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Tesi sul tema "Classroom observation"
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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.
Testo completoAbstract (sommario):
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
Sproule, Olive Elizabeth. "The development of concepts of linear and quadratic equations." Thesis, Queen's University Belfast, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314224.
Testo completo
3
Payne, Elizabeth T. "Implementing Walkthroughs: One School's Journey." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/30049.
Testo completoAbstract (sommario):
In order to support the new mission of education where students achieve at high levels, schools need infrastructure, in terms of processes, procedures, and capacity building, to support the collaboration between administrative instructional leadership and teachers' professional development with the goal of student learning and achievement. Walkthroughs are a tool used throughout school districts with a limited base of research.
This mixed methods case study describes one middle school's journey with walkthroughs. This dissertation explores and describes three main aspects of walkthroughs: process, perspectives, and recommendations. Administrators and teachers shared their experiences through personal interviews, focus group interviews, the Concerns Based Adoption Model Stages of Concern Questionnaire, and documents. Findings suggest that classroom walkthroughs work best in school climates that have an established level of trust between administrators and teachers. Walkthroughs, with classroom observations led by all teachers in the school, allow teachers to engage in professional dialogue about expectations for teaching and learning for all students in all content settings. Walkthroughs are a process that takes time to implement, should be ongoing, and require a transparent flexible process to meet individual school needs. If the need or expectation is to change teaching practices, then teachers need to be involved in all aspects of instructional supervision in collaboration with administrators on a continual basis.<br>Ed. D.
4
Howard, Amanda Jane. "Teacher appraisal : the impact of observation on teachers’ classroom behaviour." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/3728/.
Testo completoAbstract (sommario):
This thesis is based on three English language teacher case studies located in the Middle East where classroom discourse has been analysed in order to establish the impact that an appraisal observer has on teachers‘ behaviour. The literature suggests that the presence of an observer alters events in the classroom, but to date there has not been any research into the nature of these changes which draws on transcripts of observed lessons. Each teacher recorded a model (observed) and a pedagogic (non–observed) lesson with similar parameters so that they could be compared, and commonalities and differences identified. The teachers were then interviewed in order to establish their understanding of the salient features of appraisal observations, as were three supervisors responsible for observing teachers in similar contexts. Transcripts of the lessons were analysed using SETT (Walsh, 2006), and the interview data was also transcribed and evaluated. The results indicate that there are significant differences between model and pedagogic lessons in terms of the external factors (planning, sequencing, interaction, amount of administration, student use of L1). However, the internal factors (the features of ongoing verbal interaction between teacher and students in the classroom) remain fundamentally the same whether or not an observer is present, although the teacher demonstrates greater control in a model lesson. By analysing transcripts of classroom interaction, this research indicates what happens in the classroom when teachers are being observed, providing data to confirm existing claims about observer effects, and suggesting that the learner role is greater than originally thought. The importance of observer training is identified, as well as the need for a fundamental review of observation, encompassing all parties involved, if it is to be a true reflection of the classroom behaviour of the teacher being observed.
5
Sousa, Sherry Ann 1961. "PRAGMATIC LANGUAGE SKILLS IN LEARNING DISABLED ADOLESCENTS (ASSESSMENT, CLASSROOM, OBSERVATION)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275327.
Testo completo
6
Kofler, Michael. "CLASSROOM OBSERVATION OF CHILDREN WITH ADHD AND THEIR PEERS: A META-ANALYTIC REVIEW." Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2105.
Testo completoAbstract (sommario):
Meta-analysis of 23 between-group direct observation studies of children with ADHD and typically developing peers indicates significant deficiencies in children with ADHD's ability to pay attention in classroom settings. Comparison with 59 single case design studies of children with ADHD suggests generalizability of between-group comparisons. Weighted regression analysis determined that several methodological differences – sample characteristics, diagnostic procedures, and observational coding schema – have significant effects on observed levels of attentive behavior in the classroom. Best case estimation indicates that after accounting for these factors, children with ADHD are on-task approximately 65% of the time compared to 85% for their classroom peers. Children with ADHD were also more variable in their attentive behavior across studies. Implications for conceptual models of ADHD are discussed.<br>M.S.<br>Department of Psychology<br>Arts and Sciences<br>Psychology
7
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.
Testo completoAbstract (sommario):
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.
8
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.
Testo completoAbstract (sommario):
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.
9
Barrios, Amalia da Conceicao Garrido. "A study of classroom language for critical self-observation in teacher development." Thesis, University of East Anglia, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.279596.
Testo completo
10
Zylich, Brian Matthew. "Training Noise-Robust Spoken Phrase Detectors with Scarce and Private Data: An Application to Classroom Observation Videos." Digital WPI, 2019. https://digitalcommons.wpi.edu/etd-theses/1289.
Testo completoAbstract (sommario):
We explore how to automatically detect specific phrases in audio from noisy, multi-speaker videos using deep neural networks. Specifically, we focus on classroom observation videos that contain a few adult teachers and several small children (< 5 years old). At any point in these videos, multiple people may be talking, shouting, crying, or singing simultaneously. Our goal is to recognize polite speech phrases such as "Good job", "Thank you", "Please", and "You're welcome", as the occurrence of such speech is one of the behavioral markers used in classroom observation coding via the Classroom Assessment Scoring System (CLASS) protocol. Commercial speech recognition services such as Google Cloud Speech are impractical because of data privacy concerns. Therefore, we train and test our own custom models using a combination of publicly available classroom videos from YouTube, as well as a private dataset of real classroom observation videos collected by our colleagues at the University of Virginia. We also crowdsource an additional 1152 recordings of polite speech phrases to augment our training dataset. Our contributions are the following: (1) we design a crowdsourcing task for efficiently labeling speech events in classroom videos, (2) we develop a neural network-based architecture for speech recognition, robust to noise and overlapping speech, and (3) we explore methods to synthesize new and authentic audio data, both to increase the training set size and reduce the class imbalance. Finally, using our trained polite speech detector, (4) we investigate the relationship between polite speech and CLASS scores and enable teachers to visualize their use of polite language.
11
Humez, Andrea Loren. "Elementary School Principals’ Perceptions of Mathematics Instruction and its Role in their Teacher Evaluation Processes." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104761.
Testo completoAbstract (sommario):
Thesis advisor: Laura M. O'Dwyer<br>This mixed-methods study analyses data from interviews with 29 principals in four school districts, to describe patterns in the principals’ values concerning high-quality mathematics instruction and in the aspects of instruction they noticed when observing short videos of elementary school mathematics classes. Principals valued many aspects of instruction, including elements of general pedagogy, teachers interacting with content and students, content-related pedagogy, students interacting with content, and evidence of student outcomes. As a group, principals noticed the same types of instructional elements that they valued, as well as other, less-commonly-valued elements. Hierarchical linear models were used to compare ratings given to teachers by their principals on three aspects of instructional effectiveness, to scores from video- and student-test-score-based measures of corresponding constructs. Mathematical Quality of Instruction, Classroom Assessment System™ and value-added scores each accounted for unique portions of variance in teachers’ scores on a composite principal rating scale, showing that the underlying “high-quality mathematics” construct measured by principals had some elements in common with each of the other three constructs. However, substantial variance remained unaccounted for, suggesting that principals’ concept of high-quality mathematics also comprises elements not measured by any of the other three instruments<br>Thesis (PhD) — Boston College, 2015<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Research, Measurement and Evaluation
12
Ölmefors, Oscar. "Student Attitudes towards Flipped Classroom : A Focus Group Study on Attitude Change in Swedish Upper Secondary School, within Mathematics towards Flipped Classroom." Thesis, KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-189170.
Testo completoAbstract (sommario):
In traditional schooling, one-way monologue from teacher to student is the established way of communication in the classroom. Modern pedagogues are presently breaking free of this status quo. This master thesis explores whether there is a change in the student’s attitudes towards their schooling and whether there is an academic benefit for the student when applying a flipped classroom model. This study was performed in Swedish upper secondary school during the students’ last course in mathematics. The study was carried out using focus group interviews and direct participating observation. During the six-week period of interviews and participating in the classroom written tasks were collected and analysed, and the classroom was filmed to help analysing behaviour of the students, both with flipped classroom and without. The outcome shows positive reactions from the students concerning this change in pedagogics, but also some inertia in some individuals. The result shows a positive attitude change concerning communication and collaboration in the classroom, although no difference in academic achievement were visible. More studies are needed, but a theoretical base needs to be built before future studies can be conducted. Today flipped classroom is undertheorized in ways of an academic model. Future research could be theorizing flipped classroom and exploring whether implementing this pedagogic model also brings forth a change in academic achievement apart from changing the attitudes of the students.
