Dissertations / Theses on the topic 'Classroom observation'
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McCloud, Jonathan David. "More Than a Sum of its Parts: Five Fundamentals for Formative Peer Observation of Classroom Teaching in Higher Education." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/77875.
Full textPh. D.
Sproule, Olive Elizabeth. "The development of concepts of linear and quadratic equations." Thesis, Queen's University Belfast, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314224.
Full textPayne, Elizabeth T. "Implementing Walkthroughs: One School's Journey." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/30049.
Full textEd. D.
Howard, Amanda Jane. "Teacher appraisal : the impact of observation on teachers’ classroom behaviour." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/3728/.
Full textSousa, Sherry Ann 1961. "PRAGMATIC LANGUAGE SKILLS IN LEARNING DISABLED ADOLESCENTS (ASSESSMENT, CLASSROOM, OBSERVATION)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275327.
Full textKofler, Michael. "CLASSROOM OBSERVATION OF CHILDREN WITH ADHD AND THEIR PEERS: A META-ANALYTIC REVIEW." Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2105.
Full textM.S.
Department of Psychology
Arts and Sciences
Psychology
Singh, Raj Kanwar. "Approaches to learning in a classroom environment: observational & experiential." Diss., Rolla, Mo. : Missouri University of Science and Technology, 2008. http://scholarsmine.mst.edu/thesis/pdf/Singh_09007dcc80681dba.pdf.
Full textVita. The entire thesis text is included in file. Title from title screen of thesis/dissertation PDF file (viewed June 18, 2009) Includes bibliographical references.
Sanif, Sazuliana. "Implementation of peer observation of teaching in ELT tertiary education system in Malaysia : a social-constructionism view." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/21049.
Full textBarrios, Amalia da Conceicao Garrido. "A study of classroom language for critical self-observation in teacher development." Thesis, University of East Anglia, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.279596.
Full textZylich, Brian Matthew. "Training Noise-Robust Spoken Phrase Detectors with Scarce and Private Data: An Application to Classroom Observation Videos." Digital WPI, 2019. https://digitalcommons.wpi.edu/etd-theses/1289.
Full textHumez, Andrea Loren. "Elementary School Principals’ Perceptions of Mathematics Instruction and its Role in their Teacher Evaluation Processes." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104761.
Full textThis mixed-methods study analyses data from interviews with 29 principals in four school districts, to describe patterns in the principals’ values concerning high-quality mathematics instruction and in the aspects of instruction they noticed when observing short videos of elementary school mathematics classes. Principals valued many aspects of instruction, including elements of general pedagogy, teachers interacting with content and students, content-related pedagogy, students interacting with content, and evidence of student outcomes. As a group, principals noticed the same types of instructional elements that they valued, as well as other, less-commonly-valued elements. Hierarchical linear models were used to compare ratings given to teachers by their principals on three aspects of instructional effectiveness, to scores from video- and student-test-score-based measures of corresponding constructs. Mathematical Quality of Instruction, Classroom Assessment System™ and value-added scores each accounted for unique portions of variance in teachers’ scores on a composite principal rating scale, showing that the underlying “high-quality mathematics” construct measured by principals had some elements in common with each of the other three constructs. However, substantial variance remained unaccounted for, suggesting that principals’ concept of high-quality mathematics also comprises elements not measured by any of the other three instruments
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement and Evaluation
Ölmefors, Oscar. "Student Attitudes towards Flipped Classroom : A Focus Group Study on Attitude Change in Swedish Upper Secondary School, within Mathematics towards Flipped Classroom." Thesis, KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-189170.
Full textAl-Khwaiter, Jassim. "Communicative language teaching and curriculum innovation in the teaching of English as a foreign language in Qatar : a study of the classroom and its socio-cultural context." Thesis, De Montfort University, 2001. http://hdl.handle.net/2086/4250.
Full textAung, Arkar Min. "Automatic Eye-Gaze Following from 2-D Static Images: Application to Classroom Observation Video Analysis." Digital WPI, 2018. https://digitalcommons.wpi.edu/etd-theses/251.
