Validating the early childhood classroom observation measure in first and third grade classrooms
Tang, X., Pakarinen, E., Lerkkanen, M.-K., Kikas, E., Muotka, J., & Nurmi, J.-E. (2017). Validating the early childhood classroom observation measure in first and third grade classrooms. Scandinavian Journal of Educational Research, 61(3), 275-294. https://doi.org/10.1080/00313831.2015.1120237
Published inScandinavian Journal of Educational Research
DisciplineEsi- ja alkuopetusKasvatustiedePsykologiaPre- and Early Childhood EducationEducationPsychology
© 2016 Scandinavian Journal of Educational Research. This is a final draft version of an article whose final and definitive form has been published by Taylor & Francis. Published in this repository with the kind permission of the publisher.
The present study reports on the psychometric properties of the Early Childhood Classroom Observation Measure (ECCOM) in Finnish and Estonian first and third grade classrooms. The observation data were collected from 91 first grade teachers and 70 third grade teachers. Teachers' curriculum goals, teaching experience and the classroom size were measured also. The results of confirmatory factor analysis provided evidence of the three-factor model (management, climate, and instruction) for each dimension—child-centred, teacher-directed, and child-dominated—in both grades. The reliability of the dimensions and sub-scales was good, and some evidence was also found for criterion validity. The findings imply that ECCOM is a reliable and valid instrument for measuring teaching practices in primary school.
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