Specific Performance Ability of Elementary School Teacher

Inayatul Ummah, Endry Boeriswati, Dede Rahmat Hidayat

Universitas Negeri Jakarta, Jakarta, Indonesia

Keywords: performance, instructional delivery, elementary school teacher, instructional adaptive acceptability

Abstract: The teacher’s task in the classroom is to deliver instruction. An instructional objective is a specification of

what student are expected to do after they receive instruction. This review seeks to explore whether and how

should teacher performance for elementary student. We identify concepts and theories from previous

studies, placing it in the context of recent study about teacher performance in elementary school. We will

discuss thoroughly from various perspectives to improve teacher performance especially in instructional

delivery, and by holding specific performance standards for the teacher which sets expectations for

proficiency in teaching elementary school students. The resultant grid highlights the importance of

elementary school teacher must be consistent in speaking, dramatic, articulate, attentive, impression leaving,

and friendly. Finally, based on intervention research that specific performance for elementary school teacher

is instructional adaptive acceptability. This study not only to provide some direction for future research but

also as a guide for all elementary teachers to improve their performance.

1 INTRODUCTION

In recent years, researchof teaching theories have

been strongly influenced by variety of learning

strategies. Current decade learning strategies such as

project-based learning, blended learning, inquiry-

based learning, problem-based learning, stem and

more offer a wide array of possibilities for success

student in learning (Dani, Hartman, & Helfrich,

2018; de George-Walker & Keeffe, 2010; Goldstein,

2016; Hendrix, Eick, & Shannon, 2012; Li, 2012;

Pace & Mellard, 2016; Prescott, Bundschuh,

Kazakoff, & Macaruso, 2018; Sias, Nadelson, Juth,

& Seifert, 2017). In reality, teacher performance is

the product of complex interactions for individual

learning needs. We realized teachers adjust their

teaching according to the cultural, social, linguistic,

competence, age level, knowledge level and

instructional needs of their students. Therefore

teacher elementary performance should we find

specifically for better education.

In class there are complex interactions between

teacher and students, the teacher must understand

and apply basic communication skills. No single

strategy can adequately effective or suitable in every

situation for all learning, therefore each strategy.

Strengths and weaknesses of each strategy

complement each other. One of the main causes in

our system on the importance of teaching education

is a lack of teacher preparation(Hunt, Simonds, &

Cooper, 2002). Also, the importance of emphasizing

preparation of effective teacher communication

skills compared to others for better teaching(Johnson

& Roellke, 1999).Most states and Indonesia have

also made major changes in education such as

curriculum, teaching and assessment for elementary

school students. This change seeks to upgrade the

quality of education by setting high standards of

attitude, knowledge, and skills elementary students

should learn. In fact, new curricula no provide

instructional features for teaching in elementary

school. Without developing teacher communication,

improving education can't be expected.

A variety of instructions in teaching have been

recommended to improve teacher performance for

elementary school students (Seiler, Cook, & Salvo

Vincent Di, 1975). But the question is those teachers

instructional capable for students in elementary

school ages? One possibility answer why

instructional explanations to deliver knowledge has

no impact is that teachers can't adapt in instructional

explanations for student needs (Acuña, Rodicio, &

Sánchez, 2011). This article will discuss thoroughly

from various perspectives to improve teacher

performance especially in instructional delivery, and

by holding teachers for specific performance. This

Ummah, I., Boeriswati, E. and Hidayat, D.

Speciﬁc Performance Ability of Elementary School Teacher.

DOI: 10.5220/0008996902250230

In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 225-230

ISBN: 978-989-758-405-3

225

article will discuss thoroughly from various

perspectivesto improve teacher performance

especially in instructional delivery, and following

the reference for teacher performance standards that

set the expectations for teaching elementary student.

2 METHOD

Our literature review included all studies related to a

set of specific communication criteria in the

classroom. We decided to conduct an extensive

review based on the following four general criteria:

(a) teacher communication, (b) standard

performance (c), elementary student characteristic

for communication, and (d) teacher instruction in the

class. To assess the relevance of a study, we realize

that reading our paperneeds to be shared among the

three of us. We more sensitized to reading things

related to criteria of our review. We first determine

whether the specific performance of elementary

school teacher needs to seek out more deeply for

better education in future.

