Journal articles: 'Novice classes'

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Pea, Roy D. "Language-Independent Conceptual “Bugs” in Novice Programming." Journal of Educational Computing Research 2, no. 1 (February 1986): 25–36. http://dx.doi.org/10.2190/689t-1r2a-x4w4-29j2.

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This article argues for the existence of persistent conceptual “bugs” in how novices program and understand programs. These bugs are not specific to a given programming language, but appear to be language-independent. Furthermore, such bugs occur for novices from primary school to college age. Three different classes of bugs—parallelism, intentionality, and egocentrism—are identified, and exemplified through student errors. It is suggested that these classes of conceptual bugs are rooted in a “superbug,” the default strategy that there is a hidden mind somewhere in the programming language that has intelligent interpretive powers.

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Kurniawan, Tri Astoto, Lam-Son Lê, and Bayu Priyambadha. "Challenges in Developing Sequence Diagrams (UML)." Journal of Information Technology and Computer Science 5, no. 2 (July 29, 2020): 221. http://dx.doi.org/10.25126/jitecs.202052216.

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During the object-oriented software design phase, the designers have to describe the dynamic aspect of the system under development through the most common interaction diagram variant in UML 2.0, i.e. sequence diagrams. Some novice designers, including undergraduate and postgraduate students, suffer from making inappropriate models due to insufficiently detailed guidance required to develop such sequence diagrams. This paper classifies some potential mistakes which are likely performed by such novice designers, and discusses the corresponding corrections. We summarized such mistakes based on our long experiences in teaching software modeling classes as well as software analysis and design classes. There were classified twenty-one potential mistakes with respect to the syntactical and semantical correctness of the developed models. It is concluded that novice designers have to be aware and take into account the identified mistakes in such a way they can produce correct sequence diagrams.

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Saleem, Ayesha, Yaar Muhammad, and Sajid Masood. "Classroom Management Challenges and Administrative Support in Elementary Schools: Experiences of Novice Public-School Teachers." UMT Education Review 3, no. 2 (December 23, 2020): 29–46. http://dx.doi.org/10.32350/uer.32.02.

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The purpose of this study was to explore classroom management challenges that novice teachers experienced in their early years of profession. Moreover, this study explored the administrative support novice teachers received from school administration concerning classroom management. We drew on interview data to explore novice teachers' experiences who had less than three years of experience during their first job in public elementary schools. The data were collected through semi-structured interviews with a purposive sample of ten novice teachers. Thematic analysis was used to analyze the experiences of novice teachers. The analysis came up with four themes: Responsive administration, helping hands, struggling with workload, and supportive principal.The study's findings revealed that most of the teachers faced over-crowded classes and a high workload in their initial time. Most of the teachers had received support from the administration; however, the administration was helpless regarding many challenges that the novice teachers faced in their early years. Many administrators did not help the novice teachers’ deal with over-crowded classrooms, the extra workload in the form of periods per week, and the management of students' behaviors.

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Saleem, Ayesha, Yaar Muhammad, and Sajid Masood. "Classroom Management Challenges and Administrative Support in Elementary Schools: Experiences of Novice Public-School Teachers." UMT Education Review 3, no. 2 (December 23, 2020): 29–46. http://dx.doi.org/10.32350/uer.32.02.

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The purpose of this study was to explore classroom management challenges that novice teachers experienced in their early years of profession. Moreover, this study explored the administrative support novice teachers received from school administration concerning classroom management. We drew on interview data to explore novice teachers' experiences who had less than three years of experience during their first job in public elementary schools. The data were collected through semi-structured interviews with a purposive sample of ten novice teachers. Thematic analysis was used to analyze the experiences of novice teachers. The analysis came up with four themes: Responsive administration, helping hands, struggling with workload, and supportive principal.The study's findings revealed that most of the teachers faced over-crowded classes and a high workload in their initial time. Most of the teachers had received support from the administration; however, the administration was helpless regarding many challenges that the novice teachers faced in their early years. Many administrators did not help the novice teachers’ deal with over-crowded classrooms, the extra workload in the form of periods per week, and the management of students' behaviors.

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Tunaz, Mehmet. "Varying reasons of young learners’ problem behaviours according to novice ELT teachers." Journal of Human Sciences 14, no. 2 (May 15, 2017): 1703. http://dx.doi.org/10.14687/jhs.v14i2.4459.

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This research is conducted to examine novice ELT teachers’ perspective on the possible motives behind young learners’ problem behaviours in English classes. The gender of ELT teachers have been also considered in order to investigate whether there is a difference between the perception of male and female teachers on the leading causes of problem behaviours in classroom. The adapted version of the questionnaire developed by Miller, Ferguson & Byrne (2000) were conducted with 15 male and 15 female novice teachers in their first year in teaching profession. The result of the study indicated that both male and female novice teachers have similar ideas about the causes of misbehaviour except for one point: (1) teachers’ rewards and punishments. Female teachers stated that teachers’ rewards and punishment might be the main motive for problem behaviours whereas male teachers disregard this factor as a crucial cause of misbehaviour. As for the other three factors, all the teachers agreed that (2) “adult behaviour” and (3) “curriculum demands on children” might increase the frequency of misbehaviour among young learners in English classes. (4) “Personality of the learner”, however, was found to be the most important reason behind problem behaviours. As the results revealed, most of the factors were explained similarly by both male and female teachers except for teachers’ rewards and punishments, a finding which shows that gender has little (if any) effect on novice teachers’ attribution for learner misbehaviour in EFL classes.

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Met, Myriam. "Integrating Language and Content in Novice and Intermediate Level Language Classes." Hispania 89, no. 3 (September 1, 2006): 588. http://dx.doi.org/10.2307/20063364.

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Mady, Callie. "Novice teachers’ perspectives on the use of languages in French as a second language classes that include English language learners: A longitudinal view." Brock Education Journal 28, no. 2 (June 17, 2019): 82–95. http://dx.doi.org/10.26522/brocked.v28i2.490.

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In the Canadian context, although most considerations of the home-target language use divide are centred on the presence of English in French Second Language (FSL) programs, the increasing number of immigrants has provided impetus to extend the discussion to include the use of languages beyond Canada’s official languages. With the use of questionnaires with novice teachers pre and post Bachelor of Education programs and interviews for three years hence, this study sought to explore novice teachers’ perspectives on the use of languages in the FSL classes that include English language learners (ELL). Novice teachers remained consistent in identifying the need to maximize French use, minimize English use, and include languages from students’ language repertoires as useful means to support the FSL acquisition of ELLs. In addition, the novice teacher participants revealed a preference for ELLs to be included in core French as opposed to immersion programming.

