Bibliografie tematiche / Classroom observation

Letteratura scientifica selezionata sul tema "Classroom observation"

Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 25 gennaio 2023

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Articoli di riviste sul tema "Classroom observation"

1

Westberg, Karen L., Francis X. Archambault, Sally M. Dobyns e Thomas J. Salvin. "The Classroom Practices Observation Study". Journal for the Education of the Gifted 16, n. 2 (gennaio 1993): 120–46. http://dx.doi.org/10.1177/016235329301600204.

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The Classroom Practices Observational Study conducted by The National Research Center on the Gifted and Talented (NRC/GT) examined the instructional and curricular practices used with gifted and talented students in regular elementary classrooms throughout the United States. This article describes the procedures used in this study and the results obtained from systematic observations in 46 third or fourth grade classrooms. The observations were designed to determine if and how classroom teachers meet the needs of gifted and talented students in the regular classroom. Two students, one gifted and talented and one average ability student, were selected as target students for each observation day. The Classroom Practices Record (CPR) was developed to document the types and frequencies of differentiated instruction that gifted students receive through modifications in curricular activities, materials, and teacher-student verbal interactions. Descriptive statistics and chi-square procedures were used to analyze the CPR data. The results indicated little differentiation in the instructional and curricular practices, grouping arrangements, and verbal interactions for gifted and talented students in the regular classroom. Across five subject areas and 92 observation days, the observed gifted and talented students experienced no instructional or curricular differentiation in 84% of their instructional activities.
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Sideridis, George. "Direct Classroom Observation: Potential Problems and Solutions". Research in Education 59, n. 1 (maggio 1998): 19–28. http://dx.doi.org/10.1177/003452379805900103.

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Direct classroom observation: potential problems and solutions George Sideridis Direct observation has been the most widely used behavioural assessment method in education. The aim of this article is to define observer bias, drift and reactivity, using examples from the behaviour analytical literature, and suggest ways of controlling them. It concludes that the following recommendations can assist the reliable and accurate recording of student behaviour: (1) train observers intensively until they achieve high levels of reliability and accuracy, (2) use simple observational systems with as few behavioural categories as possible and simple operational definitions, (3) keep observers blind and experimenters double-blind to experimental conditions, subject characteristics, etc., (4) plan periodic training sessions for the observers to re-study the operational definition of behaviours and discuss the problems of the observation situation, (5) inform observers that all their observations are monitored, (6) use ‘real time’ observations and not time-sampling procedures, (7) keep observers motivated and reinforce them for accurate observation, and (8) have observers become part of the classroom environment beforehand.
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Riedel, James, e Ruth Wajnryb. "Classroom Observation Tasks". TESOL Quarterly 29, n. 1 (1995): 207. http://dx.doi.org/10.2307/3587822.

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Militello, Matthew, Lynda Tredway, Lawrence Hodgkins e Ken Simon. "Virtual reality classroom simulations: how school leaders improve instructional leadership capacity". Journal of Educational Administration 59, n. 3 (22 marzo 2021): 286–301. http://dx.doi.org/10.1108/jea-10-2020-0219.

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PurposeThe purpose of this study was to explore the utility of a virtual reality (VR) classroom experience for improving the capacity of instructional leaders. Specifically, school leaders used VR to build their classroom observation and analysis skills to prepare to have more effective post-observation conversations with teachers. The authors provide insights from multiple data points that highlight the affordances of the virtual setting for improving classroom observation skills.Design/methodology/approachDrawing on the application of simulations to practice classroom observations, the authors developed a VR experience in which participants tag observable elements of academic discourse using codes from two observation protocols. The protocols identify elements of equitable student access: how teachers call on students and how they design questions. Seventy-five school leaders used the VR platform to observe a classroom scenario and code evidence of equitable classroom access. The authors analyzed data from tagging in the virtual reality scenario and triangulated these data with survey data focused on observation practices from participants' schools. A reflection component is included on the platform to collect these qualitative data.FindingsThe study results indicate that the virtual reality platform provides an innovative process for leadership professional development focused on building school leaders' capacity to identify elements of academic discourse during classroom observations. Participants reported that the opportunity to practice classroom observations in a risk-free environment was useful. However, for school leaders to fully transfer the data to using in conversations with teachers, they benefit from leadership coaching.Originality/valueThis study ascertains the potential effectiveness of an advanced technology for enhancing instructional leadership by using evidence-based classrooms observations to drive improvements in teaching practice. Beyond the utility of the virtual reality tool, this study provides a proof of concept for the next generation of instructional leadership through teacher observations with augmented reality.
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李, 安然. "Overview of Classroom Observation". Vocational Education 07, n. 04 (2018): 131–36. http://dx.doi.org/10.12677/ve.2018.74023.