Based on these findings, we discover from

previous research with a more precise focus specific

performance for elementary school teacher. We

searched for relevant intervention studies in scopus

educational databases such as sage publication, eric,

routledge, elsevier, oxford university press,

university of chicago press, mcser-Mediterranean

center of social and educational research, springer.

We limited studies to that teacher specific

performance in elementary school that was

published by the end of 2018 and used data that

reached 1980 or later.

3 RESULT

In this literature review, we develop a preliminary

model of factors that increase innovative ability in

education. The important characteristic of

approaches to individualizing instruction are

described and respective concerning in elementary

school level discussed. A variety of teaching

strategies which teachers can choose are lecture,

cooperative learning, discussion, blended learning,

independent study, scientific learning, programmed

learning, computer-assisted instruction, inquiry-

based instruction, small group instruction, peer

instruction, guided learning and so forth. Single

teaching strategies will not accommodate every

student, especially when the strategy is not matched

with student needs. In other words during one day or

one subject theme, teachers may use several of these

strategies.

Elementary school teacher facilitates students

both a cognitive and an experiential understanding

of the role of communication in the classroom.

Discussions should be on a daily basis in the

classroom. Teacher important to learn use teaching

strategy effectively. The teacher shouldn't use

classroom language that reflected assumptions that

the children were in the same knowledge level as an

adult. Lack of teacher cognition about how to

perform a specific behavior as a serious knowledge

problem. Other than that teacher inability to enact a

communication behavior as a skill problem (Rubin

& Feezel, 1986). Knowledge of what must be done

to be able to communicate effectively with

elementary school students very important. The way

teacher communicate teaching methods or strategy

could influence students. Teachers must attempt to

influence positively in teaching because it influences

student learning.

This article specifically addresses learning

instruction which focuses on the teacher’s ability to

delivered and communicate learning to elementary

school student. When teachers bound teaching

behaviors (i.e., humor, storytelling, and narrative),

students’ could feelings of comfort, pleasure, and

dominance in-class participation(Downs, Javidi, &

Nussbaum, 1988; Waldeck & LaBelle, 2016;

Wanzer, Frymier, & Irwin, 2010).A really good

teacher ability to are warm and friendly, to motivate

students, ability to give clear explanations,

understanding/knowledge of children, and sense of

humor, and meeting students’ needs(Weinstein,

1990).Teachers who have good oral skills can form

the impression that their communication

competencies are good.

Adaptability is the ability to adjust a fluctuate

environment and handle well unexpected or

expected changes. Teacher adapting to a changing

environment in the classroom by addressing

individual student differences. teacher facing sudden

and expected or unexpected changes(Oppermann,

Rashev, & Kinshuk, 1997; Oswald, Schmitt, Kim,

Ramsay, & Gillespie, 2004; Pulakos, Arad,

Donovan, & Plamondon, 2000).

Communicative adaptability is defined

by(Duran, 1983; Mithaug, Martin, & Agran, 1987)

as the ability to understand others and adapt

interaction goals and behaviors accordingly under

certain condition. While teaching at the elementary

level, teacher obstacles are using the appropriate

language to communicate with the young children. If

ICELS 2019 - International Conference on Education, Language, and Society

226

so, which instructional approaches may be

particularly suitable for the elementary student-level

for achieving goals.

The instruction which is intended to facilitate

understanding elementary student tend to integrate

all the information required for understanding

content of the subject theme. Given these findings,

teacher instruction intended to facilitate elementary

school students in understanding and integrating all

information needed to understand the subject matter

content. Bearing in mind that these findings are very

important for student learning success, teachers

should consider developing a supportive classroom

climate, especially for elementary school students so

that students can feel happy and satisfied with

interactions with teachers and classmates.

There are four teaching roles: (1) decision-maker

(teacher should know how to plan instruction, seeks

information, how to manage class well, realize how

to help different need of students); (2) instructor

(uses the right instructional approaches, consider

differences between student, and assess own

performance); (3) interactor (facilitates positive

classroom interaction, transmits enthusiasm student

for better learning, fosters positive self-concepts,

effective communication, involves students in the

classroom activity); and (4) scholars (showing

understanding of learning themes, having educated

knowledge, and showing commitment to continue to

develop professionally)(Rubin & Feezel, 1986).

