dc.contributor.author | Seidman, Edward | |
dc.contributor.author | Kim, Sharon | |
dc.contributor.author | Raza, Mahjabeen | |
dc.contributor.author | Ishihara, Miyabi | |
dc.contributor.author | Halpin, Peter F. | |
dc.date.accessioned | 2021-02-24T11:51:14Z | |
dc.date.available | 2021-02-24T11:51:14Z | |
dc.date.issued | 2018 | |
dc.identifier.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 | |
dc.identifier.uri | https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/16183 | |
dc.description | RLOs | |
dc.description.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. | |
dc.publisher | Elsevier Ltd | |
dc.title | Assessment of Pedagogical Practices and Processes in Low and Middle Income Countries: Findings From Secondary School Classrooms in Uganda | |
dc.type | Article | |
dc.rights.holder | © 2018 Elsevier Ltd. All rights reserved | |
dc.identifier.externaluri | http://dx.doi.org/10.1016/j.tate.2017.12.017 | |
dc.identifier.ag | ES/M004740/1 | |
dc.identifier.doi | 10.1016/j.tate.2017.12.017 | |