Observer Agreement and Reliabilities of Classroom Observational Measures

Frick, Theodore W.; Semmel, Melvyn I.

doi:10.3102/00346543048001157

Cited by 165 publications

(70 citation statements)

References 17 publications

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“…This method is recommended for studies using continuous, behavioral observational data and has the advantage of evaluating both the consistency across participants for each rater (absolute) and the rater variance within participants (relative) for those variables used in the analyses (Frick & Semmel, 1978). Coefficients above .50 indicate adequate reliability (Mitchell, 1979).…”

Section: Methodsmentioning

confidence: 99%

Responsive parenting: Establishing early foundations for social, communication, and independent problem-solving skills.

Landry

Smith

Swank

2006

Developmental Psychology

763

653

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Mothers whose infants varied in early biological characteristics (born at term, n ϭ 120; born at very low birth weight [VLBW], n ϭ 144) were randomized to a target group (n ϭ 133) or developmental feedback comparison group (n ϭ 131) to determine whether learning responsive behaviors would facilitate infant development. The target condition included videotaped examples, problem-solving activities, and mothers' critique of their own behaviors through video procedures across 10 home visits. All target versus comparison mothers showed greater increases across multiple responsiveness behaviors observed in 4 assessments conducted across 6 -13 months of age; changes in emotionally supportive behaviors were strongest for target mothers of infants born at VLBW. Increased maternal responsiveness facilitated greater growth in target infants' social, emotional, communication, and cognitive competence, supporting a causal role for responsiveness on infant development. Although benefits were generally comparable across risk groups, aspects of social and emotional skills showed greater change for those born at VLBW. Evidence for responsiveness as a multidimensional construct was provided as well as the importance of different aspects of responsiveness mediating the effect of the intervention on different infant skill domains.

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Section: Methodsmentioning

confidence: 99%

Responsive parenting: Establishing early foundations for social, communication, and independent problem-solving skills.

Landry

Smith

Swank

2006

Developmental Psychology

763

653

View full text Add to dashboard Cite

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“…Therefore, the consistency between the encodings of these two researchers was computed for the calculation of reliability in the study. Frick and Semmel (1978) expressed this percentage as the ratio of the number of agreements between the specialists to the sum of the numbers of agreements and disagreements. For each question, the formula concerned was used and the percentages of agreement were computed.…”

Section: Discussionmentioning

confidence: 99%

Which Technologies Do Pre-Service Teachers Prefer to Use While Presenting Their Teaching Skills and for What Purposes Do They Use These Technologies?

Ören¹

2017

HES

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This research aims to determine the technologies that pre-service science teachers prefer to use in micro teaching presentations performed for improving their teaching skills and to determine the purposes of using these technologies. For this purpose, the case study model was used in the research. The research was made with some 48 pre-service science teachers. In the research, data was collected from the presentation files the pre-service science teachers had prepared with respect to the microteaching applications, from the instructor's observation notes on their presentations, from the view form and from the semi-structured interviews. According to the findings obtained from the research, the pre-service science teachers used computers, projection apparatuses, overhead projectors, videos, animations, simulations and microscopes the most in the microteaching applications. The pre-service science teacher's expressed that they used technology primarily for reasons such as enhancing the comprehensibility of the subject, concretizing abstract subjects, ensuring visuality and saving time. Considering these results, some recommendations were made regarding the use of technology in science courses.

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“…Ils parlaient d'entente entre les observateurs. Cependant il est devenu d'usage de distinguer l'entente entre les observateurs de la fiabilité des données d'observation en tant que telle (Medley et Mitzel, 1958), même si on a encore tendance à confondre ces deux notions (Frick et Semmel, 1978;Rowley, 1983). Comme McGraw et autres (1972) l'ont indiqué, il est possible que les données d'observation ne soient pas fiables même si les observateurs s'entendent entre eux.…”

Section: Découvrir La Revueunclassified

“…La source d'erreur la plus importante provient des variations des pratiques d'enseignement à l'intérieur d'une même classe, d'une occasion à l'autre (Frick et Semmel, 1978;Berliner, 1980;Webb, 1982).…”