Full textDoabler, Christian T. 1971. "Measuring instructional interactions in kindergarten mathematics classrooms through a direct observation system." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10565.
Full textThere is convincing evidence that many students struggle to learn mathematics proficiently. One plausible contributor to the low math achievement is the quantity and quality of learning opportunities provided in classrooms. These opportunities may fall short of addressing the learning needs of students, especially those at risk for failure in mathematics. Against this backdrop, the purpose of the dissertation was to validate a direct observation instrument. The Coding of Academic Teacher-Student interactions (CATS) observation instrument systematically measures the instructional interactions that occur between teachers and students during kindergarten mathematics instruction. The dissertation harvested data from the Early Learning in Mathematics: Efficacy Trials in Kindergarten Classrooms (ELM-ETKC) project, a randomized control efficacy trial. ELM-ETKC is investigating the efficacy of the Early Learning in Mathematics curriculum within 65 kindergarten classrooms across three school districts in the state of Oregon. The dissertation utilized student and classroom-level information collected in 65 ELM-ETKC kindergarten classrooms across the 2008-2009 school year. At the student level, data included scores from 929 kindergarten students on the Test of Early Mathematics Ability-Third Edition (TEMA) and two curriculum-based measures: Oral Counting and Number Identification. Information at the classroom level included observational data from 191 classroom observations. Utilizing the extant data, the dissertation addressed research questions related to content validity, discriminant validity, and criterion-predictive validity. Additionally, the study examined if observers could reliably use the CATS instrument in classrooms. To address two of the research questions, the dissertation employed a hierarchical design and fit multilevel models that nested (a) observations within classrooms and (b) student posttest TEMA scores within classrooms. Predictors of the models included student risk status and rates of observed instructional behaviors. The study found promising evidence for using the CATS instrument to collect information about the quantity and quality of kindergarten mathematics instruction. Independent observers reached acceptable interobserver agreement across the observations. The CATS instrument demonstrated high levels of content validity, as well as sensitivity to treatment conditions. Results also found statistically significant relationships between the mean rate of instructional behaviors and student posttest TEMA scores. Implications for future research and practice are provided.
Committee in charge: Robert Homer, Chairperson, Special Education and Clinical Sciences; Christopher Murray, Member, Special Education and Clinical Sciences; Scott Baker, Member, Special Education and Clinical Sciences; Joe Stevens, Member, Educational Methodology, Policy, and Leadership; Thomas Dishion, Outside Member, Psychology
Weiland, Maria. "Hänsyn till helheten : extrahering av en didaktisk modell för det komplexa innehållet i den naturorienterande undervisningen på lågstadiet." Licentiate thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-394108.
Full textSoucacou, Eleni P. "Assessment of classroom quality in inclusive preschool settings : development and validation of a new observation measure." Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487065.
Full textDonaldson, Rebecca S. "What Classroom Observations Reveal About Primary Grade Reading Comprehension Instruction Within High Poverty Schools Participating in the Federal Reading First Initiative." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/987.
Full textBorders, Christina Marie. "Direct Observation as a Decision Method for Evaluating Inclusionary Classroom Participation of Children with Mild Hearing Impairment: A Pilot Study." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1242410154.
Full textUnver, Emel. "Analysis Of Analogy Use On Function Concept In The Ninth Grade Mathematics Textbook And Classrooms." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12611356/index.pdf.
