The Early Childhood Classroom Observation Measure (ECCOM) is a classroom observation instrument that rates the nature and quality of academic instruction and the overall learning environment. The instrument is based on social-constructivist learning theory, such that in high-scoring classrooms teachers are identified as actively guiding and supporting children's learning efforts and the development of their social skills.
Access and Use
Debroah Stipek, email@example.com
Hauser-Cram, P., Sirin, S. R., & Stipek, D. (2003). When teachers' and parents' values differ: Teachers' ratings of academic competence in children from low-income families. Journal of Educational Psychology, 95(4), 813. https://doi.org/10.1037/0022-06220.127.116.113
Lerkkanen, M. K., Kiuru, N., Pakarinen, E., Poikkeus, A. M., Rasku-Puttonen, H., Siekkinen, M., & Nurmi, J. E. (2016). Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school. Early Childhood Research Quarterly, 36, 145-156. https://doi.org/10.1016/j.ecresq.2015.12.023
Stipek, D. (2004). Teaching practices in kindergarten and first grade: Different strokes for different folks. Early Childhood Research Quarterly, 19(4), 548-568. https://doi.org/10.1016/j.ecresq.2004.10.010
Stipek, D., & Byler, P. (2004). The early childhood classroom observation measure. Early Childhood Research Quarterly, 19(3), 375-397. https://doi.org/10.1016/j.ecresq.2004.07.007