Pearson-Exploring-Effective-Pedagogy-in-Primary-Schools

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AppendicesAppendix 1: Classroom observation instrumentsClassroom Observation System for Fifth Grade (COS-5) (Pianta)This instrument is divided into two main parts: The Frequency of Behaviour Coding System, andthe Measures of Quality Coding System.The Frequency of Behaviour Coding SystemThe Frequency of Behaviour Coding System is used in the first of the two 10-minuteobservation segments. This part includes the coding of child and teacher behaviours across arange of classroom and curriculum settings. For the duration of this part of the observation, atarget child (TC) is observed and recorded during a sequence of 10 60-second intervals (30seconds observing, 30 seconds recording) during which focus is placed on capturing informationin five general areas of the target child’s classroom behaviour and experience.The categories are:Child level setting - The classroom setting in which the target child is working:1. Whole class3. Small group - 6 or fewer2. Large group >64. IndividualContent of target child’s activity - The nature of the activity in which the target child is engagedincluding:1. Subject areas (e.g., literacy, numeracy)2. Sub categories within a sub area (e.g., word-level and comprehension in literacy)3. Part of literacy and numeracy hour as described by the NLS or NNS(specifically adapted for use in the UK)4. Non-curricular activities such as enrichment and free timeTeacher behaviour - Interaction with the target child:1. Attending to target child (directly) 4. Managerial instructions2. Teaching basic skills5. Monitoring and checking work3. Teaching analysis6. Displaying positive or negative effect anddisciplineChild academic behaviour:Type of behaviour1. Learning/performing basic skills2. Learning/performing analysis3. Collaborative work4. Requesting attention/help/information5. VolunteersDegree of involvement1. Engaged2. Highly engaged3. Unproductive4. Off-task or alternative academic behaviour52 | Exploring Effective Pedagogy in Primary Schools
Child social behaviour - Social interactions with peers and adults in the classroom:1. Positive/neutral engagement with peers 4. Negative affect towards teacher2. Negative/aggressive engagement with peers 5. General disruptive behaviour3. Positive affect towards teacherThe Measures of Quality Coding SystemThis part of the observation instrument is dedicated to 10 minutes continuous observation ofbehaviours and characteristics of the target child and the teacher in the classroom at a moreglobal level. This section contains two broad categories: Child Codes and Classroom Codes.Under these main headings there are a number of sub-headings or constructs (behaviours,characteristics) that must be rated.Child codes1. Positive affect2. Self-reliance3. Sociable/cooperative with peers4. Attention5. Disruptive6. Activity level7. Child-teacher relationshipClassroom codes1. Richness of instructional methods2. Over-control3. Chaos4. Teacher detachment5. Positive classroom climate6. Negative classroom climate7. Productive use of instructional time8. Evaluative feedback9. Teacher sensitivity (Main teacher only)Items are rated on a seven-point scale (1 very uncharacteristic to 7 very characteristic).Evidence from Research | 53
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Exploring Effective Pedagogy inPrim
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About the AuthorsProfessor Iram Sir
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ContentsForeword - by Dylan WiliamE
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That is why the Effective Pre-Schoo
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Executive SummaryBackgroundThis pub
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some there was incomplete data; onl
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Personalised teaching and learningT
Page 15 and 16: 1Pedagogy: TheInternational Perspec
Page 17 and 18: The work of SER scholars provided p
Page 19 and 20: The TIMSS study is very clear about
Page 21 and 22: Given that pedagogy is fundamentall
Page 23 and 24: The methodsThe EPPSE study is uniqu
Page 25 and 26: The case studies of practice were c
Page 27 and 28: The full findings of this associate
Page 29 and 30: Group C: Poor Schools: Low academic
Page 31 and 32: The initial analyses of the observe
Page 33 and 34: • Routines are very efficient - h
Page 35 and 36: 3. HomeworkThe EPPSE 3-14 study sho
Page 37 and 38: • Supportive approach with high e
Page 39 and 40: • Only one very minor disagreemen
Page 41 and 42: Children in highly effective school
Page 43 and 44: • Teacher is very aware of childr
Page 45 and 46: Another example demonstrates clear
Page 47 and 48: 10. Assessment for Learning (AfL)As
Page 49 and 50: She was able to offer a little feed
Page 51 and 52: It is highly likely that good organ
Page 53 and 54: Also, although the large amounts of
Page 55 and 56: All of the above could be researche
Page 57 and 58: Claxton, G. & Carr, M. (2004). A Fr
Page 59 and 60: Gorard, S. (2010b). Serious doubts
Page 61 and 62: OECD Organisation for Economic Co-o
Page 63 and 64: Sammons, P., Sylva, K., Melhuish, E
Page 65: Veenam, S., Denessen, E., van den A
Page 69 and 70: Appendix 2: Complete List of School
Page 71 and 72: Appendix 2: Complete List of School
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Pearson-Exploring-Effective-Pedagogy-in-Primary-Schools

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