To see the other types of publications on this topic, follow the link: Observation of teaching.
Dissertations / Theses on the topic 'Observation of teaching'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research 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.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
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 textAbstract:
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.
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
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 textAbstract:
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.
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 textAbstract:
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
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 textAbstract:
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.
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
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 textAbstract:
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.
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 textAbstract:
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.
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
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
11
Gledhill, Maurice. "Supporting and Developing Lecturers in Higher Education Using the Observation of Teaching." Thesis, Leeds Beckett University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518305.
Full text
12
Hines, Dalai C. "Development of an Observation System to Measure Narratives of a Teaching Interaction." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc1404564/.
Full textAbstract:
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.
13
Kelly, Karinsa Michelle. "Science Journals in the Garden: Developing the Skill of Observation in Elementary Age Students." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1536.
Full textAbstract:
The ability to make and record scientific observations is critical in order for students to engage in successful inquiry, and provides a sturdy foundation for children to develop higher order cognitive processes. Nevertheless, observation is taken for granted in the elementary classroom. This study explores how linking school garden experience with the use of science journals can support this skill. Students participated in a month-long unit in which they practiced their observation skills in the garden and recorded those observations in a science journal. Students' observational skills were assessed using pre- and post-assessments, student journals, and student interviews using three criteria: Accuracy, Detail, and Quantitative Data. Statistically significant improvements were found in the categories of Detail and Quantitative Data. Scores did improve in the category of Accuracy, but it was not found to be a statistically significant improvement.
14
Henninger, Jacqueline Chryar. "The effects of knowledge of instructional goals on observations of teaching and learning /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
Full text
15
Sutherland, Graeme. "Grade decisions : how observers make judgements in the observation of teaching and learning." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/101750/.
Full textAbstract:
This research looked at how observers make judgements in the Observation of Teaching and Learning (OTL). Until recently, graded OTL has been the dominant model for assessing teaching quality across all sectors of education in the UK. From Ofsted inspection to routine in-service appraisal, teachers have become familiar, if not comfortable, with being watched and judged. Although the outcomes of these observations have high-stakes consequences for practitioners, and their institutions, the judgement process of the observer has been an under-developed area of research, and questions of which elements of theory, experience and practical knowledge they access in doing so, are areas yet to be fully explored. This research constituted a case study focussed on the process of OTL in a city-wide Adult Education service provider in England, attempting to understand and clarify the opaque process utilising methods including: interviews and questionnaires with 14 experienced classroom observers, analysis of data from 137 observation reports, and accreditation results and attendance rates pertaining to over 230 classes. Data were complemented by a rich background of ethnographic and auto-ethnographic reflection to provide context and to make the experience of OTL relatable for the reader. The findings suggested that the concept of Wisdom of Practice was at the heart of the OTL process and that observers appeared to reach their initial judgements holistically based on a largely intuitive and automatic access to a wealth of theory, experience and practical knowledge. Observers then appeared to make use of a range of elements to refine and justify their judgements: chiefly judgement-criteria arising from a range of sources, but also contextual factors including the observer’s relationship with the observee. The analysis and discussion of these findings has led to the proposal of a theoretical model of the OTL judgement process, which clearly demonstrates the complex strands of OTL decision-making. Ultimately, the findings support a claim for the continued usefulness of OTL with an increased emphasis on Continued Professional Development. There is an appreciation of the authenticity of the measure, once grading has been removed, based upon the Wisdom of Practice of the experienced observer.
16
Hayden, Sharon Angella. "Enabling Curricula: The Development of a Teaching Observation Protocol to Address Students' Diverse Learning Needs." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/420.
Full textAbstract:
AN ABSTRACT OF THE DISSERTATION OF Sharon Angella Hayden, for the Doctor of Philosophy degree in Education, presented on July, 25th, 2011, at Southern Illinois University Carbondale. TITLE: ENABLING CURRICULA: THE DEVELOPMENT OF A TEACHING OBSERVATION PROTOCOL TO ADDRESS STUDENTS' DIVERSE LEARNINNG NEEDS MAJOR PROFESSORS: Dr. Grant R. Miller and Dr. D. John McIntyre Diverse learning needs are students' learning needs in areas such as language, learning styles, background, disabilities, technology skills, motivation, engagement, and access. Teacher candidates must be aware of and plan to meet these needs. The Universal Design for Learning (UDL) provides guidelines that can increase the level of student engagement and variety in materials and activities incorporated in a lesson, and will improve the extent to which teacher candidates meet students' diverse learning needs. This research incorporated design research and systematic observation methodologies and was informed by data from lesson observations collected with the proposed observation protocol. It also relied on data from a focus group discussion with cooperating teachers, email feedback from university supervisors, and document analysis of lesson plans and materials. Analysis of this data showed that teacher candidates' perceptions about diverse learning needs were informed by the school's curriculum, the subject area they taught, their experiences, and theories such as multiple intelligences. Their perceptions were modified during the study which also resulted in changes in the way they planned and taught their lessons. Participants found the proposed observation protocol to be both clear and useful. It is proposed that teacher candidates, cooperating teachers, and university supervisors should be informed about the Universal Design for Learning. It is expected that the observation protocol will be incorporated into methodology courses, as well as in teacher candidate conferences with university supervisors. It is also expected that future research will incorporate university supervisors and cooperating teachers in the implementation of the observation protocol. Future research is also expected to explore the possibility of developing a subject-specific observation protocol for use at the secondary level.
17
Yesilgul, Mustafa. "Formativ Bedömning i Matematik." Thesis, KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-222802.
Full textAbstract:
Syftet med denna studie är att undersöka hur formativ bedömning genomförs i matematikämnet i grundskolans senare år och lärarnas upplevelser kring formativ bedömning under sina lektioner. Dessa undersökningar genomfördes och analyserats utifrån Dylan Wiliams fem nyckel strategier i formativ bedömning. Detta arbete är en kvalitativ studie. Arbetet baserades på intervjuer med fyra högstadielärare och klassrumsobservationer. Syftet med intervjuerna var att ta reda på lärarnas upplevelser om bedömningsprocesser och hur de tillämpar formativ bedömning under sina matematiklektioner. Som ett komplement till intervjuerna, utfördes klassrumobservationer för att se hur dessa processer sker i verkligheten. Resultatet visar att samtliga matematiklärare har en positiv syn på formativ bedömning som skall kompletteras med summativ bedömning. Vidare visar det sig att bedömning bör göras på ett strukturerat sätt bland annat genom att bedömningsprocesser ska tydliggöras för elever i den mån det går och baseras på styrdokumenten. Studien visar också att lärarna använder olika metoder bland annat snabba reflektioner, Exit Cards och digitala verktyg i form av formativ bedömning. Resultatet visar även att lärarna upplever att formativ bedömning kan användas för att granska elevers aktuella kunskapsutveckling samt att ge tillräckligt stöd till dem i fortsättning. Å andra sidan, lärarna upplever att elevers uppfattning om bedömning, tidsbrist, svårigheter med kamratbedömning kan vara en utmaning i formativ bedömning. Dessa kan vara samt att förhålla bedömningen till kunskapskraven. Ytterligare visar ett annat resultat att lärarens bedömning kan fokusera på olika processer som kan handla om olika nivåer av matematikinnehåll.<br>The purpose of this study is to investigate how the formative assessment takes place in the mathematic teaching in the elementary school later years and the teachers' experiences of formative assessment during their lessons. These investigations were conducted and analyzed based on Dylan Wiliam's five key strategies in formative assessment This work consists of a qualitative method that researches the human subjective experience within an area. The work was based on interviews with four high school teachers and classroom observations. The purpose of the interviews was to find out about the teachers' experiences of assessment processes and how they apply formative assessment during their math lessons. As a complement to the interviews, classroom observations were performed to see how these processes take place. The result shows that all math teachers have a positive view on formative assessment which must be supplemented with summative assessment. Furthermore, it is found that assessment should be done in a structured way, inter alia, by making assessment processes clear to students as far as possible and based on the control documents. The study also shows that teachers use different methods, including rapid reflections, Exit Cars and digital tools in form of formative assessment. The results also show that teachers find that formative assessment can be used to review students' current knowledge development and to provide adequate support to them in the future. On the other hand, the teachers feel that students' understanding of assessment, lack of time, difficulties with peer assessment can be a challenge in formative assessment. Another result shows that the teacher's assessment can focus on different processes that can deal with various levels of mathematical content.
