The Growing Awareness Inventory: Building Capacity for Culturally Responsive Science and Mathematics with a Structured Observation Protocol

ERIC Educational Resources Information Center

Brown, Julie C.; Crippen, Kent J.

2016-01-01

This study represents a first iteration in the design process of the Growing Awareness Inventory (GAIn), a structured observation protocol for building the awareness of preservice teachers (PSTs) for resources in mathematics and science classrooms that can be used for culturally responsive pedagogy (CRP). The GAIn is designed to develop awareness…

Developing Expertise: Using Video to Hone Teacher Candidates' Classroom Observation Skills

ERIC Educational Resources Information Center

Cuthrell, Kristen; Steadman, Sharilyn C.; Stapleton, Joy; Hodge, Elizabeth

2016-01-01

This article explores the impact of a video observation model developed for teacher candidates in an early experiences course. Video Grand Rounds (VGR) combines a structured observation protocol, videos, and directed debriefing to enhance teacher candidates' observations skills within nonstructured and field-based observations. A comparative…

A Study of Differentiated Instruction Based on the SIOP Model in Georgia Classrooms

ERIC Educational Resources Information Center

Tomlinson, Sherry Marie

2013-01-01

This mixed methods study investigated the teachers' concerns of the sheltered instruction observation protocol (SIOP) model (Echevarria, Short and Vogt, 2008) as a means to differentiate instruction for LEP students in public school classrooms. This study took place in one central Georgia school district with a sample of 16 teachers who…

The Classroom Observation Protocol for Undergraduate STEM (COPUS): A New Instrument to Characterize University STEM Classroom Practices

ERIC Educational Resources Information Center

Smith, Michelle K.; Jones, Francis H. M.; Gilbert, Sarah L.; Wieman, Carl E.

2013-01-01

Instructors and the teaching practices they employ play a critical role in improving student learning in college science, technology, engineering, and mathematics (STEM) courses. Consequently, there is increasing interest in collecting information on the range and frequency of teaching practices at department-wide and institution-wide scales. To…

Refining MARGINS Mini-Lessons Using Classroom Observations

NASA Astrophysics Data System (ADS)

Iverson, E. A.; Manduca, C. A.; McDaris, J. R.; Lee, S.

2009-12-01

One of the challenges that we face in developing teaching materials or activities from research findings is testing the materials to determine that they work as intended. Traditionally faculty develop material for their own class, notice what worked and didn’t, and improve them the next year. However, as we move to a community process of creating and sharing teaching materials, a community-based process for testing materials is appropriate. The MARGINS project has piloted such a process for testing teaching materials and activities developed as part of its mini-lesson project (http://serc.carleton.edu/margins/index.html). Building on prior work developing mechanisms for community review of teaching resources (e.g. Kastens, 2002; Hancock and Manduca, 2005; Mayhew and Hall, 2007), the MARGINS evaluation team developed a structured classroom observation protocol. The goals of field testing are to a) gather structured, consistent feedback for the lesson authors based on classroom use; b) guide reviewers of these lessons to reflect on research-based educational practice as a framework for their comments; c) collect information on the data and observations that the reviewer used to underpin their review; d) determine which mini-lessons are ready to be made widely available on the website. The protocol guides faculty observations on why they used the activity, the effectiveness of the activity in their classroom, the success of the activity in leading to the desired learning, and what other faculty need to successfully use the activity. Available online (http://serc.carleton.edu/margins/protocol.html), the protocol can be downloaded and completed during instruction with the activity. In order to encourage review of mini-lessons using the protocol, a workshop focused on review and revision of activities was held in May 2009. In preparation for the workshop, 13 of the 28 participants chose to field test a mini-lesson prior to the workshop and reported that they found this process instructive. Activity authors found the observations very helpful and the first mini-lessons have now been revised using feedback from testers. Initial results show that the tested mini-lessons give students hands-on experience with scientific data and help students make connections between geologic phenomena and data. Productive feedback ranged from suggestions for improving activity design, adaptations for other audiences, suggestions for clearer presentation, and tips for using the materials. The team plans to broaden the use of the protocol to test and refine all of the mini-lessons in the MARGINS collection.

The Role of Scheduling in Observing Teacher-Child Interactions

ERIC Educational Resources Information Center

Cash, Anne H.; Pianta, Robert C.

2014-01-01

Observational assessment is being used on a large scale to evaluate the quality of interactions between teachers and children in classroom environments. When one performs observations at scale, features of the protocol such as the scheduling of observations can potentially influence observed scores. In this study interactions were observed for 88…

Instruments for Assessment of Instructional Practices in Standards-Based Teaching

NASA Astrophysics Data System (ADS)

Wainwright, Camille L.

2006-12-01

This paper describes the development of two forms of an instrument used as a classroom observation protocol, designed to document the impact of reform-based professional development with undergraduate mathematics and science faculty and its impact on the resultant preparation of teachers (PreK 12). A rationale for the development and utilization of this instrument (known as the OTOP, or the Oregon Teacher Observation Protocol) is provided. Constructed upon review of the research on teaching and standards documents in mathematics and science, the protocol formed the basis for data collection in a three-year longitudinal study of teaching practice among early career teachers as well as undergraduate college faculty. In addition, this paper suggests further applications of the observation protocol beyond the original research study purpose. One prominent use for the protocol is in supervisor observations of mathematics and science student teachers.

The best of both worlds: Building on the COPUS and RTOP observation protocols to easily and reliably measure various levels of reformed instructional practice.

PubMed

Lund, Travis J; Pilarz, Matthew; Velasco, Jonathan B; Chakraverty, Devasmita; Rosploch, Kaitlyn; Undersander, Molly; Stains, Marilyne

2015-01-01

Researchers, university administrators, and faculty members are increasingly interested in measuring and describing instructional practices provided in science, technology, engineering, and mathematics (STEM) courses at the college level. Specifically, there is keen interest in comparing instructional practices between courses, monitoring changes over time, and mapping observed practices to research-based teaching. While increasingly common observation protocols (Reformed Teaching Observation Protocol [RTOP] and Classroom Observation Protocol in Undergraduate STEM [COPUS]) at the postsecondary level help achieve some of these goals, they also suffer from weaknesses that limit their applicability. In this study, we leverage the strengths of these protocols to provide an easy method that enables the reliable and valid characterization of instructional practices. This method was developed empirically via a cluster analysis using observations of 269 individual class periods, corresponding to 73 different faculty members, 28 different research-intensive institutions, and various STEM disciplines. Ten clusters, called COPUS profiles, emerged from this analysis; they represent the most common types of instructional practices enacted in the classrooms observed for this study. RTOP scores were used to validate the alignment of the 10 COPUS profiles with reformed teaching. Herein, we present a detailed description of the cluster analysis method, the COPUS profiles, and the distribution of the COPUS profiles across various STEM courses at research-intensive universities. © 2015 T. J. Lund et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Elementary Teachers' Ideas about, Planning for and Implementation of Learner-Directed and Teacher-Directed Inquiry: A Mixed Methods Study

ERIC Educational Resources Information Center

Biggers, Mandy Sue

2013-01-01

Using a framework for variations of classroom inquiry (National Research Council [NRC], 2000, p. 29), this study explored 40 inservice elementary teachers' planning, modification, and enactment of kit-based science curriculum materials. As part of the study, a new observation protocol was modified from an existing protocol (Practices of…

Implementing Observation Protocols: Lessons for K-12 Education from the Field of Early Childhood

ERIC Educational Resources Information Center

Pianta, Robert C.

2012-01-01

This report draws from decades of experience using observation in early childhood education, which has implications for administrative decisions, evaluation practices, and policymaking in K-12. Early childhood education has long embraced the value of observing classrooms and teacher-child interactions. In early childhood education the features of…

Development and Testing of a Direct Observation Code Training Protocol for Elementary Aged Students with Attention Deficit/Hyperactivity Disorder

ERIC Educational Resources Information Center

Steiner, Naomi J.; Sidhu, Tahnee; Rene, Kirsten; Tomasetti, Kathryn; Frenette, Elizabeth; Brennan, Robert T.

2013-01-01

Observational measures can add objective data to both research and clinical evaluations of children's behavior in the classroom. However, they pose challenges for training and attaining high levels of interrater reliability between observers. The Behavioral Observation of Students in Schools (BOSS) is a commonly used school-based observation…

Guerrilla Video: A New Protocol for Producing Classroom Video

ERIC Educational Resources Information Center

Fadde, Peter; Rich, Peter

2010-01-01

Contemporary changes in pedagogy point to the need for a higher level of video production value in most classroom video, replacing the default video protocol of an unattended camera in the back of the classroom. The rich and complex environment of today's classroom can be captured more fully using the higher level, but still easily manageable,…

Instructor Handbook for the Protocol Modules on Classroom Management. Utah Protocol Materials Project.

ERIC Educational Resources Information Center

Langer, Philip; Borg, Walter R.