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Sullivan, Peter, Judith Mousley e Ann Gervasoni. "Caution: Classroom under observation". Asia-Pacific Journal of Teacher Education 28, n. 3 (novembre 2000): 247–61. http://dx.doi.org/10.1080/713650693.

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Erdmann, Robert M., e Marilyne Stains. "Classroom as Genome: Using the Tools of Genomics and Bioinformatics to Illuminate Classroom Observation Data". CBE—Life Sciences Education 18, n. 1 (marzo 2019): es1. http://dx.doi.org/10.1187/cbe.18-07-0116.

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Classroom observation protocols can provide an exceedingly rich form of data. However, this is a double-edged sword, as researchers often struggle to take full advantage of the detailed data outputs. In this essay, we introduce a new approach to the analysis of classroom observation data, termed “classroom as genome” (CAG). We illustrate how real-time classroom observation data and genomic data can be viewed as quite analogous, both conceptually and in terms of downstream analysis. We provide both abstract and concrete examples of how the tools of genomics and bioinformatics can be applied to classroom observation outputs. We also show how this philosophy of analysis allows for the layering of information from multiple observation protocols onto the same classroom data. The CAG approach enables biology education researchers to explore detailed patterns within observed classrooms in a highly scalable manner.
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Gitomer, Drew, Courtney Bell, Yi Qi, Daniel Mccaffrey, Bridget K. Hamre e Robert C. Pianta. "The Instructional Challenge in Improving Teaching Quality: Lessons from a Classroom Observation Protocol". Teachers College Record: The Voice of Scholarship in Education 116, n. 6 (giugno 2014): 1–32. http://dx.doi.org/10.1177/016146811411600607.

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Background/Context Teacher evaluation is a major policy initiative intended to improve the quality of classroom instruction. This study documents a fundamental challenge to using teacher evaluation to improve teaching and learning. Purpose Using an observation instrument (CLASS-S), we evaluate evidence on different aspects of instructional practice in algebra classrooms to consider how much scores vary, how well observers are able to judge practice, and how well teachers are able to evaluate their own practice. Participants The study includes 82 Algebra I teachers in middle and high schools. Five observers completed almost all observations. Research Design Each classroom was observed 4–5 times over the school year. Each observation was coded and scored live and by video. All videos were coded by two independent observers, as were 36% of the live observations. Observers assigned scores to each of 10 dimensions. Observer scores were also compared with master coders for a subset of videos. Participating teachers also completed a self-report instrument (CLASS-T) to assess their own skills on dimensions of CLASS-S. Data Collection and Analysis For each lesson, data were aggregated into three domain scores, Emotional Support, Classroom Organization, and Instructional Support, and then averaged across lessons to create scores for each classroom. Findings/Results Classroom Observation scores fell in the high range of the protocol. Scores for Emotional Support were in the midlevel range, and the lowest scores were for Instructional Support. Scores for each domain were clustered in narrow ranges. Observers were more consistent over time and agreed more when judging Classroom Organization than the other two domains. Teacher ratings of their own strengths and weaknesses were positively related to observation scores for Classroom Organization and unrelated to observation scores for Instructional Support. Conclusions/Recommendations This study identifies a critical challenge for teacher evaluation policy if it is to improve teaching and learning. Aspects of teaching and learning in the observation protocol that appear most in need of improvement are those that are the hardest for observers to agree on, and teachers and external observers view most differently. Reliability is a marker of common understanding about important constructs and observation protocols are intended to provide a common language and structure to inform teaching practice. This study suggests the need to focus our efforts on the instructional and interactional aspects of classrooms through shared conversations and clear images of what teaching quality looks like.
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Zhao, Yanmin, e James Ko. "How do teaching quality and pedagogical practice enhance vocational student engagement? A mixed-method classroom observation approach". International Journal of Educational Management 34, n. 6 (10 febbraio 2020): 987–1000. http://dx.doi.org/10.1108/ijem-11-2019-0393.