18
Tu, Chia-Fang. "Observation and Evaluation of Two Composer-Teachers of Pre-College Piano." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1214246893.
Full text
19
Cairns, Alison M. "Introduction and evaluation of a peer observation of teaching scheme to develop the teaching practice of chair-side clinical dentistry tutors." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/38918/.
Full textAbstract:
Glasgow Dental School (GDS) offers a varied learning environment for well-motivated, high-achieving students. These students, along with institutional, professional and public stakeholders, demand high quality, efficient, effective and modern teaching practices. A new undergraduate curriculum was introduced at GDS; a more authentic learning experience was to be delivered with a move away from traditional teaching based solely within the dental hospital. Outreach teaching facilities were introduced and a cohort of NHS clinical tutors joined academic staff. Both new and old staff were required to develop their teaching skills. Some tutors expressed distress at the lack of availability of training to enhance teaching skills, and implementation of a Peer Observation of Teaching Scheme (POT) was considered as a way to address this issue. POT focuses on providing opportunities for staff to improve their teaching skills. It can be conducted successfully with inexperienced teaching staff and limited resources. It can help identify and eliminate poor teaching practice while enabling participants to develop their skills, self-identity and group identity as teachers. POT, in this study, is a reciprocal process whereby one peer observes another teaching and provides supportive and constructive feedback. Its underlying rationale is to encourage professional development in teaching and learning through critical reflection, by both the observer and the observed. In this thesis, I outline the implementation of the POT scheme across clinical sites at GDS. The study involved multiple stakeholders and therefore required approval, accommodation and support across six geographically diverse Scottish health board areas. The process and outcomes from the evaluation of the POT scheme are presented. The current body of published research offers little in relation to POT for the development of teaching chair-side clinical dentistry, a distinct area where students carry out multiple invasive procedures on patients during each teaching session. Appraisal of the scheme and its impact was conducted using evaluation methodology underpinned by constructivist epistemology. Ethical approval was sought and granted. Results describe motivations to teach and evaluation of the POT process in relation to its authenticity, acceptability and practicality. Analysis of who is truly considered a ‘peer’ as well as aspects of trust, honesty and respect are presented along with the perceived issues for colleagues sharing critical feedback. Impact of the POT scheme is explored in terms of teaching, reflection, increased self-awareness, and lessons learned about personal teaching practice. There is a strong focus on the role of POT for quality enhancement. Key issues highlighted by the findings include; the notable differences between participants from a range of academic backgrounds; study limitations; and feasible alternatives for the development of teaching staff. The POT scheme was successfully implemented and analysed. It was an authentic method for encouraging reflection and development of teaching practice. Recommendations for further progress are outlined. These include whether POT should be mandatory; how to facilitate wider group discussion; systems for implementation of shared good practice; and increasing access to teaching qualifications. Further research is required to directly measure the impact of POT on student learning and look at how the scheme has impacted on development of the wider community of practice.
20
Norris, Karen S. Wilhelm Ronald Wayne. "Making sense of teaching a holistic approach to teacher reflection about practice /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11018.
Full text
21
Ahl, Johan. "Lika förutsättningar för lärande : En studie om trumundervisning på musik- och kulturskola ur ett genusperspektiv." Thesis, Karlstads universitet, Institutionen för konstnärliga studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-46927.
Full textAbstract:
Studiens syfte är att utifrån ett genusperspektiv studera hur trumlektioner genomförs i musik- och kulturskola. Forskningsfrågor är: Vilka förutsättningar för lärande ges killar respektive tjejer i trumundervisning? Hur arbetar trumlärare med det sociala samspelet, val av undervisningsmaterial, kravställningar och förväntningar på sina elever, sett utifrån ett genusperspektiv? För att undersöka detta har tre kvalitativa intervjuer och sex deltagande videoobservationer genomförts. Tidigare studier visar bland annat att musiklärare förväntar sig en feminin och maskulin stil av sina elever, att det är svårt som tjej att positionera sig på ett sätt som utmanar den lokala genusregimen samtidigt som det är svårt att vara traditionellt feminin – måttfull och kontrollerad - när det ska spelas instrument som elbas och trumset. I föreliggande studies resultat visas trumlärarnas syn på trumundervisning men också hur de genomför sin undervisning och hur kill- och tjejelever hanteras i undervisningen. Där framkommer att lärarna i stor utsträckning anpassar undervisningen efter elevernas personligheter och individuella förutsättningar och inte efter könstillhörighet, men att trumlärarna uttrycker vissa fördomar som kan peka på att de förväntar sig att se en feminin och maskulin stil hos sina elever. Diskussion förs om problematiken i att instrument och yrken är genuskodade, vilket kan påverka elevernas förutsättningar för lärande, och om lärares eventuella fördomar samt att vi lärare måste anpassa oss efter eleverna och inte tvärtom.<br>The purpose of this study is to, from a gender perspectice, explore how the drum kit lessons in three music and culture schools are performed. To investigate this, three qualitative interviews and six participant video observations have been implemented. Previous studies show that music teachers expect a feminine and masculine style of their students, that it is difficult as a girl to position themselves in a way that challenges the local gender regime while it is difficult to be traditionally feminine - moderate and controlled – when playing instruments such as electric bass and drum kit. In the present studies results, drum teachers’ views on drum teaching are shown but also how they conduct their teaching, and how boy- and girl students are handled in teaching. It emerges that teachers largely adapt teaching to students’ personalities and individual circumstances and not to gender, but the drum teachers express certain prejudices which may indicate that they expect to see a feminine and masculine style of their students. There is a discussion about the problems of instruments and professions being gender-coded, which can affect students’ learning conditions, and teacher prejudices and that teachers have to adapt to the students and not vice versa.