This handbook is designed to acquaint the teacher educator with the training materials in classroom management prepared by the Utah State University Protocol Training Project. It deals with the protocol materials generally and with each module specifically, and includes the following sections: (a) an introduction to and rationale for protocol…

Exploration of instruction, assessment, and equity in the middle school science classroom

NASA Astrophysics Data System (ADS)

Szpyrka, Donna A.

2001-07-01

In order to determine equitable practices of middle school science teachers questionnaire responses, classroom observations, teacher interviews, and assessment artifacts were examined to discover relationships between classroom instruction, assessment practices, and equity. Teachers in middle school science classrooms in six different schools completed a National Center for Education Statistics questionnaire, offered assessment artifacts, and participated in interviews. Observers using a classroom observation protocol and an equity profile rated 22 lessons. The study found that a distinction could be made between teachers who were more equitable and those who were less equitable. Careful planning and organization; the incorporation of tasks, roles, and interactions consistent with investigative science; a collaborative approach to learning; and instruction that takes into account what transpired in previous lessons---appear to be characteristics of lesson design of the more equitable teachers. In addition, instructional strategies and activities that addressed access, equity, and diversity as well as, a classroom climate that was respectful of students' contributions were found to a greater extent in the more equitable teachers' classrooms. While all teachers used multiple methods of assessment, the more equitable teachers used assessment differently. They also provided written feedback to students, relied on more than one aspect of student performance for determining grades, and explicated clear and specific assessment practices.

Measuring Practices of Teaching for Social Justice in Elementary Mathematics Classrooms

ERIC Educational Resources Information Center

Reagan, Emilie Mitescu; Pedulla, Joseph J.; Jong, Cindy; Cannady, Mac; Cochran-Smith, Marilyn

2011-01-01

This study used the Teaching for Social Justice Observation Scale (TSJOS) of the Reformed Teaching Observation Protocol-Plus (RTOP+) to examine the extent to which twenty-two novice elementary teachers implemented practices related to teaching for social justice in their mathematics instruction. In addition, this study sought to examine the extent…

An Instructional Consultation Service for Graduate Teaching Assistants.

ERIC Educational Resources Information Center

Habel, J. C.; Graveel, J. G.

1988-01-01

Described is a support program that guides prospective college teachers in teaching an introductory soil science laboratory course. Ideas are presented about the preparation for teaching and concerns of teaching assistants. A table citing classroom observation protocol is included. (RT)

Diversity of faculty practice in workshop classrooms

NASA Astrophysics Data System (ADS)

Franklin, Scott V.; Chapman, Tricia

2013-01-01

We present a temporally fine-grained characterization of faculty practice in workshop-style introductory physics courses. Practice is binned in five minute intervals and coded through two complementary observational protocols: the Reform Teaching Observation Protocol provides a summative assessment of fidelity to reform-teaching principles, while the Teaching Dimensions Observation Protocol records direct practice. We find that the TDOP's direct coding of practice explains nuances in the holistic RTOP score, with higher RTOP scores corresponding to less lecture, but not necessarily more student-directed activities. Despite using similar materials, faculty show significant differences in practice that manifests in both TDOP and RTOP scores. We also find a significant dependence of practice on course subject reflected in both RTOP and TDOP scores, with Electricity & Magnetism using more instructor-centered practices (lecture, illustration, etc.) than Mechanics courses.

How Non-Linearity and Grade-Level Differences Complicate the Validation of Observation Protocols

ERIC Educational Resources Information Center

Lazarev, Valeriy; Newman, Denis

2013-01-01

Teacher evaluation is currently a major policy issue at all levels of the K-12 system driven in large part by current US Department of Education requirements. The main objective of this study is to explore the patterns of relationship between observational scores and value-added measures of teacher performance in math classrooms and the variation…

How Can Online Observation Support the Assessment and Feedback, on Classroom Performance, to Trainee Teachers at a Distance and in Real Time?

ERIC Educational Resources Information Center

Dyke, Martin; Harding, Alan; Liddon, Sue

2008-01-01

This article reports the key findings of a project commissioned in 2005 by the UK Department for Education and Skills to consider the use of synchronous digital video for observation, feedback and assessment of teaching practice in post-compulsory education and training. A protocol for the remote observation of teaching is presented that was…

How Effective Is Our Teaching?

NASA Astrophysics Data System (ADS)

Wyckoff, S.

2002-05-01

More than 90% of U.S. university introductory physics courses are taught using lecture methods in spite of the large amount of research indicating that interactive teaching is considerably more effective. A brief overview of physics education research will be given, together with relevant connections with astronomy education research. Large enrollment classrooms have in the past presented obstacles to converting from lecture to interactive teaching. However, classroom communication systems (CCS) now provide a cost-effective way to convert any science classroom into an interactive learning environment. A pretest-posttest study using control groups of ten large enrollment introductory physics courses will be described. A new instrument, the Physics Concept Survey (PCS), developed to measure student understanding of basic concepts will be described, together with a classroom observation instrument, the Reformed Teaching Observation Protocol (RTOP), for measuring the extent that interactive teaching is used in a science classroom. We find that student conceptual understanding was enhanced by a factor of three in the interactive classrooms compared with the traditional lecture (control) courses. Moreover, a correlation between the PCS normalized gains and the RTOP scores is indicative that the interaction in the classrooms is the cause of the students' improved learning of basic physics concepts. This research was funded by the NSF (DUE 9453610).

Chemistry Teachers' Emerging Expertise in Inquiry Teaching: The Effect of a Professional Development Model on Beliefs and Practice

NASA Astrophysics Data System (ADS)

Rushton, Gregory T.; Lotter, Christine; Singer, Jonathan

2011-02-01

This study investigates the beliefs and practices of seven high school chemistry teachers as a result of their participation in a year-long inquiry professional development (PD) project. An analysis of oral interviews, written reflections, and in-class observations were used to determine the extent to which the PD affected the teachers' beliefs and practice. The data indicated that the teachers developed more complete conceptions of classroom inquiry, valued a "phenomena first" approach to scientific investigations, and viewed inquiry approaches as helpful for facilitating improved student thinking. Analysis of classroom observations with the Reformed Teaching Observation Protocol indicated that features of the PD were observed in the teachers' practice during the academic year follow-up. Implications for effective science teacher professional development models are discussed.

Engagement, Alignment, and Rigor as Vital Signs of High-Quality Instruction: A Classroom Visit Protocol for Instructional Improvement and Research

ERIC Educational Resources Information Center

Early, Diane M.; Rogge, Ronald D.; Deci, Edward L.

2014-01-01

This paper investigates engagement (E), alignment (A), and rigor (R) as vital signs of high-quality teacher instruction as measured by the EAR Classroom Visit Protocol, designed by the Institute for Research and Reform in Education (IRRE). Findings indicated that both school leaders and outside raters could learn to score the protocol with…

Video analysis for insight and coding: Examples from tutorials in introductory physics

NASA Astrophysics Data System (ADS)

Scherr, Rachel E.

2009-12-01

The increasing ease of video recording offers new opportunities to create richly detailed records of classroom activities. These recordings, in turn, call for research methodologies that balance generalizability with interpretive validity. This paper shares methodology for two practices of video analysis: (1) gaining insight into specific brief classroom episodes and (2) developing and applying a systematic observational protocol for a relatively large corpus of video data. These two aspects of analytic practice are illustrated in the context of a particular research interest but are intended to serve as general suggestions.

The Design and Validation of an Early Childhood STEM Classroom Observational Protocol

ERIC Educational Resources Information Center

Milford, Todd; Tippett, Christine

2015-01-01

Across K-12 education, there has been recent attention to the learning opportunities available to students in science, technology, engineering, and mathematics (STEM) learning. Early childhood education (ECE) has been excluded from this process. The scholarly literature contains good evidence for including science teaching and learning at the ECE…

Measuring the Difficult to Measure: Teaching and Learning with an iPad

ERIC Educational Resources Information Center

Hargis, Jace; Cavanaugh, Cathy; Kamali, Tayeb; Soto, Melissa

2013-01-01

This study applies a comprehensive set of measures to document teaching practice and instructor responses when integrating new mobile technology devices in the classroom. The triangulated measures include a rubric for observing teaching with mobile learning devices in higher education, an interview protocol for capturing faculty levels of mobile…

Teaching as a Social Practice: The Experiences of Two Moroccan Adult Literacy Tutors

ERIC Educational Resources Information Center

Erguig, Reddard

2012-01-01

This article offers an ethnographic case study of two Adult Basic Education (ABE) teachers' characteristics and their literacy instruction. It draws on the New Literacy Studies tradition and used ethnographic tools (in-depth interviews, classroom observation and the think-aloud protocol) to explore the characteristics of two ABE teachers and…

Using Teacher Learning Walks to Build Capacity in a Rural Elementary School: Repurposing a Supervisory Tool

ERIC Educational Resources Information Center

Allen, Ann Sundstrom; Topolka-Jorissen, Kathleen

2014-01-01

This qualitative methods study examined a rural North Carolina elementary school that implemented teacher learning walks as a method of professional development. Adapted from the practice of principal walkthroughs, teachers followed a protocol for collaboratively observing colleagues' classrooms and reflecting on teaching and learning. The…

An Examination of Effective Practice: Moving Toward Elimination of Achievement Gaps in Science

NASA Astrophysics Data System (ADS)

Johnson, Carla C.