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PurposeThe purpose of this paper is to investigate vocational teaching behaviours in facilitating pedagogical practice concerning students' classroom engagement.Design/methodology/approachA mixed-method approach with quantitative classroom observations and qualitative field notes was conducted at two higher vocational institutions in Guangdong province, south of China. Sixty lesson observations were rated combining with supplementary field notes from 20 teacher participants analysed through a comparative coding process.FindingsMeans of dimensions of teaching behaviours and student engagement were calculated based on taking the averages of the means of items theoretically associated with each dimension. Through thematic analysis of observational notes, vocational instructions and students' engagement in vocational learning environment were more diversified in terms of vocational teaching practice, which manifested that vocational teaching behaviours focused more on adjusting students' practical learning.Research limitationsThe limitation is shown that the quantitative sample is small, yet affords greater depth of data for further discussion.Originality/valueThis study develops its setting and orientation by applying the classroom observation instrument into the Chinese high vocational context and offers more in-depth insights and exploration of the characteristics of teaching practice in vocational classrooms.
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Lei, Xiaoxuan, Hongli Li e Audrey J. Leroux. "Does a teacher’s classroom observation rating vary across multiple classrooms?" Educational Assessment, Evaluation and Accountability 30, n. 1 (11 settembre 2017): 27–46. http://dx.doi.org/10.1007/s11092-017-9269-x.

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Tesi sul tema "Classroom observation"

1

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.

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This dissertation comprises two manuscripts formatted for publication, preceded by a brief introduction to the dissertation project. The first manuscript addresses the recent history and development of peer observation in the United States and synthesizes the body available peer observation scholarship. Five fundamental elements of peer observation (design, community, control, training, reflection) are put forth as a nexus at which meaningful and formative peer observation can be undertaken. A selection of empirically based methods for conducting peer observation is also presented. The second manuscript is a mixed-methods descriptive study of the five fundamentals of peer observation. Three academic departments at a large land-grant university were identified, via questionnaire, as having programs of peer observation that aligned with attributes of the five fundamentals. These academic departments participated in individual case studies designed to bring-about a description of the five fundamentals as they were and were not manifest in authentic university/college contexts.
Ph. D.
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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.

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Payne, Elizabeth T. "Implementing Walkthroughs: One School's Journey". Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/30049.

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In order to support the new mission of education where students achieve at high levels, schools need infrastructure, in terms of processes, procedures, and capacity building, to support the collaboration between administrative instructional leadership and teachers' professional development with the goal of student learning and achievement. Walkthroughs are a tool used throughout school districts with a limited base of research. This mixed methods case study describes one middle school's journey with walkthroughs. This dissertation explores and describes three main aspects of walkthroughs: process, perspectives, and recommendations. Administrators and teachers shared their experiences through personal interviews, focus group interviews, the Concerns Based Adoption Model Stages of Concern Questionnaire, and documents. Findings suggest that classroom walkthroughs work best in school climates that have an established level of trust between administrators and teachers. Walkthroughs, with classroom observations led by all teachers in the school, allow teachers to engage in professional dialogue about expectations for teaching and learning for all students in all content settings. Walkthroughs are a process that takes time to implement, should be ongoing, and require a transparent flexible process to meet individual school needs. If the need or expectation is to change teaching practices, then teachers need to be involved in all aspects of instructional supervision in collaboration with administrators on a continual basis.
Ed. D.
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Howard, Amanda Jane. "Teacher appraisal : the impact of observation on teachers’ classroom behaviour". Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/3728/.