13
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.
Testo completo
14
Aung, Arkar Min. "Automatic Eye-Gaze Following from 2-D Static Images: Application to Classroom Observation Video Analysis." Digital WPI, 2018. https://digitalcommons.wpi.edu/etd-theses/251.
Testo completoAbstract (sommario):
In this work, we develop an end-to-end neural network-based computer vision system to automatically identify where each person within a 2-D image of a school classroom is looking (“gaze following�), as well as who she/he is looking at. Automatic gaze following could help facilitate data-mining of large datasets of classroom observation videos that are collected routinely in schools around the world in order to understand social interactions between teachers and students. Our network is based on the architecture by Recasens, et al. (2015) but is extended to (1) predict not only where, but who the person is looking at; and (2) predict whether each person is looking at a target inside or outside the image. Since our focus is on classroom observation videos, we collect gaze dataset (48,907 gaze annotations over 2,263 classroom images) for students and teachers in classrooms. Results of our experiments indicate that the proposed neural network can estimate the gaze target - either the spatial location or the face of a person - with substantially higher accuracy compared to several baselines.
15
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.
Testo completoAbstract (sommario):
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
16
Weiland, Maria. "Hänsyn till helheten : extrahering av en didaktisk modell för det komplexa innehållet i den naturorienterande undervisningen på lågstadiet." Licentiate thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-394108.
Testo completoAbstract (sommario):
This study focuses on science education in primary school. The aim is to systematize and exemplify the content in primary science, not only scientific content but everything surrounding teaching in science, in the forms of a didactical model. The study was performed in grades 1-3 (ages 7-10) in a Swedish primary- and lower secondary school. Four primary school teachers and their classes were followed in their teaching in science education. The empirical data consists of field notes, video- and audio recordings from in total 17 science lessons. The results show how science education in primary school contains much more than just teaching a scientific content. The results also show how teachers, in relation to, and simultaneously with, the scientific content, also teach students in speaking, reading, writing and in social interaction with others. The three types of content areas that were identified were systematized into a didactical model called ‘didactic score’. The didactic score highlights that all these parts in the teaching situation is performed simultaneously, but that different parts may be fore fronted and other parts may be put in the background during the process of teaching. The teacher has a prominent role in directing the students’ attention towards the different parts in the didactic score, in order to give the students conditions for creating continuity in the learning process.
17
Soucacou, Eleni P. "Assessment of classroom quality in inclusive preschool settings : development and validation of a new observation measure." Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487065.
Testo completoAbstract (sommario):
This research study investigates quality indicators of classroompractices in inclusive preschool settings. For this pUIpose, the Inclusive Classroom Profile (ICP), a structured observation rating scale was designed to assess the quality of daily practices that support the developmental progress of children with special education needs in early childhood settings. The development of the rating scale addressed a need recognised in the educational literature for direct, systematic assessment of classroom quality in inclusive programmes, and responded to the inadequacy of existing observation measures in meeting this need. Following a multi-step, iterative process, the development of the rating scale entailed systematic fieldwork in inclusive preschool settings, as well as a comprehensive review of the literature within the fields of early childhood and early childhood special education. The newly developed measure was field tested in 45 inclusive settings in three local authorities in England. The results of the validation study showed that the measure has good inter-rater reliability, is internally consistent and shows a good factor structure. Correlations between the new scale and other established measures of classroom quality provided some initial evidence for construct validity. This thesis argues that assessment measures which have traditionally been used to assess quality in early childhood classrooms are useful but not sufficient in assessing those dimensions of classroom quality which can support the diverse needs of children with disabilities in preschool settings. The diverse profiles of children in early childhood classrooms require measures that are sensitive to their individualised needs and goals. The measure developed in this study challenges current applications of structured observation measurement of classroom quality by placing the focus of assessment on specific groups of children within their classroom environment. This assessment tool has implications for both research and practice. As a research tool it may be used to measure quality of inclusive classrooms. It can also allow researchers to investigate the relationship between aspects of classroom quality and children's development. As a self-assessment tool, it might be used in the future to help teachers and administrators reflect on their own practice so they can adapt classrooms to better accommodate children's needs.
18
Donaldson, Rebecca S. "What Classroom Observations Reveal About Primary Grade Reading Comprehension Instruction Within High Poverty Schools Participating in the Federal Reading First Initiative." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/987.
Testo completoAbstract (sommario):
Reading comprehension is one of the most critical academic skills to be acquired in school; therefore, the comprehension instruction provided by teachers is of utmost importance. This study examined 3 years of classroom observation data to describe the comprehension instruction provided by kindergarten through third-grade teachers who were participating in the federal Reading First reading reform initiative within 22 high-poverty Title I schools located in rural, suburban, and urban school districts in one western state. An explanatory sequential mixed-methods design was used to analyze data collected during 325 three-hour observations of classroom literacy instruction to identify both the quantity and the types of comprehension instruction provided. Comprehension instruction was divided into four categories in this study: vocabulary instruction; instruction provided before reading or listening to activate, assess, or build prior knowledge; comprehension instruction during or after reading or listening; and comprehension strategy instruction. Fifty-seven thousand six hundred sixty-three minutes of literacy instruction were observed; 13,237 minutes of this instruction were coded as comprehension instruction. Results of the study indicated that, on average, teachers allocated 23%, approximately 41 minutes, of their 3-hour literacy block to comprehension instruction. Overall, 96% of teachers provided at least one instructional event that was coded as comprehension instruction; however, there was tremendous variability in the amount of instruction provided and the implementation of instructional practices supported by research. Elements of the gradual-release-of-responsibility model were rarely observed including a relative lack of guided and iv independent practice to assist students in applying comprehension skills and strategies. Teachers relied heavily on asking students questions before, during, and after reading. Very little instruction was focused on cognitive strategies or instruction to support students’ acquisition of knowledge related to narrative or expository text structures. Positive outcomes included the implementation of small group instruction and the use of a variety of text types. Teachers in this study were required to implement a published core reading program, which may have exerted influence on the results that were obtained.
19
Borders, Christina Marie. "Direct Observation as a Decision Method for Evaluating Inclusionary Classroom Participation of Children with Mild Hearing Impairment: A Pilot Study." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1242410154.
Testo completo
20
Unver, Emel. "Analysis Of Analogy Use On Function Concept In The Ninth Grade Mathematics Textbook And Classrooms." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12611356/index.pdf.
Testo completoAbstract (sommario):
ABSTRACT
ANALYSIS OF ANALOGY USE ON FUNCTION CONCEPT IN THE NINTH GRADE MATHEMATICS TEXTBOOK AND CLASSROOMS
Ü<br>nver, Emel
M.S., Department of Secondary Science and Mathematics Education
Supervisor: Assoc.Prof. Dr Behiye UBUZ
December 2009, 64 pages
The primary objective of the current study was to examine how analogies are used on function concept in the ninth grade mathematics textbook and classrooms.
Using qualitative research procedure comprising textbook analysis and classroom observations, a picture was developed of how analogies used on function concept in ninth grade mathematics textbook and classrooms. One mathematics textbook, the primary source for observed classes was selected and analyzed for the study. Chapter entitled as &ldquo<br>functions&rdquo<br>in the selected textbook was closely examined for use of analogies therein. Subtitles of the chapter used in the analysis were identified according to the subtitles taught in observed classes. Moreover, the data were obtained from the observation of two teachers&rsquo<br>9th grade mathematics clasess during the 7-week data collection period. Totally, twenty-five lessons were videorecorded.
Having determined which comparisons would be counted as analogies, each of the textbook and classroom analogies was classified according to an analogy classification framework including eight criteria, modified from that of Thiele and Treagust&rsquo<br>s (1994).
Analysis of the textbook suggested that all the analogies were enriched and functional, majority of them presented in both verbal and pictorial formats, most of them were advance organizers or post-synthesizers and some of them were embedded activators. However, none of them was explained completely and contained any limitations. On the other side, analysis of classroom analogies revealed that nearly all the analogies were functional, enriched or extended presented verbally as embedded activators, and all of them explained absolutely without any stated limitations.
