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Journal articles on the topic 'Systematic classroom observation'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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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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Khanal, Laxmi Prasad, Samikshya Bidari, and Bendoud Nadif. "Teachers' (De)Motivation During COVID-19 Pandemic: A Case Study from Nepal." International Journal of Linguistics, Literature and Translation 4, no. 6 (2021): 82–88. http://dx.doi.org/10.32996/ijllt.2021.4.6.10.

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The COVID-19 pandemic has produced havoc in the world and Nepal is no exception. A transition from an in-person classroom to online classroom has been daunting for the students and teachers motivation level. The impact of teacher morale is often neglected by policymakers and all the stakeholders themselves, which may lead to teachers’ lack of motivation or "demotivation". Teachers’ demotivation is an emotional, cognitive, socio-cultural and psychological state that leads to exhaustion, depersonalization, burnout, decreased teacher achievement and self-worth stress. This study aimed to investig

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Goh, Tan Leng, James Hannon, Collin Webster, Leslie Podlog, and Maria Newton. "Effects of a TAKE 10! Classroom-Based Physical Activity Intervention on Third- to Fifth-Grade Children’s On-task Behavior." Journal of Physical Activity and Health 13, no. 7 (2016): 712–18. http://dx.doi.org/10.1123/jpah.2015-0238.

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Background:Prolonged sitting at desks during the school day without a break may result in off-task behavior in students. This study was designed to examine the effects of a classroom physical activity intervention, using TAKE 10!, on elementary school students’ on-task behavior. Nine classes (3rd to 5th grades) from 1 elementary school participated in the program (4-week baseline and 8-week intervention).Methods:The students’ on-task behavior was measured using systematic direct observation. Observations occurred once a week during weeks 1 to 4 (baseline) and weeks 8 to 12 (intervention). A tw

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Sáez-López, José-Manuel, Tiberio Feliz-Murias, and Ana-Isabel Holgueras-González. "Interactive Videoconferencing in Educational Settings." International Journal of Web-Based Learning and Teaching Technologies 13, no. 1 (2018): 80–93. http://dx.doi.org/10.4018/ijwltt.2018010106.

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This research analyzes the use of Interactive Videoconferencing in classroom, analyzing practice and attitudes of 37 teachers and professors from several countries in the first dimension. The second dimension analyzes innovative approaches and Collaborative Learning through Interactive Videoconferencing using “Skype” in a particular classroom in Spain. The main instruments in this process are a questionnaire and systematic observation. Teachers in sample note positive attitudes related to Interactive Videoconferencing implementation in educational settings with educational benefits related to

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Guo, Henan, and Matthias Pilz. "A comparative study of teaching and learning in German and Chinese vocational education and training schools: A classroom observation study." Research in Comparative and International Education 15, no. 4 (2020): 391–413. http://dx.doi.org/10.1177/1745499920959150.

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This study compares teaching and learning in German and Chinese vocational education and training (VET) schools. The adoption of teaching methods and instructional media are used as two descriptive dimensions. Relevant data on these factors were collected through systematic classroom observation. Generally, both similarities and differences can be noted between German and Chinese VET schools. The results concerning adoption of teaching methods and instructional media are discussed in the context of two factors: teacher education; and curriculum.

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Basuki Tri Harnoto, Rahyu Setiani, B Widuroyekti, Dwi Sambada, Dwikoranto, and Lindsay N. Bergsma. "The Implementation of the Quantum Teaching Strategy with Multiple Intelligence Approach at State Senior High School." IJORER : International Journal of Recent Educational Research 2, no. 1 (2021): 73–85. http://dx.doi.org/10.46245/ijorer.v2i1.78.

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The purpose of this research was to improve student learning outcomes, activities, and positive responses. Classroom action research carried out in 4 stages: planning, action and observation, reflection, and revision that carried out in three cycles. Data were collected through test, observation, questionnaire, and documentation. The participants of this research are class XI-3 students of State Senior High School 1 Krembung. Data were analyzed descriptively quantitative. Observation cycle 1, motivation by the teacher, learning objectives, explanation of working on worksheets, worksheet system

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Linan-Thompson, Sylvia, Julie A. Lara-Martinez, and Linda O. Cavazos. "Exploring the Intersection of Evidence-Based Practices and Culturally and Linguistically Responsive Practices." Intervention in School and Clinic 54, no. 1 (2018): 6–13. http://dx.doi.org/10.1177/1053451218762574.

