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Artículos de revistas sobre el tema "Classroom observation"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2025

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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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Militello, Matthew, Lynda Tredway, Lawrence Hodgkins, and Ken Simon. "Virtual reality classroom simulations: how school leaders improve instructional leadership capacity." Journal of Educational Administration 59, no. 3 (2021): 286–301. http://dx.doi.org/10.1108/jea-10-2020-0219.

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PurposeThe purpose of this study was to explore the utility of a virtual reality (VR) classroom experience for improving the capacity of instructional leaders. Specifically, school leaders used VR to build their classroom observation and analysis skills to prepare to have more effective post-observation conversations with teachers. The authors provide insights from multiple data points that highlight the affordances of the virtual setting for improving classroom observation skills.Design/methodology/approachDrawing on the application of simulations to practice classroom observations, the autho

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Riedel, James, and Ruth Wajnryb. "Classroom Observation Tasks." TESOL Quarterly 29, no. 1 (1995): 207. http://dx.doi.org/10.2307/3587822.

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Tshewang, Dorji. "Classroom Observation in the Bhutanese Classroom: Its Reality and Limitation." European journal of volunteering and community-based projects 1, no. 2 (2020): 40–49. https://doi.org/10.5281/zenodo.4080422.

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The teaching-learning process in a classroom is best understood through classroom observation. Classroom observation helps teachers to improve their teaching-learning quality. The purpose of the study was to observe the teaching-learning process inside the classroom.  The study was qualitative in nature and used two rounds of classroom observations.  Data were collected from 35 (20 male and 15 female) teacher participants in the school. The study was conducted at one higher secondary school under Thimphu Thromde, Bhutan. A non-probability convenient sampling technique was used for th

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RIZALINO, F. MARTE, and A. QUINES LYNDON. "EVALUATION OF ONLINE CLASSROOM OBSERVATION UTILIZING CLASS OBSERVATION TOOL: A PROPOSED METHODS IN THE TIMES OF UNCERTAINTIES PROGRAM." International Journal of Novel Research in Education and Learning 10, no. 1 (2023): 60–74. https://doi.org/10.5281/zenodo.7561927.

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<strong>Abstract:</strong> The purpose of this study was to evaluate the online classroom observations of the teachers utilizing the classroom observation tool. The study employed descriptive-evaluative research design. The researcher chose forty-five teachers of H. N Cahilsot Elementary School, Romana C. Acharon Central Elementary School and General Santos City SPED Center as the respondents of the study. The data were gathered using a validated evaluation tool or questionnaire. The findings revealed that teachers are at high level in terms of applying knowledge of content within and across c

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Gitomer, Drew, Courtney Bell, Yi Qi, Daniel Mccaffrey, Bridget K. Hamre, and Robert C. Pianta. "The Instructional Challenge in Improving Teaching Quality: Lessons from a Classroom Observation Protocol." Teachers College Record: The Voice of Scholarship in Education 116, no. 6 (2014): 1–32. http://dx.doi.org/10.1177/016146811411600607.

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Background/Context Teacher evaluation is a major policy initiative intended to improve the quality of classroom instruction. This study documents a fundamental challenge to using teacher evaluation to improve teaching and learning. Purpose Using an observation instrument (CLASS-S), we evaluate evidence on different aspects of instructional practice in algebra classrooms to consider how much scores vary, how well observers are able to judge practice, and how well teachers are able to evaluate their own practice. Participants The study includes 82 Algebra I teachers in middle and high schools. F

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Reños, Grecilyn, and Pepa Pontillas. "Classroom Observation and Teachers’ Professional Development Activities: Basis for Intervention Plan." American Journal of Arts and Human Science 3, no. 3 (2024): 71–93. http://dx.doi.org/10.54536/ajahs.v3i3.3077.

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Classroom observations systematically measure teachers’ performance, offering an effective professional development method. This study examines teachers’ perceptions of classroom observation and its impact on their professional growth. It evaluates the extent of classroom observation and its relationship with professional development during pre-observation, actual observation, and post-observation phases. The study involved 376 elementary teachers from Manolo Fortich District II and III, Division of Bukidnon, using a tool adapted from DepEd, COT (RPMS) for Teacher I-III. A mixed-method researc

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Erdmann, Robert M., and Marilyne Stains. "Classroom as Genome: Using the Tools of Genomics and Bioinformatics to Illuminate Classroom Observation Data." CBE—Life Sciences Education 18, no. 1 (2019): es1. http://dx.doi.org/10.1187/cbe.18-07-0116.