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Azizi, Mahmoud, Martina Pavlikova, and Alfiya Masalimova. "Exploring Literature Reading Classes in Terms of Types of Feedback Provided by EFL Teachers: Does Teaching Experience Play a Determining Role?" Education & Self Development 15, no. 3 (September 30, 2020): 19–36. http://dx.doi.org/10.26907/esd15.3.02.

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Reading comprehension is thought to be a very challenging skill for L2 (second language) learners, and definitely the role that feedback has in enhancing reading achievement is undeniable. To shed more light on the issue, this study aimed to investigate the types of feedback utilized by EFL teachers in L2 reading comprehension classes at the intermediate level. The study took a step forward and explored the role of years of teaching experience in the provision of feedback. The study also examined the frequency of different types of errors that EFL learners committed in reading comprehension classes. To this end, an observational and descriptive study was conducted. Six EFL teachers along with their L2 learners at the intermediate level participated in the study. Three of these teachers were novices and the other three were experienced. The data were drawn from transcripts of audio recording of the selected teachers’ reading comprehension classes. Following the analysis, the corrective feedback types and the errors were coded using the coding categories identified in Lyster and Ranta’s (1997) model. Two other corrective feedback types were added - translation and multiple feedback. The frequency count and percentage were used to analyze the data. The results indicated that recasts were the most frequently used feedback type in both groups of teachers. Moreover, both experienced and novice teachers preferred to use varied corrective feedback types at different distributions which may suggest that there is a significant difference between novice and experienced teachers’ use of corrective feedback types. Regarding the error types, the analysis of the data showed that among four types of errors, the phonological errors were the most commonly errors committed by EFL learners in reading comprehension classes. The implications are discussed in the study.

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LIU, ALAN, and ARTHUR M. D. SHR. "A KNOWLEDGE-BASED METHOD FOR DERIVING CLASSES AND OBJECTS." International Journal on Artificial Intelligence Tools 08, no. 02 (June 1999): 239–51. http://dx.doi.org/10.1142/s0218213099000166.

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Identifying classes and objects in an object-oriented (OO) software development method requires a great amount of domain-specific knowledge and OO developing experiences to achieve the work. Experienced developers always have heuristic solutions to different problems. However, novice developers have difficulties developing their desired OO software systems. We propose a method that uses a knowledge-based system with the identification knowledge to support developers to obtain classes and objects that are suitable for one special domain problem. With the help of the identification knowledge, the developers can model the system easily and complete the rest of development work quickly.

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Bray, Steven R., Nancy C. Gyurcsik, Kathleen A. Martin Ginis, and S. Nicole Culos-Reed. "The Proxy Efficacy Exercise Questionnaire: Development of an Instrument to Assess Female Exercisers’ Proxy Efficacy Beliefs in Structured Group Exercise Classes." Journal of Sport and Exercise Psychology 26, no. 3 (September 2004): 442–56. http://dx.doi.org/10.1123/jsep.26.3.442.

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The purpose of this study was to develop a measure of proxy efficacy for use in group exercise contexts (e.g., aerobics classes) where participants engage in exercise under the direction of a group exercise leader (e.g., aerobics instructor). Three phases of research are reported. Phase 1 involved group exercisers as active agents in the generating of questionnaire items. In Phase 2, novice exercisers assisted in an item-trimming process and the questionnaire was further refined into a 17-item two-dimensional scale based on preliminary psychometric testing. In the third phase, proxy efficacy beliefs of novice female exercisers (N = 70, average age = 21.09 years, SD = 5.11) were experimentally manipulated through exposure to different exercise group leadership and choreography styles. Results provide preliminary support for the Proxy Efficacy Exercise Questionnaire (PEEQ) as a measure that can provide valid and reliable scores representing women’s proxy efficacy beliefs in group exercise settings. Implications for future research in terms of furthering the construct validation process and potential contributions to understanding exercise adherence among novice exercisers are discussed.

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Letton, Meg E., Jeanette M. Thom, and Rachel E. Ward. "The Effectiveness of Classical Ballet Training on Health-Related Outcomes: A Systematic Review." Journal of Physical Activity and Health 17, no. 5 (May 1, 2020): 566–74. http://dx.doi.org/10.1123/jpah.2019-0303.

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Background: Regular physical activity is of paramount importance to reduce chronic disease risk. Classical ballet training requires balance, strength, and range of motion. Participation in social ballet classes is increasing. Ballet training interventions may be an alternative method of regular, enjoyable activity. This review aimed to determine the effectiveness of classical ballet training interventions on physical and psychological health. Methods: Ten databases were searched until April 2019. The included studies investigated classical ballet training interventions of a ≥4-week duration, on any population (no restrictions on experience and clinical condition), measuring physical health or psychological outcomes. Results: Twenty-three studies (25 intervention groups) were included, comprising experienced (19 groups) and novice dancers (6 groups). In experienced populations, muscular strength was the most commonly reported outcome. However, only 25% of these studies reported improvements. With novice dancers, including clinical populations, balance showed the most positive change, improving in 75% of studies that reported this measure. Conclusions: Classical ballet training may improve balance in novices and maintain physical activity across the life span. Experienced dancers showed no further improvement, perhaps due to an already greater ability. There was large heterogeneity between the included studies. A greater focus on classical ballet interventions for inexperienced populations is required.

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Lee, Jongmok. "Exploring the Physical Education Classes of Teacher Education Institutions Viewed by Novice Teachers." Journal of Humanities and Social sciences 21 10, no. 5 (October 30, 2019): 241–56. http://dx.doi.org/10.22143/hss21.10.5.18.

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Jumpakate, Thidaporn, and Le Trung Hieu. "Exploring Novice Thai EFL Lecturers’ Perceptions of Intercultural Communication Competence." Asian Journal of Interdisciplinary Research 2, no. 2 (May 16, 2019): 56–72. http://dx.doi.org/10.34256/ajir1926.

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With the rapid changes of world population, people are likely to come into contact with others with diverse backgrounds and experiences. Accordingly, Thai graduates are often required to have intercultural communication skills. The skills are parts of professional communication skills that the students should be acquired so as to respond to employers’ demand. As such, institutions are placing more consideration on intercultural communication competence (ICC). This study, therefore, aims to: 1) investigate teachers’ perceptions of ICC; and 2) investigate how teachers integrated ICC into their classes/lessons. Six novice EFL teachers from Thai universities were interviewed. Then, the interview data was transcribed and grouped into themes. According to the findings, overall, the participants have various understanding of ICC. For the ICC’s integration, participants’ answers can be categorized into five main groups, which are: 1) intercultural attitudes, 2) knowledge, 3) skills of interpreting and relating, 4) skills of discovery and interaction, and 5) critical cultural awareness. This study shows the teachers’ perceptions of ICC and how they could integrate ICC in classes. The results also reveal that the teachers are willing to intercorporate activities regarding ICC into their teaching contexts. Pedagogical implications of this study are proposed. On the basis of these findings, the pedagogical implications and suggestions are included in this paper.