Full textnver, Emel M.S., Department of Secondary Science and Mathematics Education Supervisor: Assoc.Prof. Dr Behiye UBUZ December 2009, 64 pages The primary objective of the current study was to examine how analogies are used on function concept in the ninth grade mathematics textbook and classrooms. Using qualitative research procedure comprising textbook analysis and classroom observations, a picture was developed of how analogies used on function concept in ninth grade mathematics textbook and classrooms. One mathematics textbook, the primary source for observed classes was selected and analyzed for the study. Chapter entitled as &ldquo
functions&rdquo
in the selected textbook was closely examined for use of analogies therein. Subtitles of the chapter used in the analysis were identified according to the subtitles taught in observed classes. Moreover, the data were obtained from the observation of two teachers&rsquo
9th grade mathematics clasess during the 7-week data collection period. Totally, twenty-five lessons were videorecorded. Having determined which comparisons would be counted as analogies, each of the textbook and classroom analogies was classified according to an analogy classification framework including eight criteria, modified from that of Thiele and Treagust&rsquo
s (1994). Analysis of the textbook suggested that all the analogies were enriched and functional, majority of them presented in both verbal and pictorial formats, most of them were advance organizers or post-synthesizers and some of them were embedded activators. However, none of them was explained completely and contained any limitations. On the other side, analysis of classroom analogies revealed that nearly all the analogies were functional, enriched or extended presented verbally as embedded activators, and all of them explained absolutely without any stated limitations.
Arvén, Olivia, Jonna Bergman, and Van Der Putten Johanna. "Det transspråkande klassrummet : – lärmiljöer, lärtillfällen och interaktioner i årskurs 2." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96067.
Full textGrandowicz, James A. Jr. "Instructional Strategies of First Year Graduate Student Instructors in Mathematics." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1471427729.
Full textStenlund, Karin. "Läsning på mellanstadiet : En studie med fokus på elevers läsförmåga." Licentiate thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-82054.
Full textPai, Jimmy. "Capturing Ephemeral Assessment Opportunities: An Inquiry into Secondary Mathematics Teachers’ Lived Experiences with Observation of, and Conversations with, Students." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36994.
Full textKanyane, Charity Modiane Bafedile. "The politics of resistance in the implementation of integrated quality management system." Diss., University of Pretoria, 2008. http://hdl.handle.net/2263/23816.
Full textDissertation (MEd)--University of Pretoria, 2010.
Curriculum Studies
unrestricted
Hjort, Simon. "Kritiskt tänkande i klassrummet : En studie av didaktiska val och manifesterat kritiskt tänkande i samhällskunskaps- och filosofiundervisning." Licentiate thesis, Linköpings universitet, Pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-112594.
Full textWoo, Kit-ling, and 胡潔玲. "Teachers' use of classroom social behaviors observation scale (CSBOS) to identify children at risk for mild ASD and sub-clinical social deficits." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209548.
Full textpublished_or_final_version
Clinical Psychology
Master
Master of Social Sciences
Larson, Elizabeth Wellman. "An observation and analysis of teacher foreigner talk in an English as a second language classroom at the secondary level : an ethnographic perspective /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250014790.
Full textKöhlmark, Mattias. "Ungdomar med mobiltelefoner i klassrummet - vad gör de?" Thesis, Uppsala University, Department of Information Science, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-6773.
Full textAbstract
Purpose/Aim: To describe in-classroom use of mobile phones amongst teenagers.
Material/Method: The data was collected through as use of focus groups and field studies.
Main results: The main findings confirm the findings of other studies on teens and mobile phones. Teens use their mobile phones for much more than just sending text messages and making calls, there are many different types of localized usages. There is also a strong emotional connection between the device, its content and the user.
Keywords: mobile phone, teens, classroom, focus groups, observation, field studies, mobility.
Denley, P. "The development of an approach to practitioner research initiated through classroom observation and of particular relevance to the evaluation of innovation in science teaching." Thesis, University of Bath, 1987. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760563.
Full textLamberts, Denise von der Heyde. "O livro didático de língua inglesa em uso : análise de pesquisas e observações de aula no programa idiomas sem fronteiras-inglês." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/130005.