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This thesis is based on three English language teacher case studies located in the Middle East where classroom discourse has been analysed in order to establish the impact that an appraisal observer has on teachers‘ behaviour. The literature suggests that the presence of an observer alters events in the classroom, but to date there has not been any research into the nature of these changes which draws on transcripts of observed lessons. Each teacher recorded a model (observed) and a pedagogic (non–observed) lesson with similar parameters so that they could be compared, and commonalities and differences identified. The teachers were then interviewed in order to establish their understanding of the salient features of appraisal observations, as were three supervisors responsible for observing teachers in similar contexts. Transcripts of the lessons were analysed using SETT (Walsh, 2006), and the interview data was also transcribed and evaluated. The results indicate that there are significant differences between model and pedagogic lessons in terms of the external factors (planning, sequencing, interaction, amount of administration, student use of L1). However, the internal factors (the features of ongoing verbal interaction between teacher and students in the classroom) remain fundamentally the same whether or not an observer is present, although the teacher demonstrates greater control in a model lesson. By analysing transcripts of classroom interaction, this research indicates what happens in the classroom when teachers are being observed, providing data to confirm existing claims about observer effects, and suggesting that the learner role is greater than originally thought. The importance of observer training is identified, as well as the need for a fundamental review of observation, encompassing all parties involved, if it is to be a true reflection of the classroom behaviour of the teacher being observed.
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Sousa, 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.

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Kofler, 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.

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Meta-analysis of 23 between-group direct observation studies of children with ADHD and typically developing peers indicates significant deficiencies in children with ADHD's ability to pay attention in classroom settings. Comparison with 59 single case design studies of children with ADHD suggests generalizability of between-group comparisons. Weighted regression analysis determined that several methodological differences – sample characteristics, diagnostic procedures, and observational coding schema – have significant effects on observed levels of attentive behavior in the classroom. Best case estimation indicates that after accounting for these factors, children with ADHD are on-task approximately 65% of the time compared to 85% for their classroom peers. Children with ADHD were also more variable in their attentive behavior across studies. Implications for conceptual models of ADHD are discussed.
M.S.
Department of Psychology
Arts and Sciences
Psychology
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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.

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Thesis (M.S.)--Missouri University of Science and Technology, 2008.
Vita. The entire thesis text is included in file. Title from title screen of thesis/dissertation PDF file (viewed June 18, 2009) Includes bibliographical references.
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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.

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The present study primarily aims to explore the English language (EL) teachers’ current practices and their experiences of teacher evaluation, and how these are related to the introduction of peer observation of teaching (POT) in the Malaysian university system. Then, it aims to explore the possibilities and challenges faced by Malaysian universities in introducing peer observation. The participants of the study were determined by 2 stages of the research design. In Stage 1, from 10 different universities around Malaysia, 72 teachers completed the online questionnaire and eight semi-structured interview were conducted. In Stage 2, at the university where the study was conducted, 24 participants completed the after-workshop questionnaire and ten observations as well as eight semi-structured interview were carried out. Quantitative data were analysed using SPSS descriptive statistics while qualitative data were transcribed and then analysed using thematic content analysis. The findings on teacher evaluation revealed that there was teacher evaluation in place at every university involved in the survey. However, there seemed to be some major shortcomings that need to be addressed. Shortcomings such as teachers were not reminded of the real purposes of each evaluation undertaken, some evaluations were wasted because they were not studied, and teachers were not given ownership in setting out the suitable methods for evaluation. The findings on peer observation revealed that teachers had different understanding about it. Through the intervention study, it was discovered that the tone of the discussion between teachers were sometimes calm and celebrating, whilst some were critical and judgemental. The findings also showed that introduction of peer observation may be possible at the university under study provided the purposes were for developmental. However, teachers still had the feeling of nervousness and being judgemental about the whole process because of the common top-down approach. The findings from the study have provided several implications for the improvement of the existing EL teacher evaluation in particular, as well as evaluation of teachers of other subjects in general. In addition, the findings have also provided several implications for the introduction of peer observation especially to the university managements and the teachers in particular. The current study also contributes to knowledge by proposing: i) a model for teacher evaluation, and ii) one plan for the procedure of peer observation of teaching; which can be adjusted according to the suitability of any given context.
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Barrios, 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.

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Zylich, 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.

