Articoli di riviste: "Classroom observation"

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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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Reinholz, Daniel L., e Niral Shah. "Equity Analytics: A Methodological Approach for Quantifying Participation Patterns in Mathematics Classroom Discourse". Journal for Research in Mathematics Education 49, n. 2 (marzo 2018): 140–77. http://dx.doi.org/10.5951/jresematheduc.49.2.0140.

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Equity in mathematics classroom discourse is a pressing concern, but analyzing issues of equity using observational tools remains a challenge. In this article, we propose equity analytics as a quantitative approach to analyzing aspects of equity and inequity in classrooms. We introduce a classroom observation tool that focuses on relatively low-inference dimensions of classroom discourse, which are cross-tabulated with demographic markers (e.g., gender, race) to identify patterns of more and less equitable participation within and across lessons. We argue that equity analytics can support researchers and practitioners in identifying subtle patterns of inequity in classroom discourse. As we show, even in classrooms with highly experienced, equityminded teachers, subtle inequities can emerge that are detectable through this quantitative methodology. To conclude, we discuss how equity analytics can complement qualitative approaches in the study of equity and inequity in classrooms.

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Falk, Julia S., e Dick Allwright. "Observation in the Language Classroom". Language 66, n. 1 (marzo 1990): 183. http://dx.doi.org/10.2307/415295.

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Casabianca, Jodi M., J. R. Lockwood e Daniel F. McCaffrey. "Trends in Classroom Observation Scores". Educational and Psychological Measurement 75, n. 2 (22 giugno 2014): 311–37. http://dx.doi.org/10.1177/0013164414539163.

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Cassady, Jerrell C., Kristie L. Speirs Neumeister, Cheryll M. Adams, Tracy L. Cross, Felicia A. Dixon e Rebecca L. Pierce. "The differentiated classroom observation scale". Roeper Review 26, n. 3 (marzo 2004): 139–46. http://dx.doi.org/10.1080/02783190409554259.

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Swank, Paul R., Ronald D. Taylor, Michael P. Brady e H. Jerome Freiberg. "Sensitivity of Classroom Observation Systems". Journal of Experimental Education 57, n. 2 (gennaio 1989): 171–86. http://dx.doi.org/10.1080/00220973.1989.10806504.

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Burkhardt, Hugh. "Classroom observation in courseware development". International Journal of Educational Research 17, n. 1 (gennaio 1992): 87–97. http://dx.doi.org/10.1016/0883-0355(92)90044-7.

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Edmondson, Willis. "Observation in the language classroom". System 17, n. 2 (gennaio 1989): 270. http://dx.doi.org/10.1016/0346-251x(89)90039-0.

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Block, David Martin. "Authentic video and classroom observation". System 21, n. 1 (febbraio 1993): 49–67. http://dx.doi.org/10.1016/0346-251x(93)90006-3.

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Bell, Courtney A., Marjoleine J. Dobbelaer, Kirsti Klette e Adrie Visscher. "Qualities of classroom observation systems". School Effectiveness and School Improvement 30, n. 1 (23 novembre 2018): 3–29. http://dx.doi.org/10.1080/09243453.2018.1539014.

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Sheal, P. "Classroom observation: training the observers". ELT Journal 43, n. 2 (1 aprile 1989): 92–104. http://dx.doi.org/10.1093/elt/43.2.92.

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Farah, Yara N., e Kimberley L. Chandler. "Structured Observation Instruments Assessing Instructional Practices With Gifted and Talented Students: A Review of the Literature". Gifted Child Quarterly 62, n. 3 (9 marzo 2018): 276–88. http://dx.doi.org/10.1177/0016986218758439.