2009-06-01

This longitudinal study of middle school science teachers explored the relationship between effective science instruction, as defined by the National Science Education Standards (NRC in National science education standards. National Academy Press, Washington, DC, 1996), and student achievement in science. Eleven teachers participated in a three year study of teacher effectiveness, determined by the LSC Classroom Observation Protocol (Horizon Research, Inc. in Local Systemic Change Classroom Observation Protocol. May 1, 2002) and student achievement, which was assessed using the Discovery Inquiry Test in Science. Findings in this study revealed the positive impact that effective science teachers have on student learning, eliminating achievement gaps between White and Non-White students. Case studies of three teachers, both effective and ineffective explore the beliefs and experiences that influence teachers to change, or not to change practice. This study provides justification for teaching science effectively to narrow achievement gaps in science and provides insight to stakeholders in science education as to how to support teachers in becoming more effective, through addressing existing teacher beliefs and providing experiences that challenge those beliefs.

Using Think-Aloud Protocols To Assess Cognitive Levels of Students in College Classrooms.

ERIC Educational Resources Information Center

Whittington, M. Susie

The cognitive levels of instruction of professors from the Pennsylvania Governor's School for the Agricultural Sciences (PGSAS) and the cognitive levels of thought among students were studied. The classes of 4 of 16 PGSAS professors were selected for analysis, and researchers recorded the frequency of observable teacher behaviors from each level…

Literacy Look-Fors: An Observation Protocol to Guide K-6 Classroom Walkthroughs

ERIC Educational Resources Information Center

McEwan-Adkins, Elaine K.

2011-01-01

With all of the reform models, research-based programs, leadership training, and professional development focused on reading and writing, we certainly know more about literacy today than we ever have before. So why are schools still suffering with low literacy levels? The answer lies in ineffective and unbalanced literacy instruction. Through the…

Assessing L2 Competency in Early Immersion Classrooms.

ERIC Educational Resources Information Center

Weber, Sandra; Tardif, Claudette

1991-01-01

Reports on a study that explored the use of puppets and classroom-based interview protocols as a practical way for teachers and researchers to get feedback on young students' learning in second-language classrooms. (21 references) (GLR)

Toward a Descriptive Science of Teaching: How the TDOP Illuminates the Multidimensional Nature of Active Learning in Postsecondary Classrooms

ERIC Educational Resources Information Center

Hora, Matthew T.

2015-01-01

Detailed accounts of teaching can shed light on the nature and prevalence of active learning, yet common approaches reduce teaching to unidimensional descriptors or binary categorizations. In this paper, I use the instructional systems-of-practice framework and the Teaching Dimensions Observation Protocol (TDOP) to advance an approach to thinking…

Technology Use in Science Instruction (TUSI): Aligning the Integration of Technology in Science Instruction in Ways Supportive of Science Education Reform

NASA Astrophysics Data System (ADS)

Campbell, Todd; Abd-Hamid, Nor Hashidah

2013-08-01

This study describes the development of an instrument to investigate the extent to which technology is integrated in science instruction in ways aligned to science reform outlined in standards documents. The instrument was developed by: (a) creating items consistent with the five dimensions identified in science education literature, (b) establishing content validity with both national and international content experts, (c) refining the item pool based on content expert feedback, (d) piloting testing of the instrument, (e) checking statistical reliability and item analysis, and (f) subsequently refining and finalization of the instrument. The TUSI was administered in a field test across eleven classrooms by three observers, with a total of 33 TUSI ratings completed. The finalized instrument was found to have acceptable inter-rater intraclass correlation reliability estimates. After the final stage of development, the TUSI instrument consisted of 26-items separated into the original five categories, which aligned with the exploratory factor analysis clustering of the items. Additionally, concurrent validity of the TUSI was established with the Reformed Teaching Observation Protocol. Finally, a subsequent set of 17 different classrooms were observed during the spring of 2011, and for the 9 classrooms where technology integration was observed, an overall Cronbach alpha reliability coefficient of 0.913 was found. Based on the analyses completed, the TUSI appears to be a useful instrument for measuring how technology is integrated into science classrooms and is seen as one mechanism for measuring the intersection of technological, pedagogical, and content knowledge in science classrooms.

Classroom interactions: exploring the practices of high- and low-expectation teachers.

PubMed

Rubie-Davies, Christine M

2007-06-01

Early research exploring teacher expectations concentrated on the dyadic classroom interactions of teachers with individual students. More recent studies have shown whole class factors to have more significance in portraying teachers' expectations. Recently teachers having high or low expectations for all their students have been identified. The aim of the current investigation was to explore whether the classroom exchanges of high- and low-expectation teachers differed substantially and might be considered a mechanism for teachers' expectations. The participants were 12 primary school teachers from eight schools who had been identified as having expectations for their students' learning that were either significantly above or below the children's achievement level. The teachers formed three groups called high-expectation, low-expectation and average-progress teachers. The participants were observed twice in the academic year during half-hour reading lessons. Two people observed each lesson, one completing a structured observation protocol and the other a running record and audiotape. In contrast to the average progress and low expectation teachers, the high-expectation teachers spent more time providing a framework for students' learning, provided their students with more feedback, questioned their students using more higher-order questions, and managed their students' behaviour more positively. There appear to be important differences in the classroom environments for the students of high-expectation, average-progress and low-expectation teachers. The differences apply to both the instructional and socioemotional environments of the classroom. Such disparities may act as mechanisms for teacher expectation effects.

Implementing Reform: Teachers' Beliefs about Students and the Curriculum

NASA Astrophysics Data System (ADS)

Bartiromo, Tara; Etkina, Eugenia

2009-11-01

This paper presents findings on how consistent teachers' perceptions of their students, their own role in the classroom, and the reformed curriculum are with the actual implementation of the reformed curriculum in the classroom. This study shows that the five participating teachers were consistent with their perceptions and their actual behavior in the classroom. The teachers who were engaged in designing the curriculum demonstrated consistent reformed teaching views and behaviors. The degree to which the teachers viewed the curriculum as useful to them and their students was an indicator of how reformed their teaching was as measured by the Reformed Teaching Observation Protocol (RTOP) [1][2]. Finally, it was determined that faithful implementation of a curriculum can mean faithfully implementing the theoretical foundation of the curriculum materials during instruction instead of implementing every component or lesson of the reformed curriculum.

Measuring methylphenidate response in attention-deficit/hyperactvity disorder: how are laboratory classroom-based measures related to parent ratings?

PubMed

Sonuga-Barke, Edmund J S; Coghill, David; DeBacker, Marc; Swanson, James

2009-12-01

Methylphenidate (MPH) is an efficacious and normally well-tolerated treatment for attention-deficit/hyperactivity disorder (ADHD). Although treatment effects are usually assessed using parent-rating scales, these can be supplemented by more objective methods. Here we examine the associations between ratings and one such method, assessments made across the day in the laboratory classroom. Comparison of Methylphenidates in the Analog Classroom Setting (COMACS) was made in a large (n = 184) placebo-controlled trial comparing Equasym XL/Metadate CD, Concerta, and placebo (PLA) using a Laboratory School protocol. Therapeutic effects were measured using direct observation, scores on a simple math productivity task and parent ratings. Treatment effects were observed on all measures. Laboratory measures were correlated with each other, most strongly between Swanson, Kotkin, Agler, M-Flynn and Pelham Scale (SKAMP) inattention and Permanent Product Measure of Performance (PERMP). Parental ratings were correlated with classroom measures during the main morning period (1.5-4.5 hours after dosing) and to a lesser extent in the afternoon (6.0-7.5 hours after dosing), but not, by and large, immediately after dosing or in the evening. The morning correlations seemed stronger for female than for male participants. The results suggest that parental ratings and direct observations tap different aspects of MPH response and that both may be required for comprehensive assessment.

Trends in Classroom Observation Scores

PubMed Central

Lockwood, J. R.; McCaffrey, Daniel F.

2014-01-01

Observations and ratings of classroom teaching and interactions collected over time are susceptible to trends in both the quality of instruction and rater behavior. These trends have potential implications for inferences about teaching and for study design. We use scores on the Classroom Assessment Scoring System–Secondary (CLASS-S) protocol from 458 middle school teachers over a 2-year period to study changes over time in (a) the average quality of teaching for the population of teachers, (b) the average severity of the population of raters, and (c) the severity of individual raters. To obtain these estimates and assess them in the context of other factors that contribute to the variability in scores, we develop an augmented G study model that is broadly applicable for modeling sources of variability in classroom observation ratings data collected over time. In our data, we found that trends in teaching quality were small. Rater drift was very large during raters’ initial days of observation and persisted throughout nearly 2 years of scoring. Raters did not converge to a common level of severity; using our model we estimate that variability among raters actually increases over the course of the study. Variance decompositions based on the model find that trends are a modest source of variance relative to overall rater effects, rater errors on specific lessons, and residual error. The discussion provides possible explanations for trends and rater divergence as well as implications for designs collecting ratings over time. PMID:29795823

Trends in Classroom Observation Scores.

