Article

The Validation of a Classroom Observation Instrument Based on the Construct of Teacher Adaptive Practice

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Abstract

Teacher adaptability is a key disposition for teachers that has been linked to outcomes of interests to schools. The aim of this study was to examine how the broader disposition of teacher adaptability might be observable as classroom-based adaptive practices using an argument-based approach to validation. The findings from the initial phase of the validation study indicate that there is sufficient warrant to further develop a teacher observation instrument based on the construct of teacher adaptive practices. The study is of import to educational researchers and school leaders who are interested in the development and use of a valid and reliable teacher observation instrument designed for the purpose of promoting adaptive teacher practices.

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... It was argued that these items were not specific enough to be used in observations of teacher classroom behaviours (Loughland & Vlies, 2016). Content validation evidence was gathered with expert groups to develop more precise descriptions of what the literature and expert groups defined as teacher adaptive practices (Loughland & Vlies, 2016). ...
... It was argued that these items were not specific enough to be used in observations of teacher classroom behaviours (Loughland & Vlies, 2016). Content validation evidence was gathered with expert groups to develop more precise descriptions of what the literature and expert groups defined as teacher adaptive practices (Loughland & Vlies, 2016). The verbs employed in the items (frequency in brackets) give some indication of the specific teacher behaviours required in the scale: modifies (3), prompts (3), demonstrates (2),uses (2), provides (2), creates (1), links (1) and negotiates (1) (Loughland & Vlies, 2016). ...
... Content validation evidence was gathered with expert groups to develop more precise descriptions of what the literature and expert groups defined as teacher adaptive practices (Loughland & Vlies, 2016). The verbs employed in the items (frequency in brackets) give some indication of the specific teacher behaviours required in the scale: modifies (3), prompts (3), demonstrates (2),uses (2), provides (2), creates (1), links (1) and negotiates (1) (Loughland & Vlies, 2016). These are more specific than the verb clauses, 'able to develop' and 'able to change', that are in the teacher adaptability scale. ...
Article
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Teacher adaptability is an emerging construct in research on teacher effectiveness with evidence of links to improved outcomes for both teachers and students. This study examined the links between teacher adaptive practices and teacher self-efficacy, perceived autonomy support and teacher adaptability. The study found that only teacher adaptability could predict a sub-scale of creativity promoting teaching behaviours. This finding signals an important relationship between teacher adaptability and teacher effectiveness given that student creativity is a valued outcome of schooling.
... To provide us with a clearer picture of how the children responded before, during, and after the read-aloud sessions, a comprehensive approach was taken through extensive classroom observations of reading-aloud sessions conducted at a preschool in the city of Kuala Lumpur, Malaysia. Classroom observation serves as a valuable tool for gaining insight into situations as highlighted by Kothari (2004), and functions as a means of data triangulation to corroborate findings (Loughland & Vlies, 2016). Our objective was to examine the children's engagement, attentiveness, comprehension, and any developmental changes or improvements in their responses over time. ...
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This article presents the results of a study that examined the response of a group of English as a Second Language (ESL) preschoolers towards reading aloud and the experience and perspectives of their teachers regarding this practice. Data were collected through three primary sources: in-depth (participation) observation of the preschoolers; analysis of their drawings and worksheets, and the semi-structured interviews of the teachers. The findings are subsequently discussed with particular emphasis on how reading aloud fosters the preschoolers’ engagement and participation, their comprehension of the story, and their critical thinking ability. The teachers' feedback also provides valuable input towards improving the preschoolers’ participation, comprehension, and confidence in reading aloud; and for the future enhancement of read-aloud programs. The paper concludes with a discussion of some practical strategies for teaching reading aloud and how it can enhance English language teaching to ESL preschoolers.
... For example, classroom observation, in which a trained observer evaluates a teachers performance, has also been identified as an important factor in teacher effectiveness (Jones & Bergin, 2019). Classroom observation is a reliable and valid measure of teacher effectiveness and is associated with improved student achievement (Bellibaş et al., 2022) and teacher practice (Garrett & Steinberg, 2015;Loughland & Vlies, 2016). Observations can provide valuable insights into teachers' instructional practices, such as questioning techniques, feedback, and engagement strategies (Martinez et al., 2016). ...