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Classroom observation protocols can provide an exceedingly rich form of data. However, this is a double-edged sword, as researchers often struggle to take full advantage of the detailed data outputs. In this essay, we introduce a new approach to the analysis of classroom observation data, termed “classroom as genome” (CAG). We illustrate how real-time classroom observation data and genomic data can be viewed as quite analogous, both conceptually and in terms of downstream analysis. We provide both abstract and concrete examples of how the tools of genomics and bioinformatics can be applied to

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李, 安然. "Overview of Classroom Observation." Vocational Education 07, no. 04 (2018): 131–36. http://dx.doi.org/10.12677/ve.2018.74023.

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10

Sullivan, Peter, Judith Mousley, and Ann Gervasoni. "Caution: Classroom under observation." Asia-Pacific Journal of Teacher Education 28, no. 3 (2000): 247–61. http://dx.doi.org/10.1080/713650693.

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11

Vidhiasi, Dhion Meitreya. "CLASSROOM OBSERVATION AND RESEARCH." Saintara: Jurnal Ilmiah Ilmu-Ilmu Maritim 3, no. 1 (2018): 6–13. https://doi.org/10.52475/saintara.v3i1.13.

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There are so many methods that can be used in conducting research. Every method has its own strength and weakness. Before a researcher conduct research, they must choose which method or techniques are more appropriate. This paper explains that there are at least for methods that can be used when a researcher wants to conduct research in teaching and learning development. Those methods are a formal experiments, stimulated recall, observation schemes, and interaction analysis. The focus of this paper is not about how the method is but how researchers observe what is going on inside the classroom

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Lei, Xiaoxuan, Hongli Li, and Audrey J. Leroux. "Does a teacher’s classroom observation rating vary across multiple classrooms?" Educational Assessment, Evaluation and Accountability 30, no. 1 (2017): 27–46. http://dx.doi.org/10.1007/s11092-017-9269-x.

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13

Sideridis, George. "Direct Classroom Observation: Potential Problems and Solutions." Research in Education 59, no. 1 (1998): 19–28. http://dx.doi.org/10.1177/003452379805900103.

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Direct classroom observation: potential problems and solutions George Sideridis Direct observation has been the most widely used behavioural assessment method in education. The aim of this article is to define observer bias, drift and reactivity, using examples from the behaviour analytical literature, and suggest ways of controlling them. It concludes that the following recommendations can assist the reliable and accurate recording of student behaviour: (1) train observers intensively until they achieve high levels of reliability and accuracy, (2) use simple observational systems with as few

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Jaen Rigaud, Ximena Marilu. "Inside the Classroom: Observations on the Professional Context of an English Teacher." Reincisol. 3, no. 6 (2024): 2363–75. http://dx.doi.org/10.59282/reincisol.v3(6)2363-2375.

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Observation practices in teaching English as a Foreign Language (EFL) are essential for future educators. Observations in classrooms give education students practical insights into classroom management and teaching techniques, helping them refine their own practices for future teaching. The main objective of this research is to describe and explore the context of the teaching profession of an English teacher through observational practices. The study employed a qualitative, descriptive approach in which an observation of a teacher from a private institution was conducted to understand their pr

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15

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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Wilhelm, Anne Garrison, and Sungyeun Kim. "Generalizing From Observations of Mathematics Teachers' Instructional Practice Using the Instructional Quality Assessment." Journal for Research in Mathematics Education 46, no. 3 (2015): 270–79. http://dx.doi.org/10.5951/jresematheduc.46.3.0270.

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One crucial question for researchers who study teachers' classroom practice is how to maximize information about what is happening in classrooms while minimizing costs. This report extends prior studies of the reliability of the Instructional Quality Assessment (IQA), a widely used classroom observation toolkit, and offers insight into the often asked question: “What is the number of observations required to reliably measure a teacher's instructional practice using the IQA?” We found that in some situations, as few as three observations are needed to reliably measure a teacher's instructional

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17

Falk, Julia S., and Dick Allwright. "Observation in the Language Classroom." Language 66, no. 1 (1990): 183. http://dx.doi.org/10.2307/415295.