There are three main functions of the teacher in

the class such as facilitate, manage and make

decisions of student learning. (Hunt et al., 2002). the

decision in this case is mentioned in Hiebert and

Grouws research on what quality learning should be

like in relation to the goals for student learning

(Hiebert & Grouws, 2007). We find that teacher

performance(Lomas, Medina, Ivtzan, Rupprecht, &

Eiroa-Orosa, 2017), based on observational research

in class, that teacher performance is influenced by

the context of the teacher's work.

Improve teacher's ability to communicate in

class: how to explain, lecture, how to give question

and information, to stimulate and develop student

communication skill, to listen students words, react

to student, to improve students' ability to

communicate with each other, to solve the problem,

to communicate in public class, to use a variety of

methods for expressing approval and disapproval, to

recognize speech problems in class, to more control

communication in the classroom effectively(Lynn,

1977).

As we knew, teachers spend a lot of their time in

communication activities. They listen, interact and

communicate interpersonally with colleagues,

administrators, students, parents, and public. Those

activities represent that teachers' communication

competence is mainly based on communication

orally abilities with good performance.

Instructional delivery has potential advantages,

such as presenting suitable and comprehensive

information and helping students when they are

unable to understand explanations on their own. One

successful way how to make instructional delivery

effective to elementary school students is to combine

instruction with indications of the limitations in

learners make learners deeply understanding the

process of the explanations.

The ability to use communication appropriately

and effectively is very important in teaching.

Educational theorists believe that speaking and

listening are fundamental in classroom interaction.

Teaching needs a spontaneous element of

communication with students, that interaction

between the teacher and student are linked in a

system of reciprocal communication.Therefore when

teacher discipline to improve their instructional to be

adaptive and acceptable, they would get that specific

performance ability(Kier & Lee, 2017).

There is no "best" way to define standards,

because different stakeholders may prefer the ability

of the assessor compared to the standard reliability

of the assessor and can do so for the use of different

scores. (Bryant, Maarouf, Burcham, & Greer, 2016;

Most, 1994; White, 2018). In this review, the

standard is taken fromThe American Association Of

Schools In South America(AASSA)Teacher

Performance Evaluation System (TPES) because

has undergone repeated changes and revisions so

that it can be trusted to be used as a guide in

choosing teacher performance standards(Levin,

2007; Tehseen, 2015; Tehseen & Ul Hadi, 2015).

The american association of schools in south

america (AASSA) teacher performance evaluation

system (TPES)(Daley & Kim, 2010) states that the

performance standards for teachers in general are 7

(seven), namely: (1) professional knowledge. The

teacher shows an understanding of the content of the

lesson, curriculum, and the development needs of

students by providing relevant learning experiences.

(2) instructional planning. The teacher makes plans

to use the school strategies, curriculum, resources

and data that are effective to meet the needs of all

students. (3). Instructional delivery. The teacher

effectively engages students in learning by using

various learning strategies to meet individual

learning needs for realize the differences in

individual needs. (4) assessment and for student

Speciﬁc Performance Ability of Elementary School Teacher

227

learning. The teacher systematically collects,

analyzes, and uses data to measure student progress,

guided instruction, and provides feedback in a

timely manner. (5) learningenvironment. Teachers

use resources, routines, and procedures to provide

respect, positivity, security, a student-centered

environment that is conducive to learning. (6)

professionalism. The teacher maintains a

commitment to the professional ethics, vision and

mission of the school, and is responsible for and

participates in self-professional growth that results

in increased student learning. (7) student progress.

Teacher's work produces student progress that can

be accepted and measured.

Although research on instructional delivery in

the classroom is less developed than other elements

of teacher performance, focusing on the ability of

teachers for effective interaction is not new.(Jamil,

Sabol, Hamre, & Pianta, 2015)Their study suggests

that elementary school teachers need to use

acceptable teaching to support their teaching and

show that adaptive teachers' abilities can detect

classroom interactions effectively.

The case in elementary classroom instruction

where new subject content themes are introduced

through teacher's explanations. The subject themes

in elementary school deal with issues associated

with cognitive, affective and psychomotor processes

and instructional design may assist in answering

these questions. Most importantly, instructional

delivery can provide elementary students with

suitable and comprehensive information. Moreover,

instructional delivery can replace problems in their

understanding.