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Culturally and linguistically diverse learners with and without learning disabilities enrolled in public schools are tasked with learning content, a new culture, and a new language. Meeting their language and literacy needs requires systematic use of evidence-based practices and deep knowledge of culturally and linguistically responsive practices that address their instructional, social, and language needs. Based on observations of teachers in multilingual classroom, four culturally and linguistically responsive practice were identified: (a) consistent use of evidence-based instructional pract

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Dale, Philip S., and Kevin N. Cole. "Comparison of Academic and Cognitive Programs for Young Handicapped Children." Exceptional Children 54, no. 5 (1988): 439–47. http://dx.doi.org/10.1177/001440298805400507.

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Two highly contrasting models of early education for mildly handicapped children, Direct Instruction and Mediated Learning, were compared in a randomized design. A systematic classroom observation system validated differences between the two programs. Both programs evidenced gains for pupils, but with a differential effect for specific measures: Direct Instruction led to greater gains on the Test of Early Language Development and the Basic Language Concepts test; whereas Mediated Learning led to greater gains on the McCarthy Verbal and Memory Scales and Mean Length of Utterance. No significant

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Klette, Kirsti, Marte Blikstad-Balas, and Astrid Roe. "Linking Instruction and Student Achievement. A research design for a new generation of classroom studies." Acta Didactica Norge 11, no. 3 (2017): 10. http://dx.doi.org/10.5617/adno.4729.

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AbstractEducational research into instructional quality would benefit from macro- and meso-level instructional data – such as achievement data or large-scale student surveys – in relation to data from the micro level – such as detailed analyses of classroom practices. Several scholars have specifically asked for studies that correlate achievement data with records of learning processes and teaching strategies, and ongoing projects attempting to do so have shown promising results. Linking different data sources on instructional quality is quite demanding because it requires a concerted effort b

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Iftanti, Erna. "INTER AND INTRA-CULTURE-BASED GROUP DISCUSSION TO PROMOTE LEARNING AUTONOMY IN A BICULTURAL CLASS." JEELS (Journal of English Education and Linguistics Studies) 6, no. 1 (2019): 25–50. http://dx.doi.org/10.30762/jeels.v6i1.1195.

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Learning as a systematic change in knowledge, insights, behavior, and motivation occurs either in-classroom or out-of-classroom context. Yet, for bicultural class consisting of Indonesian and Thai EFL students in Indonesian context, to achieve such goals of learning is challenging, since the EFL students staying in such a class comprising those from two different cultural backgrounds faced some underlying learning problems. Therefore, to establish learning autonomy is significant. This article is then aimed at describing inter and intra-culture-based group discussion which proved to be able to

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Wandzilak, Thomas, Ronald J. Bonnstetter, and Lynn L. Mortensen. "Examining Congruence among Teaching Objectives, Classroom Behavior, and Student Learning: Feedback for University Professors." Journal of Teaching in Physical Education 13, no. 3 (1994): 260–73. http://dx.doi.org/10.1123/jtpe.13.3.260.

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In order for university professors to become more effective at the practice of teaching, they must be provided with accurate, multidimensional feedback on what transpires in their own classes. The Teaching Feedback Model (TFM) is a process that combines the systematic observation of student and teacher behaviors with an analysis of student learning. Based on information provided by the coding of videotaped classroom episodes through a computer program and student learning data, a profile is constructed that informs the teacher whether continuity exists among what is supposed to occur (planning

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Xu, Wen, and Katina Zammit. "Applying Thematic Analysis to Education: A Hybrid Approach to Interpreting Data in Practitioner Research." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692091881. http://dx.doi.org/10.1177/1609406920918810.

