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.
This work was supported by the Economic and Social Research Council-Department for International Development (ESRC-DFID) Raising Learning Outcomes in Education Systems Research Programme
Edward Seidman, Sharon Kim, Mahjabeen Raza, Miyabi Ishihara, Peter F. Halpin. Assessment of pedagogical practices and processes in low and middle income countries: Findings from secondary school classrooms in Uganda, Teaching and Teacher Education, Volume 71, 2018, Pages 283-296, https://doi.org/10.1016/j.tate.2017.12.017.
Assessment of pedagogical practices and processes in low and middle income countries: Findings from secondary school classrooms in Uganda