摘要：The present study develops an observation protocol intended to evaluate gender equity inside the classroom. Literature about gender and education and research instrument development were reviewed prior to the development of the observation protocol. The de veloped instrument was then content and face validated by panel of experts and was pilot tested to in - service teachers. Kappa statistics and intra - class coefficient was used to determine agreement among and within raters which yielded a value of 0.83 for K appa coefficient and 0.70 and 0.93 for single and average intra - class coefficient respectively. Reliability coefficient Cronbach.s alpha was computed from the instrument which yielded a value of 0.935. Finally, factor analysis was also utilized to determin e the statistical constructs of the instrument. Revision was done based from the result of the validation process. The final instrument yielded eight constructs anchored on the 21 st Century Learning Framework: (1) Instruction and assessment (learning actua tors, expanding literacies, climate of assessment and transparency); (2) Classroom management and environment (changing habits and roles); (3) Teacher and student interaction (men toring and community); (4) Medium of instruction (mentoring community); (5) T eaching strategy (self - initiated transfer and thought and abstraction); (6) Loco parentis (changing habits and roles); (7) Instructional material (climate and assessment; and (8) Verbal teacher res ponse (changing habits and roles). Further validation is he reby recommended to standardize the developed observation protocol.
关键词：gender equity; gender equality; classroom observation protocol; research instrument development