PubMed

Casabianca, Jodi M; Lockwood, J R; McCaffrey, Daniel F

2015-04-01

Observations and ratings of classroom teaching and interactions collected over time are susceptible to trends in both the quality of instruction and rater behavior. These trends have potential implications for inferences about teaching and for study design. We use scores on the Classroom Assessment Scoring System-Secondary (CLASS-S) protocol from 458 middle school teachers over a 2-year period to study changes over time in (a) the average quality of teaching for the population of teachers, (b) the average severity of the population of raters, and (c) the severity of individual raters. To obtain these estimates and assess them in the context of other factors that contribute to the variability in scores, we develop an augmented G study model that is broadly applicable for modeling sources of variability in classroom observation ratings data collected over time. In our data, we found that trends in teaching quality were small. Rater drift was very large during raters' initial days of observation and persisted throughout nearly 2 years of scoring. Raters did not converge to a common level of severity; using our model we estimate that variability among raters actually increases over the course of the study. Variance decompositions based on the model find that trends are a modest source of variance relative to overall rater effects, rater errors on specific lessons, and residual error. The discussion provides possible explanations for trends and rater divergence as well as implications for designs collecting ratings over time.

Evaluating Earth and Space Sciences STEM Research Communication in 7th-12th Grade Rural Mississippi Classrooms and Resulting Student Attitudinal Impacts

NASA Astrophysics Data System (ADS)

Radencic, S.; McNeal, K. S.

2013-05-01

Observation and evaluation of STEM graduate students from Mississippi State University communicating their research of the Earth and Space Sciences in rural 7th-12th grade classrooms participating in the Initiating New Science Partnerships in Rural Education (INSPIRE) NSF GK-12 project. The methods they utilize to communicate their STEM research includes introducing new technologies and inquiry based learning experiences. These communication experiences have been observed and evaluated using two observational systems, the Mathematics Science Classroom Observational Profile System (M-SCOPS) and the Presentation Skills Protocol (PSP). M-SCOPS has been used over the first three years of the project to evaluate what Earth and Space research the STEM graduate students communicate in classroom activities along with how they are introducing STEM research through a variety of communication methods and levels of understanding. PSP, which INSPIRE began using this year, evaluates and provides feedback to the STEM graduate students on their communication during these classroom experiences using a rubric covering a range of skills for successful communication. PSP also allows the participating INSPIRE teacher partners to provide feedback to the STEM graduate students about development of their communication skills over the course of the year. In addition to feedback from the INSPIRE project and participating teachers, the STEM graduate students have the opportunity to evaluate their personal communication skills through video documentation to determine specific skills they would like to improve. Another area of research to be discussed is how the STEM graduate students communicating Earth and Space sciences research in the participating classrooms is impacting student attitudes about science and mathematics over the last three years. Student Attitudinal Surveys (SAS) are administered as a pre-evaluation tool in the fall when the STEM graduate students first enter into their partner classrooms and again each spring for post-evaluation before the STEM graduate students depart from the classrooms. An evaluation of graduate communication effectiveness will be related to the 7th-12th grade student attitudes about science and mathematics.

[Evaluation of flipped classroom teaching model in undergraduates education of oral and maxillofacial surgery].

PubMed

Cai, Ming; Cao, Xia; Fang, Xiao; Wang, Xu-dong; Zhang, Li-li; Zheng, Jia-wei; Shen, Guo-fang

2015-12-01

Flipped classroom is a new teaching model which is different from the traditional teaching method. The history and characteristics of flipped classroom teaching model were introduced in this paper. A discussion on how to establish flipped classroom teaching protocol in oral and maxillofacial surgery education was carried out. Curriculum transformation, construction of education model and possible challenges were analyzed and discussed.

An Analysis of Argumentation Discourse Patterns in Elementary Teachers' Science Classroom Discussions

NASA Astrophysics Data System (ADS)

Kim, Sungho; Hand, Brian

2015-04-01

This multiple case study investigated how six elementary teachers' argumentation discourse patterns related to students' discussions in the science classroom. Four categories of classroom characteristics emerged through the analysis of the teachers' transcripts and recorded class periods: Structure of teacher and student argumentation, directionality, movement, and structure of student talk. Results showed that the differences between the teachers' discourse patterns were related to their modified reformed teaching observation protocol (RTOP) scores and to how the interaction of those differences affected student learning. Teachers with high RTOP scores were more likely to challenge their students' claims, explanations, and defenses and to provide less guidance and more waiting time for their students' responses than teachers with medium- and low-level RTOP scores. Students in the high-level teachers' classes challenged, defended, rejected, and supported each other's ideas with evidence and required less guidance than students in the medium-level and low-level teachers' classes.

Comparative Analysis of Two Inquiry Observational Protocols: Striving to Better Understand the Quality of Teacher-Facilitated Inquiry-Based Instruction

ERIC Educational Resources Information Center

Marshall, Jeff C.; Smart, Julie; Lotter, Christine; Sirbu, Cristina

2011-01-01

With inquiry being one of the central tenets of the national and most state standards, it is imperative that we have a solid means to measure the quality of inquiry-based instruction being led in classrooms. Many instruments are available and used for this purpose, but many are either invalid or too global. This study sought to compare two…

Teachers' perceptions and use of a large-scale science education reform initiative for middle schools

NASA Astrophysics Data System (ADS)

Pistorius, Carolyn Sue

Reform efforts in science education have been increasing over the past decade. This quantitative design study explored middle school teachers' perceptions and attitudes about one such reform effort. Quantitative and qualitative data were gathered from teachers and their classrooms. The population consisted of all of the middle school science teachers who had completed at least one two-week session of professional development in the University of Alabama in Huntsville in-service region. The teachers were all involved in the Alabama Math, Science, and Technology Initiative (AMSTI). This initiative provided professional development and complete science modules, including materials for all K-8 teachers of science to use. Middle school teachers' (grades 6-8) perceptions, attitudes, and information about classroom decisions in teaching science using the AMSTI were obtained through the uses of the AMSTI Science Questionnaire, teacher interviews and classroom observations using the Reformed Teaching Observation Protocol (RTOP). Quantitative data were analyzed using ANOVA, chi-square, Tukey HSD statistical analyses. Qualitative data involved transcribing, coding, and determination of emerging themes. The AMSTI Science Questionnaire was found to have evidence of reliability and validity for the determination of the impact of professional development on teachers' perceptions and attitudes towards teaching science in their classrooms. Results of this study demonstrated that the more professional development experienced by the teachers was related to the number of lessons that the teachers used from the AMSTI modules. The amount of professional development was also related to the amount of time spent teaching and quality of the teaching as rated using the Reformed Teacher Observation Protocol. The more professional development the teachers received, the higher they self-reported their level of expertise in teaching the AMSTI science modules. Some of the strengths of the initiative included easy access to all materials necessary for teaching hands-on science, the availability of science specialists who come to the schools, and the professional development offered during the Summer Institutes. Some of the limitations of the initiative included a lack of communication between teachers and those involved with materials management. There were also materials management issues on utilization of science materials in the schools.

Sustaining inquiry-based teaching methods in the middle school science classroom

NASA Astrophysics Data System (ADS)

Murphy, Amy Fowler

This dissertation used a combination of case study and phenomenological research methods to investigate how individual teachers of middle school science in the Alabama Math, Science, and Technology Initiative (AMSTI) program sustain their use of inquiry-based methods of teaching and learning. While the overall context for the cases was the AMSTI program, each of the four teacher participants in this study had a unique, individual context as well. The researcher collected data through a series of interviews, multiple-day observations, and curricular materials. The interview data was analyzed to develop a textural, structural, and composite description of the phenomenon. The Reformed Teaching Observation Protocol (RTOP) was used along with the Assesing Inquiry Potential (AIP) questionnaire to determine the level of inquiry-based instruction occuring in the participants classrooms. Analysis of the RTOP data and AIP data indicated all of the participants utilized inquiry-based methods in their classrooms during their observed lessons. The AIP data also indicated the level of inquiry in the AMSTI curricular materials utilized by the participants during the observations was structured inquiry. The findings from the interview data suggested the ability of the participants to sustain their use of structured inquiry was influenced by their experiences with, beliefs about, and understandings of inquiry. This study contributed to the literature by supporting existing studies regarding the influence of teachers' experiences, beliefs, and understandings of inquiry on their classroom practices. The inquiry approach stressed in current reforms in science education targets content knowledge, skills, and processes needed in a future scientifically literate citizenry.

