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The Journal of Early Adolescence

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Systematic Observation of Early Adolescents in Educational Settings

Anne Gregory and Amori Yee Mikami

The Journal of Early Adolescence 2015 35:5-6, 714-721

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Systematic Observation of Early Adolescents in Educational Settings

Anne Gregory and Amori Yee Mikami

The Journal of Early Adolescence 2015 35:5-6, 714-721

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Systematic Observation of Early Adolescents in Educational Settings: The Good, the Bad, and the Ugly

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Anne Gregory¹

1Rutgers University, Piscataway, NJ, USA
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, Amori Yee Mikami²

2University of British Columbia, Vancouver, Canada
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First Published April 21, 2015 Research Article

https://doi.org/10.1177/0272431615580772

Article Information

Volume: 35 issue: 5-6, page(s): 714-721

Article first published online: April 21, 2015; Issue published: June 1, 2015

Anne Gregory¹, Amori Yee Mikami²

¹Rutgers University, Piscataway, NJ, USA

²University of British Columbia, Vancouver, Canada

Corresponding Author: Anne Gregory, Rutgers University, 152 Frelinghuysen Road, Piscataway, NJ 08854, USA. Email: annegreg@rutgers.edu

Keywords

measurement/validation, peer groups, school context, context/ecology

References

Section:

	Cash, A., Bradshaw, C., Leaf, P. (2015). Observations of Student Behavior in Nonclassroom Settings: A Multilevel Examination of Location, Density, and School Context. Journal of Early Adoloscence, 35(5-6) 597-627. Google Scholar \| SAGE Journals
	Cash, A. H., Pianta, R. C. (2014). The role of scheduling in observing teacher-child interactions. School Psychology Review, 4, 428-449. Google Scholar \| Crossref
	Coplan, R., Ooi, L., Rose-Krasnor, L. (2015). Naturalistic Observations of Schoolyard Social Participation: Marker Variables for Socio-Emotional Functioning in Early Adolescence. Journal of Early Adoloscence, 35(5-6) 628-650. Google Scholar \| SAGE Journals
	Cornell, D. G., Sheras, P. L., Cole, J. C. M. (2006). Assessment of bullying. In Jimerson, S. R., Furlong, M. J. (Eds.), The handbook of school violence and school safety (pp. 191-209). Mahwah, NJ: Lawrence Erlbaum. Google Scholar
	Curby, T. W., Brock, L. L., Hamre, B. K. (2013). Teachers’ emotional support consistency predicts children’s achievement gains and social skills. Early Education and Development, 24, 292-309. Google Scholar \| Crossref
	Downer, J. T., Lopez, M. L., Grimm, K., Hamagami, A., Pianta, R. C., Howes, C. (2011). Observations of teacher-child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings. Early Childhood Research Quarterly, 27, 21-32. Google Scholar \| Crossref
	Grossman, P., Loeb, S., Cohen, J., Hammerness, K., Wyckoff, J., Boyd, D., Lankford, H. (2010, May). Measure for measure: The relationship between measures of instructional practice in middle school English Language Arts and educators’ value-added scores (NBER Working Paper No. 16015). Retrieved from http://www.nber.org/papers/w16015.pdf?new_window=1 Google Scholar
	Hafen, C., Hamre, B., Allen, J., Bell, C., Gitomer, D., Pianta, R. (2015). Teaching Through Interactions in Secondary School Classrooms: Revisiting the Factor Structure and Practical Application of the Classroom Assessment Scoring System-Secondary. Journal of Early Adoloscence, 35(5-6) 651-680. Google Scholar \| SAGE Journals
	Ho, A. D., Kane, T. J. (2013). The reliability of classroom observations by school personnel. Seattle, WA: Bill & Melinda Gates Foundation. Google Scholar
	Mashburn, A. J., Downer, J. T., Rivers, S., Brackett, M., Martinez, A. (2013). Improving the power of an experimental study of a social and emotional learning program: Application of generalizability theory to the measurement of classroom-level outcomes. Prevention Science, 15, 146-155. Google Scholar \| Crossref
	Oh, Y., Osgood, W., Smith, E. (2015). Measuring Afterschool Program Quality Using Setting-Level Observational Approaches. Journal of Early Adoloscence, 35(5-6) 681-713. Google Scholar \| SAGE Journals
	Ohio Department of Education . (2011). Ohio teacher evaluation system. Columbus, OH. Retrieved from http://education.ohio.gov/Topics/Teaching/Educator-Evaluation-System/Ohio-s-Teacher-Evaluation-System Google Scholar
	Ostrov, J. M., Hard, E. J. (2013). Observational methods. In Little, T. D. (Ed.), The Oxford handbook of quantitative methods in psychology (Vol. 1, pp. 286-304). New York, NY: Oxford University Press. Google Scholar \| Crossref
	Owens, J., Goldfine, M., Evangelista, N., Hoza, B., Kaiser, N. (2007). A critical review of self-perceptions and the positive illusory bias in children with ADHD. Clinical Child and Family Psychology Review, 10, 335-351. Google Scholar \| Crossref \| Medline \| ISI
	Patrick, H., Mantzicopoulos, P. (2014). Is effective teaching stable? The Journal of Experimental Education (pp. 1-25). Advance online publication. doi:10.1080/00220973.2014.952398 Google Scholar \| Crossref
	Pianta, R. C., Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38, 109-119. Google Scholar \| SAGE Journals \| ISI
	Stuhlman, M. W., Hamre, B. K., Downer, J. T., Pianta, R. C. (2014). How to select the right classroom observation tool. Charlottesville: University of Virginia. Retrieved from http://curry.virginia.edu/resource-library/practitioners-guide-to-classroom-observations Google Scholar
	Weinstein, R. S. (2008). Schools that actualize high expectations for all youth: Theory for setting change and setting creation. In Shinn, B., Yoshikawa, H. (Eds.), Toward positive youth development: Transforming schools and community programs (pp. 81-101). New York, NY: Oxford University Press. Google Scholar \| Crossref