21
Arvén, Olivia, Jonna Bergman, and Van Der Putten Johanna. "Det transspråkande klassrummet : – lärmiljöer, lärtillfällen och interaktioner i årskurs 2." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96067.
Testo completoAbstract (sommario):
I denna empiriska studie har användningen av transspråkande undersökts på tre olikaskolor. Transspråkande innebär i korta drag att flerspråkiga elever ges möjlighet attanvända alla sina språk i undervisningen. Studien utgår från det sociokulturellaperspektivet, och syftet med studien är att undersöka hur muntlig kommunikationrealiseras i transspråkande klassrum samt hur lärmiljön i dessa klassrum är utformade.Materialet har samlats in genom systematiska observationer i transspråkandeklassrum på tre skolor. Med stöd av ett etablerat schema för observationer av 44språkutvecklande faktorer har lärmiljöer, lärtillfällen och interaktioner studeratsunder tolv lektioner i matematik och svenska. Resultatet visar att lärmiljön i detransspråkande klassrummen var utformade med öppna planlösningar där väggarnautnyttjades för att exponera bildstöd i både svenska och matematik. Vid interaktionenmellan lärare och elev var det särskilt karaktäristiskt att läraren bemötte eleverna medderas förnamn, gick ned till deras ögonhöjd, uppmuntrande turtagande och berömdeelevernas lyssnande. Särskilt utmärkande för lärtillfällen i de transspråkandeklassrummen var att lärarna uppmuntrade användningen av flera språk blandeleverna, såväl i diskussioner som vid skriv- och läsuppgifter. Detobservationsschema som har använts i studien har tidigare inte använts vidobservation av just transspråkande.
22
Grandowicz, James A. Jr. "Instructional Strategies of First Year Graduate Student Instructors in Mathematics." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1471427729.
Testo completo
23
Stenlund, Karin. "Läsning på mellanstadiet : En studie med fokus på elevers läsförmåga." Licentiate thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-82054.
Testo completoAbstract (sommario):
This study describes the reading ability of 26 middle school students, and the ways in which their reading development is supported in two different classrooms. In order to scrutinize results of students at different reading levels, three focus students were selected.This thesis has four aims. One is to use tests to examine the students’ reading ability as regards their decoding skills and reading comprehension as well as to study other cognitive skills related to reading ability. Another is to describe the students’ reading ability and attitudes towards reading from their own as well as their teachers’ perspectives. A third aim is to analyze how the results of different parts of the study are related to one another. The fourth and final aim is to analyze the classroom activities with a special focus on how reading ability is supported.The study combines quantitative analyses of the students’ reading ability with qualitative analyses of classroom activities. The quantitative sections of the study include various reading tests as well as the teachers’ assessment of the students’ reading development and their answers to selected questions in a student questionnaire concerning their view on reading.The results reveal that several of these students haven´t automated their decoding ability in Grade 4, but that nevertheless most of the students attain their grade level in a reading comprehension test in Grade 4 as well as the goals of a national reading test in Grade 5. However, most of the questions in these two tests require answers that can be explicitly found in the text and do not require any deeper reading comprehension such as inference making for instance. The results also show that these students are unable to assess whether reading is easy for them, but can assess their own reading ability if the purpose is to compare their reading skills with their classmates. The classroom observations indicate that despite quite extensive text work in the classrooms, students who need to develop their decoding abilities receive little support, and that although classroom work focusing on text comprehension is quite frequent, this does not often include deeper levels such as inference making.
24
Pai, Jimmy. "Capturing Ephemeral Assessment Opportunities: An Inquiry into Secondary Mathematics Teachers’ Lived Experiences with Observation of, and Conversations with, Students." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36994.
Testo completoAbstract (sommario):
This study is influenced by phenomenological approaches, and is an inquiry into secondary mathematics teachers’ lived experiences with ephemeral assessment opportunities such as observations of, and conversations with, students. This phenomenon is explored through the use of reflective journals, semi-structured interviews, and focus group interviews. Two layers of analysis were used to better understand the phenomenon. The first layer focuses on emergent themes of what and how teachers think and do in the moment. The emergent themes were interrelated and categorized into eliciting, interpreting, and acting. The second layer focuses on the emergent factors that contribute to what and how teachers think and do during the ephemeral assessment process. The emergent factors were interrelated and categorized into teacher, student, relationships, and contexts. Through the two layers, the complexity of the ephemeral assessment process has been developed.
25
Kanyane, Charity Modiane Bafedile. "The politics of resistance in the implementation of integrated quality management system." Diss., University of Pretoria, 2008. http://hdl.handle.net/2263/23816.
Testo completoAbstract (sommario):
The need to improve on the quality and equity in education has been a direct challenge for the Department of Education in the South African post-apartheid era. The Department of Education, in agreement with the Education Labour Relation Council, implemented the Integrated Quality Management System (IQMS) as a quality management system, consisting of three programmes, aimed at enhancing and monitoring performance of the education system. The Integrated Quality Management System was the focus of this study and, in particular, the attitudes of educators towards Developmental Appraisal and Classroom Observation. The research was guided by the following three main research questions: What are the attitudes of educators towards Developmental Appraisal as an evaluation policy for accountability purposes? What are the attitudes of educators towards Classroom Observation as a practice for staff development with a developmental purpose? and To what extent do the attitudes of educators influence the implementation of Developmental Appraisal and Classroom Observation? Several factors influencing the implementation of Integrated Quality Management Systems were identified from literature and were selected for the study, namely the objectives, prevalence and frequency, benefits and difficulties of Developmental Appraisal and Classroom Observation. These were conceptualized in terms of three opposing dimensions using the Cube Model of Evaluation: internal and external, pull and push and bottom-up and top-down, all of which have varying degrees of tensions between them. Thus a point of balance on this three-dimensional continuum has to be delicately managed. The findings of this study, which resulted from analysing data collected from forty-four educators by means of questionnaires and semi-structured interviews, revealed the following: the overall conclusion regarding the educators' perceptions on the policy objectives of Developmental Appraisal is that the majority of the respondents tended to agree with the policy objective of Developmental Appraisal. However, one should take note of participants who did not agree, which illustrates the tension between policy and implementation and the possible resistance of educators. The findings of this study further revealed that initially educators were 'threatened' by Internal and External Evaluation and Developmental Appraisal, weighing heavily on the Performance Management aspect, which could be seen as manifesting a resistance to change. However, over time and through deeper understanding, there has been a shift in attitude once educators realised the developmental function of Developmental Appraisal in informing teaching and learning which consequently plays a major role in educators' professional development. In addition, this may have a positive effect on the implementation of Developmental Appraisal in future. However, the aspect of pressure, represented in the adapted model, is aimed at accountability of the various stakeholders within the schools to the Department of Education to ensure that quality education is provided. This suggests that there was a shift in the educators' attitudes from one of resistance to top-down directives to compliance and even a willingness to participate in the process of Developmental Appraisal and Classroom Observation. This could be a result of the monetary reward attached to performance. There was also a growing realisation of the potential effect on teaching and learning, which has resulted in the policy being viewed in a more positive light. However, there was concern about the lack of support, resources and facilities from the Department of Education, which resulted in the policy not being properly implemented. Finally, the findings of this study bring another dimension to the issue of the politics of resistance towards Integrated Quality Management Systems, in that rejection of evaluation is not against the system per se; educators as represented by the South African Democratic Teachers' Union (SADTU) want appraisal to be an essential part of their development and not a mechanism for enforcing control or imposing a 'police unit' on educators. Copyright<br>Dissertation (MEd)--University of Pretoria, 2010.<br>Curriculum Studies<br>unrestricted
26
Hjort, Simon. "Kritiskt tänkande i klassrummet : En studie av didaktiska val och manifesterat kritiskt tänkande i samhällskunskaps- och filosofiundervisning." Licentiate thesis, Linköpings universitet, Pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-112594.
Testo completoAbstract (sommario):
Developing students’ ability to think critically is an important goal of Swedish upper secondary school education. The aim of this thesis is to describe and analyse critical thinking at the classroom level from a didactic perspective. Using participant observation and interviews, two groups of students and their two course teachers are being studied during two months. The groups study philosophy and social studies respectively. The thesis explores in what way critical thinking is manifested in the classroom and how the teachers view critical thinking in relation to their teaching. Didactic decisions and challenges are identified and discussed. The findings show that critical thinking is manifested in the classroom dialogue. Focus, relevance and precision are distinctive qualities of critical discussions. The teachers use different strategies to scaffold critical thinking, such as developing what the students say, questioning assumptions and supporting with distinctions. Some of the challenges facing the teachers are finding ways of assisting students to be independent in their thinking, disputing what they say without being perceived as biased and creating the right atmosphere in the group allowing for critical thinking to take place. It’s concluded that critical thinking at the classroom level is a highly complex phenomenon that involves more than just thinking skills which is the dominant view among researchers in the field.