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Teaching and learning are part of a complex interaction between teachers and students. Educational leaders cannot improve the teaching and learning process without quality measurement of effective teaching. One way to capture this complex interaction is by using structured observations. However, the extant literature on classroom observation instruments in the field of gifted education is limited. For that reason, a systematic search was undertaken to identify the observation instruments for assessing instructional practices used with gifted and talented students. In this article, eight observation instruments were identified: (a) Rating Scale of Significant Behaviors in Teachers of the Gifted, (b) Kulieke’s adaptation of the Rating Scale of Significant Behaviors in Teachers of the Gifted, (c) Teaching Observation Form (TOF; also known as Purdue Observation Form), (d) Classroom Practices Record (CPR), (e) Classroom Practices Record–Form VA (CPR-Form VA), (f) Classroom Instructional Practices Scale (CIPS), (g) Classroom Observation Scales–Revised (COS-R), and (h) Differentiated Classroom Observation Scale (DCOS). The instruments are described in terms of developmental process, purpose, and any reliability and validity evidence reported. This systematic search has shown the need for a new observation instrument that is comprehensive and closely tied to professional standards.

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Wilhelm, Anne Garrison, e Sungyeun Kim. "Generalizing From Observations of Mathematics Teachers' Instructional Practice Using the Instructional Quality Assessment". Journal for Research in Mathematics Education 46, n. 3 (maggio 2015): 270–79. http://dx.doi.org/10.5951/jresematheduc.46.3.0270.

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One crucial question for researchers who study teachers' classroom practice is how to maximize information about what is happening in classrooms while minimizing costs. This report extends prior studies of the reliability of the Instructional Quality Assessment (IQA), a widely used classroom observation toolkit, and offers insight into the often asked question: “What is the number of observations required to reliably measure a teacher's instructional practice using the IQA?” We found that in some situations, as few as three observations are needed to reliably measure a teacher's instructional practice using the IQA. However, that result depends on a variety of other factors.

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Zaenab Hanim, Rabiyatun Ummu Kaltsum A e Rahmat Soe’oed. "IMPLEMENTATION OF FLIPPED CLASSROOM TO INCREASE STUDENT ACTIVITY, MOTIVATION, AND LEARNING OUTCOMES IN THE INTEGRATED GOVERNMENT GRADUATE PROGRAM (S1 PIN) MULAWARMAN UNIVERSITY". Pendas Mahakam : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar 6, n. 2 (27 gennaio 2022): 56–63. http://dx.doi.org/10.24903/pm.v6i2.875.

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Lectures become the center of learning who dominate the activities in traditional classrooms. Most of the learning time in the classroom is spent on lecturing than students' activities which causes a lack of motivation in learning. The study aims to: 1) increase activities of both the lecture and students by implementing Flipped Classroom; 2) to increase students' motivation by implementing Flipped Classroom; 3) to increase students' learning achievement by implementing Flipped Classroom. The study used a classroom action research methodology which consisted of 3 cycles. There were four stages in the research: planning, implementation, observation, and reflection. Data of the study consisted of 1) activities data of both lecture and students through observation and documentation; 2) students' motivation data through online questionnaires on Google Form and observation; 3) learning achievement through an online quiz on Edmodo. At the end of Cycle III, it was found out that there was an increase in activities of both lecture and students, student motivation, and learning achievement by implementing Flipped Classroom.

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Algayres, Muriel, Olga Timcenko e Evangelia Triantafyllou. "Development and use of a Playful Learning Observation Tool (PLOT) for Active Game-based Learning in Physical Classroom Situations". European Conference on Games Based Learning 16, n. 1 (29 settembre 2022): 28–37. http://dx.doi.org/10.34190/ecgbl.16.1.713.

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This study presents the development and implementation of a qualitative observation tool for in-class observation of courses employing game-based learning (GBL), and playful learning situations. The design of the observation model exploits a literature review of classroom observation models, of cognitive psychology motivation scales, and of GBL evaluation models. It integrates relevant elements from these domains to offer an observation model for GBL implementation. In this model, in-class observations are coded and analysed for GBL effectiveness and potential to support intrinsic motivation in students. The model was then used in two courses using different forms of GBL (one digital cooperative multiplayer game, one analog board game). Observations were coded using NVivo and distributed according to type of motivation and type of motivated learning tasks. Due to Covid19 restrictions and the difficulties of finding in-person classes, only two courses were examined using the model. The model appeared efficient in both observational situations, and the coding confirmed previous studies to the potential of GBL to sustain students’ intrinsic motivation. The observations also showed that preparedness of students to the specific contents of the game reduced risk of amotivation and disengagement in students. The study allows us to reflect on best practices for GBL implementation and evaluation and how better understanding of in-class interactions during playful learning could enable educators and teachers to make better informed choices to implementing GBL. While there are many templates for classroom observation and GBL evaluation, there is a lack of dedicated observation models, that offer clear guidelines for qualitative data gathering in live, in-person classroom situations. This study aims at providing a specific tool to that purpose.

