What is Classroom Observation Scale-Revised

The classroom observation scale-revised (COS-R) was used to analyze characteristics of the teachers who might be gifted and talented (GATE). Existing data sets are reviewed and re-analyzed to ascertain the use of differentiation in classrooms working with gifted learners. The purpose of this study was to examine the prevalence and effectiveness of differentiation practices in selected classrooms across K-12 in three districts on the East Coast, each with well-established gifted programs, to see if the use of these practices shows a relationship with the most effective teachers. The evidence suggests that teachers who work with the gifted in particular types of programs appear to be more effective in their use of differentiated teaching behaviors. Are these teachers gifted or GATE? The pattern evident throughout the data is that few teachers are observed using more nuanced differentiation strategies, raising the question of whether specific behaviors on the COS-R could be identifiers of gifted teachers.