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We explore how to automatically detect specific phrases in audio from noisy, multi-speaker videos using deep neural networks. Specifically, we focus on classroom observation videos that contain a few adult teachers and several small children (< 5 years old). At any point in these videos, multiple people may be talking, shouting, crying, or singing simultaneously. Our goal is to recognize polite speech phrases such as "Good job", "Thank you", "Please", and "You're welcome", as the occurrence of such speech is one of the behavioral markers used in classroom observation coding via the Classroom Assessment Scoring System (CLASS) protocol. Commercial speech recognition services such as Google Cloud Speech are impractical because of data privacy concerns. Therefore, we train and test our own custom models using a combination of publicly available classroom videos from YouTube, as well as a private dataset of real classroom observation videos collected by our colleagues at the University of Virginia. We also crowdsource an additional 1152 recordings of polite speech phrases to augment our training dataset. Our contributions are the following: (1) we design a crowdsourcing task for efficiently labeling speech events in classroom videos, (2) we develop a neural network-based architecture for speech recognition, robust to noise and overlapping speech, and (3) we explore methods to synthesize new and authentic audio data, both to increase the training set size and reduce the class imbalance. Finally, using our trained polite speech detector, (4) we investigate the relationship between polite speech and CLASS scores and enable teachers to visualize their use of polite language.
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Più fonti

Libri sul tema "Classroom observation"

1

King, Sheila. Classroom observation. London: University of London, Institute of Education, 1996.

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O’Leary, Matt. Classroom Observation. Second edition. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315630243.

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Systematic classroom observation. London: Falmer Press, 1986.

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Walker, Rob. A guide to classroom observation. London: Routledge, 1990.

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An introduction to classroom observation. London: Routledge, 2002.

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An introduction to classroom observation. Milton Park, Abingdon, Oxon: Routledge, 2012.

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Observation in the language classroom. London: Longman, 1988.

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C, Wragg E. An introduction to classroom observation. 2a ed. London: Routledge, 1999.

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An introduction to classroom observation. London: Routledge, 1994.

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Positive teacher appraisal through classroom observation. London: D. Fulton Publishers, 1999.

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Capitoli di libri sul tema "Classroom observation"

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O’Leary, Matt. "Classroom observation in context". In Classroom Observation, 3–21. Second edition. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315630243-1.

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O’Leary, Matt. "Lesson study". In Classroom Observation, 192–205. Second edition. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315630243-10.

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O’Leary, Matt. "Conclusion". In Classroom Observation, 206–8. Second edition. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315630243-101.

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O’Leary, Matt. "A review of classroom observation in the English education system". In Classroom Observation, 22–42. Second edition. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315630243-2.

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O’Leary, Matt. "Typologies of classroom observation". In Classroom Observation, 43–66. Second edition. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315630243-3.

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O’Leary, Matt. "Classroom observation as a method for studying teaching and learning". In Classroom Observation, 69–96. Second edition. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315630243-4.

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O’Leary, Matt. "What is learning? What is teaching? Can we really observe them?" In Classroom Observation, 97–113. Second edition. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315630243-5.

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O’Leary, Matt. "Being an effective teacher". In Classroom Observation, 114–33. Second edition. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315630243-6.

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O’Leary, Matt. "Classroom observation as a tool for expansive professional learning". In Classroom Observation, 137–56. Second edition. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315630243-7.

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O’Leary, Matt. "Peer-based models of observation". In Classroom Observation, 157–76. Second edition. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315630243-8.

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Atti di convegni sul tema "Classroom observation"

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Bai, Hashi, Greydon Buckley, Mark Howard e Edward Lank. "Tracking Observations: Using Handhelds and Computers for Classroom Observation Logging". In First International Conference on the Digital Society (ICDS'07). IEEE, 2007. http://dx.doi.org/10.1109/icds.2007.41.

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McIntush, Karen. "Examining STEM Classrooms Through a Virtual Classroom Observation Protocol During COVID-19". In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1893222.

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Graham McIntush, Karen. "Examining STEM Classrooms Through a Virtual Classroom Observation Protocol During COVID-19". In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1893222.

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Duraisamy, Prakash, James Van Haneghan, Jude Thomas, Ramya Sri Gadaley e Jackson. "Online Classroom Enagement Observation using Deep Learning". In 2020 IEEE Learning with MOOCS (LWMOOCS). IEEE, 2020. http://dx.doi.org/10.1109/lwmoocs50143.2020.9234339.