Investigating the applicability of activity-based quantum mechanics in a few high school physics classrooms

NASA Astrophysics Data System (ADS)

Escalada, Lawrence Todd

Quantum physics is not traditionally introduced in high school physics courses because of the level of abstraction and mathematical formalism associated with the subject. As part of the Visual Quantum Mechanics project, activity-based instructional units have been developed that introduce quantum principles to students who have limited backgrounds in physics and mathematics. This study investigates the applicability of one unit, Solids & Light, that introduces quantum principles within the context of learning about light emitting diodes. An observation protocol, attitude surveys, and questionnaires were used to examine the implementation of materials and student-teacher interactions in various secondary physics classrooms. Aspects of Solids & Light including the use of hands-on activities, interactive computer programs, inexpensive materials, and the focus on conceptual understanding were very applicable in the various physics classrooms observed. Both teachers and students gave these instructional strategies favorable ratings in motivating students to make observations and to learn. These ratings were not significantly affected by gender or students, attitudes towards physics or computers. Solid's & Light was applicable in terms of content and teaching style for some teachers. However, a mismatch of teaching styles between some instructors and the unit posed some problems in determining applicability. Observations indicated that some instructors were not able to utilize the exploratory instructional strategy of Solid's & Light. Thus, Solids & Light must include additional support necessary to make the instructor comfortable with the subject matter and pedagogical style. With these revisions, Solids & Light, will have all the key components to make its implementation in a high school physics classroom a successful one.

Classroom acoustics and intervention strategies to enhance the learning environment

NASA Astrophysics Data System (ADS)

Savage, Christal

The classroom environment can be an acoustically difficult atmosphere for students to learn effectively, sometimes due in part to poor acoustical properties. Noise and reverberation have a substantial influence on room acoustics and subsequently intelligibility of speech. The American Speech-Language-Hearing Association (ASHA, 1995) developed minimal standards for noise and reverberation in a classroom for the purpose of providing an adequate listening environment. A lack of adherence to these standards may have undesirable consequences, which may lead to poor academic performance. The purpose of this capstone project is to develop a protocol to measure the acoustical properties of reverberation time and noise levels in elementary classrooms and present the educators with strategies to improve the learning environment. Noise level and reverberation will be measured and recorded in seven, unoccupied third grade classrooms in Lincoln Parish in North Louisiana. The recordings will occur at six specific distances in the classroom to simulate teacher and student positions. The recordings will be compared to the American Speech-Language-Hearing Association standards for noise and reverberation. If discrepancies are observed, the primary investigator will serve as an auditory consultant for the school and educators to recommend remediation and intervention strategies to improve these acoustical properties. The hypothesis of the study is that the classroom acoustical properties of noise and reverberation will exceed the American Speech-Language-Hearing Association standards; therefore, the auditory consultant will provide strategies to improve those acoustical properties.

Implementation of National Science Education Standards in suburban elementary schools: Teachers' perceptions and classroom practices

NASA Astrophysics Data System (ADS)

Khan, Rubina Samer

2005-07-01

This was an interpretive qualitative study that focused on how three elementary school science teachers from three different public schools perceived and implemented the National Science Education Standards based on the Reformed Teaching Observation Protocol and individual interviews with the teachers. This study provided an understanding of the standards movement and teacher change in the process. Science teachers who were experienced with the National Science Education Standards were selected as the subjects of the study. Grounded in the theory of teacher change, this study's phenomenological premise was that the extent to which a new reform has an effect on students' learning and achievement on standardized tests depends on the content a teacher teaches as well as the style of teaching. It was therefore necessary to explore how teachers understand and implement the standards in the classrooms. The surveys, interviews and observations provided rich data from teachers' intentions, reflections and actions on the lessons that were observed while also providing the broader contextual framework for the understanding of the teachers' perspectives.

Observations of Undergraduate Geoscience Instruction in the US: Measuring Student Centered Teaching

NASA Astrophysics Data System (ADS)

Teasdale, R.; Manduca, C. A.; Mcconnell, D. A.; Bartley, J. K.; Bruckner, M. Z.; Farthing, D.; Iverson, E. A. R.; Viskupic, K. M.

2014-12-01

The Reformed Teaching Observation Protocol (RTOP; Swada, et al., 2002) has been used by a trained team of On the Cutting Edge (CE) observers to characterize the degree of student-centered teaching in US college and university geoscience classrooms. Total RTOP scores are derived from scores on 25 rubric items used to characterize teaching practices in categories of lesson design, content delivery, student-instructor and student-student interactions. More than 200 classroom observations have been completed by the RTOP team in undergraduate courses at a variety of US institution types (e.g., community colleges, research universities). A balanced mix of early career, mid-career, and veteran faculty are included, and the study examines class sizes ranging from small (<30) to large (>80 students). Observations are limited to one class session and do not include laboratories or field activities. Data include RTOP scores determined by a trained observer during the classroom observation and an online survey in which the observed instructors report on their teaching practices. RTOP scores indicate that the observed geoscience classes feature varying degrees of student-centered teaching, with 30% of observed classes categorized as teacher-centered (RTOP scores ≤30), 45% of observed classes categorized as transitional classrooms (RTOP scores 31-49) and 25% are student-centered (RTOP scores ≥ 50). Instructor self-report survey data and RTOP scores indicate that geoscience faculty who have participated in one or more CE professional development event and use the CE website have an average RTOP score of 49, which is significantly higher (> 15 points) than the average score of faculty who have not participated in CE events and have not used the website. Approximately 60% of student-centered classes (those with high RTOP scores) use some traditional lecture nearly every day, but are also are likely to include an in-class activity or group discussion (e.g. Think-Pair-Share). More than 50% of instructors in student-centered classes report spending 30% or less of their class time on such activities (e.g. ≤ 15 minutes of a 50 minute class period), indicating that a relatively small investment can yield important impacts in engaging undergraduate geoscience students.

A case study of an experienced teacher's beliefs and practice during implementation of an inquiry-based approach in her elementary science classroom

NASA Astrophysics Data System (ADS)

Martin, Anita Marie Benna

The purpose of this study was to examine the relationship between one teacher's beliefs and her practices. This study examined this relationship during the implementation of reform by the teacher in the area of science as recommended by the National Science Education Standards (NRC, 1996). This study was a single case study of one experienced elementary teacher who was implementing the Science Writing Heuristic (SWH) approach in her science classroom. The study's focus was on the relationship between the teacher's beliefs and her practice during this innovation, as well as the factors that influenced that relationship. Data were collected from multiple sources such as routinely scheduled interviews, classroom observations, researcher's fieldnotes, teacher's written reflections, professional development liaison reflections, student responses, video-tape analysis, think-aloud protocol, audio-tapes of student discourse, metaphor analysis, and Reformed Teacher Observation Protocol (RTOP) scores. Data analysis was conducted using two different approaches: constant comparative method and RTOP scores. Results indicate that a central belief of this teacher was her beliefs about how students learn. This belief was entangled with other more peripheral beliefs such as beliefs about the focus of instruction and beliefs about student voice. As the teacher shifted her central belief from a traditional view of learning to one that is more closely aligned with a constructivist' view, these peripheral beliefs also shifted. This study also shows that the teacher's beliefs and her practice were consistent and entwined throughout the study. As her beliefs shifted, so did her practice and it supports Thompson's (1992) notion of a dialectic relationship between teacher beliefs and practice. Additionally, this study provides implications for teacher education and professional development. As teachers implement reform efforts related to inquiry in their science classrooms, professional development should include opportunities for teachers to reflect on their beliefs about how students learn, in comparison to the beliefs that underlie the reform. Reflective components of professional development are necessary for shifts in teacher beliefs and could improve reform efforts in teachers' instructional practices. Teacher inservice programs should also include opportunities for preservice teachers to reflect upon their beliefs about how students learn.

Transitions: A Classroom Management Concept Related to Effective Teaching. Student Guide. Utah Protocol Materials Project.

ERIC Educational Resources Information Center

Utah State Univ., Logan. Utah Protocol Materials Project.

This student guide is part of a protocol learning module designed to teach the prospective teacher to make smooth transitions from one activity to another, in order to deter disruptive behavior in the course of the transition. The entire module consists of this guide, a protocol film, and testing materials. The student guide contains: (a)…

Interpreting Students' and Teachers' Discourse in Science Classes: An Underestimated Problem?

ERIC Educational Resources Information Center

Klaassen, C. W. J. M.; Lijnse, P. L.

1996-01-01

Deals with the problem of the proper interpretation of discourse between students and teachers in classrooms. Presents several interpretations of a concrete classroom protocol in terms of misconceptions. Draws on Davidson's principle of charity and distinguishes between belief and meaning to present an analysis that interprets the discourse…

Classroom Management Challenges in the Dance Class

ERIC Educational Resources Information Center

Clark, Dawn

2007-01-01

Teaching dance can be a challenge because of the unique classroom-management situations that arise from the dynamic nature of the class content. Management is a delicate navigation of advance planning; rule setting; the establishment and implementation of daily protocols, routines, and interventions; and the teacher's own presentation. This…

The Student Actions Coding Sheet (SACS): An instrument for illuminating the shifts toward student-centered science classrooms

NASA Astrophysics Data System (ADS)

Erdogan, Ibrahim; Campbell, Todd; Hashidah Abd-Hamid, Nor

2011-07-01

This study describes the development of an instrument to investigate the extent to which student-centered actions are occurring in science classrooms. The instrument was developed through the following five stages: (1) student action identification, (2) use of both national and international content experts to establish content validity, (3) refinement of the item pool based on reviewer comments, (4) pilot testing of the instrument, and (5) statistical reliability and item analysis leading to additional refinement and finalization of the instrument. In the field test, the instrument consisted of 26 items separated into four categories originally derived from student-centered instruction literature and used by the authors to sort student actions in previous research. The SACS was administered across 22 Grade 6-8 classrooms by 22 groups of observers, with a total of 67 SACS ratings completed. The finalized instrument was found to be internally consistent, with acceptable estimates from inter-rater intraclass correlation reliability coefficients at the p < 0.01 level. After the final stage of development, the SACS instrument consisted of 24 items separated into three categories, which aligned with the factor analysis clustering of the items. Additionally, concurrent validity of the SACS was established with the Reformed Teaching Observation Protocol. Based on the analyses completed, the SACS appears to be a useful instrument for inclusion in comprehensive assessment packages for illuminating the extent to which student-centered actions are occurring in science classrooms.

