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Conducting Classroom Observations: Analyzing Classrooms Dynamics and Instructional Time

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dc.contributor.authorWorld Bank
dc.date.accessioned2015-08-13T19:41:39Z
dc.date.available2015-08-13T19:41:39Z
dc.date.issued2015
dc.description.abstractThe ‘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.en
dc.identifierhttp://documents.worldbank.org/curated/en/2015/07/24756165/conducting-classroom-observations-analyzing-classrooms-dynamics-instructional-time-using-stallings-classroom-snapshot-observation-system-user-guide
dc.identifier.doi10.1596/22401
dc.identifier.urihttps://hdl.handle.net/10986/22401
dc.languageEnglish
dc.language.isoen_US
dc.publisherWashington, DC
dc.rightsCC BY 3.0 IGO
dc.rights.holderWorld Bank
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/igo/
dc.subjectREADING
dc.subjectSCHOOL SYSTEM
dc.subjectEMPLOYMENT
dc.subjectSUBJECTS
dc.subjectSTUDY
dc.subjectBASIC EDUCATION
dc.subjectITS
dc.subjectSTUDIES
dc.subjectCLASSROOM DYNAMICS
dc.subjectTEACHERS
dc.subjectCLASS TIME
dc.subjectSCIENCE
dc.subjectACADEMIC CONTENT
dc.subjectSTUDENT
dc.subjectSCHOOLS
dc.subjectSTUDENT GROUP
dc.subjectCLASSROOM OBSERVATION STUDIES
dc.subjectSCHOOLING
dc.subjectINSTRUCTIONAL ACTIVITIES
dc.subjectEDUCATION TEACHERS
dc.subjectSCHOOL DAY
dc.subjectCLASS WORK
dc.subjectGROUPS
dc.subjectTEXTBOOK
dc.subjectINSTRUCTIONAL TIME
dc.subjectPAPERS
dc.subjectCLASS SIZE
dc.subjectCLASSROOM ACTIVITIES
dc.subjectLEARNING AIDS
dc.subjectSCHOOL SYSTEMS
dc.subjectTRAINING PROGRAMS
dc.subjectHOMEWORK
dc.subjectVISUAL AIDS
dc.subjectPROFESSOR
dc.subjectMANUALS
dc.subjectCURRICULUM
dc.subjectCLASSROOM MANAGEMENT
dc.subjectTEACHER
dc.subjectEXAM
dc.subjectBASIC EDUCATION TEACHERS
dc.subjectTEXTBOOKS
dc.subjectCOMIC BOOKS
dc.subjectGRADING
dc.subjectWRITING
dc.subjectCLASSROOM MATERIALS
dc.subjectCHILDREN
dc.subjectCHALKBOARD
dc.subjectEDUCATION
dc.subjectSCIENCE EQUIPMENT
dc.subjectTRAINING
dc.subjectPEDAGOGICAL PRACTICES
dc.subjectTESTS
dc.subjectCLASSROOM WORK
dc.subjectSCHOOL DIRECTORS
dc.subjectEFFECTIVE TEACHING
dc.subjectSERVICE TRAINING
dc.subjectTEACHER EFFECTIVENESS
dc.subjectCURRICULUM CONTENT
dc.subjectACADEMIC WORK
dc.subjectINSTRUCTION
dc.subjectLEARNING RESULTS
dc.subjectSHOW HOW
dc.subjectSTUDENTS
dc.subjectCLASSROOM PRACTICE
dc.subjectNUMBER OF STUDENTS
dc.subjectTYPES OF SCHOOLS
dc.subjectSTANDARDIZED TESTS
dc.subjectLEARNING
dc.subjectEDUCATION SYSTEM
dc.subjectRESEARCH
dc.subjectCLASSROOM
dc.subjectGOALS
dc.subjectCLASSROOMS
dc.subjectSCHOOL
dc.subjectTEACHING
dc.subjectSCIENCE CONTENT
dc.subjectMAPS
dc.subjectSTUDENT LEARNING
dc.subjectCOHORT OF STUDENTS
dc.subjectLEARNING ACTIVITIES
dc.subjectNEWSPAPERS
dc.titleConducting Classroom Observationsen
dc.title.subtitleAnalyzing Classrooms Dynamics and Instructional Timeen
dc.typeUser Guideen
dc.typeMode d'emploifr
dc.typeGuía del usuarioes
dspace.entity.typePublication
okr.date.disclosure2015-07-07
okr.date.doiregistration2025-05-05T12:34:04.488628Z
okr.doctypePublications & Research
okr.doctypePublications & Research::Working Paper
okr.docurlhttp://documents.worldbank.org/curated/en/2015/07/24756165/conducting-classroom-observations-analyzing-classrooms-dynamics-instructional-time-using-stallings-classroom-snapshot-observation-system-user-guide
okr.globalpracticeEducation
okr.guid790221467997639302
okr.identifier.externaldocumentum090224b082fda1f2_1_0
okr.identifier.internaldocumentum24756165
okr.identifier.report97904
okr.language.supporteden
okr.pdfurlhttp://www-wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2015/07/07/090224b082fda1f2/1_0/Rendered/PDF/Conducting0cla00system000user0guide.pdfen
okr.topicEducation::Education For All
okr.topicTertiary Education
okr.topicEducation::Primary Education
okr.topicEducation::Effective Schools and Teachers
okr.topicSecondary Education
okr.unitEducation - GP (GEDDR)
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