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Cited by 1,331Evaluation of Teaching PracticesTeacher Education and AssessmentsEducational Assessment and Improvement

Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity

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Pianta, Robert C., Hamre, Bridget K.·2009·Educational Researcher
DOI 10.3102/0013189x09332374
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Abstract

The authors advance an argument that placing observation of actual teaching as a central feature of accountability frameworks, teacher preparation, and basic science could result in substantial improvements in instruction and related social processes and a science of the production of teaching and teachers. Teachers’ behavioral interactions with students can be (a) assessed observationally using standardized protocols, (b) analyzed systematically with regard to sources of error, (c) validated for predicting student learning, and (d) changed (improved) as a function of specific and aligned supports provided to teachers; exposure to such supports is predictive of greater student learning gains. These methods have considerable promise; along with measurement challenges, some of which pertain to psychometrics, efficiency, and costs, they merit attention, rigorous study, and substantial research investments.

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Crossref · 10.3102/0013189x09332374

Cites

6 of 6 references verified0 citation errors · 0 not checkable

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Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Improvements in upper-elementary students' attitudes and behaviors are predicted by general teaching practices in ways that align with hypotheses laid out by instrument developers.

    “We find that improvements in upper-elementary students’ attitudes and behaviors are predicted by general teaching practices in ways that align with hypotheses laid out by instrument developers (Pianta & Hamre, 2009).”

    From Teacher and Teaching Effects on Students’ Attitudes and Behaviors (2017) · cites this paper as Pianta & Hamre, 2009

  • Teaching is multidimensional; high-quality teachers are expected to raise test scores and provide emotionally supportive environments, manage classroom behaviors, deliver accurate content, and support critical thinking.

    “High-quality teachers are thought and expected not only to raise test scores but also to provide emotionally supportive environments that contribute to students’ social and emotional development, manage classroom behaviors, deliver accurate content, and support critical thinking (Cohen, 2011; Lampert, 2001; Pianta & Hamre, 2009).”

    From Teacher and Teaching Effects on Students’ Attitudes and Behaviors (2017) · cites this paper as Pianta & Hamre, 2009

  • Teachers' emotional support and a predictable, consistent, and safe environment help students become more self-reliant, motivated to learn, and willing to take risks.

    “They posit that, by providing “emotional support and a predictable, consistent, and safe environment” (p. 113), teachers can help students become more self-reliant, motivated to learn, and willing to take risks.”

    From Teacher and Teaching Effects on Students’ Attitudes and Behaviors (2017) · cites this paper as Pianta & Hamre, 2009

  • Modeling strong organizational and management structures helps build students' own ability to self-regulate.

    “Further, by modeling strong organizational and management structures, teachers can help build students’ own ability to self-regulate.”

    From Teacher and Teaching Effects on Students’ Attitudes and Behaviors (2017) · cites this paper as Pianta & Hamre, 2009

  • Including CLASS dimensions helps account for the concern that only math lessons were observed.

    “Including dimensions from the CLASS instrument, which are meant to capture instructional quality across subject areas (Pianta & Hamre, 2009), helps account for some of this concern.”

    From Teacher and Teaching Effects on Students’ Attitudes and Behaviors (2017) · cites this paper as Pianta & Hamre, 2009

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Authors
Pianta, R. C., & Hamre, B. K.
Affiliations
University of Virginia (US)
ORCID
Venue
Educational Researcher
Publisher
American Educational Research Association (AERA)
Published
2009-03
Volume
38
Issue
2
Pages
109-119
ISSN
  • 0013-189X (ISSN-L)
  • 1935-102X
DOI
10.3102/0013189x09332374
OpenAlex
W2130512100
Cited by
1,331
References
6
Citations by year
2026: 64 · 2025: 93 · 2024: 80 · 2023: 117 · 2022: 115 · 2021: 109 · 2020: 147 · 2019: 96 · 2018: 86 · 2017: 89 · 2016: 87 · 2015: 58 · 2014: 50 · 2013: 60 · 2012: 42
FWCI
109.28
Type
journal article
Language
en
Open access
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Educational Researcher (publishedVersion)
Topics
  • Social Sciences › Education › Evaluation of Teaching Practices
  • Social Sciences › Education › Teacher Education and Assessments
  • Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
Keywords
classroom observation, teacher evaluation, teacher preparation, educational accountability, teaching improvement, teacher-student relationship, teacher support, psychometrics, pedagogy

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