Relevant bibliographies by topics / Observation of teaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Observation of teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Observation of teaching.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Observation of teaching"

1

Pattison, Andrew Timothy, Morgan Sherwood, Colin James Lumsden, Alison Gale, and Maria Markides. "Foundation observation of teaching project – A developmental model of peer observation of teaching." Medical Teacher 34, no. 2 (2012): e136-e142. http://dx.doi.org/10.3109/0142159x.2012.644827.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Fry, Heather, and Clare Morris. "Peer observation of clinical teaching." Medical Education 38, no. 5 (2004): 560–61. http://dx.doi.org/10.1111/j.1365-2929.2004.01869.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Shi, Connie R., Michael O. Nguyen, Jasmine Rana, and Susan Burgin. "Teaching and Learning Tips 12: Peer observation of teaching." International Journal of Dermatology 57, no. 10 (2018): 1233–36. http://dx.doi.org/10.1111/ijd.13913.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Nunan, Anna. "Peer Observation of Language Teaching: A Reflective Approach to Teaching." TEANGA, the Journal of the Irish Association for Applied Linguistics 24 (November 15, 2018): 70–82. http://dx.doi.org/10.35903/teanga.v24i0.44.

Full text
Abstract:
Peer observation of teaching has increasingly been considered as a means of promoting reflective practice for language teachers. An interactive model is critical to the success of the observation process as it is structured, supportive and emphasises choice, control and observation between equals. The insistence on an information flow aimed at the observed helps reaffirm the idea that observation is not an administrative exercise but a beneficial process for the teacher and learner. If peer observation can uncover some of the assumptions teachers use to shape language teaching, including the resistance to teaching as an open practice, an improvement of existing approaches to language teaching may be within reach.
APA, Harvard, Vancouver, ISO, and other styles
5

Ricotta, Daniel N., Andrew J. Hale, Jason A. Freed, Jessica L. Taylor, and Christopher C. Smith. "Peer observation to develop resident teaching." Clinical Teacher 17, no. 5 (2020): 521–25. http://dx.doi.org/10.1111/tct.13134.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Swinehart, James H. "Observation and the teaching of science." Journal of Chemical Education 64, no. 5 (1987): 429. http://dx.doi.org/10.1021/ed064p429.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Ito, Teruaki, and Alexander H. Slocum. "Teaching collaborative manufacturing: experience and observation." International Journal of Internet Manufacturing and Services 1, no. 1 (2007): 75. http://dx.doi.org/10.1504/ijims.2007.014484.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Čepič, Mojca. "Teaching liquid crystals – observation inspired curiosity." Liquid Crystals 41, no. 3 (2014): 452–64. http://dx.doi.org/10.1080/02678292.2014.889768.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Franklin, Elda E. "Assessing Teaching Artists Through Classroom Observation." Teaching Artist Journal 3, no. 3 (2005): 148–57. http://dx.doi.org/10.1207/s1541180xtaj0303_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Norbury, Linda. "Peer observation of teaching: A method for improving teaching quality." New Review of Academic Librarianship 7, no. 1 (2001): 87–99. http://dx.doi.org/10.1080/13614530109516823.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Observation of teaching"

1

McCloud, Jonathan David. "More Than a Sum of its Parts: Five Fundamentals for Formative Peer Observation of Classroom Teaching in Higher Education." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/77875.

Full text
Abstract:
This dissertation comprises two manuscripts formatted for publication, preceded by a brief introduction to the dissertation project. The first manuscript addresses the recent history and development of peer observation in the United States and synthesizes the body available peer observation scholarship. Five fundamental elements of peer observation (design, community, control, training, reflection) are put forth as a nexus at which meaningful and formative peer observation can be undertaken. A selection of empirically based methods for conducting peer observation is also presented. The second manuscript is a mixed-methods descriptive study of the five fundamentals of peer observation. Three academic departments at a large land-grant university were identified, via questionnaire, as having programs of peer observation that aligned with attributes of the five fundamentals. These academic departments participated in individual case studies designed to bring-about a description of the five fundamentals as they were and were not manifest in authentic university/college contexts.<br>Ph. D.
APA, Harvard, Vancouver, ISO, and other styles
2

Al-Khwaiter, Jassim. "Communicative language teaching and curriculum innovation in the teaching of English as a foreign language in Qatar : a study of the classroom and its socio-cultural context." Thesis, De Montfort University, 2001. http://hdl.handle.net/2086/4250.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

McKenzie, Andrew. "Measuring Teaching Effectiveness Using Value-Added and Observation Rubric Scores." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699912/.