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Yulianawati, Ida. "THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS". Wiralodra English Journal 2, n. 2 (5 luglio 2019): 184–98. http://dx.doi.org/10.31943/wej.v2i2.35.

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The paper concerns with investigating classroom interaction especially the classroom language used by teacher and students in teaching learning process in one Junior High School in Indramayu. Teacher’s talk signals the classroom language that is used by the teacher in the classroom throughout the class periods. Meanwhile, students’ talk signal classroom language that is used by the students. The study employs qualitative interaction analysis method involving fifty nine students and two teachers in two different classrooms. The data are gathered through non-participant observation and video recording. Classroom observations were conducted to gain the data concerning classroom interaction in teaching learning process. The data collecting was separated into twelve categories and analyzed using Flint (Foreign Language Interaction analysis) system adopted from Moscowitz that is widely used to investigate classroom interaction. The findings of this study showed that there are various verbal interactions used in classroom interaction. The data showed that the use of classroom language motivate students to speak and encourage the students to share their idea. But the data also showed that there are many obstacles in using classroom language. So it needs more effort from teachers and students to make classroom language familiar in the classroom.

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Yulianawati, Ida. "THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS". Wiralodra English Journal 2, n. 2 (1 settembre 2018): 184–98. http://dx.doi.org/10.31943/wej.v2i2.361.

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The paper concerns with investigating classroom interaction especially the classroom language used by teacher and students in teaching learning process in one Junior High School in Indramayu. Teacher’s talk signals the classroom language that is used by the teacher in the classroom throughout the class periods. Meanwhile, students’ talk signal classroom language that is used by the students. The study employs qualitative interaction analysis method involving fifty nine students and two teachers in two different classrooms. The data are gathered through non-participant observation and video recording. Classroom observations were conducted to gain the data concerning classroom interaction in teaching learning process. The data collecting was separated into twelve categories and analyzed using Flint (Foreign Language Interaction analysis) system adopted from Moscowitz that is widely used to investigate classroom interaction. The findings of this study showed that there are various verbal interactions used in classroom interaction. The data showed that the use of classroom language motivate students to speak and encourage the students to share their idea. But the data also showed that there are many obstacles in using classroom language. So it needs more effort from teachers and students to make classroom language familiar in the classroom.

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Masitowarni Siregar. "Classroom Management of Senior and Yunior English Teachers in Medan". Britain International of Humanities and Social Sciences (BIoHS) Journal 2, n. 2 (26 giugno 2020): 623–31. http://dx.doi.org/10.33258/biohs.v2i2.293.

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The purpose of the study was to find out the differences between the classroom management performed by the senior and yunior teachers in teaching English at senior High School in Medan. This is a descriptive qualitative study. The respondents of the research were 28 English teachers of Yunior and Senior High School in Medan. Questionnaire and Observation sheet were used to collect the data on the teachers classroom management. The result of the study shows that senior English teachers perform more aspects of Classroom management. They perform 18 point from 20 points aspect.. Junior English teacher get 17 point. Although senior teachers perfom only show slightly more aspect of classromm management but for the quality of classroom management they perform better due to the longer experience of teaching. For junior English teacher they perform more enthusiastics energy, although it is clear that they have to study more on the behavior and attitude expected in the classrooms.

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Sommer, Marni. "Insights from the classroom". Journal of Practice Teaching and Learning 10, n. 3 (20 dicembre 2012): 6–16. http://dx.doi.org/10.1921/jpts.v10i3.249.