27
Woo, Kit-ling, and 胡潔玲. "Teachers' use of classroom social behaviors observation scale (CSBOS) to identify children at risk for mild ASD and sub-clinical social deficits." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209548.
Testo completoAbstract (sommario):
The present study aims at pushing the identification process earlier to preschool age for children on the mild end of Autism Spectrum Disorder (ASD) by validating teachers’ use of the 13-item Classroom Social Behaviors Observation Scale (CSBOS) (Au, Cheung, Tse, & Au, In Prep) that focuses on children’s peer interaction in class.
Seven teachers and 149 children in an international kindergarten in Hong Kong participated in the study. The “At-risk” group for mild cases of ASD was identified by using one standard deviations below the mean as the cutoff for CSBOS scores independently given by research assistants and teachers; the control group was formed by random selection from the non-“At-risk” group. Based on the teachers’ input, the CSBOS was revised to clarify its wording and make it more user-friendly (CSBOS-R). These children were also rated by their class teachers again – this time using the Social Responsiveness Scale (SRS) and CSBOS-R (the revised CSBOS; based on overall impression). . They were assessed individually by a clinical psychologist using the Autism Diagnostic Observation Schedule, and observed by a research assistant in the classroom with the revised CSBOS-R and time-sampling methodology.
Result showed that teacher’s CSBOS-R impression rating was highly correlated with children’s calibrated ADOS severity score (r(37)= -.62), and total SRS-2 score (r(40)= -.86). Teacher’s CSBOS-R impression rating correlated well with CSBOS-R rated by the clinical psychologist (r(18)= .82) and the research assistant (r(35)= .74). The result, therefore, validated teacher’s use of CSBOS-R in identifying preschool children at risk for mild ASD.<br>published_or_final_version<br>Clinical Psychology<br>Master<br>Master of Social Sciences
28
Köhlmark, Mattias. "Ungdomar med mobiltelefoner i klassrummet - vad gör de?" Thesis, Uppsala University, Department of Information Science, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-6773.
Testo completoAbstract (sommario):
<p>Abstract</p><p>Purpose/Aim: To describe in-classroom use of mobile phones amongst teenagers.</p><p>Material/Method: The data was collected through as use of focus groups and field studies.</p><p>Main results: The main findings confirm the findings of other studies on teens and mobile phones. Teens use their mobile phones for much more than just sending text messages and making calls, there are many different types of localized usages. There is also a strong emotional connection between the device, its content and the user.</p><p>Keywords: mobile phone, teens, classroom, focus groups, observation, field studies, mobility.</p>
29
Larson, Elizabeth Wellman. "An observation and analysis of teacher foreigner talk in an English as a second language classroom at the secondary level : an ethnographic perspective /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250014790.
Testo completo
30
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.
Testo completo
31
Lamberts, Denise von der Heyde. "O livro didático de língua inglesa em uso : análise de pesquisas e observações de aula no programa idiomas sem fronteiras-inglês." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/130005.
Testo completoAbstract (sommario):
O livro didático é um dos recursos mais disponíveis e utilizados no ensino de inglês. Analisar de forma reflexiva os papéis desta ferramenta no processo de ensino e aprendizagem é fundamental para o sucesso do seu uso. Por este motivo, o objetivo principal desta pesquisa é compreender como o LD é usado pelos professores na prática, que adaptações são realizadas e quais os papéis desempenhados e atribuídos a este material dentro da sala de aula. Para mapear os assuntos predominantes nas pesquisas sobre livros didáticos, foi conduzida uma análise de publicações nacionais em periódicos da área de Letras/Linguística com índices Qualis A1 e A2 e internacionais no Portal de Periódicos CAPES/MEC. Constatamos que a maioria dos assuntos pesquisados sobre livros didáticos aborda a análise do material, sendo a minoria sobre o uso desta ferramenta. Analisamos também os conteúdos referentes a livros didáticos em livros de metodologia para ensino de inglês. Partimos das ideias propostas por Greenwood (1987), Graves (2003), Harmer (2001), McDonough e Shaw (1993), Nunan (1991) e Ur (1996) para listar as possíveis adaptações ao livro didático. Como procedimento metodológico para geração de dados, foram realizadas observações de aula e entrevistas com os professores. Nas observações, utilizamos sete turmas do Programa Idiomas sem Fronteiras-Inglês na UFRGS. Os professores observados foram entrevistados com o objetivo de conhecer sua opinião sobre o uso do livro didático para o ensino de inglês. Os dados gerados nas observações foram analisados partindo-se das possíveis adaptações ao material. Com as análises, percebemos, entre outros aspectos, que: os professores adaptam o livro didático com frequência e de forma variada; o livro didático ocupa um papel central na escolha dos conteúdos e das tarefas mesmo quando o professor adiciona material ao livro; há predominância de conteúdo gramatical; e a maior parte do tempo de aula é dedicada à utilização do material. Nas entrevistas, os professores afirmaram conferir ao livro didático a função de guia, assim como fazer uso restrito do manual do professor, fatos comprovados nas observações. Esta pesquisa visa a contribuir para ampliar o conhecimento sobre o uso do livro didático, auxiliando professores a refletirem sobre suas práticas e usarem o material de forma consciente, adaptando ao contexto e priorizando as reais necessidades dos seus alunos.<br>The textbook is one of the most available and used resources for teaching English. Analyzing its roles in the process of teaching and learning is essential for the contribution of the material use in the success of this process. Therefore, the main objective of this research is to understand the use of the textbook made by the teachers in practice, verifying if the material is adapted in some way and the changes made. With the intention of mapping the predominant topics in researches about textbooks, we analyzed Qualis A1 and A2 national publications in Languages/Linguistics Brazilian academic journals and international publications using the search tool of Portal de Periódicos CAPES/MEC website. We also analyzed the contents related to the use of textbooks in methodology books for teaching English. A research on possible adaptations to the textbook was carried out taking the ideas of Greenwood (1987), Graves (2003), Harmer (2001), McDonough e Shaw (1993), Nunan (1991) e Ur (1996) as a starting point. The methodological procedures for data generation were classroom observations and interviews with the teachers. For the observations, seven groups of the Languages without Boarders-English Program were selected. The same teachers who were observed were also interviewed in order to get to know their opinion about the use of textbooks to teach English. The data generated from the observations were analyzed based on the possible adaptations to the material. Through the analysis it was possible to perceive, among other aspects, that: the teachers frequently adapt the textbook and in a diverse way; the textbook has a central role in the choice of contents and types of tasks, even when the teacher complements the book bringing extra material; and most of the classroom time is dedicated to the use of the material. In the interviews, the teachers stated that they consider the textbook as a guide, and affirmed that they use the teacher’s book very little, which was confirmed in the observations. This research aims at contributing to expand empiric studies about the use of textbooks, thus helping teachers reflect on their practices and consciously use the material, adapting it to the context where it is/will be used and prioritizing their students’ interests and needs.
32
Allen, Holly Lee. "Factor Structure of the Jordan Performance Appraisal System: A Multilevel Multigroup Study Using Categorical and Count Data." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8726.
Testo completoAbstract (sommario):
Development of the Jordan Performance Appraisal System (JPAS) was completed in 1996. This study examined the factor structure of the classroom observation instrument used in the JPAS. Using observed classroom instructional quality ratings of 1220 elementary teachers of Grades 1-6 in the Jordan School District, this study estimated the factor structure of the data and the rater effect on relevant structural parameters. This study also tested for measurement invariance at the within and between levels across teachers of two grade-level groups (a) lower grades: Grades 1-3 and (b) upper grades: Grades 4-6. Factor structure was estimated using complex exploratory factor analysis (EFA) conducted on a subset of the original data. The analysis provided evidence of a three-factor model for the combined groups. The results of multiple confirmatory factor analyses (CFA) conducted using a different subset of the data cross-validated EFA results. Results from multilevel confirmatory factor analysis (MCFA) indicated the three-factor model fit best at both the within and the between levels, and that the intraclass correlation (ICC) was high (.699), indicating significant rater-level variance. Results from a multilevel multigroup confirmatory factor analysis (MLMG-CFA) indicated that the ICC was not significantly different between groups. Results also indicated configural, metric (weak factorial), and scalar (strong factorial) equivalence between groups. This study provided one of the first examples of how to estimate the impact of cluster-level variables such as rater on grouping variables nested at the within level. It provided an example of how to conduct a multilevel multigroup analysis on count data. It also disproved the assumption that counting classroom teaching behaviors was less subjective than using a categorical rating scale. These results will provide substantial information for future developments made to the classroom observation instrument used in the JPAS.