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Liao, Yanling, Bo Zhao e Jun Wang. "Instructional Strategies Study Via Classroom Observation of MOOC". In 2016 International Forum on Management, Education and Information Technology Application. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ifmeita-16.2016.75.

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Martinez Vargas, Ana Elena, e Sara Redondo Duarte. "TEACHERS’ ATTITUDES TOWARD CLASSROOM OBSERVATION: THE AFFECTIVE COMPONENT". In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1997.

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Khan, Muhammed S., e Imran Zualkernan. "Using Convolutional Neural Networks for Smart Classroom Observation". In 2020 International Conference on Artificial Intelligence in Information and Communication (ICAIIC). IEEE, 2020. http://dx.doi.org/10.1109/icaiic48513.2020.9065260.

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Ramakrishnan, Anand, Erin Ottmar, Jennifer LoCasale-Crouch e Jacob Whitehill. "Toward Automated Classroom Observation: Predicting Positive and Negative Climate". In 2019 14th IEEE International Conference on Automatic Face & Gesture Recognition (FG 2019). IEEE, 2019. http://dx.doi.org/10.1109/fg.2019.8756529.

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White, Mark. "Bringing the Theory and Measurement Into Alignment: Classroom Observation Systems". In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1883464.

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Astyowati, Dewi Ramadhani, e Karwanto Karwanto. "The Implementation of Classroom Observation Supervision In Senior High School". In Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-18.2018.35.

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Rapporti di organizzazioni sul tema "Classroom observation"

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Filmer, Deon, Ezequiel Molina e Waly Wane. Identifying Effective Teachers: Lessons from Four Classroom Observation Tools. Research on Improving Systems of Education (RISE), agosto 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/045.

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Four different classroom observation instruments—from the Service Delivery Indicators, the Stallings Observation System, the Classroom Assessment Scoring System, and the Teach classroom observation instrument—were implemented in about 100 schools across four regions of Tanzania. The research design is such that various combinations of tools were administered to various combinations of teachers, so these data can be used to explore the commonalities and differences in the behaviors and practices captured by each tool, the internal properties of the tools (for example, how stable they are across enumerators, or how various indicators relate to one another), and how variables collected by the various tools compare to each other. Analysis shows that inter-rater reliability can be low, especially for some of the subjective ratings; principal components analysis suggests that lower-level constructs do not map neatly to predetermined higher-level ones and suggest that the data have only a few dimensions. Measures collected during teacher observations are associated with student test scores, but patterns differ for teachers with lower versus higher subject content knowledge.
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Filmer, Deon, Ezequiel Molina e Waly Wane. Identifying Effective Teachers: Highlights from Four Classroom Observation Tools. Research on Improving Systems of Education (RISE), febbraio 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/038.

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Teachers explain a significant share of variation across students’ achievement (Araujo et al., 2016; Bold et al., 2019; Dobbie and Fryer, 2013). But these achievements are poorly correlated with teachers’ observable characteristics including age, gender, education, experience, and hours in the school (Aaronson et al., 2007; Kane and Staiger, 2008; Rockoff et al., 2008). This suggests there could be other factors such as teachers’ content knowledge, pedagogical knowledge, classroom behaviour, and other practices that are potentially important determinants of students’ academic performance. There is growing interest in understanding these factors and exploring how they impact student learning. This has led to an increase in the development and use of structured classroom observation tools to observe, analyse, and measure teaching and learning practices within classrooms. These tools have provided information on current teaching practices and improvements over time.
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Filmer, Deon, Ezequiel Molina e Waly Wane. Identifying Effective Teachers: Lessons from Four Classroom Observation Tools. Research on Improving Systems of Education (RISE), agosto 2020. http://dx.doi.org/10.35489/bsg-risewp_2020/045.

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Armas, Elvira, e Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.
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Hollingsworth, Hilary, e Debbie Wong. Teacher development multi-year studies. Using classroom observations to investigate and understand teaching quality: Initial lessons learned. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-676-5.

