases warrant caution when generalizing the findings. Future research should look at these patterns in different educational situations to have a better understanding of classroom observation methods.

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Büyükturan, Esin Bağcan, and Ayşe Şireci. "Using Classroom Observation Scores Instead of Test Scores as Criterion in the Estimation of Discrimination Index." Journal of Education and Training Studies 6, no. 7 (May 25, 2018): 55. http://dx.doi.org/10.11114/jets.v6i7.3191.

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Item discrimination index, which indicates the ability of the item to distinguish whether or not the individuals have acquired the qualities that are evaluated, is basically a validity measure and it is estimated by examining the fit between item score and the test score. Based on the definition of item discrimination index, classroom observation scores were used in this study instead of test scores as the indication of having the tested quality.In the framework of the study, a 25-item multiple-choice test prepared in the context of 8th grade Mathematics Unit "Multipliers and Multiples" was administered to a total of 109 8th graders (44 females, 65 males) studying in 4 separate classrooms of Ömer Nasuhi Bilmen Secondary School in Şanlıurfa Province. Furthermore, these students’ Mathematics teachers were asked to observe and score students during the unit and the obtained observation scores were used as external criterion in estimating the discrimination index. By using this criterion, fit values estimated with the help of upper and lower groups consisting of 27% from the extremes of the criterion score distribution and biserial correlation were compared with the traditional conditions where test scores were utilized. It was found that item discrimination indices based on classroom observations were higher than those based on test scores in both of the discrimination indices estimated via upper-lower 27% groups and biserial correlation. This finding was discussed to be related to the fact that while classroom observation scores were an external validity criterion, test scores were composed of items whose discrimination values were calculated. The finding also demonstrated that classroom observation scores were more rigid and eliminative than test scores in terms of discrimination.

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Reinke, Wendy M., Melissa Stormont, Keith C. Herman, Sean Wachsmuth, and Lori Newcomer. "The Brief Classroom Interaction Observation–Revised." Journal of Positive Behavior Interventions 17, no. 3 (March 2, 2015): 159–69. http://dx.doi.org/10.1177/1098300715570640.

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Cockburn, John. "Perspectives and politics of classroom observation." Research in Post-Compulsory Education 10, no. 3 (October 2005): 373–88. http://dx.doi.org/10.1080/13596740500200211.

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Franklin, Elda E. "Assessing Teaching Artists Through Classroom Observation." Teaching Artist Journal 3, no. 3 (September 2005): 148–57. http://dx.doi.org/10.1207/s1541180xtaj0303_2.

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Stipek, Deborah, and Patricia Byler. "The early childhood classroom observation measure." Early Childhood Research Quarterly 19, no. 3 (July 2004): 375–97. http://dx.doi.org/10.1016/j.ecresq.2004.07.007.

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Zhao, Yanmin, and James Ko. "How do teaching quality and pedagogical practice enhance vocational student engagement? A mixed-method classroom observation approach." International Journal of Educational Management 34, no. 6 (February 10, 2020): 987–1000. http://dx.doi.org/10.1108/ijem-11-2019-0393.

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PurposeThe purpose of this paper is to investigate vocational teaching behaviours in facilitating pedagogical practice concerning students' classroom engagement.Design/methodology/approachA mixed-method approach with quantitative classroom observations and qualitative field notes was conducted at two higher vocational institutions in Guangdong province, south of China. Sixty lesson observations were rated combining with supplementary field notes from 20 teacher participants analysed through a comparative coding process.FindingsMeans of dimensions of teaching behaviours and student engagement were calculated based on taking the averages of the means of items theoretically associated with each dimension. Through thematic analysis of observational notes, vocational instructions and students' engagement in vocational learning environment were more diversified in terms of vocational teaching practice, which manifested that vocational teaching behaviours focused more on adjusting students' practical learning.Research limitationsThe limitation is shown that the quantitative sample is small, yet affords greater depth of data for further discussion.Originality/valueThis study develops its setting and orientation by applying the classroom observation instrument into the Chinese high vocational context and offers more in-depth insights and exploration of the characteristics of teaching practice in vocational classrooms.

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Abdelhalim, Safaa M., and Ashwaq A. Aldaghri. "Creating Culture of Thinking in Language Classrooms: An Interpretive Inquiry Into Saudi University EFL Instructors’ Beliefs and Practices." Journal of Language Teaching and Research 15, no. 2 (March 1, 2024): 396–407. http://dx.doi.org/10.17507/jltr.1502.08.