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Walsh, Julie, Sara M. Fulmer, and Sarah Pociask. "Cross-Year Peer Mentorship in Introductory Philosophy Classes." American Association of Philosophy Teachers Studies in Pedagogy 5 (2019): 144–68. http://dx.doi.org/10.5840/aaptstudies2019121346.

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Philosophical writing is challenging for students new to philosophy. Many philosophy classes are populated, for the most part, by students who have never taken philosophy before. While many institutions offer general writing support services, these services tend to be most beneficial for helping to identify problems with style and grammar. They are not equipped to help students with the particular challenges that come with writing philosophy for the first time. We implemented the Home Base Mentoring Program in two introductory-level philosophy courses to target the specific challenges that novice learners have when learning how to write philosophy. Through the program, students had access to writing mentors who were undergraduate senior philosophy majors. Based on surveys given to the students who have participated in this program, we found that the program boosted student confidence in writing and also worked to develop a welcoming, judgment-free, and encouraging environment in the philosophy department more generally.

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Et.al, Saiful Bahri Hisamudin. "nCODET: A Tool For Novice Developer To Detect Untestable Code." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 2100–2105. http://dx.doi.org/10.17762/turcomat.v12i3.1151.

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Uncontrollability is troublesome for unit testing. It causes a non-deterministic behavior where the same input can produce different results based on different executions. The non-deterministic characteristic makes it impossible to test the internal logic of a method because it suffers from tight coupling, a single responsibility principle violation, being an untestable code, being non-reusable or hard to maintain. This paper describes a tool, namely the non-deterministic Code Detection Tool (nCODET) that aims to assist novice developers to write testable codes by avoiding the non-deterministic characteristic in their codes. Our research focuses on the unit testability of classes; particularly the effort involvedin constructing unit test cases.

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Kieren, Thomas E., and Alton T. Olson. "Imagination, Intuition, and Computing in School Algebra." Mathematics Teacher 82, no. 1 (January 1989): 14–17. http://dx.doi.org/10.5951/mt.82.1.0014.

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Two incidents involving novice teachers with junior high and senior high school classes form a background for this article. In the first, a seventh-grade class was involved in a variety of problem-solving activities. They had just engaged in a very active exchange of questions involving complex pricing of pizza orders. Then the lesson turned to representing problems and situations with equations.

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Graham, George, Mark Manross, Christine Hopple, and Tom Sitzman. "Novice and Experienced Children’s Physical Education Teachers: Insights into Their Situational Decision Making." Journal of Teaching in Physical Education 12, no. 2 (January 1993): 197–214. http://dx.doi.org/10.1123/jtpe.12.2.197.

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In recent years several studies have compared experienced and inexperienced teachers as they teach the same topics to similar groups of children or perform the same planning or observation tasks. This study compares the way 3 novice (NT) and 3 experienced (ET) teachers teach the same content (dribbling) to the same intact classes of children (Grades 3-5). Interviews, field notes, and document analyses were employed to determine how these 6 teachers varied in their planning and teaching. The NTs tended to be more subject-centered. They relied on textbooks and university courses to develop an extensive progression of tasks to present to classes. The lessons of the ETs, in contrast, were more child-centered and tailored to a particular class. The NTs, who tended to be unsure which tasks would succeed, presented more tasks. The ETs, who knew which tasks would be appropriate, devoted more time to fewer tasks and provided a higher percentage of learning cues. The results will be of particular interest to teacher educators; the implications are discussed in the concluding section.

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Kim, Sung-ha, and Il-ho Yang. "A Case Study of the Novice and Expert Teachers’ Eye Movement in Elementary Science Classes." Korean Association For Learner-Centered Curriculum And Instruction 16, no. 12 (November 29, 2016): 1149–63. http://dx.doi.org/10.22251/jlcci.2016.16.12.1149.

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Utama, Yoga Alif Kurnia, and Yohanes Kurniawan. "Reciprocal Technique to Improve the Novice Learnersâ€™ Speaking Proficiency." JET ADI BUANA 3, no. 1 (April 30, 2018): 77–87. http://dx.doi.org/10.36456/jet.v3.n1.2018.1545.

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Speaking proficiency becomes a priority in leaning foreign language. However, preliminary observation done showed that speaking skill was not the objective in most English classes. It was also found that the students were passive. By applying Research and Development design of Pimsleurâ€Ÿs reciprocal technique, this study aims to improve the novice learnersâ€Ÿ speaking proficiency. After applying design of Pimsleurâ€Ÿs reciprocal technique, there are some results. Based on the analysis, it can be concluded that the Indonesian adaptation of Pimsleurâ€Ÿs method is an appropriate media to teach transactional conversation to low level students. The results show that the simple real situations based audio content is suitable and useful to the studentsâ€Ÿ need. The principles used also ease the students to acquire, store, recall, practice, and communicate in English, as the target language, correctly. And the participants give positive responses to the use of the Indonesian adaptation of Pimsleurâ€Ÿs method

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Agnoletto, Matheus André, and Adriana De Carvalho Kuerten Dellagnelo. "Beyond (or not) the teacher’s manual." BELT - Brazilian English Language Teaching Journal 9, no. 1 (September 19, 2018): 17. http://dx.doi.org/10.15448/2178-3640.2018.1.31982.

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This study aims to analyze the extent to which a novice teacher follows (or not) the classroom practices suggested in the teacher’s manual he works with, and to uncover the reasoning behind his practice when not doing so, as a manner to understand what aspects tend to mediate his practice. To do so, three classes of a novice teacher from the English Extracurricular Program of Universidade Federal de Santa Catarina were observed, being followed by interviews in which a more experienced peer teacher inquired into the participant’s reasoning. Also, the participant answered three questionnaires about his perceptions in relation to the use of the textbook and the teacher’s manual. Results show that the teacher’s practice is mediated by concepts and beliefs regarding teaching which tend to be unconscious, thus needing to be externalized and assessed so they can be uncovered, understood, and possibly modified.

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Eubank, Lynn. "SECOND LANGUAGE ACQUISITION.Rod Ellis. (Oxford Introductions to Language Study, H. G. Widdowson, Series Ed.). Oxford: Oxford University Press, 1997. Pp. x + 147. $10.95 paper." Studies in Second Language Acquisition 20, no. 3 (September 1998): 438–39. http://dx.doi.org/10.1017/s0272263198323062.

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Imagine my surprise when I received an SLA textbook by Rod Ellis to review, and it turned out to be a paperback weighing only 7 ½ ounces! Something must be different, and indeed it is: This new volume is intended for the novice student (or for others without academic engagement in linguistics). For such an audience, the volume opens up a fresh niche for SLA classes, one that is not all that common, at least at North American universities.