Section: Découvrir La Revueunclassified

“…Il ne saurait être question en effet que des variables provenant de données d'observation auxquelles on ne peut se fier soient reliées un tant soit peu à d'autres variables (Shrout et Fleiss, 1979). Ce serait d'ailleurs ce manque de fiabilité ou tout au moins ce manque d'examen de la fiabilité des données d'observation qui empêcherait les chercheurs de trouver des relations consistantes entre les pratiques d'enseignement et le rendement scolaire (Frick et Semmel, 1978 ;Erlich et Shavelson, 1978). Berliner (1980) va même jusqu'à prétendre que de telles recherches corrélationnelles resteront primitives tant et aussi longtemps qu'on ignorera le comment et le pourquoi des variations des pratiques d'enseignement.…”

Section: Découvrir La Revueunclassified

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La fiabilité des données d’un instrument d’observation des enseignants en classe de mathématiques

Bertrand

Leclerc

2009

rse

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Cet article traite de la fiabilité des données d’un instrument d’observation de la classe, appelé « Cinq minutes d’interaction ». Trente classes de mathématiques du niveau secondaire ont été observées à dix occasions distinctes. À l’aide de la théorie de la généralisabilité, l’étude montre que, pour la presque totalité, les pratiques d’enseignement liées à l’instruction n’ont pu être considérées comme fiables. Par contre, pour la majorité, les pratiques reliées aux questions, aux réponses et aux rétroactions en classe ont obtenu un haut niveau de fiabilité. L’article conclut sur l’importance d’une telle étude pour toute recherche visant à identifier des corrélations entre des pratiques d’enseignement et le rendement scolaire.This paper describes the reliability of data obtained from "Five Minutes of Interaction", an instrument for observation. Ten separate observations were made in 30 mathematics classes at the secondary level. Following the application of generalizability theory, the study shows that for almost all the observations, the actions related to teaching could not be considered as reliable. However, for the majority, the actions related to questionning, to responding, and to retroaction in class have a high level of reliability. The paper concludes with a statement of the importance of this type of study for all those whose objective is to identify correlations between teaching and school achievement.Este artículo trata sobre la fiabilidad de los datos de un instrumento de observación de la clase, llamado "Cinco minutos de interacción". Treinta clases de matemáticas del nivel secundario fueron observadas en diez ocasiones diferentes. Por intermedio de la teoría de la generalización, el estudio muestra que, para casi la totalidad, las prácticas de enseñanza ligadas a la instrucción no pudieron ser consideradas como fiables. En cambio, para la mayoría, las prácticas relacionadas con las preguntas, con las respuestas y con las retroacciones en clases han obtenido un gran nivel de fiabilidad. El artículo concluye con la importancia de un tal estudio en toda investigación que trata de identificar las correlaciones entre las prácticas de enseñanza y el rendimiento escolar.Dieser Artikel behandelt die Zuverlässigkeit der Daten eines Beobachtungsinstrumentes für die Klasse, genannt "Fünf Minuten Interaktion". Dreissig Mathematik-Klassen auf dem Niveau der höheren Schule wurden bei zehn verschiedenenen Gelegenheiten beobachtet. Mit Hilfe der Théorie von der Generalisationsmöglichkeit zeigt die Untersuchung, dass die Unterrichtspraktiken, die mit der Unterweisung zu tun haben, beinahe auf der ganzen Linie als nicht zuverlässig zu betrachten waren. Dagegen haben in der Mehrheit die Praktiken, die sich auf das Abfragen, die Antworten und die Reaktion auf die Klasse beziehen, einen hohen Grad von Zuverlässigkeit erzielt. Der Artikel schliesst mit dem Hinweis auf die Wichtigkeit einer solchen Untersuchung für jede Forschungsarbeit, die Korrelationen zwischen Unterrichtspraktiken und schulischer Leistung identifizier...

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Observer Agreement and Reliabilities of Classroom Observational Measures

Cited by 165 publications

References 17 publications

Responsive parenting: Establishing early foundations for social, communication, and independent problem-solving skills.

Responsive parenting: Establishing early foundations for social, communication, and independent problem-solving skills.

Which Technologies Do Pre-Service Teachers Prefer to Use While Presenting Their Teaching Skills and for What Purposes Do They Use These Technologies?

La fiabilité des données d’un instrument d’observation des enseignants en classe de mathématiques

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