33
Sutton, Charles T. Mr. "Teacher Attitudes and Practices that Support Student Learning." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2358.
Testo completoAbstract (sommario):
Generally in today’s classrooms educators have the responsibility to develop teaching practices that are best suited for a particular group of learners. Since the early days of 1-room schools, various teaching styles have been developed to accommodate a changing world. As the curriculum has broadened through the years, individual student needs have remained the focus as teachers have become more and more accountable for student learning.
The purpose of this qualitative study is to investigate or identify how successful teachers manage their classrooms. It defines key student behavior issues that most teachers experience daily. The study further investigates the hypothesis that lesson planning and productive teaching with overall good student behavior is not a product of good luck or chance; it results from efforts made by caring teachers who aid learning for their student. I attempt to determine what the typical teacher does in efforts to reach the goal of effectively educating students and managing various issues that arise within the classroom setting simultaneously.
The study was conducted in a rural community within middle school grade levels. All teachers were interviewed and asked open-ended questions during the 2013-14 school year. Also, the teachers were observed in their actual classrooms. I examined the practices that enable them to teach. The teacher responses offered valuable information about perceptions pertaining to excellent teaching, classroom management, and the relevance of teaching factors that enhance student learning.
Exerting extra effort toward minimizing classroom disruptions, while consistently providing a learning environment, requires an assertive approach in planning before the students enter the classroom. This research can provide all educators insight to such of an educational environment that has proven to be productive in today’s complex world. These teaching attributes would better assure students upon their arrival to the classroom each day, a routinely excited, enthused, and caring educator.
34
Guo, Henan [Verfasser], Martina [Gutachter] Fuchs, Detlef [Gutachter] Buchfeld, and Matthias [Gutachter] Pilz. "Comparison of the Teaching and Learning in German and Chinese VET Schools: A Systematic Classroom Observation Study / Henan Guo ; Gutachter: Martina Fuchs, Detlef Buchfeld, Matthias Pilz." Köln : Universitäts- und Stadtbibliothek Köln, 2020. http://d-nb.info/1213446082/34.
Testo completo
35
Oosthuizen, Roelof Adriaan. "Die opvolgonderhoud na klasbesoek as middel tot personeelontwikkeling / Roelof Adriaan Oosthuizen." Thesis, Potchefstroom University for Christian Higher Education, 1996. http://hdl.handle.net/10394/8747.
Testo completoAbstract (sommario):
Classroom observation - particularly the post observation conference
- is one of the most important aspects of staff development. The
headmaster should create the climate in which the teacher has scope
for self-development. During and especially after the class
observation, it is imperative that the headmaster provides a restful,
relaxed atmosphere, particularly for the post observation conference.
This conference is of the utmost importance, as it provides feedback
to the teacher on how another knowledgeable person experiences his
presentation of a lesson.
This research initially focused on staff development, what it entails
and how it can be utilized by headmasters in schools. A closer look
was taken at the post observation conference after a classroom
observation, a questionnaire was distributed among the headmasters
of various schools and the paper closes with recommendations and
definite guidelines to headmasters.
It is important for the school to be a pleasant working environment,
where mutual respect and trust should exist. In such a climate,
it is possible for the headmaster, during the post observation
conference, to make recommendations and give advice without causing
any hurt-feelings, enabling the teacher to develop professionally.
A staff development plan with clear goals and target dates should
ultimately be compiled.<br>Skripsie (MEd (Onderwysbestuur))--PU vir CHO, 1996
36
Ramqvist, Sabina. "Hur lär sig barn att skriva berättande texter? : Fyra lärares olika metoder för berättelseskrivande i årskurs 3." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-55054.
Testo completoAbstract (sommario):
The aim of my study is to find out more about the pupils’ early attempts at writing fictional texts. More specifically, I examine how different teachers work to teach pupils in the third grade to write narrative texts or fiction. I have chosen to interview teachers who have been working for different periods of time, to get a picture of how their lessons are planned. Furthermore, through classroom observations, I get an idea of what pupils think about writing narrative texts and how they do it. The results of the study show that there are several methods that teachers use to teach writing in the case of narrative texts. The result also points out that even though society itself is digitalized, work in school has not been affected to the same degree.<br>Mitt arbete syftar till att ta reda på mer om elevernas tidiga möte med den skönlitterära texten. Jag undersöker i detta arbete hur olika lärare i årskurs 3 arbetar med att lära sina elever att skriva berättande texter, eller berättelser. Då vi befinner oss i ett alltmer digitaliserat samhälle har jag valt att intervjua lärare som varit verksamma olika länge för att få en bild av hur deras synsätt eventuellt påverkats av den ökade användningen av datorer, surfplattor etc. Genom observationer i klassrummet har jag kunnat bilda mig en uppfattning av vad eleverna anser om att skriva berättande texter och på vilket sätt de gör det. Studiens resultat visar att det finns flera metoder som lärarna använder för att undervisa i skrivning när det gäller berättande texter. Resultatet pekar även på att trots att samhället i sig är digitaliserat så har det inte gått riktigt lika fort fram i skolan.
37
TERRENGHI, ILARIA. "Episodi di Apprendimento Situati: la didattica EAS per incrementare l’Engagement e favorire l’apprendimento profondo. Una ricerca multi-metodo nella scuola secondaria di secondo grado." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2019. http://hdl.handle.net/10281/241115.
Testo completoAbstract (sommario):
Le trasformazioni del contesto socio-culturale, il protagonismo dei media digitali e i nuovi stili di apprendimento evidenziano una nuova centralità didattica e suggeriscono un’idea di scuola in grado di predisporre un autentico contesto di apprendimento, dove i soggetti in formazione possano allenare competenze in un clima attivo (Freinet, 1978), promuovendo un apprendimento profondo (Ausubel, 1968).
Tali riflessioni trovano spazio nei più recenti paradigmi didattici: ne è un esempio la Didattica per Episodi di Apprendimento Situati. (Rivoltella, 2013). L’EAS può essere considerato una rielaborazione italiana della “didattica Flipped”, la cui struttura inverte il tradizionale ciclo di insegnamento/apprendimento (Mazur, 1991), con risultati positivi dal punto di vista del coinvolgimento e dell’apprendimento stesso (Lage, Platt & Treglia, 2000; Enfield, 2013).
Il progetto di ricerca intende perseguire un obiettivo esplorativo, descrivendo in che modo la didattica EAS si differenzi dalla didattica agita abitualmente dagli insegnanti, per quanto riguarda la gestione d’aula e le azioni didattiche e prossemiche.
La ricerca si propone inoltre di indagare se e come la didattica EAS sia una metodologia in linea con le evidenze teoriche afferenti alla Flipped Class e, quindi, efficace dal punto di vista dell’Engagement scolastico nelle sue componenti comportamentali, emotive e cognitive. In particolare, si ipotizza che la didattica EAS favorisca nell’insegnante livelli più alti di autoefficacia e di emozioni positive e, negli studenti, livelli più alti di Engagement scolastico in ciascuna delle tre componenti.
In linea con gli obiettivi e le ipotesi presentati, la metodologia scelta è quella mista (Greene & Caracelli, 1997), in grado di offrire una chiave di lettura olistica che permetta di indagare costrutti multicomponenziali (come l’engagement) in contesti complessi come quello scolastico (Camerino, Castañer & Anguera, 2014).
Nello specifico, si è utilizzato un disegno quasi-sperimentale annidato, con pre-test e post-test entro i soggetti (Creswell and Plano Clark, 2007). La ricerca ha previsto la raccolta e l’analisi di dati quantitativi (codifica sistematica delle videoregistrazioni, questionari) e qualitativi (osservazioni carta-matita, questionari ad hoc e focus group).