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Thematic analysis (TA), as a qualitative analytic method, is widely used in health care, psychology, and beyond. However, scant details are often given to demonstrate the process of data analysis, especially in the field of education. This article describes how a hybrid approach of TA was applied to interpret multiple data sources in a practitioner inquiry. Particular attention is given to the inductive and deductive coding and theme development process of TA. Underpinned by the constructivist epistemology, codes were driven by both data per se and theories, through a “bottom-up” and “top-down

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Alford, Beverly L., Kayla B. Rollins, Yolanda N. Padrón, and Hersh C. Waxman. "Using Systematic Classroom Observation to Explore Student Engagement as a Function of Teachers’ Developmentally Appropriate Instructional Practices (DAIP) in Ethnically Diverse Pre-kindergarten Through Second-Grade Classrooms." Early Childhood Education Journal 44, no. 6 (2015): 623–35. http://dx.doi.org/10.1007/s10643-015-0748-8.

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Soysal, Yılmaz, and Somayyeh Radmard. "Research Into Teacher Educators’ Discursive Moves: A Vygotskian Perspective." Journal of Education 200, no. 1 (2019): 32–47. http://dx.doi.org/10.1177/0022057419875120.

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This study presents an analysis of two teacher educators’ discursive moves. The participants were two teacher educators (TEs) and 46 prospective teachers enrolled in a classroom teaching program. Five coconstructivist teaching implementations were conducted and video recorded. The video-based data were analyzed through systematic observation in two phases: coding and counting. The TEs staged a wide range of discursive moves incorporating 10 higher-order categories (e.g., communicating, evaluating-judging-critiquing, challenging, and seeking evidence) and 39 subcategories. Communicating, monito

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Yonas, Amanuel, and Senapathy M. "The Factors Impede Teachers’ Effective Use of Audio Visual Materials to Teach English Speaking Skills: ABBA PASCAL Girls’ School in Focus, Wolaita Zone, Southern Ethiopia." Randwick International of Education and Linguistics Science Journal 1, no. 3 (2020): 439–48. http://dx.doi.org/10.47175/rielsj.v1i3.157.

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The purpose of this study was to explore factors impede teachers’ effective use of AVMs to teach ESS at Abba Pascal Girls’ School. The subjects used were 2 English teachers of grades 5, 6, 7 & 8 and sampled students. The grades had 2 sections that encompassed 50 students each. Convenience & systematic sampling techniques were employed to select the school & 32 informants among the population of 400. To get the exact number of the participants which are 4 of each section, the researchers divided the population’s number of the sections into the numbers of each student’s representatio

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Piccinin, Sabrina, and Serena Dal Maso. "Promoting Literacy in Adult Second Language Learners: A Systematic Review of Effective Practices." Languages 6, no. 3 (2021): 127. http://dx.doi.org/10.3390/languages6030127.

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Literacy is an essential tool for functioning in a modern society and, as such, it is often taken for granted when developing second language learning curricula for people who need to learn another language. However, almost 750 million people around the world cannot read and write, because of limited or absent formal education. Among them, migrants face the additional challenge of having to learn a second language as they settle in a new country. Second language research has only recently started focusing on this population, whose needs have long been neglected. This contribution presents a sy

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Chiatoh, Blasius Agha-ah. "From Oracy to Literacy in the Classroom: Implications for Mother Tongue-based Bilingual Education in Cameroon." Studies in Linguistics and Literature 5, no. 2 (2021): p43. http://dx.doi.org/10.22158/sll.v5n2p43.

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Observation of early childhood education in Cameroon reveals that children on their first day at school have not acquired sufficient oral competence in their L1. They go to school at the age of two when the language acquisition phase is still in its initial stages. The result is systematic separation of the child from the family. Among educated and working families, this separation becomes almost total and communication significantly reduces between parents and their children who are either under the care of the school mistress or that of the caretaker. This has a serious effect on the develop

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Rambe, Mangarahon. "PELAKSANAAN SUPERVISI AKADEMIK SEBAGAI UPAYA UNTUK MENINGKATKAN KOMPETENSI GURU DALAM MENYUSUN RENCANA PELAKSANAAN PEMBELAJARAN." JURNAL PAJAR (Pendidikan dan Pengajaran) 3, no. 4 (2019): 781. http://dx.doi.org/10.33578/pjr.v3i4.7464.