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Karur, Karthik, Nitin Sharma, Chinmay Dharmatti, and Joshua E. Siegel. "A Survey of Path Planning Algorithms for Mobile Robots." Vehicles 3, no. 3 (August 4, 2021): 448–68. http://dx.doi.org/10.3390/vehicles3030027.

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Path planning algorithms are used by mobile robots, unmanned aerial vehicles, and autonomous cars in order to identify safe, efficient, collision-free, and least-cost travel paths from an origin to a destination. Choosing an appropriate path planning algorithm helps to ensure safe and effective point-to-point navigation, and the optimal algorithm depends on the robot geometry as well as the computing constraints, including static/holonomic and dynamic/non-holonomically-constrained systems, and requires a comprehensive understanding of contemporary solutions. The goal of this paper is to help novice practitioners gain an awareness of the classes of path planning algorithms used today and to understand their potential use cases—particularly within automated or unmanned systems. To that end, we provide broad, rather than deep, coverage of key and foundational algorithms, with popular algorithms and variants considered in the context of different robotic systems. The definitions, summaries, and comparisons are relevant to novice robotics engineers and embedded system developers seeking a primer of available algorithms.

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Borgobello, Ana, Nadia Soledad Peralta, and Néstor Daniel Roselli. "Interaction among experience, teaching performance and student's learning at university level." Estudos de Psicologia (Campinas) 30, no. 2 (June 2013): 169–76. http://dx.doi.org/10.1590/s0103-166x2013000200003.

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This experimental study approaches characteristics of three university teachers' classes with different levels of experience. According to the literature, experienced teachers more often than not are adaptable to different contexts. However, novice teachers are usually focused on specific class contents to be evaluated. Three teachers were selected, a Professor, and two Assistants (a university level one and an undergraduate). We gave them a source text to teach 10 students each one. After that, students' knowledge was evaluated with a post-test and a self-evaluation. The characteristics of the three classes were evaluated by external judges and the students themselves. Moreover, theme and sequential submission analyses following the source text were made. Results show differences in each of the analyzed aspects according to the literature.

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Senneff, Jo-Anne, Carol LaMonica-Way, Krendi Walls, Gilbert Barrera Jr., Harvinder Kaur, Susan Kilbourn, and Janice McKay. "Collaboration is key to success for transition of newly licensed nurses to specialty areas." Journal of Nursing Education and Practice 9, no. 12 (August 16, 2019): 13. http://dx.doi.org/10.5430/jnep.v9n12p13.

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Newly licensed nurses gain knowledge and skills at the academic level to enter the profession as novice nurses. A nurse residency program is crucial in the successful transition of new nurses to their professional role. In addition, supportive structures are essential for new nurses to acquire the skills, knowledge, and decision-making abilities appropriate for their specific area of practice. At Houston Methodist, an additional element of the nurse residency program includes transition to practice classes that are designed to increase new nurses’ knowledge and understanding of relevant skills. The classes provide practice in specific environments and improve self-confidence with elements identified through Casey-Fink surveys. In addition to the initial classes developed to support these areas, feedback showed the need to incorporate specific classes for specialized environments. As a result, the coordinators of the nurse residency program, experts, and leaders from specialty areas explored and developed specific learning opportunities. The aim of this article is to showcase the strategies used to develop customized approaches to ensure successful transitions to practice for newly licensed nurses.

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Peterson, Blake E., Steven R. Williams, and Penelope H. Dunham. "Connecting Research to Teaching: Mentoring Beginning Teachers." Mathematics Teacher 91, no. 8 (November 1998): 730–34. http://dx.doi.org/10.5951/mt.91.8.0730.

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The most crucial stage in the process of becoming a teacher occurs at the very outset, during the transition from student to student teacher to novice teacher. Many people can provide vital support to the new teacher: cooperating teachers, university supervisors, instructors of methods classes, and more experienced teachers in the school can all act as mentors. What is known about the mentoring process? What is unique to mentoring mathematics teachers? In this article we hope to outline what is known and offer some guidance for those wishing to be effective mentors.

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Uvarova, Olga V. "The Pedagogical Potential of the Phonetic Approach in the Training a Novice Wind Instruments Musician." Musical Art and Education 8, no. 2 (2020): 109–23. http://dx.doi.org/10.31862//2309-1428-2020-8-2-109-123.

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This article is devoted to the improvement of the educational process in the wind instrument class, focused on the production of the performing apparatus for novice musicians-wind instruments. The author presents a scientifically-based technology for teaching novice performers on wind instruments-trumpet, trombone, french horn, tuba – high-quality professionally competent sound production. It is based on the author's phonetic approach, which involves a conscious restructuring of the articulatory apparatus by changing the shape of the oral cavity according to mentally pronounced phonemes and modeling the position of the larynx. The article describes the content and organization of classes aimed at gradual mastering of the performing apparatus by students, starting with specially composed exercises, followed by the transition to learning instructional material in the form of more complex exercises, scales, etudes and plays from repertory collections, and then – to ensemble performance. As a result of the conducted experimental work, an effective algorithm of pedagogical actions was modeled, and the validity and pedagogical expediency of using the phonetic approach in the training of future musician performer on wind instruments was proved.

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Klak, Dmytro. "USAGE ABILITIES OF TINKERCAD ONLINE SERVICE, IN DISTANCED ELECTROTECHNIC CLASSES." Scientific bulletin of KRHPA, no. 12 (2020): 134–40. http://dx.doi.org/10.37835/2410-2075-2020-12-14.

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The Tinkercad online resource is a web-based tool that allows you to model objects of any complexity, which can then be printed on a 3D printer. Tinkercad does not have restrictions in professions, it is available to everyone: architects, designers, draftsmen, scientists, students, teachers, children and anyone with creative thinking and desire to create. No special knowledge required to design objects - using Tinkercad is easy and simple. More recently, Tinkerkad has been able to create electronic circuits and connecting them to the Arduino virtual board simulator. These are extremely important and powerful tools can significantly facilitate the processes of learning, design and programming new circuits for novice Arduino developers The article gives a general description of the online service TinkerCAD, history program development, describes the overall functionality of the platform as a whole. Reasoned perspectives and expediency of using the platform as a means of acquainting applicants education with 3D modeling environment. Describes the main advantages and disadvantages of working with program.Represented site is ideal for learning the basic concepts of three-dimensional graphics at school because it doesn't require significant PC computing resources because all settlement operations take place in specialized clouds. Features of the tinkercad.com service allow teachers to organize group work at school with talented students who want to master three-dimensional modeling

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Olu Jegede, Philip, Emmanuel A. Olajubu, Adekunle Olugbenga Ejidokun, and Isaac Oluwafemi Elesemoyo. "Concept–based Analysis of Java Programming Errors among Low, Average and High Achieving Novice Programmers." Journal of Information Technology Education: Innovations in Practice 18 (2019): 049–59. http://dx.doi.org/10.28945/4322.

