A study op inseryice educ a hon and classroom practices un azerbaijan: into

Classroom Observations Categorized by Subject Area: Primary Level

Element	Rubric level 1	Rubric level 2	Rubric level 3	Median
Cognitive level of questions	Asks mainly recall and memory type questions, with focus on recitation and correctness.	Beginning to intersperse comprehension level questions in most f lessons.	Regularly formulates questions at all levels of Bloom's taxonomy ;most are open-ended and higher order.
Azeri	6	6	0	1.5
English	2	0	0	1.0
Math	9	0	0	1.0
Reading	8	0	0	1.0
Russia	1 1	1	0	1.0
Misc.	2	1	0	1.3
Managing pupil responses	Requires recitation of correct answer.	Accepts alternate answers with evidence., encourages and values creative thinking.	Accepts widely divergent answers and both correct and incorrect answers.
Azeri	12	0	0	1.0
English	1	1	0	1.5
Math	8	1	0	1.0
Reading	8	0	0	1.0
Russia	11	1	0	1.0
Misc.	2	1	0	1,3

activities more than those of other teachers, although the numbers off teachers in each categorv were small.

Providing multiple data sources	Provides single data or information source, usually a common textbook .	Occasionally provides additional data source.	Often provides additional data sources and sometimes encourages students to locate their own.
Azeri	8	4	0	1.3
English	2	0	0	1.0
Math	9	0	0	1.0
Reading	6	2	0	1.2
Russia	1 1	1	0	1.0
Misc.	2	1	0	1.3
Use of wait time	Rarely provides wait	Often provides wait time for	Usually provides wait
	time for pupils unable to respond in class, interrupts pupil responses.	pupils unable to respond in class; occasionally interrupts pupil responses.	for pupils unable to respond in class, rarely interrupts pupil responses.
Azeri	12	0	0	1.0
English	1	1	0	1.5
Math	8	1	0	1.1
Reading	4	4	0	1.5
Russia	10	2 •	0	l.i
Misc.	3	0	0	1.0
Grouping strategy	Teacher-directed	Frequent teacher-	Some teacher -directed
	instruction pupils typically respond and recite.	directed instruction; pupils occasionally work in pairs or small groups.	instruction, frequent and appropriate use of pair activities and cooperative learning groups.
Azeri	12	0	0	1.0
English	2	0	0	1.0
Math	9	0	0	1.0
Reading	8	0	0	1.0
Russia	12	0	o	1.0

36 Alan N. CRAWFORD

Misc.	1	2	0	1.3
Pupil-to-pupil	Classroom	Most com-	Consistently
talk	communica-	munication is	redirects pupil
	tion is consis-	directed from	comments to
	tently lecture	teacher to	other pupils.
	style from	pupils, with	interceding only
	teacher to	pupils often	to maintain
	pupils, with	asking ques-	momentum;
	pupils	tions of	pupils often
	responding	teacher; pupils	address each
	only through	occasionally	other.
	formal	direct
	recitation.	comments to
		each other.
Azeri	12	0	0	1.0
English	2	0	0	1.0
Math	9	0	0	1.0
Reading	8	0	0	1.0
Russia	12	0	0	1.0
Misc.	3	0	0	1.0
Classroom	Maintains	Occasionally	Consistently
physical	consistent	adapts	adapts furniture
environment	classroom	furniture and	and classroom
	configuration	classroom	space to needs
	regardless of	space to needs	of instructional
	classroom	of instructional	activity.
•	activity.	activity.
Azeri	11	1	0	1.0
English	2	0	0	1.0
Math	9	0	0	1.0
Reading	8	0	0	1.0
Russia	12	0	0	1.0
Misc.	2	1	0	1.3
Promoting	Pupils usually	Pupils usually	Pupils often
thoughtful	read aloud	read aloud,	read silently for
reading	with focus on	occasionally	comprehension,
	speed and	reading silent-	occasionally
	accuracy.	ly for comp-	reading orally
		rehension.	for speed and
			accuracy.
Azeri	4	0	0	1.0
English	NA	NA	NA	NA

A
"N" is number of classrooms in which element was observed at level indicated

A/eri N 12

English N 2

Math N 9

Reading N S

Russia" N 12

Misc. N - 3

Math Reading

NA