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Journal articles on the topic 'Classroom Observations'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Militello, Matthew, Lynda Tredway, Lawrence Hodgkins, and Ken Simon. "Virtual reality classroom simulations: how school leaders improve instructional leadership capacity." Journal of Educational Administration 59, no. 3 (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 autho

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Westberg, Karen L., Francis X. Archambault, Sally M. Dobyns, and Thomas J. Salvin. "The Classroom Practices Observation Study." Journal for the Education of the Gifted 16, no. 2 (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 a

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Abdul Majid, Abdul Hameed, Siti Hawa Hashim, and Ruziah Md Zain. "Classroom Management Practices – Observations in Selected Malaysian Classrooms." IOSR Journal of Humanities and Social Science 19, no. 11 (2014): 54–58. http://dx.doi.org/10.9790/0837-191115458.

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Schoenfeld, Alan H., Robert Floden, Fady El Chidiac, et al. "On Classroom Observations." Journal for STEM Education Research 1, no. 1-2 (2018): 34–59. http://dx.doi.org/10.1007/s41979-018-0001-7.

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Wilhelm, Anne Garrison, and Sungyeun Kim. "Generalizing From Observations of Mathematics Teachers' Instructional Practice Using the Instructional Quality Assessment." Journal for Research in Mathematics Education 46, no. 3 (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

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Tanase, Madalina. "Motivating Students to Become Critical Thinkers: A Look at Instructional Strategies in Three High School Classrooms." Educational Practice and Theory 43, no. 2 (2021): 5–18. http://dx.doi.org/10.7459/ept/43.2.02.

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This study analyzed some student-centered strategies used in three secondary classrooms in a large, urban high school in US. The researcher, who was teaching a graduate methods course at the local university, conducted classroom observations and follow-up interviews with three teachers enrolled in the class. The teachers learned about different instructional strategies in the course, and they had implemented some of these strategies into their classrooms. While conducting classroom observations, the researcher witnessed a high level of student engagement and critical thinking as students took

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Floman, James L., Carolin Hagelskamp, Marc A. Brackett, and Susan E. Rivers. "Emotional Bias in Classroom Observations: Within-Rater Positive Emotion Predicts Favorable Assessments of Classroom Quality." Journal of Psychoeducational Assessment 35, no. 3 (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 fif

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McIntosh, Ruth, Sharon Vaughn, Jeanne Shay Schumm, Diane Haager, and Okhee Lee. "Observations of Students with Learning Disabilities in General Education Classrooms." Exceptional Children 60, no. 3 (1993): 249–61. http://dx.doi.org/10.1177/001440299406000306.

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This study examined 60 general education teachers' classrooms, K-12, that included students with learning disabilities. The study examined how general education teachers' behaviors toward mainstreamed students with learning disabilities compared with their behavior toward students without disabilities, and the interactions between students, and between students and teacher. Observations using the Classroom Climate Scale indicated that few teacher behaviors and classroom practices were different for the two groups of students. However, differences were found in student behaviors. Overall, stude

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Millis, Barbara J. "Conducting Effective Peer Classroom Observations." To Improve the Academy 11, no. 1 (1992): 189–206. http://dx.doi.org/10.1002/j.2334-4822.1992.tb00217.x.

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Reños, Grecilyn, and Pepa Pontillas. "Classroom Observation and Teachers’ Professional Development Activities: Basis for Intervention Plan." American Journal of Arts and Human Science 3, no. 3 (2024): 71–93. http://dx.doi.org/10.54536/ajahs.v3i3.3077.

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Classroom observations systematically measure teachers’ performance, offering an effective professional development method. This study examines teachers’ perceptions of classroom observation and its impact on their professional growth. It evaluates the extent of classroom observation and its relationship with professional development during pre-observation, actual observation, and post-observation phases. The study involved 376 elementary teachers from Manolo Fortich District II and III, Division of Bukidnon, using a tool adapted from DepEd, COT (RPMS) for Teacher I-III. A mixed-method researc

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Tshewang, Dorji. "Classroom Observation in the Bhutanese Classroom: Its Reality and Limitation." European journal of volunteering and community-based projects 1, no. 2 (2020): 40–49. https://doi.org/10.5281/zenodo.4080422.

