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ERIC Number: EJ929823
Record Type: Journal
Publication Date: 2006
Pages: 9
Abstractor: As Provided
Reference Count: 67
ISBN: N/A
ISSN: ISSN-0278-3193
The Development and Use of a Structured Teacher Observation Scale to Assess Differentiated Best Practice
Van Tassel-Baska, Joyce; Quek, Chwee; Feng, Annie Xuemei
Roeper Review, v29 n2 p84-92 2006
To help teachers develop a repertoire of instructional strategies that will effect positive changes on students' learning outcomes is essential for both general education and the field of gifted education. This article introduces readers to a classroom observation tool that is designed to help assess professional development needs of teachers of gifted learners in practicing differentiation best practices. The authors give an extensive review of the literature, discuss the blueprint for constructing the scale, and provide a detailed description of the scale development process, the technical adequacy data of the instrument, as well as how the instrument can be used in multiple settings. The authors also draw implications for using this tool to connect the instructional efficacy of teachers to student learning outcomes. (Contains 5 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A