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This research is motivated by a lack of understanding of teachers in preparing lesson plans in a complete and systematic manner, besides that the ability of teachers is not sufficient in developing the components of lesson plans according to the needs and abilities of students. The purpose of this study is to improve teacher competencies in preparing learning implementation plans through academic supervision. This research is a classroom action research. School action research is carried out in four stages, namely planning, implementation, observation and reflection, and carried out at least i

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Ersozlu, Zara, Susan Ledger, Alpay Ersozlu, Fiona Mayne, and Helen Wildy. "Mixed-Reality Learning Environments in Teacher Education: An Analysis of TeachLivE™ Research." SAGE Open 11, no. 3 (2021): 215824402110321. http://dx.doi.org/10.1177/21582440211032155.

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TeachLivE™, a mixed-reality simulated classroom technology, has been used in initial teacher education programs to provide repeatable experiential learning opportunities for students now for more than a decade and in more than 80 universities worldwide. However, no broad scale investigation has been conducted into how the platform has been used or what research has been generated as a result. The aim of this study is to provide insight into the types of TeachLivE™ research carried out since its inception and to identify trends and potential gaps in this research. Peer-reviewed academic primary

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Romano, Mollie, Johanna Eugenio, and Edie Kiratzis. "Coaching Childcare Providers to Support Toddlers' Gesture Use With Children Experiencing Early Childhood Poverty." Language, Speech, and Hearing Services in Schools 52, no. 2 (2021): 686–701. http://dx.doi.org/10.1044/2020_lshss-20-00112.

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Purpose The purpose of this study is to examine the impact of an intervention in which childcare providers (CCPs) are coached to support toddlers' gesture use during every day classroom routines. Method This study uses a multiple-baseline across strategies single-case experimental design to examine the impact of a coaching intervention on three CCPs' use of communication strategies with toddlers experiencing early childhood poverty. The CCPs were coached with a systematic framework called Setting the Stage, Observation and Opportunities to Embed, Problem-solving and Planning, Reflection and Re

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Sarmiento, Celina P., Marie Paz E. Morales, Levi E. Elipane, and Brando C. Palomar. "Assessment practices in Philippine higher STEAM education." Journal of University Teaching and Learning Practice 17, no. 5 (2020): 286–301. http://dx.doi.org/10.53761/1.17.5.18.

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The study explored practices of the sampled higher education Philippine STEAM educators in assessing learners. Data sourced from the database of a state-funded research on Philippine STEAM education using a Classroom Observation Protocol, included 106 STEAM teachers from purposely selected institutions drawn from 14 regions. Systematic data analysis (through data condensation, data display, and drawing and verifying conclusions) revealed that STEAM teachers used both appropriate traditional and authentic assessment tools and strategies with inclusive integration of technology. Furthermore, res

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Wright, Barry, Kalliopi Konstantopoulou, Kuldeep Sohal, et al. "Systematic approach to school-based assessments for autism spectrum disorders to reduce inequalities: a feasibility study in 10 primary schools." BMJ Open 11, no. 1 (2021): e041960. http://dx.doi.org/10.1136/bmjopen-2020-041960.

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ObjectivesThis was a pilot study to explore whether the Early Years Foundation Stage Profile (EYFSP) carried out by UK teachers within the ‘reception’ year, combined with the Social Communication Questionnaire (SCQ), can lead to early identification of children with autism spectrum disorders (ASD) and early access to intervention and can reduce inequity in access to assessment and intervention.DesignPragmatic prospective cohort.SettingTen primary schools from the SHINE project in Bradford.Participants587 pupils from 10 schools who transitioned from reception to year 1 in July 2017 and had the

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Jones, Diana L. "Analysis of Task Systems in Elementary Physical Education Classes." Journal of Teaching in Physical Education 11, no. 4 (1992): 411–25. http://dx.doi.org/10.1123/jtpe.11.4.411.

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The purpose of this study was to describe and analyze task systems in elementary physical education classes. Two elementary physical education specialists were observed during 34 classes. Systematic observation strategies were used to describe and analyze classroom events. Data supported the existence of managerial and instructional task systems along with an informal social task system. Students complied with managerial tasks; modifications were not evident. Students’ responses to instruction were either (a) on the stated task with success or little or no success, (b) upward or downward task

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Sánchez-Martín, Cristina. "Seeing in Writing: A Case Study of a Multilingual Graduate Writing Instructor’s Socialization through Multimodality." Journal of Multilingual Education Research 10 (2020): 63–84. http://dx.doi.org/10.5422/jmer.2020.v10.63-84.

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With growing numbers of multilinguals becoming writing instructors and scholars in the U.S. composition context, it is urgent to understand how multilingual graduate instructors of writing socialization processes are mediated by multimodal elements rather than just textual forms of language. This article reports on an ethnographically-oriented case study to respond to the following questions: (1) Does multimodality contribute to a multilingual graduate instructor’s socialization into writing and the teaching of writing? If yes, in what ways does multimodality interact with the writer’s languag

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DOĞAN, Mustafa, Ahmet Şükrü ÖZDEMİR, and Muhammet ŞAHAL. "Preservice Mathematics Teachers’ Performances in Teaching Activities." International Journal of Modern Education Studies 2, no. 2 (2019): 108. http://dx.doi.org/10.51383/ijonmes.2018.31.

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In this study, it was tried to determine teaching activities that elementary preservice mathematics teachers exhibited in a micro teaching session. Preservice teachers are required to prepare and later present a sample micro teaching session. First of all, they were advised to freely select a topic (or an attainment) of their own intention within 5-8 middle school mathematics subjects. Then, every one of them planned their own special session. While they were planning the sessions, they were advised to take into account of all perspectives and practices of the theoretical subjects covered via

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Hawkins, Renee O., Tai A. Collins, Lauren Haas Ramirez, J. Meredith Murphy, and Chelsea Ritter. "Examining the Generalization of a Combined Independent and Interdependent Group Contingency for Students With Emotional and Behavioral Disorders." Behavioral Disorders 45, no. 4 (2019): 238–51. http://dx.doi.org/10.1177/0198742919888758.

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Using an ABAB withdrawal design, the study evaluated the direct and generalized effects of a combined independent and interdependent group contingency on the engagement and disruptive behavior of two groups of students enrolled in an alternative school serving students with emotional and behavioral disorders. Class 1 included seven middle school students and Class 2 included eight high school students. For both classes, systematic direct observation behavior data were collected both in the targeted class period and a second class period identified by teachers as also having high rates of inapp

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Wicaksana, Ervan Johan, Binanggra Alpa Pebriand, Pramana Atmadja, and Wikanso. "E-Learning Based Motion Graphics Media to Improve Student Motivation on Biodiversity Material." BIOEDUSCIENCE 5, no. 1 (2021): 1–6. http://dx.doi.org/10.22236/j.bes/515118.

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Background: Biology is a pure science that is analytical and systematic. It relates to the reality of the problems experienced by students in the current biology learning process, which is a monotonous way of learning and tends to make students feel bored with the learning process carried out, so that the teaching material delivered by the teacher or educator is difficult to understand by students. This class action research aims to improve student learning motivation on Biodiversity material. Methods: This class action research was conducted in two cycles; the first cycle was carried out with

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Lung, Rachel. "Note-Taking Skills and Comprehension in Consecutive Interpretation." Babel. Revue internationale de la traduction / International Journal of Translation 45, no. 4 (1999): 311–17. http://dx.doi.org/10.1075/babel.45.4.04lun.

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Abstract The paper touches on how systematic training and in-depth training in note-taking skills are related to comprehension in interpretation. It argues for a more focused role of note-taking in the interpretation curriculum. This paper identifies five factors resulting in interpretation failure based on personal observation of interpretation students' performance. These factors are timing of note-taking, unit of input, overall comprehension, fragmentation of memory span, and mental space for meaning processing. The paper concludes that these problems can be alleviated by effective note-tak

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Bravo, Luis Oswaldo Guadalupe, Marco Antonio Bravo Montenegro, Alberto Fabián Altamirano Pazmiño, et al. "Manual Didáctico En Braille Para El Aprendizaje De Inglés Básico De Los Estudiantes No Videntes De La Asociación Aprodvich De La Ciudad De Riobamba." European Scientific Journal, ESJ 13, no. 22 (2017): 59. http://dx.doi.org/10.19044/esj.2017.v13n22p59.

