6533b7dcfe1ef96bd1271eee
RESEARCH PRODUCT
Validating the early childhood classroom observation measure in first and third grade classrooms
Eija PakarinenMarja-kristiina LerkkanenJoona MuotkaJari-erik NurmiXin TangEve Kikassubject
Class sizePsychometricsTeaching methodeducationPrimary educationteaching practicechild-centred classroombehavioral disciplines and activitiesEducationchild-dominated classroomMathematics educationCriterion validityta5160501 psychology and cognitive sciencesCurriculumta51505 social sciencesteacher-directed classroom050301 educationEstonianConfirmatory factor analysislanguage.human_languageprimary educationlanguagePsychology0503 education050104 developmental & child psychologydescription
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. peerReviewed
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2016-03-16 | Scandinavian Journal of Educational Research |