Article
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Due to the importance of teachers in providing quality education, research in the last two decades has consistently focused on their effectiveness. However, there are inconclusive debates in the literature on the nature of relationships that exist between different supervisory strategies and their links to teachers' job performance. This study used a predictive correlation design to assess how five principals' supervisory practices contribute to teachers' job effectiveness generally and across three specific areas. Secondary school teachers that participated in the study were 284 and were selected using simple and purposive sampling techniques. Data were collected using a questionnaire. A bootstrapping procedure in covar-iance-based structural equation modelling (CB-SEM) and multiple linear regression analysis were used for hypotheses testing at the .05 alpha level. Among others, findings revealed a significant joint prediction of classroom observation, supervision of sporting activities, instructional aids, team teaching and school record on tea-chers' job effectiveness generally and in the dimensions of lesson note preparation and classroom management, but not the use of instructional materials. Teachers Valentine J. Owan ABOUT THE AUTHOR Valentine J. Owan is a postgraduate student of Research, Measurement and Evaluation in the Department of Educational Foundations at the University of Calabar, Nigeria. He is the founder of the Ultimate Research Network (URN), a multidisciplinary research initiative aimed at raising the next generation of scholars for knowledge creation and problem-solving through self-development. His research interests include item-response theory, research and statistics, structural equation modelling, program evaluation , quantitative research methodology, Rasch measurement theory, and higher education. Due to his early interest in research, Owan has published internationally and domestically in many journals. He is an established reviewer for several WoS-and Scopus-indexed academic journals. PUBLIC INTEREST STATEMENT This study examines the impact of secondary school principals' supervisory activities on tea-chers' effectiveness in lesson preparation, classroom management, and use of instructional materials. Findings suggest that principals who engage in supervisory practices such as observing classrooms, overseeing sports activities, managing instructional aids and team teaching, and maintaining statutory records tend to be more effective than those fulfilling one at a time in promoting effective teachers. However, tea-chers' use of instructional materials is less impacted by this type of school-based supervision at both the individual and overall levels. This research can be a valuable resource for school principals to gain the knowledge and strategies to effectively and efficiently supervise their schools. The study can also inspire teachers to embrace the value of school-based supervision in improving their instructional practices and staying current with global education trends through professional development opportunities.
... * Among the 17 adaptive practice items presented by Kim [6], only 6 items found in this study are represented. The number is the item number suggested in previous research. ...
Article
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This study aimed to analyze the characteristics of pre-service physics teachers’ adaptive practices. For this purpose, we analyzed teaching and learning process plans, video recordings, field observation notes of 10 classes conducted by 7 pre-service teachers during their teaching practicum and interviews. We found a total of 24 adaptive practice cases. The main research results were as follows. First, the most frequent adaptive practices were ‘coordination of learning activities’, ‘omission of activities or materials’, ‘adjustment of concept level and scope’, and ‘addition of materials, examples, demonstrations, etc.’. Second, ‘coordination of learning activities’ and ‘omission of activities or materials’ are types that do not appear often among science teachers, but are often seen among pre-service teachers due to the lack of opportunities for pre-service teachers to practice classes. Third, pre-service teachers could hardly use adaptive practices commonly used by science teachers, such as ‘adding demonstrations’, ‘helping with numeracy/literacy’, ‘encouraging learner participation’, and ‘using analogies or metaphors’. Based on the results, implications for pre-service teacher education were discussed.
... In lessons, there would need to be demonstrable evidence of a teacher that uses information from formative assessment to modify practice to meet differentiated student learning needs immediately in class. This within-lesson teacher adaptive practices (Loughland and Vlies 2016) would provide evidence of performance of these principles in class. ...