La sperimentazione ha avuto luogo in una scuola secondaria di II grado di Milano e ha compreso 15 insegnanti e 102 studenti delle classi terze e quarte che volontariamente hanno acconsentito di partecipare al progetto. Il primo studio pilota ha avuto come obiettivi la definizione del setting sperimentale, la messa a punto degli strumenti di osservazione e la familiarizzazione dei partecipanti. Lo studio quasi-sperimentale ha previsto: una fase pre-test, in cui gli insegnanti hanno condotto le lezioni secondo il proprio stile didattico abituale; un corso di formazione agli insegnanti sulla didattica EAS; una fase post-test, in cui gli stessi docenti hanno proposto, a ciascuna classe di riferimento, le lezioni EAS progettate durante il corso.
I risultati hanno evidenziato un cambiamento rilevante nella gestione d’aula da parte del docente, il quale ha espresso maggiori azioni didattiche e un diverso uso della prossemica. È altresì emerso un miglioramento significativo dei livelli di Engagement percepiti dagli studenti.
La ricerca, oltre alle ricadute dirette sui partecipanti coinvolti, presenta potenziali benefici a livello sociale: alcuni studi internazionali (es. Fall, 2012) associano positivamente bassi livelli di coinvolgimento ad alti tassi di dispersione scolastica, delineando quindi l’Engagement come una co-variabile incidente l’abbandono del ciclo di studi. La ricerca sulle buone pratiche didattiche e un’efficace misurazione dell’engagement potrebbero quindi favorire lo sviluppo di un apprendimento profondo e, nello stesso tempo, contribuire a contrastare l’abbandono scolastico.<br>Teaching and learning are now experiencing a new centrality. The fast socio-cultural transformations, the vertical growth of digital media and, therefore, the new ways children and young people learn suggest that changes and innovation are essential.
School, today, can be improved towards an authentic learning environment, in which students can work in a laboratory school (Freinet, 1978), promoting significant and deep learning (Ausubel, 1968).
New paradigms and teaching methodologies are emerging to meet the new educational needs; among them, the “Episodes of Situated Learning” approach, EAS in Italian (Rivoltella, 2013), was chosen for this study. This approach broadly refers to the “Flipped Class” model (Mazur, 1991), in which the lesson structure reverses the traditional teaching/learning cycle with a positive outcome on engagement and learning (Lage, Platt & Treglia, 2000; Enfield, 2013).
The present study aims to explore and describe the differences between EAS teaching methodology and the usual style of teaching, taking into consideration class management, teachers’ actions and their proxemic transitions.
Moreover, this study aims to verify whether the EAS, according to literature about the Flipped Class model, has a positive outcome on student engagement, focusing on its emotional, cognitive and behavioral components. In particular, we hypothesize that the EAS teaching methodology changes teachers’ behavior in classroom, increasing perceived self-efficacy and positive emotions, thus improving students’ level of engagement.
We chose a quasi-experimental nested design (Creswell and Plano Clark, 2007), with a pre-post test within subjects. Both qualitative and quantitative data collection and analysis were performed (Greene & Caracelli, 1997), in order to reach, as far as possible, a holistic, effective and exhaustive representation of the studied phenomenon (Camerino, Castañer & Anguera, 2014).
The research was conducted in a secondary school, in Milan, and included 15 teachers and 102 students attending third and fourth year that voluntarily took part in the study. Pre-post measures, including video-recording, systematic observation and questionnaires, of both students and teachers, were collected during the eight months of experimentation.
A pilot study aimed to define the experimental setting, calibrate the observation instruments and guarantee the participants’ familiarization. The quasi-experimental study included a pre-test, in which teachers gave lessons according to their usual style; a training about EAS methodology for the teachers; a post-test, in which the same teachers gave their students the EAS lessons designed during the training.
Results showed a major change in the classroom management: in particular, during EAS lessons, teachers made use of more didactic actions and different proxemics transitions. Moreover, students showed higher levels of engagement in EAS lessons than in the usual ones.
This research project could foster positive outcomes, for its participants as well as the broader society, in which school dropout is increasing. In fact, many authors (e.g. Fall, 2012) positively associate low levels of students’ engagement to high rates of school dropout. For this reason, research on improving teaching methodologies, and effectively measure students’ engagement, could enhance deep learning and, at the same time, opposing school dropout.
38
Jackson, Linda Dolores Guardia. "Becoming an activist Chicana teacher : a story of identity making of a Mexican American bilingual educator in Texas /." Connect to this resource, 2009. http://hdl.handle.net/2152/6709.
Testo completo
39
Bruno, Maria Helena Perdigão. "A supervisão pedagógica entre pares: em busca de renovação da prática letiva. Um estudo na disciplina de Português." Master's thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/29975.
Testo completoAbstract (sommario):
Integrado num projeto de investigação de âmbito nacional1, o estudo que ora
apresentamos tem como finalidade desenhar e implementar quatro ciclos de supervisão
pedagógica colaborativa, num Agrupamento de Escolas do Alentejo Central, envolvendo
uma tríade de professores de Português dos ensinos Básico e Secundário, disciplina alvo
de avaliação externa. Todos os participantes observam aulas dos colegas e,
simultaneamente, são também observados pelos mesmos. Trata-se de um projeto
inspirado no modelo clínico de supervisão pedagógica e visa contribuir para a renovação
das práticas letivas e do desenvolvimento profissional dos envolvidos no mesmo, tendo
em vista a sua posterior disseminação no Agrupamento de Escolas no qual foi realizado.
O trabalho de investigação seguiu uma abordagem de estudo de caso, utilizando diversos
procedimentos e instrumentos de recolha de dados, questionário e entrevista
semiestruturada com o propósito de perceber o efeito dos ciclos de supervisão no
desenvolvimento profissional dos docentes. Os resultados revelaram que os professores
não só estão disponíveis para integrar projetos de supervisão pedagógica entre pares, de
natureza informal e formativa, de caráter horizontal, em espelho, multidisciplinar, como
também sentem a necessidade e a emergência de nas escolas se implementarem e
desenvolverem os mecanismos necessários ao trabalho colaborativo entre professores e à
prática sistemática de observação de aulas, passando esse trabalho pelas estruturas de
gestão de topo e, consequentemente, pelas estruturas intermédias de coordenação e
supervisão departamental; Pedagogical Supervision on among peers: searching to renew lecture practices. A study
for Portuguese subjects in the Secondary Education.
Abstract:
Integrated in a national research project2, the study now presented has, as a purpose,
to draw and implement three cicles of collaborative pedagogical supervision, in a School
Cluster of the Central Alentejo, involving a triad of teachers of Portuguese of the basic
and secondary education, target subject of external evaluation. All participants observe classmates' lessons
and, simultaneously, are also observed by them. This is a project
inspired by the clinical model of pedagogical supervision and aims to contribute to the
renewal of teaching practices and the professional development of the ones involved,
aiming its subsequent dissemination into the Schools Cluster in which it will be
developed. We intend to develop a case study approach, using several procedures and
data collection instruments, inquiries and half structured interview.
40
Phillips, Matthew. "An Analysis of the Variables in Implementation of the Marzano Causal Teacher Evaluation System in the State of Florida." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6340.
Testo completoAbstract (sommario):
This was a non-experimental, mixed methods study to research the different ways in which the Marzano casual teacher evaluation system was implemented in 25 school districts in the state of Florida during the 2012-2013 school year. Based on seven implementation variables, the teacher evaluation systems were compared to the implementation model and research-based best practice. The researcher then sought to determine what relationships may or may not exist in teacher performance ratings between districts that followed the research-based implementation model and districts that did not.
Two stated purposes of the Marzano causal teacher evaluation system were to improve the accuracy of teacher performance ratings and to improve the accuracy of feedback provided to teachers. Variation in implementation may possibly occur among school districts. To date no research has been conducted to analyze how variations in implementation may relate to teacher performance ratings.
The purpose of this study was to provide data to support best-practice in the implementation of the Marzano causal teacher evaluation system and to guide instructional leaders on the implementation of this evaluation system. The researcher also sought to ensure the Marzano causal teacher evaluation system provides both accurate teacher feedback and accurate teacher evaluations.
Data was collected from the Florida Department of Education published reports and information. School district implementation plans were gathered from state submitted documentation. Implementation plans were analyzed and read. Data was collected on a data collection sheet and then analyzed in SPSS using a crosstab Chi square test to determine if a statistically significant relationships existed between districts that followed the research-based implementation model and districts that did not.
It was determined that implementation of the Marzano causal evaluation system varies widely. In six out of the seven implementation variables, it was determined that there were statistically significant relationships in teacher evaluation scores between districts that followed the research-based implementation variables and districts that did not.
