Early Childhood Classroom Observation Measure (ECCOM)

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.

Content

Domains
Subdomain
Topics
Classroom Instruction,
Teacher Knowledge,
Teacher Skills,
Teacher Beliefs,
Teacher Self-Efficacy
Grades
Pre-Kindergarten,
Kindergarten,
1st Grade,
2nd Grade
Languages
English
Respondent
Observer

Administration Information

Length
32 Items rated over a half-day (three hour) observation.
National Sample
No

Access and Use

Peer-Reviewed Study Citations

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), 813–820.

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.

Psychometrics

Scoring
Manual scoring
Open Access
Yes
Used in Peer-Reviewed Research
Yes
Psychometric Citations

Stipek, D., & Byler, P. (2004). The early childhood classroom observation measure. Early Childhood Research Quarterly, 19(3), 375–397.