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A novel approach to expand ing student training in graduate masters of public health is to incorporate ethnographic methodological training, both observation and fieldwork, into courses teaching students about structural and environmental factors impacting on health outcomes. One such course is offered at the Mailman School of Public Health, Columbia University, where a course entitled ‘Structural Approaches in Global Health’ has both extended students’ prior methodological training, while also harnessing students’ insightful observations from their fieldwork and analysis of the New York City public health landscape.

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SANIR, Hanifi, Tamer KARAKOÇ e Ufuk ÖZKUBAT. "Teaching Practices in Inclusive Classrooms from the Perspective of Primary School Teacher Candidates: An Observation Study". International Journal of Psychology and Educational Studies 9, n. 4 (20 ottobre 2022): 1244–56. http://dx.doi.org/10.52380/ijpes.2022.9.4.878.

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As a result of the nature and outcomes of classroom education, questions concerning what constitutes successful teaching persist. This study intends to characterize, from the perspective of primary school teacher candidates, the practices of primary school teachers in terms of effective instruction in inclusive classrooms. Observations of nonparticipants were used to collect qualitative data for this study. The research study group consists of the final-year primary school teaching students and the teachers at the schools where these students do their internships. Students' observations yielded qualitative data that was examined using content analysis. The study revealed that classroom teachers are deficient in their use of teaching tactics, particularly in adjusting instruction, classroom management, and behavior management. The acquired results were reviewed within the context of the issues encountered by classroom teachers in terms of successful teaching in inclusive classrooms and the suitability of undergraduate programs that prepare teachers for general education.

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Reinke, Wendy M., Melissa Stormont, Keith C. Herman, Sean Wachsmuth e Lori Newcomer. "The Brief Classroom Interaction Observation–Revised". Journal of Positive Behavior Interventions 17, n. 3 (2 marzo 2015): 159–69. http://dx.doi.org/10.1177/1098300715570640.

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Cockburn, John. "Perspectives and politics of classroom observation". Research in Post-Compulsory Education 10, n. 3 (ottobre 2005): 373–88. http://dx.doi.org/10.1080/13596740500200211.

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Franklin, Elda E. "Assessing Teaching Artists Through Classroom Observation". Teaching Artist Journal 3, n. 3 (settembre 2005): 148–57. http://dx.doi.org/10.1207/s1541180xtaj0303_2.

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Stipek, Deborah, e Patricia Byler. "The early childhood classroom observation measure". Early Childhood Research Quarterly 19, n. 3 (luglio 2004): 375–97. http://dx.doi.org/10.1016/j.ecresq.2004.07.007.

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Shahzadi, Afshan, e Sadia Irshad. "Perception of Corrective Feedback in Pakistani ESL Universities Classroom". Global Language Review VII, n. II (30 giugno 2022): 395–417. http://dx.doi.org/10.31703/glr.2022(vii-ii).33.

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Scholars' findings on corrective feedback in their empirical studies show the use of written or oral corrective feedback in university classrooms. The study focuses on examining the effectiveness and learners' perception of oral O/WCF respectively in the university classroom to check to what extent written and oral OCF are used with L2 learners at the BS level and the second aim is based on learners' perceptions, which feedback is viewed more effective and why? Observation data were collected from the classroom. Six lessons have been observed using a structured observation checklist. For OCF teacher-learner interaction has been observed. Observational points were noted in the checklist and WCF learners' assignments have been assessed. Semi-Structured interviews were conducted to know the perceptions of the learners. The study employed a Mixed Method Research approach with a pragmatism paradigm. The findings of this study show, teachers use OCF more compare to WCF. Learners found WCF more effective than OCF.

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Rahman, Md Mehadi. "Exploring Teachers Practices of Classroom Assessment in Secondary Science Classes in Bangladesh". Journal of Education and Learning 7, n. 4 (20 luglio 2018): 274. http://dx.doi.org/10.5539/jel.v7n4p274.

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The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.

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Juarez, Brandon C., e Meredith Critchfield. "Virtual Classroom Observation: Bringing the Classroom Experience to Pre-Service Candidates". American Journal of Distance Education 35, n. 3 (11 gennaio 2021): 228–45. http://dx.doi.org/10.1080/08923647.2020.1859436.

