Assessment of pedagogical practices and processes in low and middle income countries: Findings from secondary school classrooms in Uganda

Edward Seidman; Sharon Kim; Mahjabeen Raza; Miyabi Ishihara; Peter F. Halpin

doi: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

Edward Seidman, Sharon Kim, Mahjabeen Raza, Miyabi Ishihara, Peter F. Halpin

Research output: Contribution to journal › Review article › peer-review

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.

Original language	English (US)
Pages (from-to)	283-296
Number of pages	14
Journal	Teaching and Teacher Education
Volume	71
DOIs	https://doi.org/10.1016/j.tate.2017.12.017
State	Published - Apr 2018

Keywords

Classroom observation
Classroom quality
Low and middle income countries
Validity

ASJC Scopus subject areas

Education

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title = "Assessment of pedagogical practices and processes in low and middle income countries: Findings from secondary school classrooms in Uganda",

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.",

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