22
Dixon, Kelly Elizabeth. "SOCIALIZATION, SOCIAL SUPPORT, AND SOCIAL COGNITIVE THEORY: AN EXAMINATION OF THE GRADUATE TEACHING ASSISTANT." UKnowledge, 2012. http://uknowledge.uky.edu/comm_etds/6.
Full textAbstract:
Graduate teaching assistants (GTAs) face the unknown as they negotiate their multiple roles and identities within the graduate school and classroom setting as teachers, students, and researchers. The purpose of this study is to identify the role that institutionalized socialization, social support, and behavioral observation and modeling play for GTAs as they navigate their way through the organizational socialization process.
Interviews with twenty two current and former graduate teaching assistants from a Communication department at a large, southeastern university (GSU) were conducted and analyzed. Findings indicate that institutionalized socialization, which exists at both the graduate school and departmental level, serves to both reduce and create uncertainty and anxiety for GTAs based on messages communicated and also serves the purpose of relationship formation. In examining the social support aspect, findings indicate that the socialization process is facilitated for GTAs through House‘s (1981) four categories of emotional, instrumental, informational, and appraisal support. Finally, behavioral observation aids in the socialization process for GTAs. Observation is used by GTAs to obtain information about teaching behaviors, specifically what they should and should not do in the GSU classroom. Observation also highlighted both positive and negative aspects of the departmental culture and helped GTAs to understand how things work in the department.
Implications, limitations, ideas for what can be done to improve the process for GTAs, and areas for future research are also discussed.
23
Linde, Göran. "On curriculum transformation explaining selection of content in teaching /." Uppsala : HLS förlag, 1993. http://catalog.hathitrust.org/api/volumes/oclc/33104518.html.
Full text
24
Palmqvist, Malin, and Anne Strandberg. "Samundervisning : En studie i speciallärares och ämneslärares möjligheter att uforma specialpedagogiskt stöd på gruppnivå i grundskolan." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-386143.
Full textAbstract:
The purpose of this study has been to contribute to an increased understanding of how specialist teachers and subject teachers co-teach in the ordinary classroom and work together with students in need of special support and to investigate which different forms of co-teaching occur when teaching language, reading and writing in elementary school. The study also aims to illustrate the special needs teachers' and teachers' perceptions of the collaboration in co-teaching and how the teachers perceive the concept of inclusion and how the specialist teacher's competence is perceived. The study was carried out through two classroom observations of co-teaching between two subject teachers an two unauthorized specialist teachers, and through follow-up semi-structured interviews with said teacher pairs. To further add a specialist teacher perspective, two qualified specialist teachers specialized in language, reading and writing development were interviewed. The observations that should be seen as a complement to the interviews are presented narratively through a descriptive text (Bryman, 2018). The interviews were transcribed and analyzed using phenomenographic analysis in seven steps (Fejes, 2017). An additional analysis was made from a social constructionism perspective where links to central concepts such as relationships, communication and interaction were made (Burr, 2015); Dysthe, 1996; Emanuelsson, Persson and Rosenqvist, 2001; Persson, 2019). All teachers in the study have experience of co-teaching, however, the results point to a lack of common language for describing co-teaching and its different forms of work. Furthermore, the results show that the respondents saw that co-teaching can help the specialist teacher to get to know all the pupils and all the educators and that co-teaching becomes more varied as it is carried out by two teachers who complement each other. Another positive effect that emerges from the study is that co-teaching can contribute to extra adaptions becoming a natural part of the regular teaching, which could contribute to a more inclusive classroom climate.
25
Hammarwall, Julie. "Dimensions of Self-Motivated Teacher Collaboration." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-86799.
Full textAbstract:
This qualitative study explores six English teachers’ perceptions regarding teaching collaboration. In open-ended interviews, the teachers responded to questions regarding the extent to which they were able to engage in meaningful collaboration. The study’s focus was to gain insight on the most valuable dimensions of informal and formal collaborative activities. The outcome of the study indicated that although many teachers engage in self-motivated collaborative activities, they wished to build on their experiences in different ways, incorporating more formal activities and professional development opportunities. Peer observations, feedback and discussions were found to be effective means of increasing teachers’ repertoire of teaching skills. The teachers in this study perceived collaboration as a positive and productive dimension of both teaching and learning. A broader implication of the study’s results is that these teachers’ perceptions reflected a bottom-up approach to school development addressing teachers’ actual concerns, rather than a top-down approach as imposed by the school administration.
26
Singh, Raj Kanwar. "Approaches to learning in a classroom environment: observational & experiential." Diss., Rolla, Mo. : Missouri University of Science and Technology, 2008. http://scholarsmine.mst.edu/thesis/pdf/Singh_09007dcc80681dba.pdf.
Full textAbstract:
Thesis (M.S.)--Missouri University of Science and Technology, 2008.<br>Vita. The entire thesis text is included in file. Title from title screen of thesis/dissertation PDF file (viewed June 18, 2009) Includes bibliographical references.
27
Keramidas, Cathy Galyon, Tina M. Hudson, and Dijk Wilhelmina van. "The Intersection of Teacher Candidate Observation and Students at a Distance: What does the Research Say?" Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/520.
Full textAbstract:
Many programs are experimenting with distance education technologies (e.g., webcams, interactive video, ect.) to provide support of clinical experiences. This session will review the literature to determine if using a webcam to observe teacher candidates in the field is a viable and useful option for many institutes of higher education.
28
Cone, Christina Schull. "Using Art to Teach Students Science Outdoors: How Creative Science Instruction Influences Observation, Question Formation, and Involvement." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2098.
Full textAbstract:
Elementary education has become increasingly divided into subjects and focused on the demand for high math and reading scores. Consequently, teachers spend less time devoted to science and art instruction. However, teaching art and science is crucial to developing creative and rational thinking, especially for observation and questioning skills. In this study, third grade students attending an urban school in Portland, Oregon received instruction of an art strategy using observational and quantifying drawing techniques. This study examines, "Will an art strategy observing the local environment help students make observations and ask questions?" and "In what ways are student learning and perspectives of science affected by the art strategy?" The independent variable is the art strategy developed for this study. There are three dependent variables: quality of student observations, quality of questions, and themes on student learning and perspectives of science. I predicted students would develop strong observation and questioning skills and that students would find the strategy useful or have an increased interest in science. The art scores were high for relevance and detail, but not for text. There were significant correlations between art scores and questions. Interviews revealed three themes: observations create questions, drawing is helpful and challenging, and students connected to science. By examining science through art, students were engaged and created strong observations and questions. Teachers need to balance unstructured drawing time with scaffolding for optimal results. This study provides an integrated science and art strategy that teachers can use outdoors or adapt for the classroom.
29
Garden, Regan E. "Creating a Verbal Community for Describing Emotional Responses within a Contingency Lens: The Effects of a Brief Training Workshop." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955041/.