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The objective of the present research is the elaboration and application of a didactic manual with communicative strategies to develop Basic English for students of the Provincial Association of the Visually Impaired of Chimborazo (APRODVICH). The didactic manual seeks to provide techniques and instruments that support the Teaching Learning process of a second language according to the specific needs of the group under study. It becomes a progressive and systematic teaching instrument consisting of six units that include vocabulary activities, basic structures and use of questions that were ap

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Fadillah, Syarifah, Dada Suhaida, Nurhayati Nurhayati, and Yudi Darma. "Analysis of Learning Model and Mathematical Material to Build Students’ Character through Mathematics Learning." JETL (Journal Of Education, Teaching and Learning) 4, no. 2 (2019): 345. http://dx.doi.org/10.26737/jetl.v4i2.960.

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The mathematics that has been taught from primary school to high school with a lot more time studying math in the classroom can be a passage to build students’ character. Students’ character building is not easy; therefore, it requires a planned, continuous, and systematic effort in learning mathematics. Lesson plans involving students’ character building must be purposefully designed (by design). It cannot be accidentally happened (by chance). The use of innovative learning models in learning mathematics needs to be analyzed to be able to build students’ character. This study aims to describe

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Toriyani, Seprida, Sarwit Sarwono, and Gumono Gumono. "Peningkatan Kemampuan Menulis Fabel Menggunakan Model Pembelajaran Example Non Example pada Siswa Kelas VII SMP Negeri Muara Beliti." Diksa : Pendidikan Bahasa dan Sastra Indonesia 6, no. 2 (2020): 93–106. http://dx.doi.org/10.33369/diksa.v6i2.9694.

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The purpose of this study was to describe the improvement of the process and the results of the ability to write fables using the example non example learning model for grade VII.3 students of SMP Negeri Muara Beliti for the 2018/2019 academic year. This research is a classroom action research consisting of two cycles, namely cycle I and cycle II. The data collection methods used were the observation method and the fable writing assignment test method. Data analysis techniques are data reduction, descriptive presentation (narrative, visual images, tables) with a systematic and logical flow of

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Webster, Rob. "The classroom experiences of pupils with special educational needs in mainstream primary schools-1976 to 2012. What do data from systematic observation studies reveal about pupils’ educational experiences over time?" British Educational Research Journal 41, no. 6 (2015): 992–1009. http://dx.doi.org/10.1002/berj.3181.

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Makarova, Elena A. "Teaching Foreign Language Speaking Skills Through Peer-Tutoring." Integration of Education, no. 3 (September 28, 2018): 551–68. http://dx.doi.org/10.15507/1991-9468.092.022.201803.551-568.

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Introduction. Teaching foreign language speaking skills to students of the same academic group having different levels of language proficiency within a restricted time period is an urgent problem for non-linguistic universities. Its solution requires an interdisciplinary approach and the integration of modern pedagogical, psychological and linguistic knowledge. The aim of the study is to prove experimentally the effectiveness of peer assisted learning organized within the regular classroom settings. Materials and Methods. The study is concerned with a peer assisted learning strategy aimed at t

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Gendroyono, Gendroyono. "The Improvement of Students’ Ability in Writing Procedure Text Through Picture Series." Jurnal Pendidikan Indonesia 2, no. 6 (2021): 993–1023. http://dx.doi.org/10.36418/japendi.v2i6.201.

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This research study on improving the students’ ability in writing procedure text through picture series is action research. This is categorized as action research since there is a self-reflective, critical, and systematic approach that the researcher does to identify a problematic situation as a way of improvement and changes in educational practice. In doing this action research, the researcher considers phases that involve each cycle. Those are planning, action, observation, and reflection. Every phase is done based on the researcher’s ideas on the research. This study is aimed at exploring

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Enachi-Vasluianu, Luiza, and Flavia Malureanu. "A STUDY ON THE CHANGES OF PERSPECTIVE ON DISCRIMINATION AMONG IN-GROUP PEERS IN ROMANIAN SCHOOLS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 20, 2020): 143. http://dx.doi.org/10.17770/sie2020vol3.5011.

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Even if most of modern schools today value diversity, promote multiculturalism, enforce antiharassment policies, they still confront with discrimination and its negative effects. Irrespective of teachers’ efforts to stop this phenomenon, discrimination will always manifest within classrooms through less or more aggressive forms as children have a tendency to reject what is different as a form of self-protection.The specific focus of this article is on different types of discrimination of in-group peers at gymnasium and high school. The two levels of school were selected as at these ages (11-15

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Malureanu, Flavia, and Luiza Enachi-Vasluianu. "TEACHERS’ INFLUENCE ON STUDENTS IN THEIR LIFELONG DEVELOPMENT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 340–47. http://dx.doi.org/10.17770/sie2021vol2.6213.