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This paper presents some initial lessons learned about the use of classroom observation data as a key form of evidence regarding improved teaching quality in a multi-year teacher development study series. This study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves the investigation of teacher development initiatives that are primarily designed to support the implementation of new primary curriculum in Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. The overall aim of the study series is to understand the extent to which the Australian investment has improved teaching quality and student learning. This paper discusses the processes used to design, implement, analyse and report classroom observation data in the Laos study, and key lessons learned about these that could be applied to other contexts and programs.
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Bertoni, Eleonora, Gregory Elacqua, Carolina Méndez e Humberto Santos. Teacher Hiring Instruments and Teacher Value Added: Evidence from Peru. Inter-American Development Bank, dicembre 2020. http://dx.doi.org/10.18235/0003123.

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In this article, we explore whether the evaluation instruments used to recruit teachers in the national teacher hiring process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers in 2018 and test for their correlation with the results of the 2015 and 2017 national evaluations. Our findings indicate that among the three sub-tests that comprise the first, centralized stage of the process, the curricular and pedagogical knowledge component has the strongest (and significant) correlation with the TVA measure, while the weakest correlation is found with the reading comprehension component. At the second, decentralized stage, we find no significant correlation with our measures of TVA for math, as well as non-robust correlations for the professional experience and classroom observation evaluation instruments. A positive and significant correlation is found between the classroom observation component and TVA for reading. Moreover, we find correlations between our measure of TVA and several teacher characteristics: TVA is higher for female teachers and for those at higher salary levels while it is lower for teachers with temporary contracts (compared to those with permanent positions).
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Sitabkhan, Yasmin, Matthew C. H. Jukes, Eileen Dombrowski e Indrah Munialo. Differentiated Instruction in Multigrade Preprimary Classrooms in Kenya. RTI Press, dicembre 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0084.2212.

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There is little evidence of how differentiated instruction is being implemented, if at all, in low- and middle-income contexts, which often have unique challenges such as availability of resources and large class sizes. In this paper, we present the results of a qualitative study in eight multigrade preprimary classrooms in Kenya. We used classroom observations and teacher interviews to understand how teachers approached differentiation during language and mathematics lessons, including understanding why teachers were making the moves we observed. All teachers differentiated instruction to some extent in our findings, and we provide detailed descriptions of the ways that teachers adapted content to fit the needs of their students. We also provide recommendations, including how to support teachers in creating activities that are appropriate for different abilities of students in the same classrooms, and suggest next steps for research in this area.
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Korobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, Daryna O. Holub, Nataliia V. Zinukova, Tetyana L. Kozhushkina e Sergei B. Vakarchuk. Google cloud services as a way to enhance learning and teaching at university. [б. в.], luglio 2020. http://dx.doi.org/10.31812/123456789/3854.

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The article is devoted to the issue of a cloud-based learning system implementation as a powerful strategy for future specialists’ training at higher educational establishments. Using cloud computing in self-work management of the university courses is essential to equip students with a workload of appropriate educational materials and variable activities for professional training. Theoretical and empirical research methods were applied to select the appropriate services and tools for organizing students’ self-work at university. Critical analysis of scientific literature, synthesis of the data, didactic observation of the educational process, designing of the skeleton for university courses, questionnaires enabled to facilitate the study of the issue. G Suite has been chosen to enhance the quality of training of prospective specialists at a higher educational establishment. This paper introduces the outcomes of the project on applying Google Classroom in the management of students’ self-work while studying university courses. The focus of the first stage of the project was on testing pilot versions of the courses with the aim to work out the requirements and recommendations for incorporation general blended learning model of university courses. Particular attention is drawn to the designed model of the university course based on the curriculum with the necessary components of blended learning in the G Suite virtual environment. Cloud-based higher education is considered as a prospective tool for design of university courses with the need for further research and implementation.
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Bacher-Hicks, Andrew, Mark Chin, Thomas Kane e Douglas Staiger. An Evaluation of Bias in Three Measures of Teacher Quality: Value-Added, Classroom Observations, and Student Surveys. Cambridge, MA: National Bureau of Economic Research, giugno 2017. http://dx.doi.org/10.3386/w23478.

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Piper, Benjamin, Yasmin Sitabkhan, Jessica Mejia e Kellie Betts. Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization. RTI Press, maggio 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0053.1805.

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This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.
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