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    Assessment of Pedagogical Practices and Processes in Low and Middle Income Countries: Findings From Secondary School Classrooms in Uganda

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    Date
    2018
    Author
    Seidman, Edward
    Kim, Sharon
    Raza, Mahjabeen
    Ishihara, Miyabi
    Halpin, Peter F.
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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.
    URI
    https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/16183
    Citation
    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, ISSN 0742-051X, https://doi.org/10.1016/j.tate.2017.12.017
    DOI
    10.1016/j.tate.2017.12.017
    More details
    http://dx.doi.org/10.1016/j.tate.2017.12.017
    Rights holder
    © 2018 Elsevier Ltd. All rights reserved
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    • Education [108]

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