Full text
Abstract:
This mixed-methods study examined the extent to which teacher performance and student performance measures correlated, and to understand which specific practices of mathematics teachers in Grades 3-5 related to student performance. Research was conducted at five elementary schools in a large, urban north Texas school district. Data sources included component scores and recorded evidence from observation rubrics, interviews with campus administrators, and value-added modeling (VAM) student growth scores. Findings indicated a modest relationship between teacher performance levels and student performance levels. Lack of access to individual teacher VAM data, per district policy, might have impacted the strength of the relationship. Interviews with administrators and an examination of the evidence cited in the observation rubrics identified specific practices associated with highly rated mathematics teaching. Differences in administrators’ experience levels with both mathematics instruction and the observation instrument might have influenced rubric scores and the level of specificity shown in evidence statements.
APA, Harvard, Vancouver, ISO, and other styles
4

Pillay, Melonie Nathasa. "Exploring the teaching sheltered instruction observation protocol from teachers' perspectives." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/30433.

Full text
Abstract:
The educational change brought about by the South African Constitution and the Language in Education policy has resulted in many parents choosing to send their children from pre-school to an English medium school, so that their children can become proficient in the English language. As a result, many learners are learning in a language that is not their mother tongue and are therefore struggling to acquire reading and writing skills. Although there are many misconceptions regarding the learning of a language, the underlying theory on how learners learn a second language through Cummins BICS and CALP theory is explored in this research. The main purpose of this study was to evaluate the effects of the Sheltered Instruction Observation Protocol (SIOP) on teaching English Second Language (ESL) learners in primary schools. The study further intended to determine the effectiveness of SIOP in the South African context. To facilitate the understanding of the problem statement of this study, an evaluation framework based on the Context- Input-Process-Product (CIPP) model of Stufflebeam’s model was applied. The research was carried out at one primary school who had predominantly ESL learners in the school and who had teachers trained in implementing SIOP. The main research question posed by this research is to determine the effectiveness of SIOP on teaching an ESL learner in a primary school in the South African context. The sub-questions of the research are to what extent does SIOP differ from traditional methods, how does SIOP affect teachers’ planning and instruction in the classroom; to what extent to the learners understand the content when the teachers implement SIOP and to what extent does SIOP contribute to the improvement of academic performance of ESL learners in content areas. To answer the research question, mixed methods was used to fit together the insights provided by qualitative and quantitative research into a workable solution and therefore make use of the pragmatic method as a system of philosophy. As qualitative data was collected first, followed by the analysis of the secondary data, the typology used for the research is the QUAL quan. Interviews and observations were carried out on teachers who are currently implementing SIOP using interview protocol and observation protocol and data obtained from the University of Pretoria was analysed to determine academic performance of ESL learners. Legitimation occurred at various stages of the research which included peer review and member checking, From the data collected through interviews and observations, the following themes emerged, namely (i) language focus; (ii) difference between SIOP and the traditional methods of teaching; (iii) planning and assessment; (iv) learner attitude towards SIOP and (v) Grade R influence. Although data collected from the University of Pretoria showed gains achieved, the methodology conducted in this research was not an experimental design. A paired ttest was used to determine gains made between the target school, comparison school and the whole sample. Therefore, tentative statements regarding the influence of SIOP on academic performance is thus made in this research. Although no experiment was undertaken for this research, the findings from the data show that the null hypothesis indicates that there is no significant difference between the scores of the baseline assessments and the follow-up scores. As the significant values (p-value) were less than .05, the null hypothesis can be rejected. As part of the analysis, the effect sizes were also calculated which indicates a large effect size for the total scores and reading scores while the phonics scale showed a medium effect and the mathematics scale showed a small effect size. Based on the results of the study, it was found that the programme needed some revisions to make better use of the existing opportunities. The following recommendations and suggestions are that an experiment design should be explored to ascertain actual contribution SIOP can make to an ESL class. SIOP should be implemented as a teacher development programme and possibly a module for teacher training at university level. Resources needs to be readily available for teachers to use which could contribute to the improvements of academic performance of ESL learners. Teachers should form planning teams with other teachers to share good practices and lastly adequate support is needed for the implementation of SIOP. The importance of this study is that it provides insight into and understanding of the role of implementing an intervention programme to improve academic performance of ESL learners. It also sheds light on the need for an intervention programme and the extent to which the programme can improve academic performance of ESL learners. The main contribution of this study to the body of knowledge was its insight into and understanding of a number of factors, categorised as inputs, process and outcomes, that had an effect of the implementation of the SIOP programme. The development of the conceptual framework was applied by the CIPP evaluation model, as a framework that illustrated the relationships and outcomes of the SIOP programme that had previously not been done. This study thus emphasises the importance of intensive research and proper planning of intervention programmes. The aim of this inquiry was to determine the effectiveness of a model of teaching that was developed in the USA. Throughout the research, the findings presented indicated that the Sheltered Instruction Observation Protocol would be a functional model to employ in South Africa’s education system and, if implemented correctly, would yield positive results. Therefore, this study was an initial step towards implementing a programme that would improve academic performance in schools, where the LoLT is different from the mother tongue. Although some valuable information was obtained, there is much scope for further research on how to evaluate the effects of SIOP on academic performance of ESL learners.<br>Dissertation (MEd)--University of Pretoria, 2011.<br>Science, Mathematics and Technology Education<br>unrestricted
APA, Harvard, Vancouver, ISO, and other styles
5