Full textAbstract:
Observing emotional responses is recognized as a valuable clinical skill in a variety of professions, including applied behavior analysis. Emotional responses can flag possible contingencies thereby guiding a behavior analyst to better select valid measures, goals, and procedures. Additionally, emotional responses can be goals in and of themselves. The purpose of the present study was to evaluate the effects of a workshop on the observation and description of emotional responses by behavior analysts-in-training. The procedures included instructions, modeling, practice, discussion and feedback. The workshop included a blend of trainer presentation and interteaching strategies. The effects of the workshop were evaluated using a single-subject A-B design with multiple probe measures across four students. During probe assessments participants watched short video clips of family interactions and wrote a descriptive narrative in response to several questions. This created a permanent record for quantitative evaluation and analysis. The study resulted in an increase in the number of descriptions of emotional responses among all participants. The participants also increased responses tying the emotional response to external environmental events more often in the post-workshop assessment than the pre-workshop assessment. Results are discussed within the context of training applied behavior analysts, the analysis of verbal behavior, and the role of emotions in clinical practice.
30
Doabler, Christian T. 1971. "Measuring instructional interactions in kindergarten mathematics classrooms through a direct observation system." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10565.
Full textAbstract:
xvi, 115 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>There is convincing evidence that many students struggle to learn mathematics proficiently. One plausible contributor to the low math achievement is the quantity and quality of learning opportunities provided in classrooms. These opportunities may fall short of addressing the learning needs of students, especially those at risk for failure in mathematics.
Against this backdrop, the purpose of the dissertation was to validate a direct observation instrument. The Coding of Academic Teacher-Student interactions (CATS) observation instrument systematically measures the instructional interactions that occur between teachers and students during kindergarten mathematics instruction. The dissertation harvested data from the Early Learning in Mathematics: Efficacy Trials in Kindergarten Classrooms (ELM-ETKC) project, a randomized control efficacy trial. ELM-ETKC is investigating the efficacy of the Early Learning in Mathematics curriculum within 65 kindergarten classrooms across three school districts in the state of Oregon.
The dissertation utilized student and classroom-level information collected in 65 ELM-ETKC kindergarten classrooms across the 2008-2009 school year. At the student level, data included scores from 929 kindergarten students on the Test of Early Mathematics Ability-Third Edition (TEMA) and two curriculum-based measures: Oral Counting and Number Identification. Information at the classroom level included observational data from 191 classroom observations.
Utilizing the extant data, the dissertation addressed research questions related to content validity, discriminant validity, and criterion-predictive validity. Additionally, the study examined if observers could reliably use the CATS instrument in classrooms. To address two of the research questions, the dissertation employed a hierarchical design and fit multilevel models that nested (a) observations within classrooms and (b) student posttest TEMA scores within classrooms. Predictors of the models included student risk status and rates of observed instructional behaviors.
The study found promising evidence for using the CATS instrument to collect information about the quantity and quality of kindergarten mathematics instruction. Independent observers reached acceptable interobserver agreement across the observations. The CATS instrument demonstrated high levels of content validity, as well as sensitivity to treatment conditions. Results also found statistically significant relationships between the mean rate of instructional behaviors and student posttest TEMA scores. Implications for future research and practice are provided.<br>Committee in charge: Robert Homer, Chairperson, Special Education and Clinical Sciences;
Christopher Murray, Member, Special Education and Clinical Sciences;
Scott Baker, Member, Special Education and Clinical Sciences;
Joe Stevens, Member, Educational Methodology, Policy, and Leadership;
Thomas Dishion, Outside Member, Psychology
31
Hudson, Tina M., Cathy Galyon Keramidas, and Lori J. Marks. "Capturing Success! Using Remote Observation Technology for Teacher Candidate Supervision: What Does the Research Say?" Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/522.
Full textAbstract:
Excerpt: In response to the shortage of special education teachers in rural areas, many teacher preparation programs are providing supervision to pre-service teachers via distance education technologies.
32
Mezey, Eva. "The Nature and Role of Experiment in Science Education." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33990.
Full textAbstract:
Experimentets art och roll i naturvetenskaplig undervisning är ett fundamentalt och omfattande ämne. I föreliggande litteraturstudie görs ett försök att sätta in frågan i ett historiskt, pedagogiskt och vetenskapligt sammanhang. Innan experimentets roll diskuteras, ställs dock frågan vad naturvetenskap är, varför och hur det skall undervisas, och vad som kännetecknar praktiskt arbete och experimentell verksamhet i skolan. Med denna bakgrund refereras några forskares och lärares erfarenheter och åsikter. Det visar sig, föga överraskande, att formerna för och avsikterna med experiment i undervisningen är skiftande. Studien får därför ses som ett försök till kartläggning av frågeställningen, med avsikten att lyfta fram några representativa exempel. Slutsatsen måste bli, att titelns fråga har många möjliga svar. Den gemensamma nämnaren förefaller vara, att praktiskt arbete och experiment är önskvärda inslag i naturvetenskaplig undervisning, trots oenighet och osäkerhet beträffande deras mål och effektivitet.<br>The nature and role of experiment in science education is a fundamental and extensive subject. In the present literature survey, the subject is considered in a historical, pedagogical and scientific context. However, previous to discussing the role of experiment, we ask what science is, why and how we should teach it, and what characterizes practical and experimental work in school. Bearing this in mind, the experiences and opinions of some researchers and teachers are accounted for. We realize, not very surprisingly, that the methods and intentions for using experiment in science teaching are diverse. This work is consequently an attempt to map the subject and to bring forward some representative examples. The conclusion must be, that the question we have posed in the title has many possible answers. These appear to have in common, that practical and experimental work are considered desirable in science teaching, in spite of disagreement and doubt concerning their goal and efficiency.
33
Ray, Samuel L. "Evaluation of a High School Sheltered Instruction Observation Protocol (SIOP) Implementation." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/848.
Full textAbstract:
Many school systems across the USA have implemented sheltered instruction observation protocol (SIOP) strategies to help their English language learners (ELLs) master core content while they learn English. Most studies have reported positive results from using SIOP strategies with ELLs. Elementary and middle school studies were available, but studies of SIOP implementation in a comprehensive high school were lacking. This action research project was initiated by teacher leaders (department chairs) and the school principal. It included a year of combined SIOP training and implementation. After the first academic year of utilizing SIOP school-wide, an anonymous electronic survey was used to collect information on teacher implementation, the teachers' perceptions of students' success, and teacher plans for future use of the SIOP model.
This study was implemented in a comprehensive high school in the Rocky Mountain region. The research questions were: To what degree, do teachers having received in-service training in SIOP, report implementing the various components of the program in their daily instruction? After one school year of implementing the SIOP model, what are teachers' perceptions regarding the effectiveness of using the SIOP model with students? How does SIOP need (number of ELLs per class), class size, years of teaching experience, teaching subject, or prior English as a second language (ESL) training relate to a teacher's perception of SIOP effectiveness scale? Is the level of implementation related to the teacher's perceptions of effectiveness? Do teachers plan to use the SIOP model in the future?
Teachers reported a high degree of implementing SIOP strategies. They perceived the strategies improved student learning in most cases. There was no statistically significant relationship found between the degree of SIOP implementation and perceptions of the effectiveness of SIOP. Correlational analyses indicated that SIOP need (number or ELLS per class), class size, years of teaching experience, teaching subject, and prior ESL training did not affect the degree of implementation or perceptions of the effectiveness of the SIOP model in this comprehensive high school.
