The ISI Classroom Observation System: Examining the Literacy Instruction Provided to Individual Students

The Individualizing Student Instruction (ISI) classroom observation and coding system is designed to provide a detailed picture of the classroom environment at the level of the individual student. Using a multidimensional conceptualization of the classroom environment, foundational elements (teacher...

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Bibliographic Details
Published in:Educational researcher 2009-03, Vol.38 (2), p.85-99
Main Authors: Connor, Carol McDonald, Morrison, Frederick J., Fishman, Barry J., Ponitz, Claire Cameron, Glasney, Stephanie, Underwood, Phyllis S., Piasta, Shayne B., Crowe, Elizabeth Coyne, Schatschneider, Christopher
Format: Article
Language:English
Subjects:
Child Health
Child language
Children
Children & youth
Classroom activities
Classroom communication
Classroom Environment
Classroom management
Classroom observation
Classroom Observation Techniques
Classroom observations
Classroom Techniques
Concept formation
Design
Dynamical systems
Educational Research
Elementary Education
Evaluation Methods
Grade 1
Grade 4
Influence
Instructional Effectiveness
Interaction
Learning
Learning Processes
Literacy
Observation
Observational research
Preschool education
Reading
Reading instruction
Reading Skills
Schools
Skills
Student Development
Students
Teacher Student Relationship
Teachers
Teaching
Teaching Methods
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Summary:The Individualizing Student Instruction (ISI) classroom observation and coding system is designed to provide a detailed picture of the classroom environment at the level of the individual student. Using a multidimensional conceptualization of the classroom environment, foundational elements (teacher warmth and responsiveness to students, classroom management) and instructional elements (teacher-child interactions, context, and content) are described. The authors have used the ISI system to document that children who share the same classroom have very different learning opportunities, that instruction occurs through interactions among teachers and students, and that the effect of this instruction depends on children's language and literacy skills. This means that what is effective for one child may be ineffective for another with different skills. With improving classroom observation systems, the dynamics of the complex classroom environment as it affects student learning can be better understood.
ISSN:0013-189X
1935-102X
DOI:10.3102/0013189X09332373