Sanif, Sazuliana. "Implementation of peer observation of teaching in ELT tertiary education system in Malaysia : a social-constructionism view." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/21049.

Full text
Abstract:
The present study primarily aims to explore the English language (EL) teachers’ current practices and their experiences of teacher evaluation, and how these are related to the introduction of peer observation of teaching (POT) in the Malaysian university system. Then, it aims to explore the possibilities and challenges faced by Malaysian universities in introducing peer observation. The participants of the study were determined by 2 stages of the research design. In Stage 1, from 10 different universities around Malaysia, 72 teachers completed the online questionnaire and eight semi-structured interview were conducted. In Stage 2, at the university where the study was conducted, 24 participants completed the after-workshop questionnaire and ten observations as well as eight semi-structured interview were carried out. Quantitative data were analysed using SPSS descriptive statistics while qualitative data were transcribed and then analysed using thematic content analysis. The findings on teacher evaluation revealed that there was teacher evaluation in place at every university involved in the survey. However, there seemed to be some major shortcomings that need to be addressed. Shortcomings such as teachers were not reminded of the real purposes of each evaluation undertaken, some evaluations were wasted because they were not studied, and teachers were not given ownership in setting out the suitable methods for evaluation. The findings on peer observation revealed that teachers had different understanding about it. Through the intervention study, it was discovered that the tone of the discussion between teachers were sometimes calm and celebrating, whilst some were critical and judgemental. The findings also showed that introduction of peer observation may be possible at the university under study provided the purposes were for developmental. However, teachers still had the feeling of nervousness and being judgemental about the whole process because of the common top-down approach. The findings from the study have provided several implications for the improvement of the existing EL teacher evaluation in particular, as well as evaluation of teachers of other subjects in general. In addition, the findings have also provided several implications for the introduction of peer observation especially to the university managements and the teachers in particular. The current study also contributes to knowledge by proposing: i) a model for teacher evaluation, and ii) one plan for the procedure of peer observation of teaching; which can be adjusted according to the suitability of any given context.
APA, Harvard, Vancouver, ISO, and other styles
6

Piers, Julia E. "Christian teachers in public schools a participant observation /." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Hines, Dalai C. "Development of an Observation System to Measure Narratives of Teaching Interactions." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404564/.

Full text
Abstract:
Having a measurable way to analyze how staff members describe teaching interactions is important for staff training and building a community of effective and caring practice. The purpose of this project, part of a larger program, is to develop a measurement system that captures descriptions of connected events (narratives) during teaching interactions. This project involved development of a reliable measurement system that discriminates between experienced and novice narratives of teaching interactions (contingency arrangements) across multiple cases of instruction. The participants were employees of a non-profit agency serving children with autism and their families. They volunteered to participate in the study. The development of the code included the systematic selection of high quality autism intervention video clips and asking participants to view the clips and describe events, and then coding responses. The participant narratives were then categorized by themes and analyzed. The results are described in the context of usefulness and limitations of the measurement systems. A mutielement design comparing responses across stimulus conditions was used to evaluate the sensitivity of the measurement system in discriminating between novice and experienced interventionists.
APA, Harvard, Vancouver, ISO, and other styles
8

Rasmusson, Malin. "Teaching Number Sense to Kindergarteners." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34824.

