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Measuring Explicit Instruction Using the 'Classroom Observations of Student-Teacher Interactions (COSTI)'
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- Author(s): Gunn, Barbara (ORCID
Gunn, Barbara (ORCID 0000-0002-1229-7513 ); Smolkowski, Keith; Strycker, Lisa A.; Dennis, Caroline- Language:
English- Source:
Grantee Submission. 2021.- Publication Date:
2021- Document Type:
Reports - Research - Language:
- Additional Information
- Peer Reviewed: Y
- Source: 30
- Sponsoring Agency: Institute of Education Sciences (ED)
- Contract Number: R305A150325
- Education Level: Elementary Education
- Subject Terms:
- Accession Number: 10.1007/s40614-021-00291-1
- Abstract: This paper describes "the development and technical adequacy of the Classroom Observations of Student Teacher Interactions (COSTI) instrument," a tool for measuring the frequency and rate of explicit instructional interactions, such as those used in Direct Instruction curricula, for teaching children basic reading and math skills. "The COSTI was originally developed" to provide teachers with coaching feedback to improve their explicit reading instructional practices, "and has been shown in multiple studies to be a reliable and valid predictor of student gains in beginning reading and math skills." This paper discusses potential uses of the instrument for training and coaching across curricula with varying instructional design features, and lays out a future research agenda to further improve the "COSTI" and related observation tools for studying explicit instructional practices and their contribution to student learning. [This paper will be published in "Perspectives on Behavior Science."]
- Abstract: As Provided
- IES Funded: Yes
- Publication Date: 2021
- Accession Number: ED613541
- Peer Reviewed:
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