Toward the Development of a Rigorous and Practical Classroom Observation Tool: The Uganda secondary school project

开发严格实用的课堂观察工具：乌干达中学项目

• 批准号: ES/M004740/1
• 负责人: Edward Seidman
• 金额: $ 19.27万
• 依托单位: New York University
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2015
• 资助国家: 英国
• 起止时间: 2015 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FM004740%2F1
• 关键词: Toward; Development; Rigorous; Practical; Classroom

Worldwide, there has been growing interest in understanding the nature of quality education. A major key to this quest lies in what goes on inside classrooms, where children derive the bulk of their daily experiences in academic and social learning. While factors like the physical condition of the school building, textbooks, and teacher degrees play a role in children's learning and life outcomes, they are small and indirect. Teacher instructional practices and classroom processes, in terms of supportiveness and organization, play considerable roles in children's learning and well being outcomes. Yet, the focus of many attempts to improve (and evaluate) educational programs has been based on classic, though simple, input-output model. In other words, an intervention takes place, and then the change in child academic or social outcomes are measured. Studies of this type can be viewed as "black box" studies; they tell us little more than whether the program worked or not. They fail to provide us with insights on how to more effectively facilitate deeper learning. To do this, we first need to be able to effectively measure instructional practices and classroom processes. The most accurate way of measuring instructional practices and classroom processes is with the use of observational methods. To date, available methods have been too labor-intensive and costly for large-scale evaluation studies or for use in daily practice. Reliable, valid, cost-effective, and practically useful tools are needed. Nowhere is this truer than in low-income and fragile states. This is the goal of the proposed investigation. To achieve these ends, we capitalize on a large-scale experimental school and classroom-based intervention program undertaken in Ugandan public secondary schools by the World Bank (WB), in partnership with the Ministry of Education and Sports (MoES). In a second phase of this project, the WB enlisted New York University (NYU) to supplement the impact evaluation by examining the instructional practices and classroom processes with live observations using an innovative tool, known as TIPPS, before, in the middle, and at the end of the intervention year. Samples of these classrooms are also videotaped for more intensive analysis. This data provides a unique opportunity to further develop and validate an innovative, affordable, scalable, and practically useful tool for assessing teacher practices and classroom processes. It also has the potential to provide feedback to teachers, especially when used in tandem with mentoring and reflected practice for improved teacher performance. We conduct a series of scientific studies to assure the viability, validity, and utility of this instrument.In addition to the development and validation of an effective classroom observational instrument, we want to assure its use in policy and practice in Uganda and eventually in other low-income and fragile states. Thus, we begin the project year by working closely with the various stakeholder groups - ministry, union officials, school administrators, teachers, and World Bank Africa Region staff - to facilitate buy-in and ownership. We will engage them in interviews and focus groups to both inform them about the instrument and to gain their assistance in structuring the end of the year workshops for maximum effectiveness. The goals of these workshops are to explain our findings with regard to the intervention and the tool, and more importantly, so that the tool can be implemented at policy levels by the ministry, with the aide of the unions. In this manner, this tool could then be put into practical use in secondary schools around the country, and eventually primary schools as well.

在世界范围内，人们对理解优质教育的本质越来越感兴趣。这一探索的一个主要关键在于教室里发生了什么，孩子们在学术和社会学习中获得了大量的日常经验。虽然校舍的物质条件、教科书和教师学位等因素对儿童的学习和生活成果起着作用，但它们是微小和间接的。教师的教学实践和课堂教学过程，在教学的连贯性和组织性方面，在儿童的学习和幸福结果中发挥着相当大的作用。然而，许多改进（和评估）教育项目的尝试都是基于经典的投入产出模型，尽管很简单。换句话说，进行干预，然后测量儿童学业或社会成果的变化。这种类型的研究可以被看作是“黑箱”研究;它们告诉我们的仅仅是程序是否有效。它们未能为我们提供如何更有效地促进深度学习的见解。要做到这一点，我们首先需要能够有效地衡量教学实践和课堂过程。测量教学实践和课堂过程的最准确方法是使用观察方法。到目前为止，现有的方法过于劳动密集型和昂贵的大规模评价研究或在日常实践中使用。需要可靠、有效、成本效益高且实用的工具。这一点在低收入和脆弱国家表现得最为明显。这是拟议调查的目标。为了实现这些目标，我们利用世界银行（WB）与教育和体育部（MoES）合作在乌干达公立中学开展的大规模实验学校和课堂干预计划。在该项目的第二阶段，世界银行请纽约大学（NYU）在干预年之前、中期和年底，使用称为TIPPS的创新工具，通过现场观察来检查教学实践和课堂过程，以此补充影响评估。这些教室的样本也被录像，以便进行更深入的分析。这些数据提供了一个独特的机会，进一步开发和验证一个创新的，负担得起的，可扩展的，实用的工具，用于评估教师的做法和课堂过程。它也有可能为教师提供反馈，特别是在与辅导和反思实践结合使用时，以提高教师的绩效。我们进行了一系列的科学研究，以确保该仪器的可行性，有效性和实用性。除了开发和验证有效的课堂观察仪器外，我们还希望确保在乌干达并最终在其他低收入和脆弱国家的政策和实践中使用该仪器。因此，我们在项目年的开始就与各利益攸关方团体-部委、工会官员、学校管理人员、教师和世界银行非洲区域工作人员-密切合作，促进他们的认同和自主权。我们将与他们进行访谈和焦点小组讨论，向他们介绍该仪器，并获得他们的帮助，以组织年终研讨会，以实现最大的效果。这些讲习班的目的是解释我们关于干预措施和工具的调查结果，更重要的是，使该部能够在工会的帮助下在政策一级实施该工具。这样，这一工具就可以在全国各地的中学实际使用，最终也可以在小学使用。

项目成果

Measuring and predicting process quality in Ghanaian pre-primary classrooms using the Teacher Instructional Practices and Processes System (TIPPS)

使用教师教学实践和流程系统 (TIPPS) 衡量和预测加纳学前班的流程质量

• 发表时间: 2018
• 期刊: Early Childhood Research Quarterly
• 影响因子: 3.7
• 作者: Wolf, Sharon

Improving 21st-century teaching skills: The key to effective 21st-century learners

• DOI: 10.1177/1745499919829214
• 发表时间: 2019-03-01
• 期刊: RESEARCH IN COMPARATIVE AND INTERNATIONAL EDUCATION
• 影响因子: 2.1
• 作者: Kim, Sharon;Raza, Mahjabeen;Seidman, Edward
• 通讯作者: Seidman, Edward

Can a classroom observation tool improve teaching in Uganda?

课堂观察工具可以改善乌干达的教学吗？

• 发表时间: 2018
• 期刊: ESRC-DFID Research for Policy and Practice
• 作者: Seidman Edward

Assessment of pedagogical practices and processes in low and middle income countries: Findings from secondary school classrooms in Uganda

低收入和中等收入国家的教学实践和过程评估：乌干达中学课堂的调查结果

• DOI: 10.1016/j.tate.2017.12.017
• 发表时间: 2018
• 期刊: Teaching and Teacher Education
• 影响因子: 3.9
• 作者: Seidman E