34
Norris, Karen S. "Making Sense of Teaching: A Holistic Approach to Teacher Reflection about Practice." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11018/.
Full textAbstract:
The purpose of this study was to examine the lived experience of reflection and document how a holistic approach to teacher reflection contributes to teachers' understanding of, and improvement in their pedagogical practice. The investigation asked how classroom observations, when followed by a reflective dialogue, impact pedagogical practice. The particular focus included how teachers make sense of observational data during a post-observation, reflective dialogue; how teachers reflect on classroom observational data; and how the holistic reflection experience impacts teachers' pedagogical practice. Three research questions guided this study. How do teachers make sense of observational data during a post observation reflective dialogue? How do teachers reflect on classroom observational data? How might the holistic reflection experience impact teachers' pedagogical practice? Findings from this study provide implications for incorporating the practice of teacher reflection and reflective dialogue as professional development and for educational research.
35
Mitsuo, Sadayuki. "A JAPANESE COLT: ANALYZING TEACHING PERFORMANCE IN A JUNIOR HIGH SCHOOL PRACTICUM." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/82910.
Full textAbstract:
CITE/Language Art<br>Ed.D.<br>The two main purposes of this study were to create a systematic observation instrument in order to obtain clearer and more specific feedback from junior high school teachers about student teachers' teaching performances during their practicum, and to provide a way for junior college, university teachers, student teachers, and practicum supervisors to observe student teachers' teaching and then to communicate their observations more effectively with one another.
The participants were 57 student teachers, 19 college teachers, and 28 junior high school teachers. Four instruments were used: a written consent form, a questionnaire about 15 teaching skills (The Teaching Skill Questionnaire), a 60-minute videotape with a checklist (The Japanese COLT), and a 42-item questionnaire (The Student Teachers' Videotaped Instruction).
The study produced four major findings. First, by using the Japanese COLT (Communicative Orientation of Language Teaching Observation scheme), the three groups of raters (student teachers, college teachers, practicum supervisor) identified four specific problems with individual student teacher's teaching. They (a) explained new sentence patterns without interacting with the students, (b) asked fewer questions than expected, (c) had the students practice reading for a shorter time than expected, and (d) provided few opportunities for the students to speak in Japanese or English, and spoke Japanese more than necessary. The second finding was that the student teachers differed from the older teacher groups in their views of specific teaching skills because of their limited teaching experience and lower English proficiency. The third finding was that the three groups of raters perceived the student teachers' teaching on the videotape similarly. The fourth finding indicated that there was no statistically significant difference in the three groups' views of the teaching techniques used by the student teachers; however, a statistically significant difference was found for the three groups' evaluations of the student teachers' teaching.
The Japanese COLT was a useful instrument for assessing the student teachers' classroom performances, as it provided more specific feedback to the student teachers, and allowed the three groups to share their viewpoints more effectively.<br>Temple University--Theses
36
Carvalho, Tassiana Fernanda Genzini de. "Da divulgação ao ensino: um olhar para o céu." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-06102016-113657/.
Full textAbstract:
A psicologia histórico-cultural surgiu no início do século XX, na União Soviética, baseada principalmente nos pressupostos marxistas sobre a constituição do gênero humano. A principal contribuição que trouxe mostra que a relação do homem com o mundo não é uma relação direta da sua observação desinteressada, não é uma situação simples de estímulo-resposta, mas é mediada pela atividade num contexto social. O conceito de atividade não é o mesmo do senso comum e está inserido dentro da Teoria da Atividade, desenvolvida a partir dos trabalhos de Vigotski, por Leontiev e outros autores. A atividade dentro dessa teoria é sempre motivada por uma necessidade humana, construída socialmente, e acontece por meio de ações, ligadas a objetivos definidos, e por operações, ligadas às condições concretas de realização. Estudamos neste trabalho a evolução da relação do ser humano com o céu, e como a atividade \"observar o céu\" foi transformando a natureza e a própria essência do homem, como uma perspectiva singular. Com isso pudemos compreender de que forma os documentos curriculares, as pesquisas em ensino de astronomia e os profissionais da educação básica concretizam atividades de ensino para a \"observação do céu\", como perspectivas particulares de manifestação da história dessa ação, dentro do ensino da astronomia. Percebemos que esse tema está em ascensão nas propostas educativas e que tanto os currículos quanto os pesquisadores e professores reconhecem a importância da observação do céu para a constituição dos seres humanos; no entanto, apesar de constar das propostas curriculares e do conteúdo das pesquisas, a \"observação do céu\" ainda não é uma realidade nas práticas escolares, provavelmente por encontrar condições concretas pouco favoráveis, principalmente uma formação inadequada dos professores e a falta de materiais e infraestrutura necessárias para o trabalho na sala de aula. Fizemos uma análise, relacionando o movimento histórico lógico dos conceitos sobre o céu e o \"objeto de ensino céu\", procurando a essência desse conceito ao longo do seu desenvolvimento. Sugerimos uma proposta de situação desencadeadora de ensino, baseada nos resultados empíricos de nossa pesquisa sobre o conhecimento dos professores e a disponibilidade para ensinar astronomia, como é proposta pelos currículos. Essa proposta permitiria aos educandos tanto a apropriação da cultura humana desenvolvida ao longo da história, quanto desenvolver suas potencialidades como ser humano, como perspectiva universal, a qual favorece a construção de um pensamento teórico, num movimento de ascensão do abstrato ao concreto, definido na teoria que fundamenta este trabalho.<br>Cultural-historical psicology appeared early in the 20th century, in the Soviet Union, based mainly on marxist principles relative to the human gender. Its main contribution shows that the relation between man and the world is not a direct consequence of uninterested observation, it is not a simple stimulus-reaction situation, but it is mediated by activity within a social context. The activity concept does not have the common sense meaning but it is inserted in the Activity Theory that was based on the work of Vigotski, Leontiev and other authors. According to this theory, activity is always motivated by a human necessity that is built up socially by means of actions connected to well defined objectives and by operations connected to concrete realization conditions. In this work we studied the evolution of human beings in relation to the sky and how the \"sky observation\" activity has been transforming nature and the very essence of man, as a singular perspective. Under this point of view we can explain curricular documents, research on astronomy teaching and teaching activities for \"sky observation\" elaborated by education professionals, as a particular perspective of the history of this action in astronomy teaching. We noticed that this subject is becoming more important in educational proposals and that curricula as well as investigators and teachers admit the importance of sky observation for building up of human beings; however in spite of appearing in curricular proposals and in the \"sky observation\" research content it is still not a reality in school practice, probably because of rather unfavorable conditions ,such as teachers inadequate formation and the lack of materials and infrastructure that are essential for school room work. We made an analysis relating logical historical progress about sky concepts and about the \"sky teaching object\", in search of the essence of this concept along its development. We suggest a teaching proposal based on empirical results of our investigation about teachers knowledge and the possibility of teaching astronomy as proposed by curricula. We hope this proposal may enable students to acquire the human culture developed in the course of history besides developing their potential as human beings in a universal perspective that enables the construction of a feeling from theoretical ideas in an abstract to concrete ascension motion, as defined by the theory on which this work is based.