Full text
Abstract:
Då jag tidigare besökt förskoleklasser i USA har jag förvånats över hur mycket tid som ägnats åt laborativ matematik. När nationella läroplanen i matematik i USA, Principles and Standards for School Mathematics, omarbetades blev fokus inom matematik att arbeta för att stärka elevers taluppfattning. Lockad av tidigare erfarenheter från det amerikanska skolsystemet beslutade jag mig därför för göra en deltagande observation med löpande protokoll för att se hur man arbetar med taluppfattning i en förskoleklass i Texas. Under observationen fokuserade jag på att se samband mellan undervisningen, läroplaner och teorier inom matematikundervisning. Resultatet av min undersökning visar att nittio minuter varje dag ägnades åt laborativa matematikaktiviteter anpassade för att hjälpa eleverna att uppnå läroplanens mål. Därtill fanns en tydlig anknytning till teorier inom matematikundervisning.Arbetet är skrivet på engelska. Detta för att termer, dialoger etc. inte ska översättas inkorrekt och för att skolan som observationen skedde på ska kunna ta del av resultatet.<br>As I earlier visited Kindergarten classes in the United States, I was surprised to see how much time that was set aside for mathematical activities in a hands-on fashion. In the reform of the United States Principle and Standards for School Mathematics, number sense was an essential outcome. Hence, the purpose of my study was to investigate, using participant observation with running records as a method, how number sense is taught in a Kindergarten class in Texas. During my observation, I especially looked at the educations connection to the guidelines and mathematics education theories. The result of my investigation shows that ninety minutes every day was set aside for mathematical activities in hands-on fashion, adapted to meet the guideline requirements and goals. In addition, the teaching observed in the class was closely associated with the mathematics educational theories.
APA, Harvard, Vancouver, ISO, and other styles
9

Langmuir, David Allan. "Making sense of teacher collaboration : a case study of two teachers’ engagement in clinical supervision." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34574.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Crabill, Thomas V. "Teaching Methods of a Successful College Soccer Coach." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1399642117.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Observation of teaching"

1

Borich, Gary D. Observation skills for effective teaching. 6th ed. Pearson/Allyn and Bacon Publishers, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Observation skills for effective teaching. 6th ed. Pearson/Allyn and Bacon Publishers, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Bayles, Martin Debra, ed. Observation skills for effective teaching. 5th ed. Pearson Merrill Prentice Hall, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Bayles, Martin Debra, ed. Observation skills for effective teaching. 4th ed. Merrill/Prentice Hall, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Borich, Gary D. Observation skills for effective teaching. 3rd ed. Merrill, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Observation skills for effective teaching. Merrill Pub. Co., 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kachur, Donald S. Classroom walkthroughs to improve teaching and learning. Eye on Education, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

A, Stout Judith, and Edwards Claudia L, eds. Classroom walkthroughs to improve teaching and learning. Eye on Education, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Observation of teaching: Bridging theory and practice through research on teaching. LINCOM Europa, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Kachur, Donald S. Classroom walkthroughs to improve teaching and learning. Eye on Education, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Observation of teaching"

1

McGuinn, Nicholas. "Classroom observation." In Take Off into English Teaching! Routledge, 2017. http://dx.doi.org/10.4324/9781315545806-11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

O’Leary, Matt. "Classroom observation as a method for studying teaching and learning." In Classroom Observation. Routledge, 2020. http://dx.doi.org/10.4324/9781315630243-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Kille, Tarryn, Paul Bates, and Patrick S. Murray. "Peer Observation in the Online Learning Environment." In Teaching for Learning and Learning for Teaching. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-289-9_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Greene, Jennifer C. "Critical Issues in Participant Observation." In Creative Ideas For Teaching Evaluation. Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-015-7829-5_14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Sit, Hing Wa. "Findings from Classroom Observation." In Inclusive Teaching Strategies for Discipline-based English Studies. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4708-4_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Larkham, Peter J. "The Importance of Observation: Urban Morphology in the Field." In Teaching Urban Morphology. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76126-8_15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Ishihara, Noriko, and Andrew D. Cohen. "Class Observation and Instructional Examples for L2 Pragmatics." In Teaching and Learning Pragmatics, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003168188-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Drew, Steve, Christopher Klopper, and Duncan Nulty. "Defining and Developing a Framework for the Peer Observation of Teaching." In Teaching for Learning and Learning for Teaching. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-289-9_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Walker, Richard. "Peer Observation and Review of Online Teaching." In Encyclopedia of Teacher Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_68-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Observation of teaching"