Chapter
Collaborative efforts that link school sectors and universities have been encouraged to strengthen links between teacher preparation programs and classroom realities. This chapter reports on a collaborative school system and university partnership case study that embedded inclusive education policies and frameworks with prior knowledge of factors that contribute to the successful translation of research to practice across NSW schools. This approach represents an avenue that unites multiple research and practice sources of influence to provide an extended undergraduate teacher education opportunity that gives final year teaching students the opportunity to link research and practice in authentic classrooms for a full year during their teacher training.
... In lessons, there would need to be demonstrable evidence of a teacher that uses information from formative assessment to modify practice to meet differentiated student learning needs immediately in class. This within-lesson teacher adaptive practices (Loughland and Vlies 2016) would provide evidence of performance of these principles in class. ...
Chapter
Program Standard 1.2 for initial teacher education across Australia requires that all graduates from accredited programs have demonstrated that they meet the Graduate Teacher Standards in a classroom setting (Australian Institute for Teaching and School Leadership in Guidance for the accreditation of initial teacher education in Australia. AITSL, Melbourne, 2016). AITSL (Guidance for the accreditation of initial teacher education in Australia. AITSL, Melbourne, 2016) require that this assessment be valid, reliable and moderated. There is also an underlying policy intention to make graduates not only classroom ready but assessment capable as well. This intention is labelled the pursuit of assessment-centric graduates in this chapter. Findings are reported of the implementation of a Teacher Performance Assessment based on the Australian Professional Standards for Teachers (AITSL in Australian professional standards for teachers. AITSL, Melbourne, 2011). The aim of the study was to make the assessment valid, reliable, moderated and feasible within the context of the current supervisory arrangements for final year teacher education students (TES). These key concepts are reviewed before the reporting of the results of the application of these concepts to a Teacher Performance Assessment (TPA). There are four main implications that can be drawn from the case study. First, steps towards increasing the standardisation of the TPA will improve its reliability but may reduce its validity. Second, the ongoing collection of all five types of validation evidence for the TPA will improve its rigour as well as generate useful benchmark evidence for ITE accreditation. Third, top-down models of TPA implementation might not be as cost-effective as the incremental improvement of reliability and validity in existing models. Finally, the focus on the assessment moderation of evidence sets will direct attention to the refinement of existing protocols such as lesson planning guides and lesson observation forms. The success of the TPA implementation will hinge on whether universities can build the type of proactive partnerships with schools built upon a shared understanding of the intention of the assessment.
Article
Full-text available
Due to the importance of teachers in providing quality education, research in the last two decades has consistently focused on their effectiveness. However, there are inconclusive debates in the literature on the nature of relationships that exist between different supervisory strategies and their links to teachers’ job performance. This study used a predictive correlation design to assess how five principals’ supervisory practices contribute to teachers’ job effectiveness generally and across three specific areas. Secondary school teachers that participated in the study were 284 and were selected using simple and purposive sampling techniques. Data were collected using a questionnaire. A bootstrapping procedure in covariance-based structural equation modelling (CB-SEM) and multiple linear regression analysis were used for hypotheses testing at the .05 alpha level. Among others, findings revealed a significant joint prediction of classroom observation, supervision of sporting activities, instructional aids, team teaching and school record on teachers’ job effectiveness generally and in the dimensions of lesson note preparation and classroom management, but not the use of instructional materials. Teachers who reported frequent classroom observation by principals also reported a higher level of lesson preparation but not other aspects of teaching effectiveness. The supervision of sporting activities significantly predicted teachers’ overall effectiveness and specific aspects such as lesson preparation, instructional material use, and classroom management. This study can encourage school principals to gain more knowledge, facts and strategies required for effective and efficient school-based supervision.