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Büyükturan, Esin Bağcan, e Ayşe Şireci. "Using Classroom Observation Scores Instead of Test Scores as Criterion in the Estimation of Discrimination Index". Journal of Education and Training Studies 6, n. 7 (25 maggio 2018): 55. http://dx.doi.org/10.11114/jets.v6i7.3191.

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Item discrimination index, which indicates the ability of the item to distinguish whether or not the individuals have acquired the qualities that are evaluated, is basically a validity measure and it is estimated by examining the fit between item score and the test score. Based on the definition of item discrimination index, classroom observation scores were used in this study instead of test scores as the indication of having the tested quality.In the framework of the study, a 25-item multiple-choice test prepared in the context of 8th grade Mathematics Unit "Multipliers and Multiples" was administered to a total of 109 8th graders (44 females, 65 males) studying in 4 separate classrooms of Ömer Nasuhi Bilmen Secondary School in Şanlıurfa Province. Furthermore, these students’ Mathematics teachers were asked to observe and score students during the unit and the obtained observation scores were used as external criterion in estimating the discrimination index. By using this criterion, fit values estimated with the help of upper and lower groups consisting of 27% from the extremes of the criterion score distribution and biserial correlation were compared with the traditional conditions where test scores were utilized. It was found that item discrimination indices based on classroom observations were higher than those based on test scores in both of the discrimination indices estimated via upper-lower 27% groups and biserial correlation. This finding was discussed to be related to the fact that while classroom observation scores were an external validity criterion, test scores were composed of items whose discrimination values were calculated. The finding also demonstrated that classroom observation scores were more rigid and eliminative than test scores in terms of discrimination.

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Law, James, Josie Tulip, Helen Stringer, Maria Cockerill e Julie Dockrell. "Teachers observing classroom communication: An application of the Communicating Supporting Classroom Observation Tool for children aged 4–7 years". Child Language Teaching and Therapy 35, n. 3 (22 agosto 2019): 203–20. http://dx.doi.org/10.1177/0265659019869792.

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The nature of ‘Teacher talk’ is likely to have a considerable bearing on the child’s learning but measuring the communication environment in the classroom can present challenges. One tool which does this is the Communication Supporting Classroom Observation Tool (CSCOT). Initial use suggested that it was valid and reliably used by specialists (psychologists and speech and language therapists) and special educational needs coordinators (SENCOs). A key question is whether it can be used routinely by classroom teachers and whether results coincide with those in earlier studies. CSCOT observations were carried out by teachers in 33 schools (32 Reception classrooms, 25 in Year 1 and 25 in Year 2) in two local authorities in the North East of England and teachers were asked afterwards to reflect on their experiences using the tool. Scores were in line with those in earlier studies and were consistently higher on all dimensions for reception compared to Year 2, but there was no difference between other year groups. Results were mostly consistent with the original studies. Language learning environment was higher relative to both language learning opportunities and interactions across all years (which again did not differ). There was a moderate interaction between language learning environment where scores were significantly higher in the Reception group and lower in the Year 2 group. Teachers supported the use of the CSCOT in their feedback, suggesting that CSCOT was easy to use and useful in informing practice. The CSCOT clearly has utility as a starting point in auditing classroom communication. It allows teachers to compare between classrooms and year groups and potentially fosters collaboration between teachers and specialist practitioners who focus on communication such as speech and language therapists. Further work could link the observation tool into an intervention program co-constructed with teachers.

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Floman, James L., Carolin Hagelskamp, Marc A. Brackett e Susan E. Rivers. "Emotional Bias in Classroom Observations: Within-Rater Positive Emotion Predicts Favorable Assessments of Classroom Quality". Journal of Psychoeducational Assessment 35, n. 3 (22 febbraio 2016): 291–301. http://dx.doi.org/10.1177/0734282916629595.

