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
Grades
Pre-K-1
Languages
English
Respondent
Observer

Administration information

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

Access and Use

Contact
Debroah Stipek, stipek@stanford.edu
Instrument Use in Peer-Reviewed Studies

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