Scientists in the making: An ethnographic investigation of scientific processes as literate practice in an elementary classroom

NASA Astrophysics Data System (ADS)

Crawford, Teresa Jo

This study explored the issue of literacy in science by examining how the social and academic literate practices in an elementary classroom formed the basis for learning across the curriculum, with a specific focus on the disciplinary field of science. Through the study of classroom interaction, issues related to student knowledge and ability were addressed as they pertain to scientific literacy in the context of science education reform. The theoretical framework guiding this study was drawn from sociocultural studies of scientific communities and interactional ethnography in education. To investigate the literate practices of science in a school setting, data were collected over a two-year period with the same teacher in her third grade and then her fourth/fifth grade classroom. Data were collected through participant observation in the form of fieldnotes, video data, interviews, and various artifacts (e.g., writings, drawings, teaching protocols). Using ethnographic and sociolinguistic methods of analysis this work examined classroom members' discursive practices to illustrate the role that discourse plays in creating opportunities for engagement in, and access to, scientific knowledge. These analyses revealed that the discursive actions and practices among members of this classroom shaped a particular type of learning environment that was process-oriented and inquiry based. It was shown that this learning environment afforded opportunities for students to engage in the processes of science outside the official, planned curriculum, often leading to whole class scientific investigations and discussions. Additionally, within this classroom community students were able to draw on multiple discourses to display their knowledge of scientific concepts and practices. Overall, this study found that the literate practices of this classroom community, as they were socially constructed among members, contributed to opportunities for students to practice science and demonstrate scientific literacy.

Coaching Teachers to Support Child Communication across Daily Routines in Early Head Start Classrooms

ERIC Educational Resources Information Center

Friedman, Mollie; Woods, Juliann

2015-01-01

This study investigates the use of a situated coaching protocol in Early Head Start (EHS) classrooms to increase teachers' use of communication facilitation strategies with children identified with delays during typical play and caregiving routines. A single-case, multiple baseline design across 3 EHS teachers and children with communication…

Energy Efficiency Technology Demonstration Project for Florida Educational Facilities: Occupancy Sensors.

ERIC Educational Resources Information Center

Floyd, David B.; Parker, Danny S.; McIlvaine, Janet E. R.; Sherwin, John R.

A Florida study replaced conventional light switches with passive infrared or ultrasonic sensing systems to control classroom lighting in an elementary school to determine the performance of such controls in saving energy. A before-and-after monitoring protocol was used for 33 classrooms and 7 offices in which electrical demand data were…

Seventh-Day Adventist Teachers' Perceptions of Inclusion Classrooms and Identification of Challenges to Their Implementation

ERIC Educational Resources Information Center

Sargeant, Marcel A. A.; Berkner, Donna

2015-01-01

This qualitative study investigated the perceptions and challenges of Seventh-day Adventist teachers towards inclusion classrooms in the United States. For this study, 17 participants were interviewed using two 12-item interview protocols. The analysis of the teachers' responses revealed five key perceptions. First, teachers have positive…

Feasibility and Acceptability of Adapting the Eating in the Absence of Hunger Assessment for Preschoolers in the Classroom Setting

PubMed Central

Soltero, Erica G.; Ledoux, Tracey; Lee, Rebecca E.

2015-01-01

Eating in the Absence of Hunger (EAH) represents a failure to self-regulate intake leading to overconsumption. Existing research on EAH has come from the clinical setting, limiting our understanding of this behavior. The purpose of this study was to describe the adaptation of the clinical EAH paradigm for preschoolers to the classroom setting and evaluate the feasibility and acceptability of measuring EAH in the classroom. The adapted protocol was implemented in childcare centers in Houston, Texas (N=4) and Phoenix, Arizona (N=2). The protocol was feasible, economical, and time efficient, eliminating previously identified barriers to administering the EAH assessment such as limited resources and the time constraint of delivering the assessment to participants individually. Implementation challenges included difficulty in choosing palatable test snacks that were in compliance with childcare center food regulations and the limited control over the meal that was administered prior to the assessment. The adapted protocol will allow for broader use of the EAH assessment and encourage researchers to incorporate the assessment into longitudinal studies in order to further our understanding of the causes and emergence of EAH. PMID:26172567

Exploring a Model of Situated Professional Development: Impact on Classroom Practice

NASA Astrophysics Data System (ADS)

Singer, Jonathan; Lotter, Christine; Feller, Robert; Gates, Harry

2011-04-01

A hallmark of current science education reform involves teaching through inquiry. However, the widespread use of inquiry-based instruction in many classrooms has not occurred (Roehrig and Luft in Int J Sci Educ 26:3-24, 2004; Schneider et al. in J Res Sci Teach 42:283-312, 2005). The purpose of this study was to investigate the impact of a professional development program on middle school science teachers' ability to enact inquiry-based pedagogical practices. Data were generated through evaluation of teacher practice using the Reformed Teaching Observation Protocol (RTOP) (Sawada et al. in School Sci Math 102:245-253, 2002) at three distinct junctures, before, during, and after the professional development treatment. Analysis of teacher-participant post-institute reflections was then utilized to determine the perceived role of the various institute components. Statistical significant changes in RTOP scores indicated that the teachers were able to successfully transfer the enactment of the inquiry-based practices into their classrooms. The subsequent discussion provides connection between these pedagogical changes with use of professional development strategies that provide a situated learning environment.

The Relationship Between Reformed Teaching and Students' Creativity in a Chinese Middle School

NASA Astrophysics Data System (ADS)

Wu, Chenglin

Current education reform in both the United States and China promotes a reformed inquiry-based approach based on the constructivist learning theory. This study contributes to the research literature by exploring the relationship between reformed science teaching and students' creativity. Chinese education is often criticized for a lack of creativity by some news media (Stack, 2011). This study was designed to explore the creativity of students and the extent to which inquiry instruction is used in the science classroom. The study used a convenience sample of two classes from a middle school located in Wuhu city, Anhui province, China. A total of 120 students and 3 science teachers participated. A mixed-methods research approach was adopted for integrated explanation. Student surveys, the Torrance Test of Creative Thinking (TTCT), Verbal, Reformed Teaching Observation Protocol (RTOP), and semi-structured interview were utilized as research tools for collecting quantitative and qualitative data. The findings indicate that there was a positive relationship between reformed teaching and students' creativity (F (2, 117) = 19.760, p<.001). Classroom observation generally indicated that the participating teachers were skillful at promoting conceptual understanding and provoking high-level thinking. However, evidence of student-centered instruction was less apparent. The semi-structured interviews with participating teachers showed a positive attitude toward inquiry-based teaching but also revealed several challenges. The findings from the Verbal TTCT and classroom observation provided evidence of Chinese students' creativity. Directions for future research are provided.

Study design and protocol for a mixed methods evaluation of an intervention to reduce and break up sitting time in primary school classrooms in the UK: The CLASS PAL (Physically Active Learning) Programme

PubMed Central

Routen, Ash C; Biddle, Stuart J H; Bodicoat, Danielle H; Cale, Lorraine; Clemes, Stacy; Edwardson, Charlotte L; Glazebrook, Cris; Harrington, Deirdre M; Khunti, Kamlesh; Pearson, Natalie; Salmon, Jo; Sherar, Lauren B

2017-01-01

Introduction Children engage in a high volume of sitting in school, particularly in the classroom. A number of strategies, such as physically active lessons (termed movement integration (MI)), have been developed to integrate physical activity into this learning environment; however, no single approach is likely to meet the needs of all pupils and teachers. This protocol outlines an implementation study of a primary school-based MI intervention: CLASS PAL (Physically Active Learning) programme. This study aims to (A) determine the degree of implementation of CLASS PAL, (B) identify processes by which teachers and schools implement CLASS PAL and (C) investigate individual (pupil and teacher) level and school-level characteristics associated with implementation of CLASS PAL. Methods and analysis The intervention will provide teachers with a professional development workshop and a bespoke teaching resources website. The study will use a single group before-and-after design, strengthened by multiple interim measurements. Six state-funded primary schools will be recruited within Leicestershire, UK. Evaluation data will be collected prior to implementation and at four discrete time points during implementation: At measurement 0 (October 2016), school, teacher and pupil characteristics will be collected. At measurements 0 and 3 (June–July 2017), accelerometry, cognitive functioning, self-reported sitting and classroom engagement data will be collected. At measurements 1(December 2016–March 2017) and 3, teacher interviews (also at measurement 4; September–October 2017) and pupil focus groups will be conducted, and at measurements 1 and 2 (April–May 2017), classroom observations. Implementation will be captured through website analytics and ongoing teacher completed logs. Ethics and dissemination Ethical approval was obtained through the Loughborough University Human Participants Ethics Sub-Committee (Reference number: R16-P115). Findings will be disseminated via practitioner and/or research journals and to relevant regional and national stakeholders through print and online media and dissemination event(s). PMID:29122808

Participating in Authentic Science with the Aid of Learning Progressions through Mission Earth Workshops

NASA Astrophysics Data System (ADS)

Lewis, P. M., Jr.; Taylor, J.; Harte, T.; Czajkowski, K. P.