Further research should include validity and reliability studies on the Marzano causal evaluation system. Research should continue to analyze different ways in which the Marzano causal evaluation system is implemented, and what relationship there is between implementation and teacher performance ratings. Research should be conducted to analyze the effectiveness of feedback provided to teachers through the Marzano causal teacher evaluation system.
This research indicates that the Marzano causal teacher evaluation system should be used following research based best-practice and how it is intended to be used. The research in this study shows that when implementation variables are altered in the Marzano causal teacher evaluation system, teacher performance ratings may become inaccurate. Based on misunderstandings of the Marzano causal evaluation system, it is recommended school leaders receive additional training on the understanding and implementation of the Marzano casual teacher evaluation system.<br>Ed.D.<br>Doctorate<br>Teaching, Learning and Leadership<br>Education and Human Performance<br>Educational Leadership; Executive Track
41
Parsons, Darryl C. "The application of a technique for enhancing recall to improve learning in the science classroom." Thesis, Curtin University, 2007. http://hdl.handle.net/20.500.11937/25.
Testo completoAbstract (sommario):
There has existed for many years a memory enhancement technique ("memory pegs") that although having dramatic demonstrable success in some individual cases has not been generally applied in education. The emergence of constructivist epistemology has emphasised the notion that learning occurs as a result of connecting new material with previously learnt concepts. There is, therefore, the implication that effective learning requires some previous knowledge upon which to attach new concepts - and thus realisation of the importance of learning with respect to acquiring factual information as a prerequisite to learning new processes and/or skills. This issue has focussed my attention on the need to ensure that the more physiological skills of accessing 'memory', both for learning and recall, are optimised for maximum learning. Further, there are some indications that the physiological skills of memory access (storage and retrieval) may respond favourably to training and 'exercise'. This study was designed to find out whether or not a repeated 'exercise' using a simple memory enhancement technique would lead to a determinable and statistically significant increase in overall performance in a range of cognitive skills (as indicated by science and mathematics examination results), whether learning such a technique would affect a student's attitudes towards science, whether there was a relationship between the amount of time spent practicing the technique and the degree of effect, and whether the memory technique did actually improve the ability to recall lists of objects. Although the analysis of data gathered during the course of this study did support an observation that there was a general increase in achievement in assessments, the improvement in results was not dramatic enough to be significant. No effect on attitudes towards science was evident. The data gathered concerning the amount of practice time proved to be insufficient to determine a trend. Within the limitations of the research, the data showed that the ability to remember a list of objects had been significantly improved, there was no clear evidence of transference of this ability to result in improved examination or assessment results.
42
Parsons, Darryl C. "The application of a technique for enhancing recall to improve learning in the science classroom." Curtin University of Technology, Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=17778.
Testo completoAbstract (sommario):
There has existed for many years a memory enhancement technique ("memory pegs") that although having dramatic demonstrable success in some individual cases has not been generally applied in education. The emergence of constructivist epistemology has emphasised the notion that learning occurs as a result of connecting new material with previously learnt concepts. There is, therefore, the implication that effective learning requires some previous knowledge upon which to attach new concepts - and thus realisation of the importance of learning with respect to acquiring factual information as a prerequisite to learning new processes and/or skills. This issue has focussed my attention on the need to ensure that the more physiological skills of accessing 'memory', both for learning and recall, are optimised for maximum learning. Further, there are some indications that the physiological skills of memory access (storage and retrieval) may respond favourably to training and 'exercise'. This study was designed to find out whether or not a repeated 'exercise' using a simple memory enhancement technique would lead to a determinable and statistically significant increase in overall performance in a range of cognitive skills (as indicated by science and mathematics examination results), whether learning such a technique would affect a student's attitudes towards science, whether there was a relationship between the amount of time spent practicing the technique and the degree of effect, and whether the memory technique did actually improve the ability to recall lists of objects.
43
Miller, Susan Frances 1962. "Vocabulary instruction: Teacher perceptions and classroom observations." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/291918.
Testo completoAbstract (sommario):
This study investigates the relationships between theory-based vocabulary research (Anderson and Freebody, 1981; Mezynski, 1983), teacher perceptions of the effectiveness and usability of twelve vocabulary strategies on a researcher-developed survey, and observations in content area classrooms during vocabulary instruction. Among the findings, the following are major: (1) Each hypothesis offers differing instructional implications for vocabulary instruction; (2) the responses on the survey indicate that strategies implied by the Knowledge Hypothesis are the most effective and strategies implied by the Instrumental Hypothesis are the most usable; (3) observations of five teachers indicate that observed behaviors, reported practices, and personal reports are inconsistent; and (4) triangulation of the three data sources reveals some consistency and some contradictions. Implications for future research, teacher education and practice are discussed.
44
Kirwan, Lisa. "Under ordningsamma former : En samtalsanalytisk studie av hur lärare och elever konstruerar daglig ordning och agenda i klassrummet." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-354938.
Testo completoAbstract (sommario):
Att etablera och upprätthålla ordning i klassrummet är en komplex uppgift för lärare, särskilt för oerfarna lärare som ännu inte har etablerat egna framgångsrika metoder. Syftet med denna studie är att analysera hur lärare och elever konstruerar lokal ordning och agenda, genom empiriska observationer av daglig klassrumsinteraktion. En genomgång av tidigare forskning visar att klassrumsordning kan studeras från olika perspektiv, inklusive historiska, moraliska, kulturella och konstruktivistiska perspektiv. Denna studie utgår från ett etnometodologiskt perspektiv och teoretiska begrepp som direktiv, tillsägelser, sanktionering, mitigering, uppgradering, intersubjektivitet och ansvarsskyldighet utgör verktyg för analys av interaktionen. Observationerna dokumenterades genom videoinspelningar och fältanteckningar under lektioner i två mellanstadieklasser från två åtskilda skolor. Datamaterialet består huvudsakligen av transkriberad interaktion från 735 minuters lektionstid. Interaktionerna har analyserats med samtalsanalys och vissa inslag av etnografiska metoder. Resultaten visar att både lärare och elever kan observeras konstruera ordning genom att adressera oönskat eller störande beteende. Lärare använder många olika strategier för att ge direktiv eller korrigera elever, medan eleverna verkar imitera vissa av dessa strategier när de saktionerar sina kamrater. Lärare tenderar att mitigera sina tillsägelser på olika sätt, medan elever interagerar på ett mer omitigerat sätt gentemot varandra. De flesta korrigeringar handlade om oönskade ljud eller prat, med det fanns även andra exempel, bland annat ouppmärksamhet (enligt lärare) och handlingar som ansågs vara fusk (enligt elever). Lärare använde även förebyggande strategier för att undvika potentiella problem innan de uppstod. När elever utmanade den rådande maktstrukturen kunde det leda till uppgraderade tillsägelser från lärarens sida, eller till agendakonflikter som inte alltid hade en självklar lösning. Denna studie ger empiriska exempel på strategier som implementerats av lärare och elever vid lokal konstruktion av ordning och agenda, vilket kan vara både till praktisk hjälp för verksamma lärare och en vetenskaplig utgångspunkt för vidare studier på området.<br>Establishing and maintaining classroom order among students is a complex task for any teacher, especially for inexperienced teachers who have not yet established their own successful methods. The aim of this study is to analyse how teachers and students construct local order and agenda through empirical observations of everyday classroom interaction. A review of previous research reveals that classroom order can be studied from different perspectives including historical, moral, cultural and constructionist perspectives. This study uses an ethnomethodological perspective and theoretical terms such as directives, reproaches, sanctions, mitigations, upgrades, intersubjectivity and accountability as tools for analysis of interaction. Observations were documented through video recordings and field notes during lessons in two middle school classrooms, from two different schools. The data consists mainly of transcribed interaction from 735 minutes of lesson time. Data has been analysed using Conversations Analysis conventions as well as some aspects of ethnographic methods. Results show that both teachers and students can be observed to construct order by addressing unwanted or disruptive behaviour. Teachers use many different strategies to direct or reproach students, while students appear to mimic some of these when sanctioning their peers. Teachers tend to mitigate their reproaches in various ways, while peers interact in a more unmitigated manner. The main cause for reproach was unwanted noises or talking, along with a variety of other examples such as inattention (addressed by teachers) or cheating (addressed by peers). Teachers also used preventative strategies in anticipation of potential problems. When students attempt to challenge the teacher’s position of power, it can lead to upgraded reproaches or to agenda conflicts which sometimes have no simple solution. This study provides examples of strategies implemented by teachers and students when constructing order and agenda, offering a source of empirical data for practicing educators and a foundation for further research.
