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  2. Classroom Observation of Early Mathematics -- Enviornment and Teaching (COEMET)

Classroom Observation of Early Mathematics -- Enviornment and Teaching (COEMET)

COEMET is a classroom observation instrument that evaluates classroom culture and the use of specific math activities. It includes questions about how actively the teacher interacts with the children, how the teacher uses teachable math moments, how math is displayed in the physical environmental of the room, how confident the teacher appeared about math, etc. The specific math activities measured are not connected a specific curriculum.

Content

Domains
Schooling
Subdomain
Teaching
Topics
Classroom Instruction
Grades
PK-3
Languages
English
Respondent
Observer

Administration information

Length
Guidelines for suggested duration of use is provided during training.
Price
Varies
Training
A 2-day institute prepares participants to use COEMET and grants a license to conduct COEMET observation in the participant's district for one year. Participants will learn about the Classroom Culture portion of the measure, how to conduct the specfic mat
Qualifications
Attendance at the 2-day training. License is valid for use within a participant's district for 1 year with the option of renewal.
Administration
Individual,
Observation
National Sample
No

Access and Use

Contact
Douglas Clement, Douglas.Clements@du.edu
Link
https://www.du.edu/marsicoinstitute/whatwedo/pd.html
Instrument Use in Peer-Reviewed Studies

Clements, D., Sarama, J., Spitler, M., Lange, A., & Wolfe, C. (2011). Mathematics Learned by Young Children in an Intervention Based on Learning Trajectories: A Large-Scale Cluster Randomized Trial. Journal for Research in Mathematics Education, 127;

McGuire, P., Kinzie, M.B., Thunder, K., & Berry, R.Q. III. (2016). Methods of analysis and overall mathematics teaching quality in at-risk pre-kindergarten classrooms. Early Education and Development, 27(1), 89-109.

Psychometrics

Scoring
Manual scoring
Open Access
No
Resources on Psychometric Properties

McGuire, P., Kinzie, M.B., Thunder, K., & Berry, R.Q. III. (2016). Methods of analysis and overall mathematics teaching quality in at-risk pre-kindergarten classrooms. Early Education and Development, 27(1), 89-109.

Sarama, J., Clements, D., Starkey, P., Klein, A., & Wakeley, A. (2008). Scaling Up the Implementation of a Pre-Kindergarten Mathematics Curriculum: Teaching for Understanding With Trajectories and Technologies. Journal of Research on Educational Effectiveness, 1(2), 89-119.