37
Östergren, Linn. "De matematiska förmågorna i gymnasieundervisningen." Thesis, Linnéuniversitetet, Institutionen för matematik (MA), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-60063.
Full textAbstract:
Studien behandlar matematiklärarnas syn på de sju matematiska förmågorna och hur förmågorna kommer till uttryck i lärarnas undervisning. Syftet studeras med hjälp av intervjuer av matematiklärare i gymnasieskolan samt observationer av lärarnas lektioner. Resultatet av studien visar på att lärarna är medvetna om hur deras undervisning behandlar de matematiska förmågorna. Vidar visar studien att lösning av rutinuppgifter dominerar undervisningen, vid dessa tillfällen berörs till största del procedur- och begreppsförmågan. I studien framkom att lärarna anser att det finns oklarheter i de matematiska förmågornas definition och att arbetet med förmågorna är tidskrävand. Baserat på undersökningen kan det tänkas att förmågorna anses vara tidskrävande på grund av att det inte finns material som är anpassat för arbete med förmågorna samt att nya områden inom matematiken måste introduceras i ett högt tempo. Lärarna lyfter att en positiv aspekt med de matematiska förmågorna är att de bidrar till en varierad undervisning.<br>This study´s purpose is to show mathematics teachers view on the seven mathematical competencies and how the competencies reflect the teacher’s teaching. The study is based on interviews of mathematics teachers in secondary schools and observations of the teacher’s lessons. The result of the study shows that teachers are aware of how their teaching covers the mathematical competencies. The study also shows that solving routine tasks dominates teaching. In these occasions mainly the procedural and conceptual competency are involved. It appeared that the teachers are unhappy with uncertainties in the definitions of the mathematical competencies. The teachers highlight that the competencies are a time consuming process. This study reveals that it can depend on that there is no material that is adapted to the work with the competencies and that new areas within mathematics must be introduced frequently. The teachers believe the positive aspects of the mathematical competencies are that the competencies contribute to a variation in the teaching.
38
Lignugaris/Kraft, Benjamin. "The Effects of Reprimands and Work Observation with Pay Loss on the Maintenance and Generalization of High-Quality Work by Developmentally Disabled Adults in Community Work Settings." DigitalCommons@USU, 1987. https://digitalcommons.usu.edu/etd/4984.
Full textAbstract:
The purpose of these studies was to examine the effects of reprimands, a mild disciplinary procedure, and work observation and pay loss, a severe disciplinary procedure on the maintenance of high-quality work among mild developmentally disabled individuals employed as housekeepers. In general, participants were more responsive to reprimands after work observation and pay loss was applied. In addition, the increased sensitivity to reprimands appeared to generalize to other work settings for one participant. While participants' work quality varied across conditions, their work rate was relatively stable. These results are discussed in terms of other research that examined the use of reprimands in work settings.
39
McMulkin, Mark L. "Observation, description, and prediction of long-term learning on a keyboarding task." Thesis, This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-08222009-040412/.
Full text
40
Barton, Georgina. "The influence of culture on instrumental music teaching: A Participant-Observation case study of Karnatic and Queensland Instrumental music teachers in context." Queensland University of Technology, 2003. http://eprints.qut.edu.au/15859/.
Full textAbstract:
This thesis aimed to investigate the unique relationship that exists between music and culture. More specifically, the purpose of the research was to determine to what extent culture is reflected in music teaching and learning. Understanding the effect that culture has on music knowledge transmission processes will assist in developing a framework for current music education practices to address the cultural diversity that is present in contemporary teaching and learning environments. An exploration of how music teachers teach, and how the cultural and social surrounds influence these practices in various contexts provided important information in developing such a framework. As such, a participant observation case study of ten music teachers who taught either the South Indian music tradition known as Karnatic music in Tamil Nadu, India, or Queensland, Australia, or who taught predominantly Western music in the Queensland instrumental music context, was carried out. Through a comparative study of these teachers it was observed that there were more similarities than differences in the methods of teaching used by the teachers. Both aural/oral and written modes of communication were used in each context albeit at varying levels. It was also discovered that the surrounding cultural rules and rituals, that were practised, significantly influenced the meaning attributed to the music teaching process for each of the teachers. In the main, for teachers of Karnatic music a strong spiritual attachment to both the gods and goddesses associated with the Hindu religion and the teachers' own teacher/guru was evident. Conversely, in the Queensland instrumental music teaching context, powerful economic forces affected the approach that these teachers implemented. It is argued that with an awareness of these findings, music teaching and learning practices may more effectively meet the needs of students (a concern consistently raised in the literature) in the contemporary music education context.
41
Högqvist, Marion. "Chinese English major students and the apprenticeship of observation : The influence of previous student experiences on current beliefs about English language teaching." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-47776.
Full textAbstract:
“The apprenticeship of observation” is a person’s previous experiences as a student and it can greatly affect a person’s beliefs about teaching. This paper aimed to study the effect that previous student experiences had had on English major students at a university in China. A questionnaire was designed in order to collect data. The questionnaire was distributed to 117 undergraduate English majors. The results showed that the English majors considered their previous experiences as students to have greatly affected their current beliefs about English language teaching. The results further showed that the effects had mainly been positive and that the English major students considered “methods for English teaching”, “content”, and “lesson planning” to be the areas that had been affected most. These results were in accordance with most previous studies on the topic.<br>“Observationens lärlingskap” (min översättning) är en persons tidigare erfarenheter som elev och dessa kan starkt påverka en persons uppfattning om undervisning. Syftet med denna studie var att undersöka vilken effekt tidigare eleverfarenheter hade haft på engelskstuderande studenter vid ett universitet i Kina. Ett frågeformulär utformades för att samla in underlag. Frågeformuläret delades ut till 117 engelskstudenter. Resultatet visade att engelskstudenterna ansåg att deras tidigare eleverfarenheter starkt hade påverkat deras nuvarande åsikter om engelskundervisning. Vidare visade resultatet att effekten mestadels var positiv och att engelskstudenterna ansåg att “metoder för engelskundervisning”, “innehåll” och “lektionsplanering” var de områden som hade blivit mest påverkade. Dessa resultat stämde med tidigare studier inom området.
42
Miner, Kathryn A. "Fostering teacher efficacy for teaching elementary English language learning students using the Sheltered Instruction Observation Protocol and systems-level supports : a case study /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1196409781&sid=3&Fmt=2&clientId=11238&RQT=309&VName=PQD.
Full textAbstract:
Thesis (D. Ed.)--University of Oregon, 2006.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 153-160). Also available for download via the World Wide Web; free to University of Oregon users.
43
Widener, Robert Edward Jr. "Evaluating Special Education Teachers: Do We Get the Job Done? A Regional Perspective." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1287.