45
Nilsson, Felix. "Möjligheter till främjande av muntlig interaktion i svenskämnet. : En observationsstudie i årkurs 5 och 6." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-88824.
Testo completoAbstract (sommario):
Syftet med denna studie är att undersöka vilka möjligheter till lärarinitierad muntlig interaktion som ges eleverna i två klasser i årskurs 5 och 6 samt att pröva ett tidigare utvecklat observationsverktyg. För att uppfylla studiens syfte användes systematiska observationer som utfördes under totalt fyra lärtillfällen. Till hjälp användes observationsverktyget som innehåller 44 faktorer, fördelade i kategorierna lärmiljö, lärtillfälle och interaktioner. Resultatet som analyseras utifrån ett sociokulturellt perspektiv visar att de observerade lärmiljöerna, lärtillfällena och lärarledda interaktionerna ger eleverna goda förutsättningar till utvecklande av muntliga interaktioner men även att observationsverktyget som användes kan behöva en anpassning om det ska lämpa sig optimalt för observationer på mellanstadiet.
46
Welander, Rosemarie. "Att skriva tillsammans : En undersökning av elevers syn på samarbete och respons i skrivprocessen i åk 4." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-55169.
Testo completoAbstract (sommario):
Syftet med det här arbetet är att ta reda på vad eleverna i årskurs 4 tänker om att skriva texter tillsammans och hur respons kan skapa ett samarbete när eleverna skriver texter. I undersökningen användes två metoder. Den ena metoden är att genomföra kvalitativa intervjuer med eleverna. Den andra metoden är att genomföra observationer i klassrummet. Syftet med intervjuerna är att ta reda på vad eleverna tänker om att skriva texter tillsammans och vad de tänker om respons. Syftet med observationerna är att se hur respons används i klassrummet och hur eleverna samarbetar när de skriver texter tillsammans. Ett annat syfte med observationerna är att ta reda på hur ett samarbete uppstår i interaktionen mellan eleverna. Resultatet av studien visar att vad eleverna tänker om samarbete och respons skiljer sig från vad som händer i praktiken. I studien går det även att hitta tre faktorer som skapar samarbete och respons mellan eleverna. De tre faktorerna är behovet av bekräftelse, behovet av kunskap och behovet av att jämföra texter.<br>The purpose of this study is to find out what pupils think about writing texts together and how response can create cooperation between pupils when they write texts. Two methods were used in the study. One method was an interview and the other one was an observation. The purpose of the interviews was to find out what the pupils thought about writing texts together and what they thought about response. The purpose of the observations was to see how response was used in the classroom and in what way the pupils cooperated by writing texts together. Another purpose with the observations was to find out how cooperation and response emerges in the interaction between pupils. The result of the study showed that what the pupils thought about cooperation and response was different from how it was in reality. At the same time three different elements behind the cooperation and response between pupils could be found. The three elements was the need to confirm, the need to know (knowledge) and the need to compare texts.
47
Adewoye, Oluwakemi. "The Effects of Professional Development and Formative Assessment Quality on Students' Self-Regulation in Primary School Mathematics." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5599.
Testo completoAbstract (sommario):
Student self-regulation is associated with mathematics achievement in Nigerian primary schools, and formative assessment holds promise for increasing self-regulation. However, to date no research has explored teacher professional development (PD) for formative assessment and its effects on students' self-regulation in Nigerian primary schools. This quasi-experimental nonequivalent control group design used Desimone's teacher professional development conceptual framework, Popham's model for practicing formative assessment, and Zimmerman's concept of self-regulated learning. Research questions concerned whether differences existed in teachers' practice and students' self-regulation between two groups of Nigerian primary school mathematics teachers who received variations of professional development. The sample was 13 volunteer mathematics teachers (7 in a workshop plus follow-up group and 6 in a workshop-only group) and 183 students from 7 primary schools. Teacher formative assessment quality (FAQ) data was collected from 3 classroom observations and student end-of-project self-regulation was measured via a questionnaire. Descriptive analysis at the teacher level showed that teachers in the workshop-plus group had a higher level of FAQ than workshop-only teachers. A t test showed students with workshop-plus teachers had significantly higher self-regulation scores on average than students with workshop-only teachers, although FAQ did not correlate with students' self-regulation scores, possibly due to a small sample size. This study contributes to social change by providing supporting evidence for school administrators to provide workshop plus follow-up coaching PD to teachers to increase the quality of formative assessment, which may have implications for improving mathematics achievement among primary students in Nigeria.
48
Reed-Wright, Karen. "A Paradigm Shift in Professional Development: Weaving Threads of Understandings Through Job-Embedded Coaching for Increased Student Achievement." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1833.
Testo completoAbstract (sommario):
The intent of this qualitative study was to investigate changes in teacher understandings and student achievement as a result of job-embedded coaching, a professional development model. The study focused on the literacy initiative within 1 school district during a 7-year period from 2001 through 2008. Interviews and classroom observations with principals, literacy coaches, and teacher leaders coupled with rich artifacts and documentation provided data for analysis.
To change from a traditional model of professional development was a cultural shift for schools, administrators, and teachers. "Remember that a culture of change consists of great rapidity and nonlinearity on the one hand and equally great potential for creative breakthrough on the other" (Fullan, 2001, p. 31). The interviews, observations, and documents illustrated evidence of new teacher understandings and a rise in student achievement coupled with enhanced relationships, communications, and teaching strategies.
The paradigm shift from one adult learning mode to another brought about the cultural change within the school district, the schools, and the individual classrooms. The challenge will be sustaining the momentum and continuing to grow as new scientifically-researched best practices and strategies are released for teaching reading and writing.
Recommendations from this study include examining Reading First schools and their job-embedded coaching programs. Reading First is a federal program with money appropriated to states and school systems that qualify with low socioeconomic status and student achievement scores. Further research opportunities are available at middle and high school sites where coaching has been adopted. There are some sites within the United States following the guidelines written for elementary teachers.
49
Jeavons, Marjorie A. "The identification of academically able underachieving Year 3 children and subsequent systematic observations of their academic lessons." Thesis, University of Wolverhampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323096.
Testo completoAbstract (sommario):
This study is a classroom observational study in primary schools in one Local Education Authority in England The study, which was begun in 1990, was concerned to identify the range and nature of academic classroom behaviours of academically able underachievers, and in comparison with children of average ability, to identify the effects and implications of those behaviours for teachers arid classroom management. The research sample consisted of a total of seven matched Year 3 pupils aged 7-8 years old drawn from five primary schools. The identification of the more able (the target group) and their 'normal' counterparts (the control group) was carried out using a small number of objective tests and triangulated by teacher and pupil perceptions of abilities and relative class positions. The data was collected by the observation of English and Mathematics lessons for one session per Week over a period of one month. A continuous observation schedule was used containing fOurteen different categories of cl~sroom behaviours. The research demonstrates that academically able underachievers are undetected in classrooms; consequently are not given work commensurate with their undetected abilities; are rarely required to participate in lessons; and who subsequently become bored' in a relatively unchallenging environment. Even though they were bored they did not disrupt lessons, but quiet1Yacquiesced to the mores of the peer group. The thesis discusses the implications of these findings for primary education for academically able children as well as reflecting upon the findings in the light of subsequent reading and updating of the bibliography.
50
Wheeler, Kopf Diane Marie 1962. "Time on task observations in consumer and homemaking classrooms." Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/278398.
Testo completoAbstract (sommario):
The purpose of this study was to determine teacher and program effectiveness in Consumer and Homemaking Programs in Arizona by using time on task as a measure. In effective program studies, the common critical variable was the individual teacher (Brophy, 1979; McGreal and McGreal, 1986). Teachers who were organized, started class on time and kept the students busy with relevant work maintained high time on task percentages. Using time on task as a measurement of effectiveness, the "Managing Learning Time" instrument (Halasz and Desy, 1984), was used. This study: determined that the majority of students were on task in Arizona Consumer and Homemaking Education classrooms. Time on task was affected more by teacher and classroom practices than by the course content. The focus of the on task behavior varied by subject matter. The majority of time was spent on theory, practice and basic skills in Consumer and Homemaking courses.