2016-12-01

"MISSION EARTH: Fusing GLOBE with NASA Assets to Build Systemic Innovation In STEM Education" is one of the new education cooperative agreements funded by the NASA Science Mission Directorate. Students will learn how to conduct "real science" through hands-on data collection using Global Learning and Observations to Benefit the Environment (GLOBE) protocols combined with other NASA science educational materials. This project aims to work with educators spanning the full K-12 range, requiring three grade bands of learning progressions and vertical alignment among materials and resources to best meet classroom needs. From K to 12 students have vastly different abilities to conduct and learn from scientific investigations. Hand-picked NASA assets will provide appropriate exposure across the curriculum and grade bands, and we are developing unique learning progressions that bring together GLOBE protocols for data collection and learning activities, NASA data sets through MY NASA DATA for data comparison, and more. The individual materials are not limited to science, but also include all elements of STEM with literacy components added in where appropriate. This will give the students an opportunity to work on better understanding the world around them in a well-rounded way, and offer cross-subject/classroom exposure to improve student understanding. To ensure that these learning progressions can continue to be used in the classroom in the future, alignment to the Next Generation Science Standards will help frame all of the materials and products. The learning progressions will be living documents that will change based on context. After several iterations, it is our goal to produce learning progressions for grades K-12 that will allow any STEM teacher to pick up and infuse NASA and GLOBE in their classroom at any location and at any time in their school year. This presentation will share results from the first year of development for this project.

Classroom implementation of the practices learned in the Master of Chemistry Education program by the School District of Philadelphia's high school chemistry teachers

NASA Astrophysics Data System (ADS)

Jayaraman, Uma Devi

This dissertation reports the results of an exploratory case study utilizing quantitative and qualitative methodologies intended to ascertain the extent and differences of implementation of research-based instructional practices, learned in an intensive 26-month professional development, in their urban classrooms. Both the extent and differences in the implementation of practices were investigated in relation to the lesson design and implementation, content, and classroom culture aspects of research-based practices. Additionally, this research includes the concerns of the teachers regarding the factors that helped or hindered the implementation of research-based practices in their classrooms. Six graduates of the Master of Chemistry Education Program who were teaching a chemistry course in a high school in the School District of Philadelphia at the time of the study (2006-8), were the case. The teachers completed a concerns questionnaire with closed and open-ended items, and rated their perceptions of the extent of implementation of the practices in their urban classrooms. Additionally, the teachers were observed and rated by the researcher using a reform-teaching observation protocol and were interviewed individually. Also, the teachers submitted their lesson plans for the days they were observed. Data from these sources were analyzed to arrive at the findings for this study. The research findings suggest that the group of teachers in the study implemented the research-based practices in their classrooms to a low extent when compared to the recommended practices inherent to the MCE Program. The extents of implementation of the practices differed widely among the teachers, from being absent to being implemented at a high level, with inconsistent levels of implementation from various data sources. Further, the teachers expressed the depth of knowledge (gained in the MCE Program), formal laboratory exercises and reports, administrative support, self-motivated students, and group/collaborative work as several factors that enabled or would have enabled the implementation of practices. Among the many factors that hindered the implementation of the practices in their urban classrooms were, the core curriculum and pacing schedule, followed by test preparation, administrative paper-work, large class-size, students not prepared for student-centered work, poor math and reading skills of students, students' lack of motivation, unsupportive department head, unresponsive administration, and lack of resources.

The Scene of the Crime: Classroom Integration of Biosafety, Microscopy & Forensics

ERIC Educational Resources Information Center

Green, Michelle L.; Novakofski, Jan; Green, Ryan W.; Manjerovic, Mary Beth; Mateus-Pinilla, Nohra

2014-01-01

Providing both introductory information and biosecurity protocols in laboratory, farm, and field settings is central to student learning and safety. However, even when clear protocols are provided, students do not fully understand the consequences of their actions. We present a crime scene that requires evidence investigation to improve basic…

Application of the instructional congruence framework: Developing supplemental materials for English language learners

NASA Astrophysics Data System (ADS)

Drews, Tina Skjerping

2009-12-01

This dissertation is a study of the instructional congruence framework as it was used to develop and pilot a supplemental science unit on energy and the environment for sixth grade students in Arizona. With the growing linguistic and cultural diversity of children in American schools, congruent materials are more important now than ever before. The supplemental materials were designed by the researcher and underwent a six person, three educator and three engineer, panel review. The revised materials were then piloted in two sixth grade classrooms in the Southwest with high numbers of English language learners. Classroom observation, teacher interviews, and the classroom observation protocol were utilized to understand the fidelity to the instructional congruence framework. The fidelity of implementation of materials was subject to the realities of varied educational contexts. Piloting materials in urban contexts with diverse students involved additional challenges. The results of the study explore the challenges in creating instructionally congruent materials for diverse students in urban contexts. Recommendations are provided for curriculum developers that undertake the task of creating instructionally congruent materials and emphasize the need to devise innovative methods of creation, while understanding that there is no perfect solution. The education community as a whole could benefit from incorporating and synthesizing the instructional congruence framework in order to provide maximum opportunities in science for all students.

Does a Teacher's Classroom Observation Rating Vary across Multiple Classrooms?

ERIC Educational Resources Information Center

Lei, Xiaoxuan; Li, Hongli; Leroux, Audrey J.

2018-01-01

Classroom observations have been increasingly used for teacher evaluations, and it is important to examine the measurement quality and the use of observation ratings. When a teacher is observed in multiple classrooms, his or her observation ratings may vary across classrooms. In that case, using ratings from one classroom per teacher may not be…

An Evaluation Protocol for Selection of Educational Technologies for Students with Developmental Disabilities: A Demonstration Study Using iPad Apps

ERIC Educational Resources Information Center

Arthanat, Sajay; Curtin, Christine; Kontak, David

2015-01-01

Mainstream technologies are widely being employed in inclusive and special education classrooms to accommodate the learning needs of students. As the evidence of their effectiveness evolves, educators and school-based therapists need tools and documentable strategies for their implementation. This research presents an evaluation protocol to guide…

Guidance for Technology Decisions from Classroom Observation

ERIC Educational Resources Information Center

Bielefeldt, Talbot

2012-01-01

Correlational analysis of two years of classroom observation indicates relationships between technology use and various classroom characteristics, including teacher roles and instructional strategies. Three observers used the ISTE Classroom Observation Tool (ICOT) to record 144 observations of classrooms participating in a variety of educational…

Approaching a Sacred Song: Toward a Respectful Presentation of the Discourse we Study

ERIC Educational Resources Information Center

Palmer, Andie Diane

2007-01-01

Educators who focus on American Indian or First Nations languages often have the privilege of bringing tape recordings of songs and stories to their students in the classroom. Learning the protocols for such sharing of the treasured gifts of ancestors is made easier by the good examples of teachers in and out of the classroom, who share such gifts…

Classroom Modified Split-Root Technique and Its Application in a Plant Habitat Selection Experiment at the College Level

ERIC Educational Resources Information Center

Elliott, Shannon S.; Winter, Peggy A.

2011-01-01

The split-root technique produces a plant with two equal root masses. Traditionally, the two root masses of the single plant are cultivated in adjacent pots with or without roots from competitors for the purpose of elucidating habitat preferences. We have tailored this technology for the classroom, adjusting protocols to match resources and time…

Factors Affecting the Implementation of Argument in the Elementary Science Classroom. A Longitudinal Case Study

NASA Astrophysics Data System (ADS)

Martin, Anita M.; Hand, Brian

2009-01-01

This longitudinal case study describes the factors that affect an experienced teacher’s attempt to shift her pedagogical practices in order to implement embedded elements of argument into her science classroom. Research data was accumulated over 2 years through video recordings of science classes. The Reformed Teacher Observation Protocol (RTOP) is an instrument designed to quantify changes in classroom environments as related to reform as defined by the National Research Council ( National science education standards. Washington, DC: National Academy Press, 1996b) and the National Research Council ( Fulfilling the promise: Biology education in the nation’s schools, Washington, DC: National Academy Press, 1990) and was used to analyze videotaped science lessons. Analysis of the data shows that there was a significant shift in the areas of teacher questioning, and student voice. Several levels of subsequent analysis were completed related to teacher questioning and student voice. The data suggests a relationship between these areas and the implementation of scientific argument. Results indicate that the teacher moved from a traditional, teacher-centered, didactic teaching style to instructional practices that allowed the focus and direction of the lesson to be affected by student voice. This was accomplished by a change in teacher questioning that included a shift from factual recall to more divergent questioning patterns allowing for increased student voice. As student voice increased, students began to investigate ideas, make statements or claims and to support these claims with strong evidence. Finally, students were observed refuting claims in the form of rebuttals. This study informs professional development related to experienced teachers in that it highlights pedagogical issues involved in implementing embedded elements of argument in the elementary classroom.