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Casabianca, Jodi M., J. R. Lockwood, and Daniel F. McCaffrey. "Trends in Classroom Observation Scores." Educational and Psychological Measurement 75, no. 2 (2014): 311–37. http://dx.doi.org/10.1177/0013164414539163.

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Cassady, Jerrell C., Kristie L. Speirs Neumeister, Cheryll M. Adams, Tracy L. Cross, Felicia A. Dixon, and Rebecca L. Pierce. "The differentiated classroom observation scale." Roeper Review 26, no. 3 (2004): 139–46. http://dx.doi.org/10.1080/02783190409554259.

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Swank, Paul R., Ronald D. Taylor, Michael P. Brady, and H. Jerome Freiberg. "Sensitivity of Classroom Observation Systems." Journal of Experimental Education 57, no. 2 (1989): 171–86. http://dx.doi.org/10.1080/00220973.1989.10806504.

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Burkhardt, Hugh. "Classroom observation in courseware development." International Journal of Educational Research 17, no. 1 (1992): 87–97. http://dx.doi.org/10.1016/0883-0355(92)90044-7.

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Edmondson, Willis. "Observation in the language classroom." System 17, no. 2 (1989): 270. http://dx.doi.org/10.1016/0346-251x(89)90039-0.

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Block, David Martin. "Authentic video and classroom observation." System 21, no. 1 (1993): 49–67. http://dx.doi.org/10.1016/0346-251x(93)90006-3.

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Bell, Courtney A., Marjoleine J. Dobbelaer, Kirsti Klette, and Adrie Visscher. "Qualities of classroom observation systems." School Effectiveness and School Improvement 30, no. 1 (2018): 3–29. http://dx.doi.org/10.1080/09243453.2018.1539014.

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Sheal, P. "Classroom observation: training the observers." ELT Journal 43, no. 2 (1989): 92–104. http://dx.doi.org/10.1093/elt/43.2.92.

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Tarusha, Florinda, and Jonida Bushi. "The Role of Classroom Observation, Its Impact on Improving Teacher's Teaching Practices." European Journal of Theoretical and Applied Sciences 2, no. 2 (2024): 718–23. http://dx.doi.org/10.59324/ejtas.2024.2(2).63.

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Classroom observations are part of any classroom environment. Observations are part of a teacher's entire career, regardless of whether they are part of routine supervision or monitoring by school leaders. Providing a positive critical framework for evaluating one's practice, improving skills and developing strengths can be considered advantages of conducting classroom observation. At worst, they can create stress and test the confidence of the person being observed. Teacher observation is one step in the process of identifying changes that teachers may want to make. Measuring Teacher Professi

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Florinda, Tarusha, and Bushi Jonida. "The Role of Classroom Observation, Its Impact on Improving Teacher's Teaching Practices." European Journal of Theoretical and Applied Sciences 2, no. 2 (2024): 718–23. https://doi.org/10.59324/ejtas.2024.2(2).63.

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Classroom observations are part of any classroom environment. Observations are part of a teacher's entire career, regardless of whether they are part of routine supervision or monitoring by school leaders. Providing a positive critical framework for evaluating one's practice, improving skills and developing strengths can be considered advantages of conducting classroom observation. At worst, they can create stress and test the confidence of the person being observed. Teacher observation is one step in the process of identifying changes that teachers may want to make. Measuring Teacher Professi

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28

Zaenab Hanim, Rabiyatun Ummu Kaltsum A, and Rahmat Soe’oed. "IMPLEMENTATION OF FLIPPED CLASSROOM TO INCREASE STUDENT ACTIVITY, MOTIVATION, AND LEARNING OUTCOMES IN THE INTEGRATED GOVERNMENT GRADUATE PROGRAM (S1 PIN) MULAWARMAN UNIVERSITY." Pendas Mahakam : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar 6, no. 2 (2022): 56–63. http://dx.doi.org/10.24903/pm.v6i2.875.

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Lectures become the center of learning who dominate the activities in traditional classrooms. Most of the learning time in the classroom is spent on lecturing than students' activities which causes a lack of motivation in learning. The study aims to: 1) increase activities of both the lecture and students by implementing Flipped Classroom; 2) to increase students' motivation by implementing Flipped Classroom; 3) to increase students' learning achievement by implementing Flipped Classroom. The study used a classroom action research methodology which consisted of 3 cycles. There were four stages

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Yulianawati, Ida. "THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS." Wiralodra English Journal 2, no. 2 (2019): 184–98. http://dx.doi.org/10.31943/wej.v2i2.35.