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The teaching-learning process in a classroom is best understood through classroom observation. Classroom observation helps teachers to improve their teaching-learning quality. The purpose of the study was to observe the teaching-learning process inside the classroom.  The study was qualitative in nature and used two rounds of classroom observations.  Data were collected from 35 (20 male and 15 female) teacher participants in the school. The study was conducted at one higher secondary school under Thimphu Thromde, Bhutan. A non-probability convenient sampling technique was used for th

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Jaen Rigaud, Ximena Marilu. "Inside the Classroom: Observations on the Professional Context of an English Teacher." Reincisol. 3, no. 6 (2024): 2363–75. http://dx.doi.org/10.59282/reincisol.v3(6)2363-2375.

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Observation practices in teaching English as a Foreign Language (EFL) are essential for future educators. Observations in classrooms give education students practical insights into classroom management and teaching techniques, helping them refine their own practices for future teaching. The main objective of this research is to describe and explore the context of the teaching profession of an English teacher through observational practices. The study employed a qualitative, descriptive approach in which an observation of a teacher from a private institution was conducted to understand their pr

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Joan, R. Academia, A. Cortez Ernalyn, Grace A. Dasalla Ayrne, Lopez Florence, and C. Tabura Ronethe. "Seasoned Teachers' Views on Classroom Observations as a Catalyst for Professional Growth." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 07, no. 07 (2024): 3134–40. https://doi.org/10.5281/zenodo.12671456.

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This qualitative study investigated seasoned teachers' views and experiences of classroom observations in Santa District, Schools Division of Ilocos Sur. Employing a phenomenological research design, the study aimed to understand how these teachers viewed and experienced classroom observations as part of their professional practice. Five key informants with 15 to 33 years of teaching experience participated through purposive sampling. Data wer gathered through in-depth interviews and classroom observations, focusing on teachers' emotions, views, and responses. Cool and warm analysis was employ

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Curby, Timothy W., Price Johnson, Andrew J. Mashburn, and Lydia Carlis. "Live Versus Video Observations." Journal of Psychoeducational Assessment 34, no. 8 (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

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Yulianawati, Ida. "THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS." Wiralodra English Journal 2, no. 2 (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 rec

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Yulianawati, Ida. "THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS." Wiralodra English Journal 2, no. 2 (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 rec

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Gitomer, Drew, Courtney Bell, Yi Qi, Daniel Mccaffrey, Bridget K. Hamre, and 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, no. 6 (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. F

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Saudargas, Richard A., and R. D. Bunn. "A Handheld Computer System for Classroom Observations." Journal of Special Education Technology 9, no. 4 (1989): 200–206. http://dx.doi.org/10.1177/016264348900900405.

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This article describes a handheld computer observation system that uses Hewlett-Packard HP71B computers for recording data and an IBM-PC for storing and analyzing the data. Two observation algorithms are used in research. In the first, one child is observed as that child interacts with peers and the teacher. In the second algorithm, a focal child is observed as that child interacts with multiple adults, as is true in many special education classrooms. Data analyses are done on the IBM-PC or a mainframe computer. Research using the computers takes advantage of their ability to record data in re

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Siebein, Gary W., Martin A. Gold, Glenn W. Siebein, and Michael G. Ermann. "Ten Ways to Provide a High-Quality Acoustical Environment in Schools." Language, Speech, and Hearing Services in Schools 31, no. 4 (2000): 376–84. http://dx.doi.org/10.1044/0161-1461.3104.376.