Full textThe textbook is one of the most available and used resources for teaching English. Analyzing its roles in the process of teaching and learning is essential for the contribution of the material use in the success of this process. Therefore, the main objective of this research is to understand the use of the textbook made by the teachers in practice, verifying if the material is adapted in some way and the changes made. With the intention of mapping the predominant topics in researches about textbooks, we analyzed Qualis A1 and A2 national publications in Languages/Linguistics Brazilian academic journals and international publications using the search tool of Portal de Periódicos CAPES/MEC website. We also analyzed the contents related to the use of textbooks in methodology books for teaching English. A research on possible adaptations to the textbook was carried out taking the ideas of Greenwood (1987), Graves (2003), Harmer (2001), McDonough e Shaw (1993), Nunan (1991) e Ur (1996) as a starting point. The methodological procedures for data generation were classroom observations and interviews with the teachers. For the observations, seven groups of the Languages without Boarders-English Program were selected. The same teachers who were observed were also interviewed in order to get to know their opinion about the use of textbooks to teach English. The data generated from the observations were analyzed based on the possible adaptations to the material. Through the analysis it was possible to perceive, among other aspects, that: the teachers frequently adapt the textbook and in a diverse way; the textbook has a central role in the choice of contents and types of tasks, even when the teacher complements the book bringing extra material; and most of the classroom time is dedicated to the use of the material. In the interviews, the teachers stated that they consider the textbook as a guide, and affirmed that they use the teacher’s book very little, which was confirmed in the observations. This research aims at contributing to expand empiric studies about the use of textbooks, thus helping teachers reflect on their practices and consciously use the material, adapting it to the context where it is/will be used and prioritizing their students’ interests and needs.
Allen, Holly Lee. "Factor Structure of the Jordan Performance Appraisal System: A Multilevel Multigroup Study Using Categorical and Count Data." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8726.
Full textSutton, Charles T. Mr. "Teacher Attitudes and Practices that Support Student Learning." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2358.
Full textGuo, Henan [Verfasser], Martina [Gutachter] Fuchs, Detlef [Gutachter] Buchfeld, and Matthias [Gutachter] Pilz. "Comparison of the Teaching and Learning in German and Chinese VET Schools: A Systematic Classroom Observation Study / Henan Guo ; Gutachter: Martina Fuchs, Detlef Buchfeld, Matthias Pilz." Köln : Universitäts- und Stadtbibliothek Köln, 2020. http://d-nb.info/1213446082/34.
Full textOosthuizen, Roelof Adriaan. "Die opvolgonderhoud na klasbesoek as middel tot personeelontwikkeling / Roelof Adriaan Oosthuizen." Thesis, Potchefstroom University for Christian Higher Education, 1996. http://hdl.handle.net/10394/8747.
Full textSkripsie (MEd (Onderwysbestuur))--PU vir CHO, 1996
Ramqvist, Sabina. "Hur lär sig barn att skriva berättande texter? : Fyra lärares olika metoder för berättelseskrivande i årskurs 3." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-55054.
Full textMitt arbete syftar till att ta reda på mer om elevernas tidiga möte med den skönlitterära texten. Jag undersöker i detta arbete hur olika lärare i årskurs 3 arbetar med att lära sina elever att skriva berättande texter, eller berättelser. Då vi befinner oss i ett alltmer digitaliserat samhälle har jag valt att intervjua lärare som varit verksamma olika länge för att få en bild av hur deras synsätt eventuellt påverkats av den ökade användningen av datorer, surfplattor etc. Genom observationer i klassrummet har jag kunnat bilda mig en uppfattning av vad eleverna anser om att skriva berättande texter och på vilket sätt de gör det. Studiens resultat visar att det finns flera metoder som lärarna använder för att undervisa i skrivning när det gäller berättande texter. Resultatet pekar även på att trots att samhället i sig är digitaliserat så har det inte gått riktigt lika fort fram i skolan.
Jackson, Linda Dolores Guardia. "Becoming an activist Chicana teacher : a story of identity making of a Mexican American bilingual educator in Texas /." Connect to this resource, 2009. http://hdl.handle.net/2152/6709.
Full textBruno, Maria Helena Perdigão. "A supervisão pedagógica entre pares: em busca de renovação da prática letiva. Um estudo na disciplina de Português." Master's thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/29975.
Full textPhillips, Matthew. "An Analysis of the Variables in Implementation of the Marzano Causal Teacher Evaluation System in the State of Florida." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6340.
Full textEd.D.