Article
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Purpose: The purpose of this study was to analyze research papers of teachers’ adaptive practices published in the last ten years through theoretical considerations on the concept and factors of teachers' adaptive practices for examining the characteristics of teachers’ adaptive practice and related factors and to suggest future research directions and implications for teacher education. Methods: For this purpose, a total of fifty-four papers on adaptive practices published in the last ten years searched in ERIC database were analyzed for an adaptive practices’ definition, factors, and effects, and the definitions of adaptive practices were analyzed with network analysis. Results: As a result of the analysis, first, teachers' adaptive practices occur to help learning in response to new, uncertain, or non-routine teaching and learning situations or to individual learners' various responses. This could be viewed as the active controlled behavior of teachers. Second, reflective thinking, flexibility, knowledge, and experience of teachers are required as important teacher factors for the adaptive practices of teachers. As for environmental factors, adaptive practices are limited in a uniform education policy or evaluation system, and are promoted in an environment that is open and supports various attempts. Third, it was found that the teachers’ adaptive practices help to improve learning achievement and enhance students’ interest and participation in class, and it was helpful for teachers to improve expertise and lifelong learning ability, and to establish a teacher's identity. Conclusion: Considering the results of the analysis, the adaptive practice of teachers is one of the important areas of teachers’ expertise. To further improve in this area, it is important to understand the nature of unpredictable educational environments, to develop reflective thinking and flexibility, and to provide opportunities for professional development that can build a repertoire of adaptation cases through various challenges.
Chapter
Adaptability is an important disposition for teachers as response to change, novelty and uncertainty is central to their daily work. Teacher adaptability is an emerging construct in research on teacher classroom behaviours with evidence of correlation to improved outcomes for both teachers and students. Teacher adaptive practices were conceptualised in this study as the classroom behavioural expression of teacher adaptability. The data from 278 classroom observations of 71 teachers were analysed for its relationship to the teacher self-report constructs of teacher adaptability, teacher self-efficacy and perceived autonomy support. The study found that only teacher adaptability could predict a sub-scale of adaptive practices that potentially promote student critical and creative thinking. This finding signals an important relationship between teacher adaptability and adaptive teaching given that student critical and creative thinking is a valued outcome of schooling.
Chapter
This book has examined the relationship between some of the personal, environmental and behavioural determinants of adaptive teaching. It found that there is a strong relationship between the personal and environmental determinants tested in this study. The relationship between these determinants and the behavioural determinant of teacher adaptive practices was moderate. The future directions for research into a model of adaptive teaching will investigate the relationship between existing and new personal and behavioural determinants. Future refinements in the methodologies adopted for these studies are examined in the last part of this chapter.
Chapter
Students’ creative and critical thinking is a key outcome of interest as schooling systems in OECD countries position the so-called twenty-first-century learning skills as fundamental objectives of their educational endeavours. This policy shift has piqued interest in pedagogical models that promote student creative and critical thinking of which there are many. Most of these existing models focus on curriculum design rather than delivery. Adaptive teaching is a notable exception. This study posits a model of adaptive teaching that conceptualises the interaction of the personal and environmental determinants of adaptive teaching that influence the teaching behaviours that promote student creative and critical thinking. These teaching behaviours are labelled teacher adaptive practices in this study.
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Animal Learning and Ecology Artificial Intelligence / Intelligent Systems Biology / Neurobiology Clinical Psychology and Psychotherapy Comparative Psychology and Ethology Education / Socio-cultural aspects Instructional Psychology and Learning Machine Learning (and robotics) Neurologic Problems Neuroscience(s) Philosophy, Information Technology
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Based on a sample of over 2000 Australian adolescents (Mage = 14.5 years; 51% girls), this investigation explores the extent to which young people’s adaptability and personality are associated with their responses to environmental issues. Controlling for the effects of socio-demographic and prior achievement, structural equation modeling showed that adaptability yielded significant positive direct, indirect (via environmental awareness and concerns), and total effects on pro-environmental attitudes. Although agreeableness and neuroticism also generated significant and positive total effects on pro-environmental attitudes, adaptability explained the most variance in pro-environmental attitudes. Findings offer theoretical, research, and applied implications for researchers and practitioners seeking to optimize individuals’ responses to environmental challenges.
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This article develops a validity argument approach for use on observation protocols currently used to assess teacher quality for high-stakes personnel and professional development decisions. After defining the teaching quality domain, we articulate an interpretive argument for observation protocols. To illustrate the types of evidence that might compose a validity argument, we draw on data from a validity study of the Classroom Assessment Scoring System for secondary classrooms. Based on data from 82 Algebra classrooms, we illustrate how data from observation scores, value-added models, generalizability studies, and measures of teacher knowledge, student achievement, and teacher and student beliefs could be used to build a validity argument for observation protocols. Strengths and limitations of the validity argument approach as well as the issues the approach raises for observation protocol validity research are considered.