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Guided by sociocultural theory (SCT) perspectives, this mixed-methods study investigated Saudi university EFL instructors' beliefs and teaching practices regarding the creation of culture of thinking (CoT) in language skills classrooms, and the factors affecting this process. Research data were gathered from 169 EFL university instructors through a self-report questionnaire. Among the participants, 12 instructors participated in a semi-structured interview. Additionally, classroom observations were conducted in seven classrooms. Questionnaire data were analyzed quantitatively using descriptive statistics while interview and classroom observation data were analyzed qualitatively. Instructors’ beliefs were examined in terms of their conceptions of thinking skills, and their perceptions of the importance of creating and sustaining a CoT in EFL classrooms. Their beliefs and reported practices were then compared to their actual classroom practices. Data analysis revealed several key findings. Firstly, there was an obvious incongruence between instructors' stated beliefs, reported practices, and actual classroom teaching practices. Though most instructors were favorable toward the CoT, they did not apply it to their classrooms. Secondly, several factors were identified to have mediated instructors' beliefs and practices pertaining to the CoT. These factors were related to cultural values (e.g., individual thinking, obedience, and respect for adults) as well as institutional and classroom contexts (e.g., workload, examination system, students’ thinking habits, and language proficiency). Finally, instructors lacked the strategies necessary to effectively implement CoT. Based on these findings, pedagogical implications and future research studies are proposed.

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Carla, Thompso, Barber Karen, Nkansah Joan, Da-Costa Aboagye Bright, Ayivor Sandra, Atwood Kym, and Hurst Candy. "Connecting STEAM Classroom Observation Data to Student Achievement Data: An Empirical Perspective." Journal of Education and Social Development 4, no. 1 (June 28, 2020): 1–9. https://doi.org/10.5281/zenodo.3911972.

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Emerging STEAM (Science, Technology, Engineering, Art, and Mathematics) classrooms in K-12 schools across the United States have prompted researchers to begin questioning the impact of STEAM instruction on student achievement. This study examined the relationship between STEAM classroom instructional environment measures using a quantitative STEAM classroom observation form developed and piloted by the researchers and students’ achievement scores in mathematics and language arts using standardized achievement tests. Researchers captured multifaceted STEAM instructional strategies associated with creativity, critical thinking, communication, and collaboration skills using a numeric observation scale associated with four levels of intensity recorded by university trained research assistants. A series of Spearman Rho correlation procedures were performed to examine the relationship between the classroom observation data (independent variables) and state standardized achievement scores (dependent variables). These data were empirically connected to students’ achievement scores derived from state standardized testing data. Results provide an empirically-based rationale for assessing STEAM instructional practices using classroom observational data. Implications of empirically connecting STEAM instructional practices to student achievement outcomes may offer an action plan and methodology for school districts to use for capturing empirical evidence, thereby assisting schools and school districts grappling with STEAM funding challenges. Implications of the study may also provide evidence for researchers for determining: (a) effective STEAM instructional strategies; (b) purposeful STEAM professional development topics; and (c) strategic workforce preparation skills necessary for moving STEAM forward into a global community of learners.      

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Simbulan, Sol. "Evaluation of Classroom Observations in College Teaching: The Versatility of the Lecture Method." School of Education Research Journal 3, no. 1 (March 5, 2023): 76–93. https://doi.org/10.5281/zenodo.13302241.

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Highlighted in this paper is the result of class observations of the School of Education (SED) instructors during the first semester for the academic year 2022-2023. Eight full-time and part time SED instructors’ classes were observed and their performance was rated to be excellent in the criteria set in the instrument. Generally, the opening prayer served as their preliminary activity together with the checking of attendance and establishing of rapport between the instructors and the students. The lecture method in combination with other teaching strategies like discussion, demonstration, use of PPT, video clips, exercises and activities were utilized by the teachers to keep the students engaged in the lesson. Class participation was evident. Assessment was rated as very good. On the whole, the college instructors successfully scaffold their lesson for the day capturing the relevance of the teaching strategies in their delivery of instruction.

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Floman, James L., Carolin Hagelskamp, Marc A. Brackett, and Susan E. Rivers. "Emotional Bias in Classroom Observations: Within-Rater Positive Emotion Predicts Favorable Assessments of Classroom Quality." Journal of Psychoeducational Assessment 35, no. 3 (February 22, 2016): 291–301. http://dx.doi.org/10.1177/0734282916629595.

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Classroom observations increasingly inform high-stakes decisions and research in education, including the allocation of school funding and the evaluation of school-based interventions. However, trends in rater scoring tendencies over time may undermine the reliability of classroom observations. Accordingly, the present investigations, grounded in social psychology research on emotion and judgment, propose that state emotion may constitute a source of psychological bias in raters’ classroom observations. In two studies, employing independent sets of raters and approximately 5,000 videotaped fifth- and sixth-grade classroom interactions, within-rater state positive emotion was associated with favorable ratings of classroom quality using the Classroom Assessment Scoring System (CLASS). Despite various protections enacted to secure reliable and valid observations in the face of rater trends—including professional training, certification testing, and routine calibration meetings—emotional bias still emerged. Study limitations and implications for classroom observation methodology are considered.

