Assessment of pedagogical practices and processes in low and middle income countries: Findings from secondary school classrooms in Uganda

Edward Seidman, Sharon Kim, Mahjabeen Raza, Miyabi Ishihara, Peter Halpin

Research output: Contribution to journalReview article


This article outlines the development and validation of a classroom observation instrument for use in low and middle income countries. The Teacher Instructional Practices and Processes Systemⓒ (TIPPS) was designed to be a rigorous research instrument as well as a practical feedback tool. Based on data from 197 Ugandan secondary schools, we were successful in assessing the quality of instructional practices and classroom processes in this context. The results reveal a 3-factor structure, good rater reliability, and concurrent validity with in biology, English, and mathematics scores. Strengths and limitations as well as future directions of the study are discussed.

Original languageEnglish (US)
Pages (from-to)283-296
Number of pages14
JournalTeaching and Teacher Education
StatePublished - Apr 1 2018



  • Classroom observation
  • Classroom quality
  • Low and middle income countries
  • Validity

ASJC Scopus subject areas

  • Education

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