Doctorate
Teaching, Learning and Leadership
Education and Human Performance
Educational Leadership; Executive Track
Parsons, Darryl C. "The application of a technique for enhancing recall to improve learning in the science classroom." Thesis, Curtin University, 2007. http://hdl.handle.net/20.500.11937/25.
Full textParsons, Darryl C. "The application of a technique for enhancing recall to improve learning in the science classroom." Curtin University of Technology, Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=17778.
Full textMiller, Susan Frances 1962. "Vocabulary instruction: Teacher perceptions and classroom observations." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/291918.
Full textKirwan, Lisa. "Under ordningsamma former : En samtalsanalytisk studie av hur lärare och elever konstruerar daglig ordning och agenda i klassrummet." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-354938.
Full textEstablishing and maintaining classroom order among students is a complex task for any teacher, especially for inexperienced teachers who have not yet established their own successful methods. The aim of this study is to analyse how teachers and students construct local order and agenda through empirical observations of everyday classroom interaction. A review of previous research reveals that classroom order can be studied from different perspectives including historical, moral, cultural and constructionist perspectives. This study uses an ethnomethodological perspective and theoretical terms such as directives, reproaches, sanctions, mitigations, upgrades, intersubjectivity and accountability as tools for analysis of interaction. Observations were documented through video recordings and field notes during lessons in two middle school classrooms, from two different schools. The data consists mainly of transcribed interaction from 735 minutes of lesson time. Data has been analysed using Conversations Analysis conventions as well as some aspects of ethnographic methods. Results show that both teachers and students can be observed to construct order by addressing unwanted or disruptive behaviour. Teachers use many different strategies to direct or reproach students, while students appear to mimic some of these when sanctioning their peers. Teachers tend to mitigate their reproaches in various ways, while peers interact in a more unmitigated manner. The main cause for reproach was unwanted noises or talking, along with a variety of other examples such as inattention (addressed by teachers) or cheating (addressed by peers). Teachers also used preventative strategies in anticipation of potential problems. When students attempt to challenge the teacher’s position of power, it can lead to upgraded reproaches or to agenda conflicts which sometimes have no simple solution. This study provides examples of strategies implemented by teachers and students when constructing order and agenda, offering a source of empirical data for practicing educators and a foundation for further research.
Nilsson, Felix. "Möjligheter till främjande av muntlig interaktion i svenskämnet. : En observationsstudie i årkurs 5 och 6." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-88824.
Full textWelander, Rosemarie. "Att skriva tillsammans : En undersökning av elevers syn på samarbete och respons i skrivprocessen i åk 4." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-55169.
Full textThe purpose of this study is to find out what pupils think about writing texts together and how response can create cooperation between pupils when they write texts. Two methods were used in the study. One method was an interview and the other one was an observation. The purpose of the interviews was to find out what the pupils thought about writing texts together and what they thought about response. The purpose of the observations was to see how response was used in the classroom and in what way the pupils cooperated by writing texts together. Another purpose with the observations was to find out how cooperation and response emerges in the interaction between pupils. The result of the study showed that what the pupils thought about cooperation and response was different from how it was in reality. At the same time three different elements behind the cooperation and response between pupils could be found. The three elements was the need to confirm, the need to know (knowledge) and the need to compare texts.
Adewoye, Oluwakemi. "The Effects of Professional Development and Formative Assessment Quality on Students' Self-Regulation in Primary School Mathematics." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5599.
Full textReed-Wright, Karen. "A Paradigm Shift in Professional Development: Weaving Threads of Understandings Through Job-Embedded Coaching for Increased Student Achievement." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1833.
Full textJeavons, Marjorie A. "The identification of academically able underachieving Year 3 children and subsequent systematic observations of their academic lessons." Thesis, University of Wolverhampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323096.
Full textWheeler, Kopf Diane Marie 1962. "Time on task observations in consumer and homemaking classrooms." Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/278398.
Full textHaliti, Donjeta. "Communication in Learner-Centered Classrooms : An explorative study of the communication patterns in two classrooms." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-132083.
Full text