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The paper concerns with investigating classroom interaction especially the classroom language used by teacher and students in teaching learning process in one Junior High School in Indramayu. Teacher’s talk signals the classroom language that is used by the teacher in the classroom throughout the class periods. Meanwhile, students’ talk signal classroom language that is used by the students. The study employs qualitative interaction analysis method involving fifty nine students and two teachers in two different classrooms. The data are gathered through non-participant observation and video rec

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Yulianawati, Ida. "THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS." Wiralodra English Journal 2, no. 2 (2018): 184–98. http://dx.doi.org/10.31943/wej.v2i2.361.

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The paper concerns with investigating classroom interaction especially the classroom language used by teacher and students in teaching learning process in one Junior High School in Indramayu. Teacher’s talk signals the classroom language that is used by the teacher in the classroom throughout the class periods. Meanwhile, students’ talk signal classroom language that is used by the students. The study employs qualitative interaction analysis method involving fifty nine students and two teachers in two different classrooms. The data are gathered through non-participant observation and video rec

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Getaw, Fetene, Tamiru Olana, and Rufael Disasa. "THE TRIPARTITE RELATIONSHIP AMONG EFL TEACHERS’ COGNITION, PERCEIVED AND ACTUAL CLASSROOM PRACTICES OF READING INSTRUCTION." Journal of English Language and Literature 10, no. 02 (2023): 01–15. http://dx.doi.org/10.54513/joell.2023.10201.

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Understanding the beliefs that guide teachers’ decision making and actions in their classrooms could help educators adjust how they work with teachers to provide more targeted feedback, to support teachers‘ professional growth and development throughout their career. The ultimate aim of this study was to show the tripartite relationship among EFL teachers’ cognition, perceived and actual classroom practices of reading instruction at secondary schools in Addis Ababa. A descriptive survey research design was employed. Questionnaire, interview and classroom observation were used as major data col

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Masitowarni Siregar. "Classroom Management of Senior and Yunior English Teachers in Medan." Britain International of Humanities and Social Sciences (BIoHS) Journal 2, no. 2 (2020): 623–31. http://dx.doi.org/10.33258/biohs.v2i2.293.

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The purpose of the study was to find out the differences between the classroom management performed by the senior and yunior teachers in teaching English at senior High School in Medan. This is a descriptive qualitative study. The respondents of the research were 28 English teachers of Yunior and Senior High School in Medan. Questionnaire and Observation sheet were used to collect the data on the teachers classroom management. The result of the study shows that senior English teachers perform more aspects of Classroom management. They perform 18 point from 20 points aspect.. Junior English tea

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Sommer, Marni. "Insights from the classroom." Journal of Practice Teaching and Learning 10, no. 3 (2012): 6–16. http://dx.doi.org/10.1921/jpts.v10i3.249.

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A novel approach to expand ing student training in graduate masters of public health is to incorporate ethnographic methodological training, both observation and fieldwork, into courses teaching students about structural and environmental factors impacting on health outcomes. One such course is offered at the Mailman School of Public Health, Columbia University, where a course entitled ‘Structural Approaches in Global Health’ has both extended students’ prior methodological training, while also harnessing students’ insightful observations from their fieldwork and analysis of the New York City

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SANIR, Hanifi, Tamer KARAKOÇ, and Ufuk ÖZKUBAT. "Teaching Practices in Inclusive Classrooms from the Perspective of Primary School Teacher Candidates: An Observation Study." International Journal of Psychology and Educational Studies 9, no. 4 (2022): 1244–56. http://dx.doi.org/10.52380/ijpes.2022.9.4.878.

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As a result of the nature and outcomes of classroom education, questions concerning what constitutes successful teaching persist. This study intends to characterize, from the perspective of primary school teacher candidates, the practices of primary school teachers in terms of effective instruction in inclusive classrooms. Observations of nonparticipants were used to collect qualitative data for this study. The research study group consists of the final-year primary school teaching students and the teachers at the schools where these students do their internships. Students' observations yielde

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Rahman, Md Mehadi. "Exploring Teachers Practices of Classroom Assessment in Secondary Science Classes in Bangladesh." Journal of Education and Learning 7, no. 4 (2018): 274. http://dx.doi.org/10.5539/jel.v7n4p274.