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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.
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ABSTRACT This chapter has two aims: provide an overview of what I consider to be the concept of validity and then discuss its implications for the process of valida­tion. I articulate an explanation focused view of validity that centers on a con­textualized and pragmatic view of explanation- in essence, a contextualized and pragmatic view of validity. In the closing section of the chapter I describe the methodological implications of this view in terms of not assuming homo­geneity of populations (from the Draper-Lindley de Finetti framework) and allowing for multilevel construct validation, as well as the overlap between test validity and program evaluation.
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Accession Number: 2012-07127-000. Partial author list: First Author & Affiliation: Hattie, John; Melbourne Education Research Institute, University of Melbourne, Melbourne, Australia. Release Date: 20120611. Publication Type: Book (0200). Format Covered: Print. ISBN: 978-0-415-69014-0, Hardcover; 978-0-415-69015-7, Paperback; 978-0-203-18152-2, Electronic. Language: English. Major Descriptor: Academic Achievement; Learning; School Based Intervention; Teachers; Teaching Methods. Minor Descriptor: Classroom Management; Meta Analysis; Preservice Teachers; Student Teachers. Classification: Curriculum & Programs & Teaching Methods (3530). Population: Human (10). Age Group: Childhood (birth-12 yrs) (100); Adolescence (13-17 yrs) (200); Adulthood (18 yrs & older) (300). Intended Audience: Psychology: Professional & Research (PS). References Available: Y. Page Count: 269.
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This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self‐assessment are considered alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice.
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The transfer literature includes a variety of seemingly conflicting perspec- tives. Some argue that transfer is rare; others argue that transfer is ubiqui- tous; still others worry that transfer is an unworkable concept. Is the transfer literature filled with inherently contradictory claims, or is there a framework that can help illuminate how and why the varied positions on transfer are each pieces of the truth that can be reconciled through a broader theoretical foundation? We argue for the latter. To develop our ideas, we divide the chapter into four sections that: (a) Rethink the classic definition of transfer and show how it tends to misdiagnose important forms of knowing. (b) Dif- CHAPTER 1
Differentiation instruction: The challenge leaders can't refuse. Paper presented at the The Australian Council for Educational Leaders Conference
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Tomlinson, C.A. (2016, September). Differentiation instruction: The challenge leaders can't refuse. Paper presented at the The Australian Council for Educational Leaders Conference, 'Leadership with Insight and Innovation: Setting the Agenda', Melbourne, Australia.
Assessment-centered teaching: A reflective practice
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Instructional rounds in education. A network approach to improving teaching and learning
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Teachers' adaptability and its importance for teachers' and students' outcomes
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Assessment in schools. Fit for purpose? A commentary by the Teaching and Learning Research Programme
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Martin, A.J., Collie, R.J., Nejad, H., Colmar, S., & Liem, G.A.D. (2015). Adaptability Scale -Domain specific. Sydney, Australia: Educational Psychology Research Group, University of New South Wales.
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Differentiation Instruction: The Challenge Leaders Can't Refuse. Paper presented at the Leadership with Insight and Innovation. Setting the Agenda
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Tomlinson, C. A. (2016). Differentiation Instruction: The Challenge Leaders Can't Refuse. Paper presented at the Leadership with Insight and Innovation. Setting the Agenda, Melbourne.
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Adaptive Practice Scale 1. Learning Intentions and Success Criteria evident 2. Dynamic Grouping 3. Many conceptual representations used as required 4. Act upon data gathered during concept review tasks set for students
  • A Appendix
  • Initial
Appendix A Initial Adaptive Practice Scale 1. Learning Intentions and Success Criteria evident 2. Dynamic Grouping 3. Many conceptual representations used as required 4. Act upon data gathered during concept review tasks set for students