The early childhood classroom observation measure

By D. Stipek, Patricia Byler. 2004

236 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/142e0b250a170d740a26f41eb2f838475b5df776

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

Students’ evocative impact on teacher instruction and teacher–child relationships (2015, methodology): “At the classroom level, they have typically been observed in terms of a teacher’s classroom practices (Stipek & Byler, 2004) and teacher–child interaction (Pianta, La Paro & Hamre, 2008.”
Promoting the development of preschool children’s emergent literacy skills: a randomized evaluation of a literacy-focused curriculum and two professional development models (2011, methodology): “The Early Childhood Classroom Observation Measure (ECCOM; Stipek & Byler, 2004) consists of 32 items to assess instructional practices that are rated on a 1 (practice rarely seen) to 5 (practices predominate) scale.”
The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence (2009, background): “Also, in order to maximize student engagement, well-organized teachers provide a variety of materials and present them in different ways throughout the day or class 348 CURBY ET AL. period (Stipek & Byler, 2004).”
When Teachers' and Parents' Values Differ: Teachers' Ratings of Academic Competence in Children from Low-Income Families (2003, methodology): “Trained observers used the Early Childhood Classroom Observation Measure (ECCOM) developed by Stipek and colleagues (Byler & Stipek, 2003; Stipek et al,, 1998).”
Child engagement in the transition to school: Contributions of self-regulation, teacher–child relationships and classroom climate (2015, background): “Previous research has shown that this scale taps the kind of engagement that is influenced by the classroom environment (Stipek & Byler, 2004).”
The Effects of Universal Pre-K in Oklahoma: Research Highlights and Policy Implications. CROCUS Working Paper. (2005, unknown): “readiness (Howes & Richie, 2002; Pianta, 1999; Stipek & Byler, 2004 ).”
Early Childhood Assessment: Why, What, and How (2008, background): “Early Childhood Classroom Observation Measure The Early Childhood Classroom Observation Measure (ECCOM; Stipek and Byler, 2004) also focuses on the quality of the preschool classroom in terms of both teacher sensitivity and classroom management style.”
Exploring the predictable classroom: preschool teacher stress, emotional supportiveness, and students’ social-emotional behavior in private and Head Start classrooms (2013, background): “…of emotional support by teachers is associated with better child outcomes academically and socially (Howes et al., 2008; Mashburn et al., 2008; Stipek & Byler, 2004), in part because teachers develop consistent, warm, and caring attachment relationships with children (Mitchell-Copeland,…”
Classroom organization and teacher stress predict learning motivation in kindergarten children (2010, methodology): “The most widely used instruments for the observational assessment of classroom interactions and teaching practices are the Early Childhood Environment Rating Scale (Harms et al. 1998), the Early Childhood Classroom Observation Measure ( Stipek and Byler 2004 ), and the Classroom Assessment Scoring S”
Teachers' Emotional Support Consistency Predicts Children's Achievement Gains and Social Skills (2013, background): “Early childhood education research has since made significant progress, finding that the quality of social interactions between teacher and student predicts academic and social outcomes (Howes et al., 2008; Mashburn et al., 2008; Stipek & Byler, 2004).”