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The purpose of this article is to describe the use of impulse response measures and observations in Florida classrooms. As a result of measures and observations in "healthy" and poor acoustical environments, 10 practical recommendations are proposed for improving the acoustical environment in schools. The primary research for these recommendations consisted of recording acoustical measurements of reverberation time and background noise, as well as newer acoustical measurements based on impulse response techniques, in 56 actual classrooms. Observations of classroom situations occurred in a subs

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RIZALINO, F. MARTE, and A. QUINES LYNDON. "EVALUATION OF ONLINE CLASSROOM OBSERVATION UTILIZING CLASS OBSERVATION TOOL: A PROPOSED METHODS IN THE TIMES OF UNCERTAINTIES PROGRAM." International Journal of Novel Research in Education and Learning 10, no. 1 (2023): 60–74. https://doi.org/10.5281/zenodo.7561927.

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<strong>Abstract:</strong> The purpose of this study was to evaluate the online classroom observations of the teachers utilizing the classroom observation tool. The study employed descriptive-evaluative research design. The researcher chose forty-five teachers of H. N Cahilsot Elementary School, Romana C. Acharon Central Elementary School and General Santos City SPED Center as the respondents of the study. The data were gathered using a validated evaluation tool or questionnaire. The findings revealed that teachers are at high level in terms of applying knowledge of content within and across c

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SANIR, Hanifi, Tamer KARAKOÇ, and 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, no. 4 (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 yielde

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Tarusha, Florinda, and Jonida Bushi. "The Role of Classroom Observation, Its Impact on Improving Teacher's Teaching Practices." European Journal of Theoretical and Applied Sciences 2, no. 2 (2024): 718–23. http://dx.doi.org/10.59324/ejtas.2024.2(2).63.

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Classroom observations are part of any classroom environment. Observations are part of a teacher's entire career, regardless of whether they are part of routine supervision or monitoring by school leaders. Providing a positive critical framework for evaluating one's practice, improving skills and developing strengths can be considered advantages of conducting classroom observation. At worst, they can create stress and test the confidence of the person being observed. Teacher observation is one step in the process of identifying changes that teachers may want to make. Measuring Teacher Professi

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Florinda, Tarusha, and Bushi Jonida. "The Role of Classroom Observation, Its Impact on Improving Teacher's Teaching Practices." European Journal of Theoretical and Applied Sciences 2, no. 2 (2024): 718–23. https://doi.org/10.59324/ejtas.2024.2(2).63.

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Classroom observations are part of any classroom environment. Observations are part of a teacher's entire career, regardless of whether they are part of routine supervision or monitoring by school leaders. Providing a positive critical framework for evaluating one's practice, improving skills and developing strengths can be considered advantages of conducting classroom observation. At worst, they can create stress and test the confidence of the person being observed. Teacher observation is one step in the process of identifying changes that teachers may want to make. Measuring Teacher Professi

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Zhao, Yanmin, and 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, no. 6 (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 w

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Sommer, Marni. "Insights from the classroom." Journal of Practice Teaching and Learning 10, no. 3 (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

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Sideridis, George. "Direct Classroom Observation: Potential Problems and Solutions." Research in Education 59, no. 1 (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

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Абдулхакимова, К., and К. Нарымбетова. "FLIPPING THE EFL CLASSROOM." Педагогика и методы обучения 52, no. 1 (2020): 87–97. http://dx.doi.org/10.47344/sdu20bulletin.v52i1.112.

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The study explores EFL flipped classroom in a higher education setting. The results obtained in observations and questionnaires showed that the flipped classroom improved students’ engagement in learning process and the teaching model was perceived positively by students. The study also identifies a number of drawbacks that need to be taken into consideration by teachers who are planning to use this instructional method in their classrooms.

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Dilekmen, Mücahit. "Student Teachers' Observations of Unfavorable Teacher Behaviors Exhibited in Classrooms." Psychological Reports 108, no. 1 (2011): 45–53. http://dx.doi.org/10.2466/11.16.17.21.pr0.108.1.45-53.