1

Pego, Joao Pedro, Ana Mouraz, Jose Manuel Martins Ferreira, and Amelia Lopes. "Peer observation of teaching at u.porto a multidisciplinary approach to peer observation of teaching." In 2013 1st International Conference of the Portuguese Society for Engineering Education (CISPEE). IEEE, 2013. http://dx.doi.org/10.1109/cispee.2013.6701972.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Cakane, Liga, Jelena Volkinsteine, Dace Namsone, and Ilze France. "WHAT LESSON OBSERVATION DATA REVEAL ABOUT THE CHANGES IN TEACHING SCIENCE: CASE STUDY FROM LATVIA." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.30.

Full text
Abstract:
The improvement of teaching quality in Science subjects is closely connected to the implementation of reforms initiated in education policy resolutions in the school practice. It is crucial for teachers to implement the paradigm shift from transmitting information to 21st century learning design. It means to change not only teaching strategies but also their views what teaching is. Lesson observations were the main source to answer the research questions: What do lesson observations reveal about the students’ learning in science lessons according to criteria selected? What information lesson observation gives about teachers’ skills to organize learning according to changes envisaged in education policy resolutions? Key words: case study, lesson observation, science teaching and learning.
APA, Harvard, Vancouver, ISO, and other styles
3

Caporarello, Leonardo, Federica Cirulli, and Manuela Milani. "COLLABORATIVE DESIGN OF A TEACHING OBSERVATION GRID TO FACILITATE THE ACCEPTANCE OF TEACHING OBSERVATION PRACTICES." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1193.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Rebičová, Zuzana. "E-performance observation in teaching foreign languages." In International Scientific days 2016 :: The Agri-Food Value Chain: Challenges for Natural Resources Management and Society. Slovak University of Agriculture in Nitra, 2016. http://dx.doi.org/10.15414/isd2016.s8.17.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Arampatzi, Georgia, Pavlos Kyrgyridis, Kyriakoula Emmanouilidou, and Vassiliki Derri. "Teaching Effectiveness and Physical Education: Data from systematic observation." In 2nd International Conference on Future of Teaching and Education. GLOBALKS, 2019. http://dx.doi.org/10.33422/2nd.icfte.2019.12.861.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Krystof, David, and Petr Adamec. "REFLECTIONS ON PEDAGOGICAL INTERVENTIONS: OBSERVATION DURING REMOTE TEACHING." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0656.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Garry, Byron, Li Qian, and Teresa Hall. "Work in progress — Implementing peer observation of teaching." In 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6142758.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Arcella, A., E. Balzano, S. Cavaliere, and R. Iura. "A Teaching Kinematics: Augmented Reality and Virtualization in the Observation." In 2008 International Conference on Computer Science and Software Engineering. IEEE, 2008. http://dx.doi.org/10.1109/csse.2008.1625.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Zaiyasni, Zaiyasni, and Y. Helsa. "Observation of Teacher Activity in Teaching Science in Elementary School." In The 3rd International Conference on Advance & Scientific Innovation. EAI, 2020. http://dx.doi.org/10.4108/eai.20-6-2020.2300723.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Zhang, Qin, and Juan Zhang. "The Practice Teaching of Journalism: Empirical Observation and Theoretical Construction." In 2013 the International Conference on Education Technology and Information Systems (ICETIS 2013). Atlantis Press, 2013. http://dx.doi.org/10.2991/icetis-13.2013.248.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Observation of teaching"

1

Chuah, Swee-Hoon. Teaching East-Asian Students: Some Observations. The Economics Network, 2010. http://dx.doi.org/10.53593/n1187a.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

Full text
Abstract:
This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
APA, Harvard, Vancouver, ISO, and other styles
3

Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

Full text
Abstract:
Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
APA, Harvard, Vancouver, ISO, and other styles
4

Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, 2020. http://dx.doi.org/10.52012/tyob9090.

Full text
Abstract:
The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Observation of teaching' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography