Conducting Classroom Observations : Analyzing Classrooms Dynamics and Instructional Time

The ‘Stallings classroom snapshot’ instrument, technically called the ‘Stanford Research Institute classroom observation system’ was developed by Professor Jane Stallings for research on the efficiency and quality of basic education teachers in the...

Full description

Bibliographic Details
Main Author:	World Bank
Format:	User Guide
Language:	English en_US
Published:	Washington, DC 2015
Subjects:	READING SCHOOL SYSTEM EMPLOYMENT SUBJECTS STUDY BASIC EDUCATION ITS STUDIES CLASSROOM DYNAMICS TEACHERS CLASS TIME SCIENCE ACADEMIC CONTENT STUDENT SCHOOLS STUDENT GROUP CLASSROOM OBSERVATION STUDIES SCHOOLING INSTRUCTIONAL ACTIVITIES EDUCATION TEACHERS SCHOOL DAY CLASS WORK GROUPS TEXTBOOK INSTRUCTIONAL TIME PAPERS CLASS SIZE CLASSROOM ACTIVITIES LEARNING AIDS SCHOOL SYSTEMS TRAINING PROGRAMS HOMEWORK VISUAL AIDS PROFESSOR MANUALS CURRICULUM CLASSROOM MANAGEMENT TEACHER EXAM BASIC EDUCATION TEACHERS TEXTBOOKS COMIC BOOKS GRADING WRITING CLASSROOM MATERIALS CHILDREN CHALKBOARD EDUCATION SCIENCE EQUIPMENT TRAINING PEDAGOGICAL PRACTICES TESTS CLASSROOM WORK SCHOOL DIRECTORS EFFECTIVE TEACHING SERVICE TRAINING TEACHER EFFECTIVENESS CURRICULUM CONTENT ACADEMIC WORK INSTRUCTION LEARNING RESULTS SHOW HOW STUDENTS CLASSROOM PRACTICE NUMBER OF STUDENTS TYPES OF SCHOOLS STANDARDIZED TESTS LEARNING EDUCATION SYSTEM RESEARCH CLASSROOM GOALS CLASSROOMS SCHOOL TEACHING SCIENCE CONTENT MAPS STUDENT LEARNING COHORT OF STUDENTS LEARNING ACTIVITIES NEWSPAPERS
Online Access:	http://documents.worldbank.org/curated/en/2015/07/24756165/conducting-classroom-observations-analyzing-classrooms-dynamics-instructional-time-using-stallings-classroom-snapshot-observation-system-user-guide http://hdl.handle.net/10986/22401