3.1 Parameters for the review of the

research

Based on our review of the literature, the approach

in this study appears to be unique in that it is focused

on teachers performance that involves changing

teachers how they think about communication in the

classroom, rather than focusing on content

knowledge(Delandshere & Petrosky, 2007). It's

mean that performance for elementary school

teacher should be authentic(Cranton & Carusetta,

2004).

Elementary school teachers must be able to

regulate their emotions(Jiang, Vauras, Volet, &

Wang, 2016) so that they do not interfere with

learning activities. dealing with elementary school-

age children is not easy, must have a high level of

patience. his research shows that teachers use

various strategies to regulate emotions.(Chen, 2016;

Taxer & Gross, 2018)

4 DISCUSSION

As with all literature reviews, this article does not

claim to be general but summarises from the

research on the database search terms used. This

article considers the student in elementary-age faced

the task for understanding and learning content of

subject theme that will require considerable time,

effort and thought. Taken together with the original

review most design of instructional delivery to

facilitate student understanding of the material

content of knowledge in a way that potentially

allows understanding. Therefore combine all the

elements required for understanding in the

instructions. In short, teachers' beliefs about students

determine how they give instruction, and their

different approaches to teaching will benefit students

with different development needs and strategies.

That is to say, there is no right or wrong between a

variety of different approaches to teaching.

Traditionally, educational research has focused on

three stages of instruction:Preoperational, process,

and product (Kuparinen, 2009).

4.1 Limitation

The categorization of elementary school teacher

performance used in this review generally works

well but there are still some decisions and

complicated ambiguity boundaries. For example,

people's personalities are different so the way to

communicate is different. Although there are

specific things and must be used by elementary

school teachers, namely instructional adaptive

acceptable, each individual has their own style.Even

deciding whether a positive or negative outcome is

indirect because engagement can turn into addiction

and deception can be beneficial!

However, communication creating shared

meaning between speakers and listeners.Some

opinion tells that is not enough for school teachers to

have only academic knowledge and good instruction

skills. The research has shown that teachers’

emotional interaction with students is also important

in classroom communication(Hosotani & Imai-

matsumura, 2011). Many teachers simply take the

children's communication without proper support,

children with communication difficulties and needs

may also lose or fail to find the joy that comes with

communicating effectively. Talking to others

ICELS 2019 - International Conference on Education, Language, and Society

228

becomes something to be feared, to avoid in any

way or, at the very least, a tense and unpleasant

experience. Study according to their classroom

communication patterns was an extremely

complicated task because their participation modes

gradually changed over time.

Current views of instructional strategy challenge

the wisdom of this traditional learning practice by

stressing the need for the student to be an active role

in developing knowledge. The emerging technology

of classroom communication systems offers a

promising tool for helping teachers create a more

interactive, effective, student-centered classroom,

adaptive especially when teaching a large class.

however, the teacher's ability to teach elementary

school students still needs to be improved.Rather

than viewing this review as another article teacher

communication for all educators, This special review

tries to combine theory and research in

communication education with teaching practice

using various learning strategies.

REFERENCES

Acuña, S. R., Rodicio, H. G., & Sánchez, E. (2011).

Fostering active processing of instructional

explanations of learners with high and low prior

knowledge. European Journal of Psychology of

Education, 26(4), 435–452.

https://doi.org/10.1007/s10212-010-0049-y

Bryant, C. L., Maarouf, S., Burcham, J., & Greer, D.

(2016). The examination of a teacher candidate

assessment rubric: A confirmatory factor analysis.

Teaching and Teacher Education, 57, 79–96.

https://doi.org/10.1016/j.tate.2016.03.012

Chen, J. (2016). Understanding teacher emotions: The

development of a teacher emotion inventory. Teaching

and Teacher Education, 55, 68–77.

https://doi.org/10.1016/j.tate.2016.01.001

Cranton, P., & Carusetta, E. (2004). Perspectives on

authenticity in teaching. Adult Education Quarterly,

55(1), 5–22.

https://doi.org/10.1177/0741713604268894

Daley, G., & Kim, L. (2010). A Teacher Evaluation

System That Works. In National Institute for

Excellence in Teaching. Retrieved from

http://files.eric.ed.gov/fulltext/ED533380.pdf

Dani, D. E., Hartman, S. L., & Helfrich, S. R. (2018).