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Classroom observations increasingly inform high-stakes decisions and research in education, including the allocation of school funding and the evaluation of school-based interventions. However, trends in rater scoring tendencies over time may undermine the reliability of classroom observations. Accordingly, the present investigations, grounded in social psychology research on emotion and judgment, propose that state emotion may constitute a source of psychological bias in raters’ classroom observations. In two studies, employing independent sets of raters and approximately 5,000 videotaped fifth- and sixth-grade classroom interactions, within-rater state positive emotion was associated with favorable ratings of classroom quality using the Classroom Assessment Scoring System (CLASS). Despite various protections enacted to secure reliable and valid observations in the face of rater trends—including professional training, certification testing, and routine calibration meetings—emotional bias still emerged. Study limitations and implications for classroom observation methodology are considered.

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Alyson L. Lavigne e Thomas L. Good. "Using dyadic observation to explore equitable learning opportunities in classroom instruction". education policy analysis archives 29 (8 novembre 2021): 149. http://dx.doi.org/10.14507/epaa.29.6954.

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Because of poverty, many children do not receive adequate prenatal care, nutrition, or early childhood education. These inequities combine to ensure that many students enter school with considerably less academic content knowledge and skills for learning than their peers. Teachers and schools did not create these gaps, but they must address them. The impact of schools in reducing gaps has been explored for decades only to yield inconsistent findings. One possible reason for these contradictory results is because these studies ignore classroom process. We argue for the inclusion of process in research on opportunity and achievement gaps to better articulate if schools provide inequitable learning opportunities. Further, we argue for dyadic (teacher to individual student) measurement of classroom process because commonly-used observation instruments only measure teachers’ interactions with the whole class. These instruments obscure differential teacher treatment that may exist in some classrooms. To improve policy and practice, we call for supplementing extant measures of teachers’ whole-class interactions (process) and student outcome (product) measures with those that measure dyadic interactions to learn how opportunities to learn in classrooms and schools are distributed among students to reduce, sustain, or enhance learning gaps.

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Everding, Daniel, e John Keller. "Study Of Faculty Instructors In Undergraduate Classroom And Planetarium Learning Environments". Journal of Astronomy & Earth Sciences Education (JAESE) 8, n. 1 (1 giugno 2021): 39–68. http://dx.doi.org/10.19030/jaese.v8i1.10390.

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A mixed-methods study exploring the undergraduate planetarium learning environment was conducted during the 2019--2020 academic year at a western American university. Survey responses from university faculty, observational data using the Classroom Observation Protocol for Undergraduate STEM (COPUS), and faculty interview responses were collected and analyzed to investigate how and why collegiate undergraduates were being instructed in a planetarium environment and how this environment compared to a traditional classroom counterpart. Results suggest that planetarium use is viewed by instructors as an integrated learning experience with the classroom environment, with affective learning outcomes in the planetarium complemented by cognitive learning outcomes in the classroom. COPUS observations of planetarium instruction show broad similarity to classroom instruction; however, reductionsin active-learning behavior archetypes measured in the planetarium environment suggest a trade-off between interactive learning strategies and visually immersive content presentation. Implications concerning the collegiate planetarium environment and future work are discussed.

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Eradze, Maka, María Jesús Rodríguez-Triana e Mart Laanpere. "A Conversation between Learning Design and Classroom Observations: A Systematic Literature Review". Education Sciences 9, n. 2 (26 aprile 2019): 91. http://dx.doi.org/10.3390/educsci9020091.

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Learning Design, as a field of research, provides practitioners with guidelines towards more effective teaching and learning. In parallel, observational methods (manual or automated) have been used in the classroom to reflect on and refine teaching and learning, often in combination with other data sources (such as surveys and interviews). Despite the fact that both Learning Design and classroom observation aim to support teaching and learning practices (respectively a priori or a posteriori), they are not often aligned. To better understand the potential synergies between these two strategies, this paper reports on a systematic literature review based on 24 works that connect learning design and classroom observations. The review analyses the purposes of the studies, the stakeholders involved, the methodological aspects of the studies, and how design and observations are connected. This review reveals the need for computer-interpretable documented designs; the lack of reported systematic approaches and technological support to connect the (multimodal) observations with the corresponding learning designs; and, the predominance of human-mediated observations of the physical space, whose applicability and scalability are limited by the human resources available. The adoption of ICT tools to support the design process would contribute to extracting the context of the observations and the pedagogical framework for the analysis. Moreover, extending the traditional manual observations with Multimodal Learning Analytic techniques, would not only reduce the observation burden but also support the systematic data collection, integration, and analysis, especially in semi-structured and structured studies.

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Mohammed Abdullah AL-Balushi, Haroun, e Noor Saazai bt Mat Saad. "Improving Classroom Observation through Training: A qualitative Study in College of Technology in Oman". Arab World English Journal 12, n. 4 (15 dicembre 2021): 415–25. http://dx.doi.org/10.24093/awej/vol12no4.27.

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Historically, classroom observations have been conducted in educational establishments for different purposes such as evaluation of teachers, promotion, curriculum design, or professional development. In this study, the researchers aimed to improve the effectiveness of the classroom observation process in an English Language Center based in a College of Technology in the Sultanate of Oman. The study adopted a qualitative research methodology and semi-structured interviews as the data collection tool. In the first stage, observers and teachers were interviewed to understand the existing classroom observation process. Based on the initial data, a training program was developed with materials from international good practice projects. Finally, the changes were identified through the second set of interviews with the participants. The major results of this study suggest that the training program contributed positively to the perceived effectiveness of the classroom observation process, reduced anxiety related to this process, and led to more balanced participation from both the observers and the teachers. Moreover, the implementation of the pre-observation conferences started taking place and post-observation meetings included more constructive feedback. This study adds to the literature on the importance of classroom observation training with a practical training program. This practical approach can be adopted in similar contexts with some adaptation to meet the specific needs of educational institutions. The researchers suggest a qualitative research approach to accompany any such future training to measure the effects of the training program.

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Rizk, Jessica, e Scott Davies. "Can Digital Technology Bridge the Classroom Engagement Gap? Findings from a Qualitative Study of K-8 Classrooms in 10 Ontario School Boards". Social Sciences 10, n. 1 (7 gennaio 2021): 12. http://dx.doi.org/10.3390/socsci10010012.

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This study examined impacts of digital technology on a key component of the socioeconomic gap in education—gaps in student classroom engagement. Whereas print literacy has long been a source of such gaps, newer “digital divide” theories claim classrooms that use digital technology are perpetuating them further. However, these claims are not grounded in close empirical observation and may now already be dated. We aimed to advance understandings of the impact of digital technology on student engagement by examining robotics, tablets, and smart board usage across a range of classrooms, using a conceptual framework that blends theories of interaction ritual chains (IRC) and cultural capital (CC). Data came from observations and interviews with teachers and students in K-8 classrooms across 10 Ontario school boards. We report three major findings. First, almost all students across socioeconomic strata engaged easily and enthusiastically with digital technology. Second, technology spawned new classroom rituals and cultural valuations. Third, digital technology provided connections between school dictates and students’ peer-based and home lives. We argue that digital technology has the potential to narrow classroom engagement gaps that are generated by conventional print media. We end by discussing avenues for future research.

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Rizk, Jessica, e Scott Davies. "Can Digital Technology Bridge the Classroom Engagement Gap? Findings from a Qualitative Study of K-8 Classrooms in 10 Ontario School Boards". Social Sciences 10, n. 1 (7 gennaio 2021): 12. http://dx.doi.org/10.3390/socsci10010012.

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Abstract (sommario):

This study examined impacts of digital technology on a key component of the socioeconomic gap in education—gaps in student classroom engagement. Whereas print literacy has long been a source of such gaps, newer “digital divide” theories claim classrooms that use digital technology are perpetuating them further. However, these claims are not grounded in close empirical observation and may now already be dated. We aimed to advance understandings of the impact of digital technology on student engagement by examining robotics, tablets, and smart board usage across a range of classrooms, using a conceptual framework that blends theories of interaction ritual chains (IRC) and cultural capital (CC). Data came from observations and interviews with teachers and students in K-8 classrooms across 10 Ontario school boards. We report three major findings. First, almost all students across socioeconomic strata engaged easily and enthusiastically with digital technology. Second, technology spawned new classroom rituals and cultural valuations. Third, digital technology provided connections between school dictates and students’ peer-based and home lives. We argue that digital technology has the potential to narrow classroom engagement gaps that are generated by conventional print media. We end by discussing avenues for future research.

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Tareen, Hashmat. "Code-switching in English classrooms and its Impact on undergraduate learning in a public university in Afghanistan". Global Journal of Foreign Language Teaching 12, n. 2 (31 maggio 2022): 95–111. http://dx.doi.org/10.18844/gjflt.v12i2.7744.

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The alternate use of two different languages as code-switching is situated in the field of bilingualism and it is considered a common feature of those who speak two or more languages. The occurrence of code-switching in English classrooms is considered a conducive linguistic resource to be exploited and practiced sensibly. This study aims to highlight the current situation of code-switching in EFL classrooms, the motives for EFL lecturers’ code-switching during their instruction to facilitate the teaching and learning process, and the measures for avoiding the use of code-switching. A qualitative study based on interviews followed by classroom observation was conducted. Eight EFL learners in a public university participated in this study. Four instructional periods of classroom observations were carried out. The results indicated that code-switching is predominantly employed and learners perceive it positively and lecturers use it for content clarification and building rapport with learners. Moreover, it can be also considered as impeding language skills. Keywords: Code-switching; EFL; EFL classroom; language.

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Curby, Timothy W., Price Johnson, Andrew J. Mashburn e Lydia Carlis. "Live Versus Video Observations". Journal of Psychoeducational Assessment 34, n. 8 (3 agosto 2016): 765–81. http://dx.doi.org/10.1177/0734282915627115.

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When conducting classroom observations, researchers are often confronted with the decision of whether to conduct observations live or by using pre-recorded video. The present study focuses on comparing and contrasting observations of live and video administrations of the Classroom Assessment Scoring System–PreK (CLASS-PreK). Associations between versions, mean differences, reliability, and predictive validity were examined. Results generally indicated high correlations between versions. Video codes were slightly lower on average than live codes. Reliability was generally acceptable in terms of Cronbach’s alpha, but multigroup confirmatory factor models suggested some differences between observation types. Finally, CLASS scores based on each observation type indicated some predictive validity of children’s academic achievement, but no observation type was uniformly better. The discussion focuses on why the codes might differ and the implications of those differences.

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Agustiani, Merie, Nurhasanah e Wiwid Eka Agustin. "Instructional Analysis In Speaking Classroom". Edukasi Lingua Sastra 18, n. 2 (29 settembre 2020): 1–9. http://dx.doi.org/10.47637/elsa.v18i2.304.

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The objective of the research is to know the instructional analysis in teaching speaking skill. This study participated by one of the Eleventh grader English teachers in SMAN 8 OKU. Data from this descriptive study were gathered by observation. The observational result showed that the English teacher of SMA N 8 OKU used certain types of classroom instruction in the teaching speaking. There were five types of classroom instruction: setting objectives and providing feedback, cues, question and advanced organizer, homework and practice, reinforcing effort and providing recognition, and generating and testing hypotheses

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Boston, Melissa, Jonathan Bostic, Kristin Lesseig e Milan Sherman. "A Comparison of Mathematics Classroom Observation Protocols". Mathematics Teacher Educator 3, n. 2 (marzo 2015): 154–75. http://dx.doi.org/10.5951/mathteaceduc.3.2.0154.

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In this article, we provide information to assist mathematics teacher educators in selecting classroom observation tools. We review three classroom observation tools: (1) the Reform-Oriented Teaching Observation Protocol (RTOP); (2) the Instructional Quality Assessment (IQA) in Mathematics; and (3) the Mathematical Quality of Instruction (MQI). We begin by describing each tool and providing examples of research studies or program evaluations using each tool. We then look across tools to identify each tool's specific focus, and we discuss how the features of each tool (and the protocol for its use) might serve as affordances or constraints in relation to the goals, purposes, and resources of a specific investigation. We close the article with suggestions for how each tool might be used by mathematics teacher educators to support teachers' learning and instructional change.

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Middendorf, Joan, e Erin McNary. "Development of a Classroom Authority Observation Rubric". College Teaching 59, n. 4 (ottobre 2011): 129–34. http://dx.doi.org/10.1080/87567555.2011.580690.

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