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The impact teachers have on their students is imprinted to a much extent in each person’s life. Every child, teenager or adult speaks of present or previous experiences related to teachers who left their marks on their development in life. Teachers are important people in children’s life providing them with education, discipline, motivation and role-models. The guiding role of teachers is not limited to school classroom and school disciplines, but it surpasses didactic activities and extends into personal life. Truth is that children feel differently the influence exerted by teachers due to th

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Werdiningsih, Indah. "The Use of Debate Method to Improve Students’ Speaking Skill." Journal of English Teaching, Literature, and Applied Linguistics 2, no. 2 (2018): 13. http://dx.doi.org/10.30587/jetlal.v2i2.623.

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Speaking is a crucial part of the language learning process. However, many students find speaking as one of the most difficult skills in English. Therefore, the researcher wants to improve the students’ speaking ability through the suitable teaching method, in this case the debate. The objective of this research referring to the research problem is to find out how the debate method can improve speaking ability. Based on the research problem and the relevant theory, the hypothesis of this research is described as follows: Debate method improves the speaking ability of the fifth semester student

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Rezvani, Ehsan, and Abbass Rasekh. "Code-switching in Iranian Elementary EFL Classrooms: An Exploratory Investigation." English Language Teaching 4, no. 1 (2011): 18. http://dx.doi.org/10.5539/elt.v4n1p18.

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This paper presents the results of a small-scale exploratory investigation of code-switching (CS) between English and Farsi by 4 Iranian English foreign language (EFL) teachers in elementary level EFL classrooms in a language school in Isfahan, Iran. Specifically, the present study aimed at exploring the syntactical identification of switches and the functions that the switches served. The data consist of field notes and scripts of audio-recordings of the teachers’ talk collected during classroom observations. The findings suggest that CS is a frequently applied strategy and a valuable resourc

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Masadah, Masadah. "Implementasi Pembelajaran Kontekstual berpendekatan Learning Community pada Bidang Studi Fiqh dalam Meningkatkan Motivasi dan Prestasi Belajar Siswa MI Mambaul Hidayah Mengelo Sooko Mojokerto." Progressa: Journal of Islamic Religious Instruction 1, no. 2 (2018): 57. http://dx.doi.org/10.32616/pgr.v1.2.78.57-64.

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Education is a conscious and systematic effort not only to humanize human beings but also for human beings to realize their position as khalifatullah fil ardhi, which in turn will increasingly increase itself to be a pious, faithful, knowledgeable and virtuous man. In general the problems formulated in this research is whether Implementation of Contextual Learning with Learning Community approach can improve student's motivation and achievement in FIQH study field? How Implementation of Contextual Learning has a Learning Community approach that can improve students' motivation and achievement

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Masadah, Masadah. "Implementasi Pembelajaran Kontekstual berpendekatan Learning Community pada Bidang Studi Fiqh dalam Meningkatkan Motivasi dan Prestasi Belajar Siswa MI Mambaul Hidayah Mengelo Sooko Mojokerto." Progressa: Journal of Islamic Religious Instruction 1, no. 2 (2018): 57. http://dx.doi.org/10.32616/pgr.v1i2.78.

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Education is a conscious and systematic effort not only to humanize human beings but also for human beings to realize their position as khalifatullah fil ardhi, which in turn will increasingly increase itself to be a pious, faithful, knowledgeable and virtuous man. In general the problems formulated in this research is whether Implementation of Contextual Learning with Learning Community approach can improve student's motivation and achievement in FIQH study field? How Implementation of Contextual Learning has a Learning Community approach that can improve students' motivation and achievement

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Roehrig, G. H., M. Michlin, L. Schmitt, C. MacNabb, and J. M. Dubinsky. "Teaching Neuroscience to Science Teachers: Facilitating the Translation of Inquiry-Based Teaching Instruction to the Classroom." CBE—Life Sciences Education 11, no. 4 (2012): 413–24. http://dx.doi.org/10.1187/cbe.12-04-0045.

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In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge

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