Exploring the Teaching Pyramid Observation Tool (TPOT) in Early Childhood Education Research: A Scoping Review

Abstract

This scoping review systematically maps the existing literature on the Teaching Pyramid Observation Tool (TPOT), a widely used classroom observation tool measuring fidelity to the Pyramid Model. A total of 34 studies using various research designs were reviewed. These studies were conducted in a range of settings and included a diverse population of children. Among these studies, the TPOT has been used as a descriptive measure, a dependent variable measure, a coaching tool, a validity reference, and a resource for developing other tools. However, our review reveals variations in TPOT version, observer training, reliability calibration, and score reporting across studies. These inconsistencies, along with the diverse measurement contexts, have not yet been fully supported by extant psychometric evidence. Despite these challenges, the TPOT remains a promising tool to enhance social-emotional teaching practices and contribute to the field of early childhood education.

Keywords

teachers behavior classroom early education programs evidence-based practices social skills intervention strategies assessment

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