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Relevant bibliographies by topics / Systematic classroom observation

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Journal articles

Academic literature on the topic 'Systematic classroom observation'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Systematic classroom observation"

1

Westberg, Karen L., Francis X. Archambault, Sally M. Dobyns, and Thomas J. Salvin. "The Classroom Practices Observation Study." Journal for the Education of the Gifted 16, no. 2 (1993): 120–46. http://dx.doi.org/10.1177/016235329301600204.

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The Classroom Practices Observational Study conducted by The National Research Center on the Gifted and Talented (NRC/GT) examined the instructional and curricular practices used with gifted and talented students in regular elementary classrooms throughout the United States. This article describes the procedures used in this study and the results obtained from systematic observations in 46 third or fourth grade classrooms. The observations were designed to determine if and how classroom teachers meet the needs of gifted and talented students in the regular classroom. Two students, one gifted a

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Farah, Yara N., and Kimberley L. Chandler. "Structured Observation Instruments Assessing Instructional Practices With Gifted and Talented Students: A Review of the Literature." Gifted Child Quarterly 62, no. 3 (2018): 276–88. http://dx.doi.org/10.1177/0016986218758439.

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Teaching and learning are part of a complex interaction between teachers and students. Educational leaders cannot improve the teaching and learning process without quality measurement of effective teaching. One way to capture this complex interaction is by using structured observations. However, the extant literature on classroom observation instruments in the field of gifted education is limited. For that reason, a systematic search was undertaken to identify the observation instruments for assessing instructional practices used with gifted and talented students. In this article, eight observ

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Eradze, Maka, María Jesús Rodríguez-Triana, and Mart Laanpere. "A Conversation between Learning Design and Classroom Observations: A Systematic Literature Review." Education Sciences 9, no. 2 (2019): 91. http://dx.doi.org/10.3390/educsci9020091.

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Learning Design, as a field of research, provides practitioners with guidelines towards more effective teaching and learning. In parallel, observational methods (manual or automated) have been used in the classroom to reflect on and refine teaching and learning, often in combination with other data sources (such as surveys and interviews). Despite the fact that both Learning Design and classroom observation aim to support teaching and learning practices (respectively a priori or a posteriori), they are not often aligned. To better understand the potential synergies between these two strategies

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Bahr, Michael W., Donald A. Gouwens, and Genevieve Schuh. "Evaluation of Handheld Computers for Direct Systematic Classroom Observation." Computers in the Schools 29, no. 3 (2012): 268–84. http://dx.doi.org/10.1080/07380569.2012.702720.

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Schermer, Maike, and Tim Fosker. "Reconsidering methods for systematic classroom observation: the measurement and analysis of categorical time-series observations." International Journal of Research & Method in Education 43, no. 3 (2019): 311–26. http://dx.doi.org/10.1080/1743727x.2019.1687667.

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Sundari, Hanna. "Classroom Interaction in Teaching English as Foreign Language at Lower Secondary Schools in Indonesia." Advances in Language and Literary Studies 8, no. 6 (2017): 147. http://dx.doi.org/10.7575/aiac.alls.v.8n.6p.147.

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The aim of this study was to develop a deep understanding of interaction in language classroom in foreign language context. Interviews, as major instrument, to twenty experienced English language teachers from eight lower secondary schools (SMP) were conducted in Jakarta, completed by focus group discussions and class observation/recordings. The gathered data was analyzed according to systematic design of grounded theory analysis method through 3-phase coding. A model of classroom interaction was formulated defining several dimensions in interaction. Classroom interaction can be more comprehen

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Syuhadi, Mohammad Ryan, Susanto Susanto, and Slamet Setiawan. "Decoding Ability of Students with Visual Impairment under Systematic and Explicit Phonics Instruction." IJET (Indonesian Journal of English Teaching) 9, no. 2 (2020): 148–61. http://dx.doi.org/10.15642/ijet2.2020.9.2.148-161.

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This study discusses the decoding ability of students with visual impairment in a special need school under the implementation of systematic and explicit phonics instruction. The purpose of this study is to observe to what extent does the instruction help students with visual impairment in novice and mature alphabetic stage learn English word decoding. This qualitative study uses non-participant observation using unstructured fieldnotes and loosely-structured interview to obtain verbal data from 1 teacher and 4 students in four meetings of classroom observation. All of the students are v

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Vogler, E. William, Hans van der Mars, Paul Darst, and Barbara Cusimano. "Relationship of Presage, Context, and Process Variables to ALT–PE of Elementary Level Mainstreamed Students." Adapted Physical Activity Quarterly 7, no. 4 (1990): 298–313. http://dx.doi.org/10.1123/apaq.7.4.298.

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Classroom processes were analyzed to study the effectiveness of main-streaming in physical education. Thirty teachers and 30 mainstreamed handicapped students were videotaped in elementary school P.E. classes. Data on their classroom behavior were coded using standard systematic ALT–PE “effective teaching” observation practices. There were many favorable classroom processes to indicate that mainstreaming was a good context for both handicapped and nonhandicapped students (e.g., comparable ALT–PE percentages and a more positive than negative interaction between teacher and student). Variables m

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Froiland, John Mark, and Liana Smith. "Advancing the Discussion About Systematic Classroom Behavioral Observation, a Product Review of Tenny, J. (2010). eCOVE Observation Software. Pacific City, OR." Journal of Attention Disorders 18, no. 4 (2012): 385–91. http://dx.doi.org/10.1177/1087054712436585.

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Iznardo, Michelle, Maria A. Rogers, Robert J. Volpe, Patrick R. Labelle, and Philippe Robaey. "The Effectiveness of Daily Behavior Report Cards for Children With ADHD: A Meta-Analysis." Journal of Attention Disorders 24, no. 12 (2017): 1623–36. http://dx.doi.org/10.1177/1087054717734646.

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Objective: This meta-analysis examined group-design studies investigating the effectiveness of Daily Behavior Report Cards (DBRC) as a school-based intervention to manage the classroom behavior of students with ADHD. Methods: A search of three article databases (PsycINFO, ERIC and Medline) identified seven group design evaluations of DBRC interventions. This meta-analysis included a total of 272 participants, with an average age of 7.9 years old. Three of the studies compared a control group to a treatment group with randomized group assignment, one study compared a control group to three trea

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