Teachers Observing Classroom Communication: An Application of the Communicating Supporting Classroom Observation Tool for Children Aged 4-7 Years
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| Title: | Teachers Observing Classroom Communication: An Application of the Communicating Supporting Classroom Observation Tool for Children Aged 4-7 Years |
|---|---|
| Language: | English |
| Authors: | Law, James, Tulip, Josie (ORCID |
| Source: | Child Language Teaching and Therapy. Oct 2019 35(3):203-220. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Classroom Communication, Classroom Environment, Observation, Foreign Countries, Early Childhood Teachers, Language Acquisition, Teacher Attitudes, Differences |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1177/0265659019869792 |
| ISSN: | 0265-6590 |
| Abstract: | The nature of 'Teacher talk' is likely to have a considerable bearing on the child's learning but measuring the communication environment in the classroom can present challenges. One tool which does this is the Communication Supporting Classroom Observation Tool (CSCOT). Initial use suggested that it was valid and reliably used by specialists (psychologists and speech and language therapists) and special educational needs coordinators (SENCOs). A key question is whether it can be used routinely by classroom teachers and whether results coincide with those in earlier studies. CSCOT observations were carried out by teachers in 33 schools (32 Reception classrooms, 25 in Year 1 and 25 in Year 2) in two local authorities in the North East of England and teachers were asked afterwards to reflect on their experiences using the tool. Scores were in line with those in earlier studies and were consistently higher on all dimensions for reception compared to Year 2, but there was no difference between other year groups. Results were mostly consistent with the original studies. Language learning environment was higher relative to both language learning opportunities and interactions across all years (which again did not differ). There was a moderate interaction between language learning environment where scores were significantly higher in the Reception group and lower in the Year 2 group. Teachers supported the use of the CSCOT in their feedback, suggesting that CSCOT was easy to use and useful in informing practice. The CSCOT clearly has utility as a starting point in auditing classroom communication. It allows teachers to compare between classrooms and year groups and potentially fosters collaboration between teachers and specialist practitioners who focus on communication such as speech and language therapists. Further work could link the observation tool into an intervention program co-constructed with teachers. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1229443 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1229443 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Teachers Observing Classroom Communication: An Application of the Communicating Supporting Classroom Observation Tool for Children Aged 4-7 Years – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Law%2C+James%22">Law, James</searchLink><br /><searchLink fieldCode="AR" term="%22Tulip%2C+Josie%22">Tulip, Josie</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5718-4048">0000-0001-5718-4048</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stringer%2C+Helen%22">Stringer, Helen</searchLink><br /><searchLink fieldCode="AR" term="%22Cockerill%2C+Maria%22">Cockerill, Maria</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9780-3859">0000-0002-9780-3859</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dockrell%2C+Julie%22">Dockrell, Julie</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Child+Language+Teaching+and+Therapy%22"><i>Child Language Teaching and Therapy</i></searchLink>. Oct 2019 35(3):203-220. – Name: Avail Label: Availability Group: Avail Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 18 – Name: DatePubCY Label: Publication Date Group: Date Data: 2019 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Classroom+Communication%22">Classroom Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Teachers%22">Early Childhood Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Differences%22">Differences</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1177/0265659019869792 – Name: ISSN Label: ISSN Group: ISSN Data: 0265-6590 – Name: Abstract Label: Abstract Group: Ab Data: The nature of 'Teacher talk' is likely to have a considerable bearing on the child's learning but measuring the communication environment in the classroom can present challenges. One tool which does this is the Communication Supporting Classroom Observation Tool (CSCOT). Initial use suggested that it was valid and reliably used by specialists (psychologists and speech and language therapists) and special educational needs coordinators (SENCOs). A key question is whether it can be used routinely by classroom teachers and whether results coincide with those in earlier studies. CSCOT observations were carried out by teachers in 33 schools (32 Reception classrooms, 25 in Year 1 and 25 in Year 2) in two local authorities in the North East of England and teachers were asked afterwards to reflect on their experiences using the tool. Scores were in line with those in earlier studies and were consistently higher on all dimensions for reception compared to Year 2, but there was no difference between other year groups. Results were mostly consistent with the original studies. Language learning environment was higher relative to both language learning opportunities and interactions across all years (which again did not differ). There was a moderate interaction between language learning environment where scores were significantly higher in the Reception group and lower in the Year 2 group. Teachers supported the use of the CSCOT in their feedback, suggesting that CSCOT was easy to use and useful in informing practice. The CSCOT clearly has utility as a starting point in auditing classroom communication. It allows teachers to compare between classrooms and year groups and potentially fosters collaboration between teachers and specialist practitioners who focus on communication such as speech and language therapists. Further work could link the observation tool into an intervention program co-constructed with teachers. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2019 – Name: AN Label: Accession Number Group: ID Data: EJ1229443 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1229443 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/0265659019869792 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 203 Subjects: – SubjectFull: Classroom Communication Type: general – SubjectFull: Classroom Environment Type: general – SubjectFull: Observation Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Early Childhood Teachers Type: general – SubjectFull: Language Acquisition Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Differences Type: general – SubjectFull: United Kingdom (England) Type: general Titles: – TitleFull: Teachers Observing Classroom Communication: An Application of the Communicating Supporting Classroom Observation Tool for Children Aged 4-7 Years Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Law, James – PersonEntity: Name: NameFull: Tulip, Josie – PersonEntity: Name: NameFull: Stringer, Helen – PersonEntity: Name: NameFull: Cockerill, Maria – PersonEntity: Name: NameFull: Dockrell, Julie IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 0265-6590 Numbering: – Type: volume Value: 35 – Type: issue Value: 3 Titles: – TitleFull: Child Language Teaching and Therapy Type: main |
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