Assessment of pedagogical practices and processes in low and middle income countries: Findings from secondary school classrooms in Uganda |
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| Institution: | 1. University of Wisconsin-Madison, 1000 Bascom Mall, Madison, WI, 53706, USA;2. University of Washington, 2012 Skagit Lane, Miller Hall Box 353600, USA;3. Winona State University, Gildemeister Hall 221, P.O. Box 5838, 175 W. Mark Street, Winona, MN, 55987, USA;1. University of Pennsylvania, United States;2. Duke University, United States;3. RTI International, United States;1. IRINSTITUTES, Dover, DE, USA;2. UCD, Ireland;1. Universität Hamburg, Faculty of Education, Movement, Games and Sports Education, Von-Melle-Park 8, 20146 Hamburg, Germany;2. Kiel University, Institute of Educational Sciences, Department of Research on Teaching and Teacher Education, Olshausenstr. 75, 24118 Kiel, Germany;1. Department of Research and Evaluation Authority, Oranim Academic College of Education, Kiryat Tivon, 36006, Israel;2. The Center for Educational Technology, 16 Klausner St. P.O.B 39513, Tel Aviv, 61394, Israel |
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| Abstract: | This article outlines the development and validation of a classroom observation instrument for use in low and middle income countries. The Teacher Instructional Practices and Processes Systemⓒ (TIPPS) was designed to be a rigorous research instrument as well as a practical feedback tool. Based on data from 197 Ugandan secondary schools, we were successful in assessing the quality of instructional practices and classroom processes in this context. The results reveal a 3-factor structure, good rater reliability, and concurrent validity with in biology, English, and mathematics scores. Strengths and limitations as well as future directions of the study are discussed. |
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| Keywords: | Classroom observation Classroom quality Low and middle income countries Validity |
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