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Aim/Purpose: The study examined types of errors made by novice programmers in different Java concepts with students of different ability levels in programming as well as the perceived causes of such errors. Background: To improve code writing and debugging skills, efforts have been made to taxonomize programming errors and their causes. However, most of the studies employed omnibus approaches, i.e. without consideration of different programing concepts and ability levels of the trainee programmers. Such concepts and ability specific errors identification and classifications are needed to advance appropriate intervention strategy. Methodology: A sequential exploratory mixed method design was adopted. The sample was an intact class of 124 Computer Science and Engineering undergraduate students grouped into three achievement levels based on first semester performance in a Java programming course. The submitted codes in the course of second semester exercises were analyzed for possible errors, categorized and grouped across achievement level. The resulting data were analyzed using descriptive statistics as well as Pearson product correlation coefficient. Qualitative analyses through interviews and focused group discussion (FGD) were also employed to identify reasons for the committed errors. Contribution:The study provides a useful concept-based and achievement level specific error log for the teaching of Java programming for beginners. Findings: The results identified 598 errors with Missing symbols (33%) and Invalid symbols (12%) constituting the highest and least committed errors respec-tively. Method and Classes concept houses the highest number of errors (36%) followed by Other Object Concepts (34%), Decision Making (29%), and Looping (10%). Similar error types were found across ability levels. A significant relationship was found between missing symbols and each of Invalid symbols and Inappropriate Naming. Errors made in Methods and Classes were also found to significantly predict that of Other Object concepts. Recommendations for Practitioners: To promote better classroom practice in the teaching of Java programming, findings for the study suggests instructions to students should be based on achievement level. In addition to this, learning Java programming should be done with an unintelligent editor. Recommendations for Researchers: Research could examine logic or semantic errors among novice programmers as the errors analyzed in this study focus mainly on syntactic ones. Impact on Society: The digital age is code-driven, thus error analysis in programming instruction will enhance programming ability, which will ultimately transform novice programmers into experts, particularly in developing countries where most of the software in use is imported. Future Research: Researchers could look beyond novice or beginner programmers as codes written by intermediate or even advanced programmers are still not often completely error free.

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Penttilä, Johanna, Veera Kallunki, Hannele M. Niemi, and Jari Multisilta. "A Structured Inquiry into a Digital Story." International Journal of Mobile and Blended Learning 8, no. 3 (July 2016): 19–34. http://dx.doi.org/10.4018/ijmbl.2016070102.

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Schools have been islands isolated from mobile technologies for a long time. In Finland, schools are investing in mobile technologies with the aim of providing a tablet for each student. This trend enables classes to adopt practices where students not only use ready-made learning materials but generate content as well. This paper aims to investigate student-generated digital stories as learning artefacts through a case example from two chemistry classes in a primary school. After introducing a method of creating digital stories from a structured inquiry, the paper presents an in-depth analysis of a specific type of story, its construction and conceptual learning outcomes related to the story's topic (i.e., chemical reaction). The results indicate that storytelling based on a structured inquiry is suited for novice science learners. In the future, teaching visual communication skills and story scripting to students should be emphasised to make the stories more sophisticated.

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Pike, Pamela D. "The differences between novice and expert group-piano teaching strategies: A case study and comparison of beginning group piano classes." International Journal of Music Education 32, no. 2 (November 12, 2013): 213–27. http://dx.doi.org/10.1177/0255761413508065.

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Ok, Gwang, and Yoon Ho Nam. "Understanding the Difficulties of Teaching Physical Education Classes by Novice Physical Education Teachers Graduated from the Graduate School of Education." Korean Society For The Study Of Physical Education 26, no. 3 (August 31, 2021): 1–12. http://dx.doi.org/10.15831/jksspe.2021.26.3.1.

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Trigiano, R. N., and G. Caetano-Anollés. "Laboratory Exercises on DNA Amplification Fingerprinting for Evaluating the Molecular Diversity of Horticultural Species." HortTechnology 8, no. 3 (July 1998): 413–23. http://dx.doi.org/10.21273/horttech.8.3.413.

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The primary objectives of these laboratory exercises are to familiarize advanced undergraduate and graduate students (and instructors) with the general concepts, techniques, and uses of DNA fingerprinting and to remove some of the perceived mystique underlying molecular genetics. The technique of DNA amplification fingerprinting (DAF) is partitioned into four independent laboratory exercises that include DNA isolation, DNA amplification, gel electrophoresis and silver staining, and data collection and analysis. Although the DNA amplification and gel electrophoresis exercises are emphasized, very detailed and easy-to-follow instructions and protocols are provided for all aspects of the DNA fingerprinting process. These exercises, or similar ones, have been successfully completed on the first attempt by several classes of novice graduate students and other researchers.

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CAMPOS, LUIZ ALEXANDRE, and CRISTIANO FELDENS SCHWERTNER. "The scent of life: Foreword from the Editors." Zootaxa 4958, no. 1 (April 14, 2021): 7–11. http://dx.doi.org/10.11646/zootaxa.4958.1.3.

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This special issue of Zootaxa is published in honor of Dr. Jocélia Grazia (Fig. 1) from the Universidade Federal do Rio Grande do Sul, Brazil, one of the world’s most respected and influential active taxonomists in Heteroptera. Though she retired from her long-time position as a Full Professor, away from undergraduate classes and administrative duties, Jocélia is still an active researcher and passionate about studying true bugs. An intense conviction she passes to her many students and becomes evident in her publications. If there is one word to define Jocélia Grazia, it is energy. Even the most novice and inexperienced student perceives the enthusiasm and dedication Jocélia faces from the small bureaucratic problems through the most challenging scientific questions.

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Ebrahimi, Seyed Foad, and Seyed Jamal Ebrahimi. "Thematic Progression Patterns In The IELTS Task 2 Writing." JOURNAL OF ADVANCES IN LINGUISTICS 3, no. 3 (April 15, 2014): 253–58. http://dx.doi.org/10.24297/jal.v3i3.5219.

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This study investigated the thematic progression patterns in the Task 2, essays, of the writing section of the IELTS test. To this end, thirty Task 2 essays with a score of 8 and 8.5 were selected. Then, the data were analyzed based on the thematic progression model proposed by Eggins (2004). The findings suggested that the selections of the thematic progression patterns were directly imposed by the nature of the genre of essay writing. This means that the writers were required to select the thematic progression patterns in a way which help meeting the general goals and purposes of this genre. The finding could be used in the IELTS preparation writing classes to help the writers, especially EFL novice writers, to achieve satisfactory scores in the Task 2, essays, of the writing section of the IELTS test.