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The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interv

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Joan, R. Academia, A. Cortez Ernalyn, Grace A. Dasalla Ayrne, Lopez Florence, and C. Tabura Ronethe. "Seasoned Teachers' Views on Classroom Observations as a Catalyst for Professional Growth." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 07, no. 07 (2024): 3134–40. https://doi.org/10.5281/zenodo.12671456.

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This qualitative study investigated seasoned teachers' views and experiences of classroom observations in Santa District, Schools Division of Ilocos Sur. Employing a phenomenological research design, the study aimed to understand how these teachers viewed and experienced classroom observations as part of their professional practice. Five key informants with 15 to 33 years of teaching experience participated through purposive sampling. Data wer gathered through in-depth interviews and classroom observations, focusing on teachers' emotions, views, and responses. Cool and warm analysis was employ

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Büyükturan, Esin Bağcan, and Ayşe Şireci. "Using Classroom Observation Scores Instead of Test Scores as Criterion in the Estimation of Discrimination Index." Journal of Education and Training Studies 6, no. 7 (2018): 55. http://dx.doi.org/10.11114/jets.v6i7.3191.

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Item discrimination index, which indicates the ability of the item to distinguish whether or not the individuals have acquired the qualities that are evaluated, is basically a validity measure and it is estimated by examining the fit between item score and the test score. Based on the definition of item discrimination index, classroom observation scores were used in this study instead of test scores as the indication of having the tested quality.In the framework of the study, a 25-item multiple-choice test prepared in the context of 8th grade Mathematics Unit "Multipliers and Multiples" was ad

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Reinke, Wendy M., Melissa Stormont, Keith C. Herman, Sean Wachsmuth, and Lori Newcomer. "The Brief Classroom Interaction Observation–Revised." Journal of Positive Behavior Interventions 17, no. 3 (2015): 159–69. http://dx.doi.org/10.1177/1098300715570640.

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Cockburn, John. "Perspectives and politics of classroom observation." Research in Post-Compulsory Education 10, no. 3 (2005): 373–88. http://dx.doi.org/10.1080/13596740500200211.

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

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Stipek, Deborah, and Patricia Byler. "The early childhood classroom observation measure." Early Childhood Research Quarterly 19, no. 3 (2004): 375–97. http://dx.doi.org/10.1016/j.ecresq.2004.07.007.

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Zhao, Yanmin, and James Ko. "How do teaching quality and pedagogical practice enhance vocational student engagement? A mixed-method classroom observation approach." International Journal of Educational Management 34, no. 6 (2020): 987–1000. http://dx.doi.org/10.1108/ijem-11-2019-0393.

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PurposeThe purpose of this paper is to investigate vocational teaching behaviours in facilitating pedagogical practice concerning students' classroom engagement.Design/methodology/approachA mixed-method approach with quantitative classroom observations and qualitative field notes was conducted at two higher vocational institutions in Guangdong province, south of China. Sixty lesson observations were rated combining with supplementary field notes from 20 teacher participants analysed through a comparative coding process.FindingsMeans of dimensions of teaching behaviours and student engagement w

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Abdelhalim, Safaa M., and Ashwaq A. Aldaghri. "Creating Culture of Thinking in Language Classrooms: An Interpretive Inquiry Into Saudi University EFL Instructors’ Beliefs and Practices." Journal of Language Teaching and Research 15, no. 2 (2024): 396–407. http://dx.doi.org/10.17507/jltr.1502.08.

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Guided by sociocultural theory (SCT) perspectives, this mixed-methods study investigated Saudi university EFL instructors' beliefs and teaching practices regarding the creation of culture of thinking (CoT) in language skills classrooms, and the factors affecting this process. Research data were gathered from 169 EFL university instructors through a self-report questionnaire. Among the participants, 12 instructors participated in a semi-structured interview. Additionally, classroom observations were conducted in seven classrooms. Questionnaire data were analyzed quantitatively using descriptive

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Carla, Thompso, Barber Karen, Nkansah Joan, et al. "Connecting STEAM Classroom Observation Data to Student Achievement Data: An Empirical Perspective." Journal of Education and Social Development 4, no. 1 (2020): 1–9. https://doi.org/10.5281/zenodo.3911972.