Full textAbstract:
Legislation enacted by federal and state governments has created a transition in the service delivery model of instruction provided to many students identified as having an educational disability. As a result of this transition, more emphasis is being placed on educating these students in the least restrictive environment, which moves these students from a self-contained model into a collaborative or inclusive setting. This transition has also created a situation where building level administrators are now evaluating and observing special education teachers in a variety of instructional settings.
This qualitative study was conducted in order to examine perceptions of a group of special education directors and coordinators from Region VII, which is located in the extreme southwest portion of the Commonwealth of Virginia. Two questionnaires were distributed to each school division in Region VII in order to investigate perceptions regarding the evaluation process. Participants were asked to comment on topics that included key indicators, types of observations conducted, and if building level administrators were prepared to conduct observations and evaluations of special education teachers in a variety of instructional settings.
The 2 questionnaires were analyzed using Strauss and Corbin's Constant Comparison Analysis Method to identify any repetitive themes. Analysis showed 3 recurring themes. The themes revealed a need for more professional development for building level administrators about special education and the special education process. Secondly, colleges and universities should examine their curriculums in principal preparation programs to affirm that proper training is being provided for new administrators. Finally, local school divisions should examine their evaluation and observation tools to see if additional components relating specifically to special education need to be added.
Results from this study indicate that while administrators are doing a good job evaluating special education teachers and programs, additional resources are needed. Attention to this study may help in the development of an evaluation and observation instrument that may provide better insight into the specific roles and responsibilities placed on special education teachers regardless of the instructional setting and offer administrators a better understanding of the multifaceted daily activities experienced by special educators.
44
Santiago, Arthur Vinícius Resek. "O potencial da observação no ensino de astronomia: o estudo do conceito de energia." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-10092015-155110/.
Full textAbstract:
Considerando a forte relação entre a Astronomia e a Física, a pesquisa apresentada propõe focalizar uma atividade de ensino que, partindo da observação do céu, com motivação para compreendê-lo, indo além da admiração e do deslumbramento, leve à elaboração de conceitos da Física escolar. A pesquisa trata de investigar uma forma de desenvolver o conceito de energia partindo de uma observação astronômica, onde os aprendizes são participantes ativos no processo da sua aprendizagem. Foi desenvolvida uma sequência didática e aplicada a alunos do Ensino Médio de uma escola pública de São Paulo. O objetivo era motivar os alunos a observar um fenômeno celeste, as crateras lunares, para construir o conceito de energia mecânica, num processo com as etapas de: observação, obtenção de dados pertinentes e adequados, levantamento de hipóteses e verificação num experimento controlado no laboratório escolar. Todas as atividades foram registradas em áudio ou vídeo e, com base nas transcrições, foi realizada uma análise textual discursiva. A análise permitiu qualificar as observações sob diferentes aspectos, bem como revelar as concepções expressas na tentativa de modelar, no laboratório escolar, uma possível causa das crateras observadas. Em todo o trabalho foi notável o papel fundamental do professor como mediador; a atenção para acompanhar a argumentação dos alunos e orientar as atividades parece ter garantido resultados de aprendizagem. A teoria de Vigotski foi considerada para interpretar os resultados sobre a construção de conceitos. Como resultados foram obtidas categorias sobre como se dão as observações realizadas pelos alunos, saindo de uma Observação Primária, evoluindo até uma Observação Qualificada. E também quais as relações que se estabelecem ao investigar um problema para que o conceito de energia mecânica crie significado para o aluno, Relações entre as grandezas e o conceito, até a Relação de Terceiro Grau, entre conceito e fenômeno.<br>In view of the strong relationship between Astronomy and Physics the proposed research aims to focus on a teaching activity that starts from the sky observation with an understanding motivation that lies beyond admiration and bewilderment and that may lead to the elaboration of school Physics concepts. The research deals with the investigation of a way of developping the concept of energy, starting from astronomical observations where students take active part in their learning process. A didactic sequence was elaborated and applied to secondary school students at a São Paulo public school. The objective was to motivate students to observe a celestial phenomenom, namely lunar craters, in order to build up the concept of mechanical energy in a process with the following steps: observation, obtention of related and adequate data, possible hypothesis and verification with a school laboratory controlled experiment. All activities were recorded in audio or video and with the aid of transcriptions a textual discursive analysis was effected. This analysis enabled a qualification of observations under several points of view as well as disclosing conceptions that were expressed in an atempt to model, in the school laboratory, a possible cause for the observed craters. The role played by the teacher during the whole process was essential as a moderator; his attention to follow the students argumentation and drive activities seems to have secured learning results. Vigotski theory was considered for interpreting results respect to construction of concepts. As results were obtained classes of observations made by the students, leaving a Primary Observation, evolving into a Qualified Observation. And what are the relationships that are established to investigate a problem that the mechanical energy concept create meaning to the student, relations between quantities and the concept, to the third degree of relationship, between concept and phenomenon.
45
Deignan, Ryan P. "K-12 music teacher-to-teacher collaboration in Iowa : an exploratory pilot study." Thesis, University of Iowa, 2017. https://ir.uiowa.edu/etd/5928.
Full textAbstract:
The purpose of this study was to measure the quantity, quality, and types of collaboration amongst K-12 music teachers in the state of Iowa. Survey responses (N = 97) were analyzed and grouped according to teacher characteristics. This sample of music educators reported the least collaboration on post-instruction, evaluative activity, such as reviewing assessments, data collection and analysis, and peer-observation. Respondents rated other parts of the collaborative process, such as group dialogue, decision-making, and action-taking, more highly. Teachers with a higher level of education reported more collaboration than less educated counterparts, while band teachers reported lower levels of collaboration quality compared to their choral and general music peers. Respondents also indicated that collaboration tends to increase with job continuity, but declines somewhat after teachers reach 25 years in the same school. Middle school teachers indicated the highest levels of collaboration, while K-12 teachers reported the lowest. Further, those teaching in larger schools recorded higher levels of collaboration than their smaller school colleagues. These results suggest that this group of K-12 music teachers in Iowa engage in moderate levels of collaborative activity overall and moderate to low levels of evaluative activity. Demographic results also reveal strengths and weaknesses of various subgroups’ collaborative habits. Researchers have found that high quality teacher collaboration improves teaching and learning outcomes. These results have implications for administrators providing professional development, preservice teacher educators, professional organizations, and current practitioners in the field who desire to implement more and higher quality collaboration for the purpose of instructional improvement.
46
Denley, P. "The development of an approach to practitioner research initiated through classroom observation and of particular relevance to the evaluation of innovation in science teaching." Thesis, University of Bath, 1987. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760563.
Full text
47
Kopp, Karin. "Undervisa i grupp : En observationsstudie om hur kontrabaslärare designar sina lektioner i gruppundervisning." Thesis, Karlstads universitet, Institutionen för konstnärliga studier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36444.
