Teaching and learning are part of a complex interaction between teachers and students. Educational leaders cannot improve the teaching and learning process without quality measurement of effective teaching. One way to capture this complex interaction is by using structured observations. However, the extant literature on classroom observation instruments in the field of gifted education is limited. For that reason, a systematic search was undertaken to identify the observation instruments for assessing instructional practices used with gifted and talented students. In this article, eight observation instruments were identified: (a) Rating Scale of Significant Behaviors in Teachers of the Gifted, (b) Kulieke’s adaptation of the Rating Scale of Significant Behaviors in Teachers of the Gifted, (c) Teaching Observation Form (TOF; also known as Purdue Observation Form), (d) Classroom Practices Record (CPR), (e) Classroom Practices Record–Form VA (CPR-Form VA), (f) Classroom Instructional Practices Scale (CIPS), (g) Classroom Observation Scales–Revised (COS-R), and (h) Differentiated Classroom Observation Scale (DCOS). The instruments are described in terms of developmental process, purpose, and any reliability and validity evidence reported. This systematic search has shown the need for a new observation instrument that is comprehensive and closely tied to professional standards.

中文翻译：

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结构化观察工具评估天才学生的教学实践：文献回顾

教与学是教师与学生之间复杂互动的一部分。如果没有对有效教学的质量衡量，教育领导者就无法改进教学过程。捕捉这种复杂交互的一种方法是使用结构化观察。然而，关于资优教育领域课堂观察工具的现有文献是有限的。出于这个原因，我们进行了系统的搜索，以确定用于评估天才学生所使用的教学实践的观察工具。在本文中，确定了八种观察工具：(a) 资优教师显着行为评定量表，(b) 库列克对资优教师显着行为评定量表的改编，(c) 教学观察表（TOF） ; 也称为普渡观察表），(d) 课堂实践记录 (CPR)，(e) 课堂实践记录 - VA (CPR-Form VA)，(f) 课堂教学实践量表 (CIPS)，(g) 课堂观察量表修订版 (COS-R) 和 (h) 差异化课堂观察量表 (DCOS)。这些工具是根据开发过程、目的以及报告的任何可靠性和有效性证据来描述的。这种系统的搜索表明需要一种新的观察仪器，该仪器全面且与专业标准密切相关。这些工具是根据开发过程、目的以及报告的任何可靠性和有效性证据来描述的。这种系统的搜索表明需要一种新的观察仪器，该仪器全面且与专业标准密切相关。这些工具是根据开发过程、目的以及报告的任何可靠性和有效性证据来描述的。这种系统的搜索表明需要一种新的观察仪器，该仪器全面且与专业标准密切相关。