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Emerging STEAM (Science, Technology, Engineering, Art, and Mathematics) classrooms in K-12 schools across the United States have prompted researchers to begin questioning the impact of STEAM instruction on student achievement. This study examined the relationship between STEAM classroom instructional environment measures using a quantitative STEAM classroom observation form developed and piloted by the researchers and students’ achievement scores in mathematics and language arts using standardized achievement tests. Researchers captured multifaceted STEAM instructional strategies associa

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Simbulan, Sol. "Evaluation of Classroom Observations in College Teaching: The Versatility of the Lecture Method." School of Education Research Journal 3, no. 1 (2023): 76–93. https://doi.org/10.5281/zenodo.13302241.

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Highlighted in this paper is the result of class observations of the School of Education (SED) instructors during the first semester for the academic year 2022-2023. Eight full-time and part time SED instructors’ classes were observed and their performance was rated to be excellent in the criteria set in the instrument. Generally, the opening prayer served as their preliminary activity together with the checking of attendance and establishing of rapport between the instructors and the students. The lecture method in combination with other teaching strategies like discussion, demonstratio

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Floman, James L., Carolin Hagelskamp, Marc A. Brackett, and Susan E. Rivers. "Emotional Bias in Classroom Observations: Within-Rater Positive Emotion Predicts Favorable Assessments of Classroom Quality." Journal of Psychoeducational Assessment 35, no. 3 (2016): 291–301. http://dx.doi.org/10.1177/0734282916629595.

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Classroom observations increasingly inform high-stakes decisions and research in education, including the allocation of school funding and the evaluation of school-based interventions. However, trends in rater scoring tendencies over time may undermine the reliability of classroom observations. Accordingly, the present investigations, grounded in social psychology research on emotion and judgment, propose that state emotion may constitute a source of psychological bias in raters’ classroom observations. In two studies, employing independent sets of raters and approximately 5,000 videotaped fif

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Donahoe, Emily, Jessica Staggs, and Dominique Vargas. "Employing customizable digital observation tools to support classroom-focused pedagogical partnership." International Journal for Students as Partners 7, no. 2 (2023): 124–41. http://dx.doi.org/10.15173/ijsap.v7i2.5302.

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This case study examines the use of the Generalized Observation and Reflection Platform (GORP)—a digital tool for developing fully customizable observation protocols as well as for collecting, analyzing, and reporting quantitative observation data—within the University of Notre Dame’s Inclusive Pedagogy Partnership. We found that the tool enhanced collaboration between partners in articulating and setting goals for their work and in highlighting and conceptualizing growth in the classroom. It also improved the efficiency of classroom observations and generated visual and quantitative data that

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48

Pacursa, Liriolyn, Eduard Alip, Thi Phuong Thao Do, and Chi Tham Trinh. "The art of classroom observation: The Case of Quirino State University and Can Tho University." CTU Journal of Innovation and Sustainable Development 16, no. 2 (2024): 105–15. http://dx.doi.org/10.22144/ctujoisd.2024.296.

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Classroom observation is a professional development model that helps lecturers gain a lot of experience in teaching effectively through cooperation, but it needs to be done in a reasonable way. The purpose of this study is to investigate the advantages and disadvantages of classroom observation and the strategies used by lecturers at College of Teacher Education (CTE), Quirino State University - Maddela Area the Philippines and School of Education (SoE), Can Tho University, Viet Nam used, correlated to the age, teaching experience, and education level of the respondents and to see whether ther

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49

Juarez, Brandon C., and Meredith Critchfield. "Virtual Classroom Observation: Bringing the Classroom Experience to Pre-Service Candidates." American Journal of Distance Education 35, no. 3 (2021): 228–45. http://dx.doi.org/10.1080/08923647.2020.1859436.

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Mohammed Abdullah AL-Balushi, Haroun, and Noor Saazai bt Mat Saad. "Improving Classroom Observation through Training: A qualitative Study in College of Technology in Oman." Arab World English Journal 12, no. 4 (2021): 415–25. http://dx.doi.org/10.24093/awej/vol12no4.27.

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Historically, classroom observations have been conducted in educational establishments for different purposes such as evaluation of teachers, promotion, curriculum design, or professional development. In this study, the researchers aimed to improve the effectiveness of the classroom observation process in an English Language Center based in a College of Technology in the Sultanate of Oman. The study adopted a qualitative research methodology and semi-structured interviews as the data collection tool. In the first stage, observers and teachers were interviewed to understand the existing classro

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