Learning to Teach Science: Elementary Teacher

Candidates Facilitate Informal STEM Events. New

Educator, 14(4), 363–380.

https://doi.org/10.1080/1547688X.2017.1356413

de George-Walker, L., & Keeffe, M. (2010). Self-

determined blended learning: A case study of blended

learning design. Higher Education Research and

Development, 29(1), 1–13.

https://doi.org/10.1080/07294360903277380

Delandshere, G., & Petrosky, A. R. (2007). Assessment of

Complex Performances: Limitations of Key

Measurement Assumptions. Educational Researcher,

27(2), 14–24.

https://doi.org/10.3102/0013189x027002014

Downs, V. C., Javidi, M. M., & Nussbaum, J. F. (1988).

An analysis of teachers’ verbal communication within

the college classroom: Use of humor, self-disclosure,

and narratives. Communication Education, 37(2),

127–141. https://doi.org/10.1080/03634528809378710

Duran, R. L. (1983). Communicative Adaptability: A

Measure Of Social Communicative Competence.

Communication Quarterly, 31(4), 320–326.

https://doi.org/10.1080/01463378309369521

Goldstein, O. (2016). A project-based learning approach to

teaching physics for pre-service elementary school

teacher education students. Cogent Education, 3(1).

https://doi.org/10.1080/2331186X.2016.1200833

Hendrix, R., Eick, C., & Shannon, D. (2012). The

Integration of Creative Drama in an Inquiry-Based

Elementary Program: The Effect on Student Attitude

and Conceptual Learning. Journal of Science Teacher

Education, 23(7), 823–846.

https://doi.org/10.1007/s10972-012-9292-1

Hosotani, R., & Imai-matsumura, K. (2011). Emotional

experience , expression , and regulation of high-

quality Japanese elementary school teachers. Teaching

and Teacher Education, 27(6), 1039–1048.

https://doi.org/10.1016/j.tate.2011.03.010

Hunt, S. K., Simonds, C. J., & Cooper, P. J. (2002).

Communication and teacher education: Exploring a

communication course for all teachers.

Communication Education, 51(1), 81–94.

https://doi.org/10.1080/03634520216497

Jamil, F. M., Sabol, T. J., Hamre, B. K., & Pianta, R. C.

(2015). Assessing Teachers’ Skills in Detecting and

Identifying Effective Interactions in the Classroom.

The Elementary School Journal, 115(3).

https://doi.org/10.1086/680353

Jiang, J., Vauras, M., Volet, S., & Wang, Y. (2016).

Teachers’ emotions and emotion regulation strategies:

Self- and students’ perceptions. Teaching and Teacher

Education, 54, 22–31.

https://doi.org/10.1016/j.tate.2015.11.008

Johnson, S. D., & Roellke, C. F. (1999). Secondary

teachers’ and undergraduate education faculty

members’ perceptions of teaching-effectiveness

criteria: A national survey. Communication Education,

48(2), 127–138.

https://doi.org/10.1080/03634529909379160

Kier, M. W., & Lee, T. D. (2017). Exploring the role of

identity in elementary preservice teachers who plan to

specialize in science teaching. Teaching and Teacher

Education, 61, 199–210.

https://doi.org/10.1016/j.tate.2016.10.016

Kuparinen, A. S. (2009). Teacher Communicator Style.

Communication Education, 41(2), 37–41.

https://doi.org/10.1080/03634529209378877

Levin, H. M. (2007). Educational Performance Standards

Speciﬁc Performance Ability of Elementary School Teacher

229

and the Economy. Educational Researcher, 27(4), 4–

10. https://doi.org/10.3102/0013189x027004004

Li, H.-C. (2012). Implementing problem-based learning in

a Taiwanese elementary classroom: a case study of

challenges and strategies. Research in Mathematics

Education, 14(1), 89–90.

https://doi.org/10.1080/14794802.2012.657441

Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., &

Eiroa-Orosa, F. J. (2017). The impact of mindfulness

on the wellbeing and performance of educators: A

systematic review of the empirical literature. Teaching

and Teacher Education, 61, 132–141.

https://doi.org/10.1016/j.tate.2016.10.008

Lynn, E. M. (1977). In-Service Teacher Education In

Classroom Communication. Communication

Education, 26(1), 1–12.

https://doi.org/10.1080/03634527709378194

Mithaug, D. E., Martin, J. E., & Agran, M. (1987).

