Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity

Abstract

The authors advance an argument that placing observation of actual teaching as a central feature of accountability frameworks, teacher preparation, and basic science could result in substantial improvements in instruction and related social processes and a science of the production of teaching and teachers. Teachers' behavioral interactions with students can be (a) assessed observationally using standardized protocols, (b) analyzed systematically with regard to sources of error, (c) validated for predicting student learning, and (d) changed (improved) as a function of specific and aligned supports provided to teachers; exposure to such supports is predictive of greater student learning gains. These methods have considerable promise; along with measurement challenges, some of which pertain to psychometrics, efficiency, and costs, they merit attention, rigorous study, and substantial research investments.

Fostering creativity from an emotional perspective: Do teachers recognise and handle students’ emotions?

“…This ability on the part of teachers may also have an effect on the student's level of creativity (Ho and Siu 2011). Pianta and Hamre (2009) pointed out that teachers who can give appropriate emotional support to students are more likely to operate effective classrooms (i.e., classrooms with better behavioural management and higher academic achievement). Burleson and Picard (2007) also believed that emotional support from teachers affects students' levels of learning performance and motivation.…”

Observed classroom quality in first grade: associations with teacher, classroom, and school characteristics

“…One observational measure of the quality of teacher-child interaction in classrooms that has received empirical validation is the Classroom Assessment Scoring System (CLASS; . The theoretical framework for the CLASS is based on developmental theory and posits that the interactions that take place among teachers and children on a daily basis are the primary mechanisms through which children learn (Pianta & Hamre, 2009). Results from several studies indicate that classroom quality, as assessed by the CLASS, is related to child academic skills at the end of preschool and first grade Ponitz et al, 2009).…”

“…Instructional support comprises teachers' encouragement of analysis and reasoning, provision of scaffolding and additional explanations, and engagement in meaningful conversations with children (Hamre et al, 2007;La Paro et al, 2004;Pianta & Hamre, 2009). …”

Rereading Comprehension Pedagogies: Toward a Dialogic Teaching Ethic that Honors Student Sensemaking

“…For example, a recent series of articles appearing in the Educational Researcher all addressed the question of research methodologies in large-scale research on reading in elementary settings (Connor et al, 2009;Croninger & Valli, 2009;Pianta & Hamre, 2009;Rowan & Correnti, 2009). Each of these studies was concerned with how to improve classroom reading instruction by tying it to outcome measures of comprehension achievement.…”