The ISI Classroom Observation System: Examining the Literacy Instruction Provided to Individual Students
By Carol McDonald Connor, F. Morrison, Barry J. Fishman, C. Ponitz, Stephanie Glasney, Phyllis S. Underwood, Shayne B. Piasta, E. Crowe, C. Schatschneider. 2009
169 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/24e6e3f5cdf587d4560423d8bbf8e114dff691cc
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Christian T. Doabler
- Shayne B. Piasta
- S. Baker
- Hank Fien
- Laura M. Justice
- K. Smolkowski
- A. O’Connell
- Christina Yeager Pelatti
In Education
- Christian T. Doabler
- Hank Fien
- S. Baker
- K. Smolkowski
- Ben Clarke
- Shayne B. Piasta
- Laura M. Justice
- A. O’Connell
Citations in the corpus
- A Systematic Review of Teacher–Child Interactions With Multilingual Young Children (2019, background): “…learning opportunities to an individual child and his or her specific characteristics is a crucial factor in promoting the child’s development of academic, cognitive, as well as social skills (Connor et al., 2009; Hamre & Pianta, 2007; Vandenbroucke, Spilt, Verschueren, Piccinin, & Baeyens, 2018).”
- Testing the Immediate and Long-Term Efficacy of a Tier 2 Kindergarten Mathematics Intervention (2016, background): “A growing body of research in both reading (Connor et al., 2009; Smolkowski & Gunn, 2012) and mathematics (Clements, Agodini, & Harris, 2013; Doabler et al.”
- Language- and literacy-learning opportunities in early childhood classrooms: Children's typical experiences and within-classroom variability (2014, methodology): “The coding scheme was adapted from earlier work (Connor et al., 2009a,b) that focused on the language and literacy experiences of children in various school grades, including elementary school.”
- Do Components of Explicit Instruction Explain the Differential Effectiveness of a Core Mathematics Program for Kindergarten Students With Mathematics Difficulties? A Mediated Moderation Analysis (2019, result): “Although preliminary, our findings share implications with previous observation research for translating direct observation results into professional development activities designed for teachers who work with students with more intensive instructional needs (e.g., Connor et al., 2009).”