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Harizaj, Marsela, and Veneranda Hajrulla. "Fostering Learner’s Critical Thinking Skills in EFL: Some Practical Activities." European Scientific Journal, ESJ 13, no. 29 (October 31, 2017): 126. http://dx.doi.org/10.19044/esj.2017.v13n29p126.

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Developing student’s critical skills is one of the major concerns of foreign language teachers. Professional teachers and novice ones try to find ways to motivate their students. Developing communicative competence requires students to develop learning strategies and focus on language function and context. In every course assignments, learners understand and realize better that communication is not an easy thing. Developing accuracy and fluency in foreign language classes enhance students critical thinking too. However, What is critical thinking? What is the perception of learners about it? What communicative activities can foreign language teachers use in the classroom to enhance student’s critical thinking? These are some research questions that this paper brings in focus, from theory to practice. The study is based on observations in EFL classes. From observations, it was found that developing critical thinking skills help learners to enhance their communication, enlarge their vocabulary, and help them to learn how to use language for different purposes in a variety of contexts. Foreign language teachers can help learners develop critical thinking skills. In this paper, some suggestions for foreign language teachers to use practical activities to foster critical thinking will be presented. Thus, in English language learning and teaching contexts, critical thinking becomes more dynamic.

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Hadidi, Yaser, and Nastaran Behshad. "An investigation into metaphor use in learner language: the interaction of word class and L1." JELTIM (Journal of English Language Teaching Innovations and Materials) 3, no. 1 (April 4, 2021): 15. http://dx.doi.org/10.26418/jeltim.v3i1.43006.

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This study aims at investigating the use of metaphor in learner language with a focus on interaction of word class and L1. The findings of previous studies on metaphor use in learner language point to the fact that metaphor is found in all word classes in learners’ written production, but that some word classes clearly favor metaphorical usage more than others. In similar fashion, the present investigation looked into the interaction between metaphor, word class, and L1, although within a single register and text type, i.e. argumentative essays produced by 20 novice writers. The model underlying the current study was Conceptual Metaphor Theory by Lakoff and Johnson (1980). Identification of metaphors was carried out based on MIP (Metaphor Identification Procedure) (Pragglejaz Group, 2007), a reliable and explicit tool for marking and identifying metaphorically used words. The hypothesis, based on previous research establishing this finding, was that prepositions top the list in this regard, being by far the most metaphorical word class. The cognitive predispositions made available by the student’s L1 are also of importance in this equation. Similar research would advance our understanding of the role of metaphor teaching, and in what form and to what degree it should be explicitly carried out.

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Vamos, Sandra. "Experiences of Beginning Health Educators and Changes in Their High School Students' Health Behaviors and Attitudes." Health Education & Behavior 34, no. 2 (August 4, 2006): 376–89. http://dx.doi.org/10.1177/1090198106288513.

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This study explored the instructional experiences of beginning health educators and changes in their high school students' health-related behaviors and attitudes. Qualitative data were collected through observations and personal interviews from five novice health teachers two times per week over an 8-week period. Quantitative data were collected from 92 high school student participants using a 60-item survey with a pretest/posttest administration. Dependent t tests were calculated to detect mean differences between total sample pretest and posttest scores with a significance level, where p < .05. Mean raw scores were calculated in 12 health categories to detect differences between pretest and posttest scores for each of the five individual health classes. A deeper understanding of beginning health teachers' practices, thoughts, and potential effectiveness offered insight into the interplay between teaching, learning, and health. The contribution to the enhancement of professional teacher preparation programs is provided.

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이미선 and 이미숙. "An Analysis of Learning Effectiveness According to the Types of Feedback from Teachers in Korean Storytelling Classes: Focused on the Chinese Novice Learners." Studies in Linguistics ll, no. 41 (October 2016): 279–304. http://dx.doi.org/10.17002/sil..41.201610.279.

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Tan, Lan Liana, Gillian Wigglesworth, and Neomy Storch. "Pair interactions and mode of communication." Sociocognitive Approaches to Second Language Pedagogy 33, no. 3 (January 1, 2010): 27.1–27.24. http://dx.doi.org/10.2104/aral1027.

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In today’s second language classrooms, students are often asked to work in pairs or small groups. Such collaboration can take place face-to-face, but now more often via computer mediated communication. This paper reports on a study which investigated the effect of the medium of communication on the nature of pair interaction. The study involved six pairs of beginner participants in a Chinese class completing seven different tasks. Each task was completed twice, once face to face (FTF), and once via computer mediated communication (CMC). All pair talk was audio recorded, and on-line communication was logged. Using Storch’s (2002) model of patterns of pair interaction, five patterns were identified: collaborative, cooperative, dominant/dominant, dominant/passive and expert/novice. The medium of communication was found to affect the pattern of interaction. In CMC some pairs became more collaborative, or cooperative. The implications of these findings for language teaching, particularly for the use of CMC in language classes, are discussed.

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Fisher, Mercedes, Gregory S. Thompson, and David A. Silverberg. "Effective Group Dynamics in E-Learning: Case Study." Journal of Educational Technology Systems 33, no. 3 (March 2005): 205–22. http://dx.doi.org/10.2190/ytj7-plqb-vndv-71uu.

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Investigating the participant structure that works in online courses helps us design for, and facilitate, collaboration. Learning communities and group work influence collaboration in online courses. We present an exploratory study of computer-mediated groups that used this model to participate in an online MA program in Educational Technology. These participants were organized into groups and collaboratively built knowledge through synchronous and asynchronous online dialogue while leveraging technology as a tool for individual and collaborative learning. We present a detailed case study collected over a two-year span to identify design ideas, structures, and perceptions of effective collaboration and performance. Group formation, support, and sustainability are also explored. Examples are included that not only describe what participants saw as enabling aspects of the structure but also ways in which novice instructors can enhance curriculum development around readings and online discussion. These findings indicate a high index of collaboration and completion compared to homogenous classes where students work on their own.

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Tan, Lan Liana, Gillian Wigglesworth, and Neomy Storch. "Pair interactions and mode of communication." Sociocognitive Approaches to Second Language Pedagogy 33, no. 3 (2010): 27.1–27.24. http://dx.doi.org/10.1075/aral.33.3.02tan.

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In today’s second language classrooms, students are often asked to work in pairs or small groups. Such collaboration can take place face-to-face, but now more often via computer mediated communication. This paper reports on a study which investigated the effect of the medium of communication on the nature of pair interaction. The study involved six pairs of beginner participants in a Chinese class completing seven different tasks. Each task was completed twice, once face to face (FTF), and once via computer mediated communication (CMC). All pair talk was audio recorded, and on-line communication was logged. Using Storch’s (2002) model of patterns of pair interaction, five patterns were identified: collaborative, cooperative, dominant/dominant, dominant/passive and expert/novice. The medium of communication was found to affect the pattern of interaction. In CMC some pairs became more collaborative, or cooperative. The implications of these findings for language teaching, particularly for the use of CMC in language classes, are discussed.

