Communication Supporting Classroom Observation Tool (CSCOT)
CSCOT is a tool designed to profile the oral language environment of the classroom
The CSCOT was developed as part of the Better Communication Research Programme (BCRP) in 2012.
• The observation tool is designed to profile the oral language environment of the classroom, and can be used in an observation of a classroom or a learning space by someone other than the adult working with the children.
• The observation tool can be used in Early Years learning spaces, Reception, Year 1 and Year 2 classrooms.
• The average length of time necessary to collect a representative sample of behaviour is approximately one hour. Some of the items of the first dimension (Language Learning Environment) can be done during break time or prior to the start of the school day.
• It is recommended that the observation takes place during a regular classroom session (usually a morning session starting with the class register).
• The language learning dimensions are recorded as either present or absent. For some items, there is a record of a Language Learning Opportunity being 'Present' and being 'Used during the Observation'.
• For the dimensions of 'Language Learning Opportunities' and 'Language Learning Interactions', each different occurrence is recorded up to a maximum of 5 ties during the observation period. Each recorded observation is a new/different occurrence of the behaviour/activity.
• It is not expected that all items will appear on all observations.
Please follow this link if you would like more information or have any questions about the tool.
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swap_vertical_circlelibrary_booksReferences (4)
- Julie E Dockrell, Ioanna Bakopoulou, James Law, Sarah Spencer, Geoff Lindsay (2015), Capturing communication supporting classrooms: The development of a tool and feasibility study, Child Language Teaching and Therapy, 31(3), 271-286
- Siti Rafizah Badar, Judy Clegg, Sarah Spencer (2022), Increasing teachers' use of communication-supporting strategies: findings from an exploratory study using the Communication Supporting Classroom Observation Tool (CSCOT) in primary schools in Brunei, 37(2), 180-208
- Keeley Dobinson, Sandra Mathers, Claire Forrest, Jenna Charlton, Julie Dockrell (2024), The quality of universal language supporting provision in maintained nursery classrooms in economically disadvantaged areas of England: Identifying strengths and areas for development, Child Language Teaching and Therapy, 40(3), 1-18
- James Law, Josie Tulip, Helen Stringer, Maria Cockerill, Julie Dockrell (2019), Teachers observing classroom communication: An application of the Communicating Supporting Classroom Observation Tool for children aged 4–7 years, Child Language Teaching and Therapy, 35(3), 203-220
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