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Connecting Classroom Observation Data to Student Achievement Using Observer XT©: Promoting Authentic STEAM Research
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, , , University of West Florida, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The use of observational research for assessing classroom instruction has been a popular approach for conducting program evaluation for multiple decades. Program evaluation must consider student achievement as an integral component. The issue facing program evaluators and educational researchers using classroom observations as measures of instruction is connecting classroom observation data to student achievement data for determining program effectiveness. The need for conducting classroom observations and connecting these data to student performance electronically, efficiently, and effectively is the major problem focus of this poster/demonstration session. The session will acquaint graduate students, university faculty members, and educational researchers to an observational research project utilizing technologies and software appropriate for conducting observational research involving face-to-face classrooms and connecting classroom observations to student achievement outcomes. The educational application used in this presentation is the evaluation of a school district’s STEAM (Science, Technology, Engineering, Art, and Mathematics) Initiative using the Observer XT© electronic system.

Citation

Thompson, C.J., Bourget, E. & Havard, B. (2019). Connecting Classroom Observation Data to Student Achievement Using Observer XT©: Promoting Authentic STEAM Research. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1260-1264). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 18, 2019 from .

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