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Randall, Lynda E., and Charles H. Imwold. "The Effect of an Intervention on Academic Learning Time Provided by Preservice Physical Education Teachers." Journal of Teaching in Physical Education 8, no. 4 (July 1989): 271–79. http://dx.doi.org/10.1123/jtpe.8.4.271.

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This study set out to determine the effect of a training program on the amount of academic learning time in physical education (ALT-PE) provided by student teachers. A treatment group/control group experimental design was used to test the effect of an intervention, and random selection was used in assigning subjects to either group. A total of 50 classes were observed. Descriptive analysis revealed that teachers in the treatment group produced more ALT-PE than teachers in the control group. Wilcoxon Rank Sum tests computed for this comparison showed that the distribution of ranks was significantly different (p<.01). Additional tests produced nonsignificant differences for the distribution of ranks within the variables of skill practice, game, management, and waiting (p>.01). However, the general trend of differences within these variables seemed to contribute to the overall provision of greater ALT-PE for the treatment group. These findings have some important implications for the implementation of theory into practice in the supervision of novice teachers.

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Salwa, Salwa. "CONSIDERABLE STRATEGIES OF TEACHING LARGE MULTI-LEVEL CLASSES: A NARRATIVE STUDY OF WHAT EFL TEACHERS SHOULD DO." IJEE (Indonesian Journal of English Education) 1, no. 1 (March 4, 2015): 95–106. http://dx.doi.org/10.15408/ijee.v1i1.1197.

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Teaching classes in which there is a uniformity of learners‟ proficiency level is the most ideal environment in language classes since it enables teachers to apply appropriate teaching and learning strategies based on the individual student‟s level. However, in EFL settings, most teachers especially in school environments have to teach classes in which the learners have multiple levels of ability, since at schools, there is no placement test on students‟ ability of English as is usually done in private language institutions. This paper provides some useful strategies which can be applied by teachers in teaching classes where true and false beginners are within the same class. Applying these strategies is expected to assist weaker students to get benefit from interacting with stronger students without holding back the strong ones. Teaching English in the EFL context needs more efforts and persistence since the target language (TL) is not used in the daily conversation. In addition, it is common to find large and mixed- ability students in the EFL contexts, which management is surely not easy. Consequently, EFL teachers often find both true and false beginners in a classroom. According to Brown (2007) true beginners are students who do not have any knowledge of the target language, whereas false beginners are those who have previously studied the target language ( they have been familiar with alphabets, simple greetings, etc), but they remember only a little of what they have learned. Due to the characteristics of beginners who still have a high dependency on their teachers as a role model , the most suitable approach to be applied in this kind of class is the teacher-centered classroom (Brown, 2007). Therefore, in this novice stage, teachers play a significant role in helping the lower level students to improve their language skills. Since there are two levels of beginners in this kind of class, a good language teacher should apply some special techniques to successfully teach this mixed-ability class as teaching this kind of class needs more preparation berita terkini terbaru and special techniques than teaching in placed or streamed classes .I am going to provide some strategies which can be applied in teaching true and false beginners within a class.

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Moussay, Sylvie, Jacques Méard, and Richard Étienne. "Impact de la situation tutorale sur l’activité en classe des enseignants novices : étude du développement professionnel par le sens et par l’efficience." Revue des sciences de l’éducation 37, no. 1 (January 26, 2012): 105–28. http://dx.doi.org/10.7202/1007668ar.

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L’étude vise à examiner l’impact de la situation tutorale sur le développement professionnel des enseignants novices. Les concepts théoriques issus de l’approche historico-culturaliste ainsi que la méthodologie basée sur l’enregistrement de l’activité en classe de l’enseignant novice et les entretiens d’auto-confrontation s’inscrivent dans une perspective développementale de l’activité. Les résultats montrent : a) le développement de l’activité professionnelle des enseignants novices par le sens et par l’efficience, b) le conflit intrapsychique comme ressource de développement ou source d’empêchement. Ces résultats documentent précisément les circonstances dans lesquelles les enseignants novices en situation tutorale construisent des nouveaux buts et motifs d’action et des opérations nouvelles.

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Pecivova, Veronika. "Preventing reality shock in future pre-school and primary school teachers." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (January 10, 2018): 171–75. http://dx.doi.org/10.18844/prosoc.v4i8.3028.

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Reality shock in pre-school and primary school teachers is a significant factor affecting beginning of careers of novice teachers. The purpose of the project of Ministry of Education Youth and Sports of the Czech Republic called ‘Preventing reality shock in future preschool and primary school teaches at the beginning of their career’is to prepare students of preschool and primary teacher education for the beginning of their teaching career and thus prevent reality shock once they become service teachers. One of the focuses of studies presented in the project covers topics related to health problems of children teachers will possibly have to cope with in their classes. The aim is to provide teacher education students with information, which can help them in their teaching practice. Setting relationship between health issues and education is important, as it raises awareness of possible impacts certain health conditions of children may have on their education. We want to focus on the problem from the perspective of teacher training. Keywords: Reality shock, preschool teacher education students, primary teacher education students, health conditions.

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Linkov, Vaclav, Martina Trepacova, Veronika Kureckova, and Chih-Wei Pai. "Novice Czech Drivers’ Ability and Willingness to Offer the First Aid after Traffic Accidents: The Positive Effect of the First-Aid Training." Communications - Scientific letters of the University of Zilina 21, no. 2 (May 24, 2019): 114–18. http://dx.doi.org/10.26552/com.c.2019.2.114-118.

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The first aid is an important tool to save people’s lives after traffic accidents. Drivers are the most-likely bystanders, who might help injured people at the traffic accident site. The current research aims to explore Czech learner drivers‘ knowledge and attitudes towards the first aid and to evaluate whether the first aid education increases the likelihood that a driver will provide the first aid for injuries resulting from traffic accidents. A questionnaire survey was conducted in 2015 among a sample of 370 Czech learner drivers at driving schools. The two groups of student drivers were compared - those who had attended the first aid classes (FAC) and those who had not. The learner drivers who had attended an FAC are more likely to know how to treat burns and serious injuries, contain external bleeding, and unblock the respiratory track. Those who had not attended an FAC would more often hesitate to provide the first aid because they resisted taking a leadership role to organize the scene, or they did not have suitable equipment. This supports the idea that increasing the quality of the first aid training for Czech student drivers would improve the traffic safety in the Czech Republic.

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Yen, Hsu-Heng, Ping-Yu Wu, Pei-Yuan Su, Chia-Wei Yang, Yang-Yuan Chen, Mei-Fen Chen, Wen-Chen Lin, Cheng-Lun Tsai, and Kang-Ping Lin. "Performance Comparison of the Deep Learning and the Human Endoscopist for Bleeding Peptic Ulcer Disease." Journal of Medical and Biological Engineering 41, no. 4 (April 30, 2021): 504–13. http://dx.doi.org/10.1007/s40846-021-00608-0.