id	okr-10986-22401
recordtype	oai_dc
spelling	okr-10986-224012021-04-23T14:04:08Z Conducting Classroom Observations : Analyzing Classrooms Dynamics and Instructional Time World Bank READING SCHOOL SYSTEM EMPLOYMENT SUBJECTS STUDY BASIC EDUCATION ITS STUDIES CLASSROOM DYNAMICS TEACHERS CLASS TIME SCIENCE ACADEMIC CONTENT STUDENT SCHOOLS STUDENT GROUP CLASSROOM OBSERVATION STUDIES SCHOOLING INSTRUCTIONAL ACTIVITIES EDUCATION TEACHERS SCHOOL DAY CLASS WORK GROUPS TEXTBOOK INSTRUCTIONAL TIME PAPERS CLASS SIZE CLASSROOM ACTIVITIES LEARNING AIDS SCHOOL SYSTEMS TRAINING PROGRAMS HOMEWORK VISUAL AIDS PROFESSOR MANUALS CURRICULUM CLASSROOM MANAGEMENT TEACHER EXAM BASIC EDUCATION TEACHERS TEXTBOOKS COMIC BOOKS GRADING WRITING CLASSROOM MATERIALS CHILDREN CHALKBOARD EDUCATION SCIENCE EQUIPMENT TRAINING PEDAGOGICAL PRACTICES TESTS CLASSROOM WORK SCHOOL DIRECTORS EFFECTIVE TEACHING SERVICE TRAINING TEACHER EFFECTIVENESS CURRICULUM CONTENT ACADEMIC WORK INSTRUCTION LEARNING RESULTS SHOW HOW STUDENTS CLASSROOM PRACTICE NUMBER OF STUDENTS TYPES OF SCHOOLS STANDARDIZED TESTS LEARNING EDUCATION SYSTEM RESEARCH CLASSROOM GOALS CLASSROOMS SCHOOL TEACHING SCIENCE CONTENT MAPS STUDENT LEARNING COHORT OF STUDENTS LEARNING ACTIVITIES NEWSPAPERS The ‘Stallings classroom snapshot’ instrument, technically called the ‘Stanford Research Institute classroom observation system’ was developed by Professor Jane Stallings for research on the efficiency and quality of basic education teachers in the United States in the 1970s. The Stallings instrument generates robust quantitative data on the interaction of teachers and students in the classroom, with a high degree of inter-rater reliability (0.8 or higher) among observers with relatively limited training, which makes it suitable for large scale samples in developing country settings. Key features of the Stallings instrument make it well-suited to large scale use in developing country contexts. However, several factors need to borne in mind when interpreting its results. First, there is clear potential for Hawthorne effects, as teachers are aware of the observer (and sometimes pair of observers) physically present in the classroom, unlike the latest observation methods being used in the United States, which place a video camera in the classroom for extended periods so as to minimize these effects. One operating assumption, therefore, is that Stallings observations capture teachers’ performing at their very best, or production possibility frontier, which is in fact useful to measure. A second issue is the potential noisiness of the variables being measured; if the same teacher were observed on different days or with different student sections on the same day or with a different cohort of students the following year, how consistent would the measured performance be? Initial studies in the US called for visits to each classroom on two different days. Third issue is the non-random assignment of teachers to classes in most of the school systems observed. Even when students are not explicitly ability-tracked, classroom assignment rules may de facto result in some teachers facing much more gifted or docile students than others. Finally, what makes the Stallings instrument versatile and robust across different grades, subjects, languages and countries is that it does not try to measure the content of what is being taught, either the depth or sophistication of the curriculum content itself or the teacher’s mastery of that content. 2015-08-13T19:41:39Z 2015-08-13T19:41:39Z 2015 User Guide http://documents.worldbank.org/curated/en/2015/07/24756165/conducting-classroom-observations-analyzing-classrooms-dynamics-instructional-time-using-stallings-classroom-snapshot-observation-system-user-guide http://hdl.handle.net/10986/22401 English en_US CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank Washington, DC Publications & Research Publications & Research :: Working Paper
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English en_US
topic	READING SCHOOL SYSTEM EMPLOYMENT SUBJECTS STUDY BASIC EDUCATION ITS STUDIES CLASSROOM DYNAMICS TEACHERS CLASS TIME SCIENCE ACADEMIC CONTENT STUDENT SCHOOLS STUDENT GROUP CLASSROOM OBSERVATION STUDIES SCHOOLING INSTRUCTIONAL ACTIVITIES EDUCATION TEACHERS SCHOOL DAY CLASS WORK GROUPS TEXTBOOK INSTRUCTIONAL TIME PAPERS CLASS SIZE CLASSROOM ACTIVITIES LEARNING AIDS SCHOOL SYSTEMS TRAINING PROGRAMS HOMEWORK VISUAL AIDS PROFESSOR MANUALS CURRICULUM CLASSROOM MANAGEMENT TEACHER EXAM BASIC EDUCATION TEACHERS TEXTBOOKS COMIC BOOKS GRADING WRITING CLASSROOM MATERIALS CHILDREN CHALKBOARD EDUCATION SCIENCE EQUIPMENT TRAINING PEDAGOGICAL PRACTICES TESTS CLASSROOM WORK SCHOOL DIRECTORS EFFECTIVE TEACHING SERVICE TRAINING TEACHER EFFECTIVENESS CURRICULUM CONTENT ACADEMIC WORK INSTRUCTION LEARNING RESULTS SHOW HOW STUDENTS CLASSROOM PRACTICE NUMBER OF STUDENTS TYPES OF SCHOOLS STANDARDIZED TESTS LEARNING EDUCATION SYSTEM RESEARCH CLASSROOM GOALS CLASSROOMS SCHOOL TEACHING SCIENCE CONTENT MAPS STUDENT LEARNING COHORT OF STUDENTS LEARNING ACTIVITIES NEWSPAPERS