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	Cash, A., Bradshaw, C., Leaf, P. (2015). Observations of Student Behavior in Nonclassroom Settings: A Multilevel Examination of Location, Density, and School Context. Journal of Early Adoloscence, 35(5-6) 597-627. Google Scholar \| SAGE Journals
	Cash, A. H., Pianta, R. C. (2014). The role of scheduling in observing teacher-child interactions. School Psychology Review, 4, 428-449. Google Scholar \| Crossref
	Coplan, R., Ooi, L., Rose-Krasnor, L. (2015). Naturalistic Observations of Schoolyard Social Participation: Marker Variables for Socio-Emotional Functioning in Early Adolescence. Journal of Early Adoloscence, 35(5-6) 628-650. Google Scholar \| SAGE Journals
	Cornell, D. G., Sheras, P. L., Cole, J. C. M. (2006). Assessment of bullying. In Jimerson, S. R., Furlong, M. J. (Eds.), The handbook of school violence and school safety (pp. 191-209). Mahwah, NJ: Lawrence Erlbaum. Google Scholar
	Curby, T. W., Brock, L. L., Hamre, B. K. (2013). Teachers’ emotional support consistency predicts children’s achievement gains and social skills. Early Education and Development, 24, 292-309. Google Scholar \| Crossref
	Downer, J. T., Lopez, M. L., Grimm, K., Hamagami, A., Pianta, R. C., Howes, C. (2011). Observations of teacher-child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings. Early Childhood Research Quarterly, 27, 21-32. Google Scholar \| Crossref
	Grossman, P., Loeb, S., Cohen, J., Hammerness, K., Wyckoff, J., Boyd, D., Lankford, H. (2010, May). Measure for measure: The relationship between measures of instructional practice in middle school English Language Arts and educators’ value-added scores (NBER Working Paper No. 16015). Retrieved from http://www.nber.org/papers/w16015.pdf?new_window=1 Google Scholar
	Hafen, C., Hamre, B., Allen, J., Bell, C., Gitomer, D., Pianta, R. (2015). Teaching Through Interactions in Secondary School Classrooms: Revisiting the Factor Structure and Practical Application of the Classroom Assessment Scoring System-Secondary. Journal of Early Adoloscence, 35(5-6) 651-680. Google Scholar \| SAGE Journals
	Ho, A. D., Kane, T. J. (2013). The reliability of classroom observations by school personnel. Seattle, WA: Bill & Melinda Gates Foundation. Google Scholar
	Mashburn, A. J., Downer, J. T., Rivers, S., Brackett, M., Martinez, A. (2013). Improving the power of an experimental study of a social and emotional learning program: Application of generalizability theory to the measurement of classroom-level outcomes. Prevention Science, 15, 146-155. Google Scholar \| Crossref
	Oh, Y., Osgood, W., Smith, E. (2015). Measuring Afterschool Program Quality Using Setting-Level Observational Approaches. Journal of Early Adoloscence, 35(5-6) 681-713. Google Scholar \| SAGE Journals
	Ohio Department of Education . (2011). Ohio teacher evaluation system. Columbus, OH. Retrieved from http://education.ohio.gov/Topics/Teaching/Educator-Evaluation-System/Ohio-s-Teacher-Evaluation-System Google Scholar
	Ostrov, J. M., Hard, E. J. (2013). Observational methods. In Little, T. D. (Ed.), The Oxford handbook of quantitative methods in psychology (Vol. 1, pp. 286-304). New York, NY: Oxford University Press. Google Scholar \| Crossref
	Owens, J., Goldfine, M., Evangelista, N., Hoza, B., Kaiser, N. (2007). A critical review of self-perceptions and the positive illusory bias in children with ADHD. Clinical Child and Family Psychology Review, 10, 335-351. Google Scholar \| Crossref \| Medline \| ISI
	Patrick, H., Mantzicopoulos, P. (2014). Is effective teaching stable? The Journal of Experimental Education (pp. 1-25). Advance online publication. doi:10.1080/00220973.2014.952398 Google Scholar \| Crossref
	Pianta, R. C., Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38, 109-119. Google Scholar \| SAGE Journals \| ISI
	Stuhlman, M. W., Hamre, B. K., Downer, J. T., Pianta, R. C. (2014). How to select the right classroom observation tool. Charlottesville: University of Virginia. Retrieved from http://curry.virginia.edu/resource-library/practitioners-guide-to-classroom-observations Google Scholar
	Weinstein, R. S. (2008). Schools that actualize high expectations for all youth: Theory for setting change and setting creation. In Shinn, B., Yoshikawa, H. (Eds.), Toward positive youth development: Transforming schools and community programs (pp. 81-101). New York, NY: Oxford University Press. Google Scholar \| Crossref

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