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

By Robert C. Pianta, B. Hamre. 2009

1,257 citations recorded by the source corpus.

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Citations in the corpus

Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform (2021, background): “They also need to be actively engaged in modeling after and rehearse core teaching practices systematically with special attention to reconstructing them in different teaching contexts (Pianta & Hamre, 2009).”
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, background): “Although these types of data are highly important (Pianta & Hamre, 2009), they were not investigated in this study for two reasons.”
Observer ratings of instructional quality: Do they fulfill what they promise? (2012, background): “Do we measure instructional quality sufficiently reliably? In all studies reported in Table 1, except the study of Pietsch and Tosana (2008), some of the scales or items investigated showed G coefficients (considerably) lower than the rules of thumb mentioned in classical test theory and G theory (s”
Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers (2013, background): “…instructional characteristics listed above can be assigned to these three core dimensions, thus facilitating the systematic study of instructional quality (Baumert and Kunter 2006 ; Klieme et al. 2009 ; Kunter et al. 2007 ; Lipowsky et al. 2009 ; Pianta and Hamre 2009 ; Rakoczy et al. 2007 ).”
Building a More Complete Understanding of Teacher Evaluation Using Classroom Observations (2016, background): “…clarity and accuracy of teachers’ representation of academic content and their instructional explanations (Hill, Ball, & Schilling, 2008) or the extent to which teachers foster a positive climate in the classroom and promote warm and respectful relationships with students (Pianta & Hamre, 2009).”
Incentives, Selection, and Teacher Performance: Evidence from IMPACT. (2015, neutral): “…the possible gains of a balanced approach based on articulating clear and objective standards for teaching practice, relying on multiple sources of data, and employing multiple, carefully trained evaluators (e.g., Danielson & McGreal, 2000; Goe & Croft, 2009; MET, 2013; Pianta & Hamre, 2009).”
School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes (2015, background): “…at capturing students’ individual experiences and the psychological processes operating within the school environment (Kasen et al. 2009; Wang 2009), while observer reports are thought to be more objective and less biased by mood or prior experiences (Brophy and Good 1986; Pianta and Hamre 2009).”
Mindfulness Training and Teachers' Professional Development: An Emerging Area of Research and Practice (2012, background): “…stress reduction; occupational health; classroom climate Improving public education involves, in significant measure, improving the quality of teaching through teacher selection, education, mentorship, and ongoing professional development (Darling-Hammond & Bransford, 2005; Pianta & Hamre, 2009).”
Developing an Instrument for Teacher Feedback : Using the Rasch Model to Explore Teachers' Development of Effective Teaching Strategies and Behaviors (2018, methodology): “For example, based on Bowlby’s attachment theory the classroom assessment scoring system (CLASS) posits that only in classrooms where students feel safe will they start to learn (Pianta & Hamre, 2009).”
When Am I Ever Going to Use This in the Real World? Cognitive Flexibility and Urban Adolescents’ Negotiation of the Value of Mathematics (2017, positive): “Two dimensions from the Classroom Assessment Scoring System-Secondary (CLASS-S; Pianta & Hamre, 2009) were identified as qualities likely possessed by math teachers who were high on TMAs but also reflected qualities conceptually distinct from TMAs; these were teacher (a) productivity and (b)…”
What Can Student Perception Surveys Tell Us About Teaching? Empirically Testing the Underlying Structure of the Tripod Student Perception Survey (2016, background): “…theoretically proposed model of effective teaching comprises a three-dimensional structure with dimensions corresponding to classroom organization, instructional support, and emotional support (Pianta & Hamre, 2009; see also Kunter & Baumert, 2006 for a similar, but differently worded formulation).”
Parental perspectives of the role of school factors in school refusal (2014, background): “…of learning and their perceived academic competence, and it also reduces frustration and emotional problems (e.g. Rutter, Giller, and Hagell 1998; Bru et al. 1998; Ryan and Deci 2000; Hamre and Pianta 2005; Thuen and Bru 2000; Girolametto and Weitzman 2002; Pianta and Hamre 2009; Wilkins 2008).”