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Abstract Purpose Management of peptic ulcer bleeding is clinically challenging. Accurate characterization of the bleeding during endoscopy is key for endoscopic therapy. This study aimed to assess whether a deep learning model can aid in the classification of bleeding peptic ulcer disease. Methods Endoscopic still images of patients (n = 1694) with peptic ulcer bleeding for the last 5 years were retrieved and reviewed. Overall, 2289 images were collected for deep learning model training, and 449 images were validated for the performance test. Two expert endoscopists classified the images into different classes based on their appearance. Four deep learning models, including Mobile Net V2, VGG16, Inception V4, and ResNet50, were proposed and pre-trained by ImageNet with the established convolutional neural network algorithm. A comparison of the endoscopists and trained deep learning model was performed to evaluate the model’s performance on a dataset of 449 testing images. Results The results first presented the performance comparisons of four deep learning models. The Mobile Net V2 presented the optimal performance of the proposal models. The Mobile Net V2 was chosen for further comparing the performance with the diagnostic results obtained by one senior and one novice endoscopists. The sensitivity and specificity were acceptable for the prediction of “normal” lesions in both 3-class and 4-class classifications. For the 3-class category, the sensitivity and specificity were 94.83% and 92.36%, respectively. For the 4-class category, the sensitivity and specificity were 95.40% and 92.70%, respectively. The interobserver agreement of the testing dataset of the model was moderate to substantial with the senior endoscopist. The accuracy of the determination of endoscopic therapy required and high-risk endoscopic therapy of the deep learning model was higher than that of the novice endoscopist. Conclusions In this study, the deep learning model performed better than inexperienced endoscopists. Further improvement of the model may aid in clinical decision-making during clinical practice, especially for trainee endoscopist.

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Mirahayuni, Ni Ketut, and Susie Chrismalia Garnida. "CHARACTERISTICS OF EFL STUDENTS RESEARCH PROPOSALS: HOW RESEARCH STUDENTS ESTABLISH THEIR RESEARCH TERRITORY." ANAPHORA: Journal of Language, Literary and Cultural Studies 2, no. 1 (August 27, 2019): 10–17. http://dx.doi.org/10.30996/anaphora.v2i1.2722.

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This study investigates characteristics of EFL students's academic writing, particularly students research proposals. This study aims to uncover how novice researchers introduce their research topics within the larger research area. In particular, this study focuses on how students establish their research territory in the introductory parts of their proposals. This study focuses on students knowledge and preparation for conducting scientific research and the structural characteristics of students's research proposals. The study is based in Swales(1990) CARS Model for research article organization. This descriptive qualitative study involves 136 student proposals collected from 6th semester bachelor students majoring in English who enrolled in Research of Language classes in four academic years 2014/2015, 2015/2016, 2016/2017 and 2017/2018. Analysis of students topics indicates that most students are not yet well-prepared for conducting research. Analysis of the structural characteristics of the proposal also shows that students lacked substantial knowledge on research area or disciplines as well as scientific writing, particularly research writing, that detriment their success for entering the research community. Serious pedagogical and training efforts need to be done to improve students ability and preparation for research.

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Thinwiangthong, Sampan, Colleen M. Eddy, and MaitreeInprasitha MaitreeInprasitha. "MATHEMATICS TEACHERS’ ABILITIES IN DEVELOPING FORMATIVE ASSESSMENT AFTER THE INTRODUCTION OF LESSON STUDY AND OPEN APPROACH INNOVATIONS." Malaysian Journal of Learning and Instruction (MJLI) Vol. 17, No.1 Jan. 2020 17, Number 1 (January 31, 2020): 101–32. http://dx.doi.org/10.32890/mjli2020.17.1.5.

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Purpose – The main purpose of this study was to examine mathematics teachers’ abilities in developing formative assessments when teaching algebraic reasoning after utilizing two innovations: lesson study and open approach. Methodology – A single group quasi-experimental research design was employed in two mathematics classes in a school in Chaiyaphum province, Thailand. The target group was all the 11 mathematics teachers, who were pre-tested, then post-tested afterthe lesson study and open approach training. This was followed bytheir participation in setting up a lesson study group and conducting 10 lesson study cycles involving two research participants who were teaching two selected classes. The instruments were a questionnaire, the Assess Today rubric, interview protocols, 10 lesson plans, field notes, classroom observation video recordings, and students’ written work. The AssessToday rubric was the main instrumentwritten work. The AssessToday rubric was the main instrumentused to determine the ability level of the mathematics teachers indeveloping formative assessment in terms of seven components,namely learning targets, question quality, nature of questioning, selfevaluation,observation of student affect, instructional adjustment,and evidence of learning. Results – The pre-test and post-test results showed an improvementin the mathematics teachers’ understanding about formativeassessment, the methods used in formative assessment, and how theycould use the data from the formative assessment while they wereimplementing the two innovations. In addition, the AssessToday rubric showed that both mathematics teachers were progressinggradually from novice, apprentice to practitioner level in theirabilities in developing formative assessment after the 10 cycles ofinnovation practices in all the seven components. The results implythat the mathematics teachers showed vast improvement in their abilities in developing formative assessment after they implemented the lesson study and open approach innovations in their teaching. Significance – The results contribute significantly to knowledge about the usefulness of the lesson study and open approach innovations in enhancing mathematics teachers’ abilities in developing formative assessment.

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Reuker, Sabine. "The knowledge-based reasoning of physical education teachers." European Physical Education Review 23, no. 1 (July 24, 2016): 3–24. http://dx.doi.org/10.1177/1356336x15624245.

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The study addresses professional vision, including the abilities of selective attention and knowledge-based reasoning. This article focuses on the latter ability. Groups with different sport-specific and pedagogical expertise ( n = 60) were compared according to their observation and interpretation of sport activities in a four-field design. The first group (novice) was composed of student teachers who had their university studies and who were characterised by low sport-specific and low pedagogical expertise. The second group (athlete) comprised athletes with high sport-specific expertise determined by league affiliation. The third group (teacher) included teachers with high pedagogical expertise based on teaching experience and further pedagogical criteria. The fourth group (expert) consisted of teachers with high pedagogical expertise, who, in addition, played and coached basketball at a high level (high sport-specific expertise). Observational data were obtained from physical education classes. The participants’ comments were recorded in a guided interview and analysed based on qualitative content analysis. The results were exported for further statistical analysis. The findings reveal general and specific differences in knowledge-based reasoning and identify different types of knowledge and beliefs used in this process. The implications for physical education teacher education programmes using video-supported reflection are discussed in light of the results.

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Journal articles on the topic 'Novice classes'

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