spellingShingle	READING SCHOOL SYSTEM EMPLOYMENT SUBJECTS STUDY BASIC EDUCATION ITS STUDIES CLASSROOM DYNAMICS TEACHERS CLASS TIME SCIENCE ACADEMIC CONTENT STUDENT SCHOOLS STUDENT GROUP CLASSROOM OBSERVATION STUDIES SCHOOLING INSTRUCTIONAL ACTIVITIES EDUCATION TEACHERS SCHOOL DAY CLASS WORK GROUPS TEXTBOOK INSTRUCTIONAL TIME PAPERS CLASS SIZE CLASSROOM ACTIVITIES LEARNING AIDS SCHOOL SYSTEMS TRAINING PROGRAMS HOMEWORK VISUAL AIDS PROFESSOR MANUALS CURRICULUM CLASSROOM MANAGEMENT TEACHER EXAM BASIC EDUCATION TEACHERS TEXTBOOKS COMIC BOOKS GRADING WRITING CLASSROOM MATERIALS CHILDREN CHALKBOARD EDUCATION SCIENCE EQUIPMENT TRAINING PEDAGOGICAL PRACTICES TESTS CLASSROOM WORK SCHOOL DIRECTORS EFFECTIVE TEACHING SERVICE TRAINING TEACHER EFFECTIVENESS CURRICULUM CONTENT ACADEMIC WORK INSTRUCTION LEARNING RESULTS SHOW HOW STUDENTS CLASSROOM PRACTICE NUMBER OF STUDENTS TYPES OF SCHOOLS STANDARDIZED TESTS LEARNING EDUCATION SYSTEM RESEARCH CLASSROOM GOALS CLASSROOMS SCHOOL TEACHING SCIENCE CONTENT MAPS STUDENT LEARNING COHORT OF STUDENTS LEARNING ACTIVITIES NEWSPAPERS World Bank Conducting Classroom Observations : Analyzing Classrooms Dynamics and Instructional Time
description	The ‘Stallings classroom snapshot’ instrument, technically called the ‘Stanford Research Institute classroom observation system’ was developed by Professor Jane Stallings for research on the efficiency and quality of basic education teachers in the United States in the 1970s. The Stallings instrument generates robust quantitative data on the interaction of teachers and students in the classroom, with a high degree of inter-rater reliability (0.8 or higher) among observers with relatively limited training, which makes it suitable for large scale samples in developing country settings. Key features of the Stallings instrument make it well-suited to large scale use in developing country contexts. However, several factors need to borne in mind when interpreting its results. First, there is clear potential for Hawthorne effects, as teachers are aware of the observer (and sometimes pair of observers) physically present in the classroom, unlike the latest observation methods being used in the United States, which place a video camera in the classroom for extended periods so as to minimize these effects. One operating assumption, therefore, is that Stallings observations capture teachers’ performing at their very best, or production possibility frontier, which is in fact useful to measure. A second issue is the potential noisiness of the variables being measured; if the same teacher were observed on different days or with different student sections on the same day or with a different cohort of students the following year, how consistent would the measured performance be? Initial studies in the US called for visits to each classroom on two different days. Third issue is the non-random assignment of teachers to classes in most of the school systems observed. Even when students are not explicitly ability-tracked, classroom assignment rules may de facto result in some teachers facing much more gifted or docile students than others. Finally, what makes the Stallings instrument versatile and robust across different grades, subjects, languages and countries is that it does not try to measure the content of what is being taught, either the depth or sophistication of the curriculum content itself or the teacher’s mastery of that content.
format	User Guide
author	World Bank
author_facet	World Bank
author_sort	World Bank
title	Conducting Classroom Observations : Analyzing Classrooms Dynamics and Instructional Time
title_short	Conducting Classroom Observations : Analyzing Classrooms Dynamics and Instructional Time
title_full	Conducting Classroom Observations : Analyzing Classrooms Dynamics and Instructional Time
title_fullStr	Conducting Classroom Observations : Analyzing Classrooms Dynamics and Instructional Time
title_full_unstemmed	Conducting Classroom Observations : Analyzing Classrooms Dynamics and Instructional Time
title_sort	conducting classroom observations : analyzing classrooms dynamics and instructional time
publisher	Washington, DC
publishDate	2015
url	http://documents.worldbank.org/curated/en/2015/07/24756165/conducting-classroom-observations-analyzing-classrooms-dynamics-instructional-time-using-stallings-classroom-snapshot-observation-system-user-guide http://hdl.handle.net/10986/22401
_version_	1764450897038934016

Conducting Classroom Observations : Analyzing Classrooms Dynamics and Instructional Time

Similar Items