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Donahoe, Emily, Jessica Staggs, and Dominique Vargas. "Employing customizable digital observation tools to support classroom-focused pedagogical partnership." International Journal for Students as Partners 7, no. 2 (October 16, 2023): 124–41. http://dx.doi.org/10.15173/ijsap.v7i2.5302.

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This case study examines the use of the Generalized Observation and Reflection Platform (GORP)—a digital tool for developing fully customizable observation protocols as well as for collecting, analyzing, and reporting quantitative observation data—within the University of Notre Dame’s Inclusive Pedagogy Partnership. We found that the tool enhanced collaboration between partners in articulating and setting goals for their work and in highlighting and conceptualizing growth in the classroom. It also improved the efficiency of classroom observations and generated visual and quantitative data that usefully supplemented more traditional qualitative observations. Because of a steep learning curve, however, providing extensive time and support for partners in incorporating GORP was key to its successful implementation. We also suggest that GORP may serve as a useful tool for helping partners move between product- and process-oriented understandings of their work and for empowering student partners to take ownership of their observations.

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Pacursa, Liriolyn, Eduard Alip, Thi Phuong Thao Do, and Chi Tham Trinh. "The art of classroom observation: The Case of Quirino State University and Can Tho University." CTU Journal of Innovation and Sustainable Development 16, no. 2 (July 12, 2024): 105–15. http://dx.doi.org/10.22144/ctujoisd.2024.296.

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Classroom observation is a professional development model that helps lecturers gain a lot of experience in teaching effectively through cooperation, but it needs to be done in a reasonable way. The purpose of this study is to investigate the advantages and disadvantages of classroom observation and the strategies used by lecturers at College of Teacher Education (CTE), Quirino State University - Maddela Area the Philippines and School of Education (SoE), Can Tho University, Viet Nam used, correlated to the age, teaching experience, and education level of the respondents and to see whether there are any significant differences in the two cultures. The researchers used a descriptive type of design in the study, with a survey as the primary instrument for the data gathering. Using a quota sampling technique, 40 lecturers participated in the study. Based on the findings of the study, the majority of faculty members of CTE underwent classroom observation once per semester, whereas the majority of lecturers at SoE underwent classroom observation twice per semester. Moreover, the advantages of classroom observations outweigh the disadvantages as perceived by respondents. This finding provided evidence that both institutions implemented classroom observation for their lecturers. This simultaneously encourages lecturers to reflect and develop self-awareness about their practice and provides evidence of actual teacher performance, their strengths, and their areas for improvement. Thus, applicable recommendations for professional and organizational growth were made based on the found specific challenges to foster a collaborative environment favorable to improving teaching quality.

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Juarez, Brandon C., and Meredith Critchfield. "Virtual Classroom Observation: Bringing the Classroom Experience to Pre-Service Candidates." American Journal of Distance Education 35, no. 3 (January 11, 2021): 228–45. http://dx.doi.org/10.1080/08923647.2020.1859436.

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Mohammed Abdullah AL-Balushi, Haroun, and Noor Saazai bt Mat Saad. "Improving Classroom Observation through Training: A qualitative Study in College of Technology in Oman." Arab World English Journal 12, no. 4 (December 15, 2021): 415–25. http://dx.doi.org/10.24093/awej/vol12no4.27.

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Historically, classroom observations have been conducted in educational establishments for different purposes such as evaluation of teachers, promotion, curriculum design, or professional development. In this study, the researchers aimed to improve the effectiveness of the classroom observation process in an English Language Center based in a College of Technology in the Sultanate of Oman. The study adopted a qualitative research methodology and semi-structured interviews as the data collection tool. In the first stage, observers and teachers were interviewed to understand the existing classroom observation process. Based on the initial data, a training program was developed with materials from international good practice projects. Finally, the changes were identified through the second set of interviews with the participants. The major results of this study suggest that the training program contributed positively to the perceived effectiveness of the classroom observation process, reduced anxiety related to this process, and led to more balanced participation from both the observers and the teachers. Moreover, the implementation of the pre-observation conferences started taking place and post-observation meetings included more constructive feedback. This study adds to the literature on the importance of classroom observation training with a practical training program. This practical approach can be adopted in similar contexts with some adaptation to meet the specific needs of educational institutions. The researchers suggest a qualitative research approach to accompany any such future training to measure the effects of the training program.

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