Full textAbstract:
Syftet med arbetet är att bidra till ökad kunskap om hur kontrabaspedagoger utformar gruppundervisning i sitt arbete med kontrabaselever. Det tycks finnas en stor brist på studier som behandlar gruppundervisning på kontrabas. I bakgrundskapitlet belyses därför gruppundervisning med dess för- och nackdelar, olika gruppundervisningsmetoder för stråkpedagoger samt forskning som visar positiva effekter av gruppundervisning. Föreliggande studie grundar sig på det designteoretiska och multimodala perspektivet. Datamaterialet består av två videodokumentationer från två olika kontrabaslärare. I resultatet redovisas hur lärarna använder tal, sång, specifika kontrabasord, gester och instrumentet kontrabas som resurser i undervisningen. Resultatet visar även att lärarna designar sina lektioner på olika sätt samt att de använder sig av olika tekniker vid spel. I det avslutande diskussionskapitlet lyfts de olika resurser lärarna använder sig av och hur de designar sina lektioner i relation till det designteoretiska och multimodala perspektivet. En av slutsatserna i diskussionen är att lärarens position gentemot eleven har betydelse för elevernas förmåga att imitera och transformera lärarens gester.<br>The purpose of this study is to contribute to further knowledge of how double bass teachers design their group lessons for double bass students. There seems to be a lack of studies that treat group tuition for double bass. The background chapter therefore provides pros and cons about group tuition, different methods for group tuition used by string teachers and previous research in the field that shows the positive effects of group tuition. The theoretical starting point of this study is based upon the design theoretical and multimodal perspective. The collected data material consists of two video documentations from two different double bass teachers. The result chapter describes how the teachers use speech, song, double bass words, gestures and the double bass as resources in teaching. The result also shows that the teachers design their lessons differently and use different kinds of techniques when playing. In the concluding discussion chapter the teachers’ different resources and how they design their lessons is lifted as the main topics according to the design theoretical and multimodal perspective. One of the conclusions in the discussion is that the teachers’ position towards the students is significant for the students’ ability to imitate and transform gestures from the teacher.
48
Kjellberg, Nils. "Lätt på foten : En självobservationsstudie i fottekniksövning med dubbelpedalspel på trummor." Thesis, Karlstads universitet, Musikhögskolan Ingesund, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68255.
Full textAbstract:
Syftet med arbetet är att jämföra två olika metoder för inlärning av fotteknik för spel vid trumset och hur de två olika metoderna påverkar trumspel. För att undersöka detta användes videoobservation samt loggbokförande under de sex veckor som undersökningsperioden varade. Varje vecka filmades tre olika övningstillfällen med varierande fokus. Studien grundar sig i det designteoretiska perspektivet. Resultatet av studien visade att olika metoder kan ge varierande resultat och att utforskandet av nya metoder kan ge positiva och oväntade resultat. Resultatet pekar även på att strategier och struktur ger positiva effekter vid övning. I diskussionsdelen diskuteras vilka resurser som varit mest givande för min utveckling samt hur en trummis måste vara medveten om sina begränsningar för att strategiskt kunna forma övning.<br>The purpose of this study is to compare two different methods of learning foot-technique and how the two methods affect playing of the drums. To examine this video-observation filled an important role with complement of a journal during the six weeks of practice that were recorded. Each week there were three videos recorded with variating focus each video. The study is based on design theory which is described in the background chapter. The result of this study showed that different methods can result in variating outcome and it also showed that exploring new methods can give positive effects on your practice. The discussion revolves around what resources have been the most impactful for my own personal development and how one must be conscious of one’s own limitations to be able to create a successful plan of practice.
49
Thompson, Emily Kyle. "Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of Observation." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062868/.
Full textAbstract:
Preservice teachers (PSTs) bring a plethora of knowledge and experiences to their educator preparation courses. The PSTs have also formed ideas about how to teach based on their observations during the thousands of hours they spent as students in the classroom from kindergarten through high school graduation. This phenomenon, coined by Lortie, is called the apprenticeship of observation. Past research has focused on the apprenticeship of observation in general while neglecting to specifically explore how this phenomenon influences PSTs in regards to writing. Guiding this study were three research questions: (1) what are the PSTs' beliefs about writing instruction and themselves as writers, (2) how have PSTs' experiences as students affected their beliefs about themselves as writers, and (3) how do PSTs' experiences as students influence their plans to teach writing? After conducting a thematic analysis, there are four findings that stemmed from the data. First, PSTs come to their educator preparation programs with beliefs about themselves as writers. Particularly, the PSTs believe they are either writers or non-writers, Next, PSTs believe that writing instruction should be high-quality and foster student interest. Additionally, data suggested that PSTs' past experiences as students in a writing classroom influenced the PSTs' beliefs. Particularly, the PSTs' experiences around feedback and the control they had over writing were the most discussed. Lastly, past experiences stemming from the PSTs' apprenticeship of observation formed the basis for the plans the PSTs had about teaching writing. These findings have implications for both teacher educators and the PSTs they teach. It is imperative that teacher educators take steps to uncover the beliefs and past experiences of the PSTs as these serve as a lens through which the PSTs look through during their writing methods courses. Teacher educators must also use this information as a springboard for instruction. Finally, teacher educators must challenge the apprenticeship of observation to ensure that the plans PSTs have for teaching writing are not simply a conservative recreation of past experiences devoid of a theoretical basis.
50
Coincas, Sílvia da Luz Almeida. "Relatório no âmbito da unidade curricular prática de ensino supervisionada relativo ao ano letivo 2015/2016, na Escola Secundária/3 Rainha Santa Isabel, Estremoz." Master's thesis, Universidade de Évora, 2016. http://hdl.handle.net/10174/19239.
Full textAbstract:
O presente relatório refere-se à Prática de Ensino Supervisionada incluída no Mestrado em Ensino de Português no 3º Ciclo do Ensino Básico e Ensino Secundário e de Espanhol dos Ensinos Básico e Secundário, que decorreu na Escola Secundária/3 Rainha Santa Isabel, em Estremoz.
Conscientes da complexidade do processo de ensino-aprendizagem, tal como da parte central que os alunos ocupam no mesmo, este relatório faz uma reflexão crítica sobre algumas das áreas determinantes referentes ao processo de ensino-aprendizagem e sobre a Prática de Ensino Supervisionada realizada durante o ano letivo 2015/2016.
Assim, o relatório organiza-se em seis capítulos, nomeadamente: preparação científica, pedagógica e didática; planificação e condução de aulas e avaliação das aprendizagens; descrição e reflexão das aulas lecionadas; análise da prática de ensino; participação na escola; e desenvolvimento profissional; Abstract:
Report in the scope of the curricular unit of Supervised Teaching Practice
This report refers to the Supervised Teaching Practice included in the Masters in teaching Portuguese in the 3rd cycle of Basic Education and Secondary Education and of Spanish in the Basic and Secondary Education, developed in the Secondary/3 school Rainha Santa Isabel, in Estremoz.
Aware of the complexity of the teaching-learning process, as well as the central part of the students in its development, this report makes a critical reflection of some of the main areas concerning the teaching-learning process as well as of the Supervised Teaching Practice that took place during the school year of 2015/2016.
Therefore, the report is organized in six chapters, namely: scientific, pedagogical and didactic preparation; planning and teaching classes and learning evaluation; description and reflection on the classes; teaching practice analysis, school participation; and professional development.