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The aim of this study was to identify male and female teachers' misbehaviors in classrooms and determine the variance of those misbehaviors in schools in different socioeconomic areas. The study was conducted in 24 primary schools in Erzurum province with a total of 210 classroom teachers. Data were obtained through observations made by 210 student teachers. The data collected were analysed through descriptive analyses by the researcher. 661 misbehaviors were observed and classified into six different categories, namely, physical aggression, passive (verbal) aggression, constant nervousness, t

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Atlas, Rona S., and Debra J. Pepler. "Observations of Bullying in the Classroom." Journal of Educational Research 92, no. 2 (1998): 86–99. http://dx.doi.org/10.1080/00220679809597580.

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Schoenfeld, Alan H. "Classroom observations in theory and practice." ZDM 45, no. 4 (2013): 607–21. http://dx.doi.org/10.1007/s11858-012-0483-1.

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Williams, M. "A developmental view of classroom observations." ELT Journal 43, no. 2 (1989): 85–91. http://dx.doi.org/10.1093/elt/43.2.85.

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Yao, Xiaochao. "Application of Rain Classroom in College English Teaching: An Exploratory Analysis of Teacher Experience on Workload and Efficiency." International Education Forum 2, no. 8 (2024): 9–17. http://dx.doi.org/10.26689/ief.v2i8.8275.

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This study aims to explore the impact of the Rain Classroom platform on teachers’ workload and efficiency in college English classrooms. Through semi-structured interviews and classroom observations with several university English teachers who have used Rain Classroom, the findings indicate that while the platform reduces certain repetitive tasks and enhances classroom interaction efficiency, it also increases the technological learning and operational burden on teachers. The study provides valuable theoretical and practical insights for the effective application of educational technology in l

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Abdelhalim, Safaa M., and Ashwaq A. Aldaghri. "Creating Culture of Thinking in Language Classrooms: An Interpretive Inquiry Into Saudi University EFL Instructors’ Beliefs and Practices." Journal of Language Teaching and Research 15, no. 2 (2024): 396–407. http://dx.doi.org/10.17507/jltr.1502.08.

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Guided by sociocultural theory (SCT) perspectives, this mixed-methods study investigated Saudi university EFL instructors' beliefs and teaching practices regarding the creation of culture of thinking (CoT) in language skills classrooms, and the factors affecting this process. Research data were gathered from 169 EFL university instructors through a self-report questionnaire. Among the participants, 12 instructors participated in a semi-structured interview. Additionally, classroom observations were conducted in seven classrooms. Questionnaire data were analyzed quantitatively using descriptive

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Donahoe, Emily, Jessica Staggs, and Dominique Vargas. "Employing customizable digital observation tools to support classroom-focused pedagogical partnership." International Journal for Students as Partners 7, no. 2 (2023): 124–41. http://dx.doi.org/10.15173/ijsap.v7i2.5302.

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This case study examines the use of the Generalized Observation and Reflection Platform (GORP)—a digital tool for developing fully customizable observation protocols as well as for collecting, analyzing, and reporting quantitative observation data—within the University of Notre Dame’s Inclusive Pedagogy Partnership. We found that the tool enhanced collaboration between partners in articulating and setting goals for their work and in highlighting and conceptualizing growth in the classroom. It also improved the efficiency of classroom observations and generated visual and quantitative data that

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Simbulan, Sol. "Evaluation of Classroom Observations in College Teaching: The Versatility of the Lecture Method." School of Education Research Journal 3, no. 1 (2023): 76–93. https://doi.org/10.5281/zenodo.13302241.

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Highlighted in this paper is the result of class observations of the School of Education (SED) instructors during the first semester for the academic year 2022-2023. Eight full-time and part time SED instructors’ classes were observed and their performance was rated to be excellent in the criteria set in the instrument. Generally, the opening prayer served as their preliminary activity together with the checking of attendance and establishing of rapport between the instructors and the students. The lecture method in combination with other teaching strategies like discussion, demonstratio

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Madigan, Jennifer. "Single-Gender and Co-Educational Special Education Classrooms: Latina Student Attitudes, Perceptions, and Experiences." Multiple Voices for Ethnically Diverse Exceptional Learners 6, no. 1 (2003): 13–26. http://dx.doi.org/10.56829/muvo.6.1.5q35903833768687.

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This qualitative research was designed to give voice to Latina students in single-gender and co-educational secondary-level special education placements for students with mild to moderate learning disabilities. Classroom observations and interviews were conducted with Latina special education students and classroom teachers in both single-gender and coeducational special education classrooms in one urban school site serving a large special education population. The findings of the study indicate that the single-gender special education environment provides greater comfort levels and less distr

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Al-Ta’ani, Mohammed Hamid. "The Use of Arabic (L1) in the EFL Classrooms: How Do Umm Al-Quwain Teachers and Students Perceive It?" International Journal of Contemporary Education 2, no. 2 (2019): 1. http://dx.doi.org/10.11114/ijce.v2i2.4229.

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The role of students’ native language (L1) in the second language (L2) classrooms has been a debatable issue for a long time in the field of English Language teaching as a foreign language (EFL). The present study which took place in the United Arab Emirate (UAE), more specifically, at Umm Al-Quwain Educational Zone,(UAQ) aimed at investigating both students’ and teachers’ perceptions and attitudes towards the use of (L1) in the EFL classrooms. To achieve this, the researcher used both qualitative and quantitative research methods. Thus, it surveyed one hundred fifty (150) secondary students a

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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, no. 2 (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 qualitat

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Rizk, Jessica, and 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, no. 1 (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 co

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Rizk, Jessica, and 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, no. 1 (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 co

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Kelly, Sean, Andrew M. Olney, Patrick Donnelly, Martin Nystrand, and Sidney K. D’Mello. "Automatically Measuring Question Authenticity in Real-World Classrooms." Educational Researcher 47, no. 7 (2018): 451–64. http://dx.doi.org/10.3102/0013189x18785613.

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Analyzing the quality of classroom talk is central to educational research and improvement efforts. In particular, the presence of authentic teacher questions, where answers are not predetermined by the teacher, helps constitute and serves as a marker of productive classroom discourse. Further, authentic questions can be cultivated to improve teaching effectiveness and consequently student achievement. Unfortunately, current methods to measure question authenticity do not scale because they rely on human observations or coding of teacher discourse. To address this challenge, we set out to use

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Ramos, Ruel B., and Ailene B. Anonuevo. "School Heads' Experiences on the Conduct of Classroom Observation." Asian Journal of Education and Social Studies 50, no. 9 (2024): 167–86. http://dx.doi.org/10.9734/ajess/2024/v50i91578.

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This phenomenological study examines the experiences of school heads in the Panabo South District during classroom observations, an essential aspect of their instructional leadership. Using frameworks like the Results Performance and Management System and National Competency-Based Teacher Standards, the study explores how these school heads promote quality teaching, supervise learning, and coordinate curriculum implementation. Through Key Informant Interviews and Focus Group Discussions, the study explores how these school heads use classroom observations to improve teaching quality, promote p

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Marshall, Kim. "Mini-observations 2.0." Phi Delta Kappan 105, no. 7 (2024): 52–57. http://dx.doi.org/10.1177/00317217241244907.

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Traditional teacher evaluations – full-lesson observations, write-ups, and debriefs — are time-consuming and largely ineffective. As a principal, Kim Marshall found that mini-observations — short, frequent, unannounced classroom visits, each followed by a face-to-face coaching conversation and brief narrative summary — actually improved teaching and learning. With the benefit of hindsight, he shares ways mini-observations could be even more effective and shares some common observation practices he believes leaders should rethink.

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Simhony, Julia, and Natthapong Chanyoo. "A Comparison of Corrective Feedback Used in International and EFL Contexts." Journal of Language Teaching and Research 9, no. 3 (2018): 573. http://dx.doi.org/10.17507/jltr.0903.17.

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The current study aims to investigate types of corrective feedback used in two classroom settings (i.e. EFL and international school classrooms) and to compare the frequency of corrective feedback types used in the two classrooms. The participants of this study were 31 students from two classrooms (6 international and 25 in EFL classrooms) and their respective teachers; one in each classroom. Data was collected through four classroom observations and one semi-structure interview conducted with the teacher from each classroom. The findings revealed that all six types of feedback were provided b

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Amur, Azizullah, Syed Uzma Paiam Bukhari, and Ajab Ali Lashari. "Learning Factors Causing Silence in English Language (L2) Classrooms at the Graduate Level." Global Language Review VIII, no. II (2023): 226–35. http://dx.doi.org/10.31703/glr.2023(viii-ii).20.

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The English language has been enjoying the status of an official, language of formal documentation and medium of teaching and learning in academic settings. The main object of the study was to find the factors to cause students' silence in English language (L2) classrooms at one of the Government Universities (CS 2nd year). Applying the qualitative real ethnographic research design; with effective classroom observations (using the observation sheet adopted from Jim King) and semi-structured interviews. The study analyzed that there are some notable learning factors, (such as anxiety, fear, lac

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Noni Gopal Bepari and Ashique Imam. "Enhancing English Language Skills Through Fun-Focused Teaching: An Action Research in Bangladeshi Classrooms." Journal Of Creative Writing (ISSN-2410-6259) 9, no. 1 (2025): 79–93. https://doi.org/10.70771/jocw.163.

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Young learners experience anxiety and fear when using English language, particularly in speaking and communication tasks. This action research examines the impact of incorporating fun activities into English language teaching for primary and secondary classroom settings. Generally, application of word games, storytelling, role-playing, educational songs, creative art projects, and interactive digital quizzes in teaching learning enhance student engagement. Therefore, following a cyclical action research model—planning, implementation, observation, and reflection—the research gathers data throu

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Nkurikiyimana, Jean de Dieu, Jean Uwamahoro, and Kizito Ndihokubwayo. "TEACHING AND LEARNING MECHANICS EXPLORED THROUGH THE USE OF THE 5E’s EDUCATIONAL MODEL." Problems of Education in the 21st Century 80, no. 1 (2022): 179–94. http://dx.doi.org/10.33225/pec/22.80.179.

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This study assesses the level of application of the 5E’s educational model by Rwandan physics teachers and how the model affects the learning of basic classical mechanics in secondary school physics classrooms. For this analysis, quantitative data were collected using the classroom observation tool framed at the 5E’s educational model. A sample of six secondary physics teachers was selected purposively from three boarding secondary schools of Nyamasheke district in the western province of Rwanda to participate in this study. Twenty-four classroom observations were conducted during teaching and

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Nik Din, Nik Nur Fathiha, and Nurul Aini Othman. "The use of Kahoot! in teaching grammar: A case study of Politeknik Kota Bharu students." Journal of ICT in Education 10, no. 1 (2023): 104–17. http://dx.doi.org/10.37134/jictie.vol10.1.9.2023.

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The purpose of this study was to investigate how students felt about using Kahoot! in grammar classrooms. This study used an exploratory qualitative case study approach with written structured interviews and classroom observations as the primary data collection methods. In order to collect the data and accomplish the objectives, class observations were conducted with a class of 24 students. The observation checklist and field notes were used during the class observations to record the findings. Six students then participated in written structured interview sessions. The written structured inte

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Eradze, Maka, María Jesús Rodríguez-Triana, and Mart Laanpere. "A Conversation between Learning Design and Classroom Observations: A Systematic Literature Review." Education Sciences 9, no. 2 (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

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Larasati, Mutiara Ayu. "Effect of Linear Seating Arrangements on Students Seating Preferences Density in The Classroom." ARTEKS : Jurnal Teknik Arsitektur 1, no. 2 (2017): 149–60. http://dx.doi.org/10.30822/arteks.v1i2.34.

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Seating arrangement in a classroom is one of classroom management method. In general, a college classroom in Indonesia applying linear layout seating arrangement with the front of the classroom as its orientation. Observations carried out on two classrooms and 70 students of Interior Design Major at Faculty of Art and Design in ITB. Petrel software were used to generate data such as image density deployment in a calssroom.The results of the analysis of observational data indicates that in the linear seating arrangement,which is usually applied in a classroom, a high density of students sitting

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