Adaptability Instruction: The Goal of Transitional

Programming. Exceptional Children, 53(6), 500–505.

https://doi.org/10.1177/001440298705300603

Most, M. G. (1994). Certification standards for speech

communication teachers: A nationwide survey.

Communication Education, 43(3), 195–204.

https://doi.org/10.1080/03634529409378977

Oppermann, R., Rashev, R., & Kinshuk. (1997).

Adaptability and adaptivity in learning systems.

Knowledge Transfer, 2, 173–179. Retrieved from

http://www.geocities.ws/tgsrao/kt97_gmd.pdf

Oswald, F. L., Schmitt, N., Kim, B. H., Ramsay, L. J., &

Gillespie, M. A. (2004). Developing a Biodata

Measure and Situational Judgment Inventory as

Predictors of College Student Performance. Journal of

Applied Psychology, 89(2), 187–207.

https://doi.org/10.1037/0021-9010.89.2.187

Pace, J. R., & Mellard, D. F. (2016). Reading

Achievement and Reading Efficacy Changes for

Middle School Students With Disabilities Through

Blended Learning Instruction. Journal of Special

Education Technology, 31(3), 156–169.

https://doi.org/10.1177/0162643416660837

Prescott, J. E., Bundschuh, K., Kazakoff, E. R., &

Macaruso, P. (2018). Elementary school–wide

implementation of a blended learning program for

reading intervention. Journal of Educational

Research, 111(4), 497–506.

https://doi.org/10.1080/00220671.2017.1302914

Pulakos, E. D., Arad, S., Donovan, M. A., & Plamondon,

K. E. (2000). Adaptability in the workplace:

Development of a taxonomy of adaptive performance.

Journal of Applied Psychology, 85(4), 612–624.

https://doi.org/10.1037/0021-9010.85.4.612

Rubin, R. B., & Feezel, J. D. (1986). Elements Of Teacher

Communication Competence. Communication

Education, 35(3), 254–268.

https://doi.org/10.1080/03634528609388348

Seiler, W. J., Cook, G., & Salvo Vincent Di. (1975). A

performance‐based teacher.pdf. Communication

Education, 24(1), 68–71. Retrieved from

http://dx.doi.org/10.1080/03634527509378128

PLEASE

Sias, C. M., Nadelson, L. S., Juth, S. M., & Seifert, A. L.

(2017). The best laid plans: Educational innovation in

elementary teacher generated integrated STEM lesson

plans. Journal of Educational Research, 110(3), 227–

238. https://doi.org/10.1080/00220671.2016.1253539

Taxer, J. L., & Gross, J. J. (2018). Emotion regulation in

teachers: The “why” and “how.” Teaching and

Teacher Education, 74, 180–189.

https://doi.org/10.1016/j.tate.2018.05.008

Tehseen, S. (2015). Factors Influencing Teachers ’

Performance and Retention Factors Influencing

Teachers ’ Performance and Retention. Mediterranean

Journal of Social Sciences MCSER Publishing, Rome-

Italy, 6(1), 233–244.

https://doi.org/10.5901/mjss.2015.v6n1p233

Tehseen, S., & Ul Hadi, N. (2015). Factors Influencing

Teachers’ Performance and Retention. Mediterranean

Journal of Social Sciences, 6(1), 233–244.

https://doi.org/10.5901/mjss.2015.v6n1p233

Waldeck, J. H., & LaBelle, S. (2016). 4. Theoretical and

Methodological Approaches to Instructional

Communication. Communication and Learning.

https://doi.org/10.1515/9781501502446-005

Wanzer, M. B., Frymier, A. B., & Irwin, J. (2010). An

explanation of the relationship between instructor

humor and student learning: Instructional humor

processing theory. Communication Education, 59(1),

1–18. https://doi.org/10.1080/03634520903367238

Weinstein, C. S. (1990). Prospective elementary teachers’

beliefs about teaching: Implications for teacher

education. Teaching and Teacher Education, 6(3),

279–290. https://doi.org/10.1016/0742-

051X(90)90019-2

White, M. C. (2018). Rater Performance Standards for

Classroom Observation Instruments. 20(10), 1–10.

https://doi.org/10.3102/0013189X18785623

ICELS 2019 - International Conference on Education, Language, and Society

230