Instructional and Career Guidance in STEM: An Improvement Initiative to Create Opportunities for Female High School Students

NASA Astrophysics Data System (ADS)

Belcher, Aaron Heath

The purpose of this disquisition is to disseminate an improvement initiative in a public high school that addressed female Science, Technology, Engineering and Math (STEM) disparity in STEM classes. In this high school current instructional and career guidance practices were inadequate in providing female STEM students opportunities to experience relevant instruction in STEM through the application of real world practices. The improvement initiative identified four interventions using qualitative research that addressed the question, how do instructional and career guidance practices that emphasize the real world application of STEM impact the academic choices and career aspirations of female STEM students? The interventions include (1) instructional feedback (2) instructional resources, (3) career coaching, and (4) community college partnership. These interventions were chosen as a result of insider research methods that followed a scan, focus, summarize framework for understanding the problem. The aim of the improvement initiative was to develop structured protocols that impact STEM classroom and career guidance practices. An intervention team intended to identify opportunities for female STEM students to experience the real world application of STEM. First, the research context is explained. Then, a review of the literature explains foundation knowledge that led to the conceptual and leadership framework. Next, the research methodology is outlined including design and participants, survey instruments, procedures, timeline, and measures. The research methodology is followed by an analysis of data for instructional and career guidance practice efficacy. Finally, a discussion of the initiative and its outcome are illustrated through the stories of three female STEM students. As a result of these stories, the intervention team developed STEM classroom observation protocols. These protocols can be used by school leaders as a structure for STEM instruction and career guidance.

Irie Classroom Toolbox: a study protocol for a cluster-randomised trial of a universal violence prevention programme in Jamaican preschools

PubMed Central

Baker-Henningham, Helen; Vera-Hernández, Marcos; Alderman, Harold; Walker, Susan

2016-01-01

Introduction We aim to determine the effectiveness of a school-based violence prevention programme implemented in Jamaican preschools, on reducing the levels of aggression among children at school, and violence against children by teachers. Methods and analysis This is a 2-arm, single-blind, cluster-randomised controlled trial with parallel assignment. Clusters are 76 preschools in Kingston, and all teachers and classrooms in the selected schools are included in the study. In addition, a random sample of up to 12 children in the 4-year-old classes have been selected for evaluation of child-level outcomes. The intervention involves training teachers in classroom behaviour management and in strategies to promote children's social-emotional competence. Training is delivered through five full-day workshops, monthly in-class coaching over 2 school terms, and weekly text messages. The primary outcome measures are: (1) observed levels of child aggression and (2) observed violence against children by teachers. Secondary outcomes include observations of the levels of children's prosocial behaviour and the quality of the classroom environment, teachers’ reports of their mental health, teacher-reported child mental health, direct tests of children's self-regulation and child attendance. Ethics and dissemination If this intervention were effective at improving the caregiving environment of young children in school, this would have significant implications for the prevention of child mental health problems, and prevention of violence against children in low and middle-income countries where services are often limited. The intervention is integrated into the school system and involves training existing staff, and thus, represents an appropriate strategy for large-scale implementation and benefits at the population level. Ethical consent for the study was given by the School of Psychology Ethics and Research Committee, Bangor University (ref: 2014-14167), and by the University of the West Indies Ethics Committee (ref: ECP 50,14/15). Trial registration number ISRCTN11968472; Pre-results. PMID:27165651

The impact of a science-based integrated instructional protocol on the motivation, reading comprehension, and science achievement of fourth and fifth graders

NASA Astrophysics Data System (ADS)

Stephens, Kathy E.

The purpose of this study was to determine the impact of implementing an integrated instructional protocol of science-based informational texts as teacher read alouds, student independent reading, and written journal responses on motivation, reading comprehension, and science achievement of fourth- and fifth-grade students with attention to specific student groups, including gender and ethnicities. A mixed methods research design included a 12-week intervention conducted with 68 fourth and fifth graders and 30 nonintervention fourth and fifth graders. Participating fourth and fifth graders completed the comprehension subtest of the Gates-MacGinitie Reading Test ([GMRT] MacGinitie, MacGinitie, Maria, & Dreyer, 2000) and the Texas Assessment of Knowledge and Skills ([TAKS] Texas Education Agency [TEA], 2005a). The Reading Survey of the Motivation to Read Profile ([MRP], Gambrell, Palmer, Codling, & Mazzoni, 1996) served as another quantitative data source. Qualitative data sources included classroom observations, key informant interviews, and student journal entries. The GMRT results indicated that the intervention fourth graders demonstrated the largest growth in reading comprehension achievement. Significant differences were noted by GMRT results between the intervention and nonintervention fourth graders. A significant difference was found between fourth-grade males and females on the GMRT, with a larger gain posted by the females. No significant differences were found on the GMRT in fifth grade Reading TAKS results indicated a significant difference between intervention fourth-grade Hispanic and African American students, while fifth-grade Science TAKS results indicated no significant differences. The MRP Reading Survey results indicated no significant differences; however, fourth-grade Hispanic and fifth-grade male students demonstrated significant growth. Classroom observations documented the progress of the 12-week intervention; 9 primary instructional and behavioral themes with 40 subcategories were discovered using open coding (Berg, 2004). Data were collected from the MRP Conversational Interview (Gambrell et al., 1996) with 12 key informants, and their journal entries provided evidence of the impact of the instructional protocol. Findings from this study seemed to confirm that students may experience improvement in reading comprehension after participation in an integrated instructional protocol. Findings also suggested gaps in minority ethnicities may be minimized, while female students continued to outscore male students.

The impact of a professional development model on middle school science teachers' efficacy and implementation of inquiry

NASA Astrophysics Data System (ADS)

Lotter, Christine; Smiley, Whitney; Thompson, Stephen; Dickenson, Tammiee

2016-12-01

This study investigated a professional development model designed to improve teachers' inquiry teaching efficacy as well as the quality of their inquiry instruction through engaging teachers in practice-teaching and reflection sessions. The programme began with a two-week summer Institute focused on both inquiry pedagogy and science content and continued with academic year support for participants' inquiry implementation. An inquiry teaching efficacy instrument was administered 3 times to 25 teacher participants to gauge changes in their personal self-efficacy and outcome expectancy across 5 essential features of classroom inquiry. To examine actual practices, pre/post classroom observations of the teachers' inquiry enactments were evaluated using a quality of inquiry observation protocol. Following the summer Institute, teachers had statistically significant increases in their self-efficacy for teaching inquiry in four of the five essential features and increases in one of the five essential features for outcome expectancy. Teachers' quality of inquiry teaching also increased after the professional development programme. We discuss implications of this PD model for moving teachers towards implementation of new instructional techniques as well as the influence of a supportive school community on teachers' efficacy with inquiry instruction.

Motor competence and characteristics within the preschool environment.

PubMed

True, Larissa; Pfeiffer, Karin Allor; Dowda, Marsha; Williams, Harriet G; Brown, William H; O'Neill, Jennifer R; Pate, Russell R

2017-08-01

Environmental characteristics within preschools that influence children's motor competence are largely unknown. The purpose of the present study was to examine the contribution of various preschool environmental characteristics to children's locomotor, object control, and total gross motor scores. Cross-sectional, observational study of 3-5 year-old children (n=229) from 22 preschools in South Carolina. The Children's Activity and Movement in Preschool Study (CHAMPS) Motor Skills Protocol assessed MC. Preschool directors provided information regarding policies and practices. The research team measured playgrounds and classrooms, and the Early Childhood Environment Rating Scale-Revised assessed preschool quality. Time spent in open space and electronic media use were also assessed using direct observation. The aforementioned variables predicted children's object control, locomotor, and total gross motor scores. Classroom size/child ratio, teacher education, playground size, electronic media use, and trips to outside organizations emerged as significant predictors of locomotor score and total motor score. The object control model was non-significant. Preschools may be able to promote motor competence by allowing children more time in open spaces, structured activity experiences, and by expanding existing outdoor playground space whenever possible. Copyright © 2017 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Study design and protocol for a mixed methods evaluation of an intervention to reduce and break up sitting time in primary school classrooms in the UK: The CLASS PAL (Physically Active Learning) Programme.

PubMed

Routen, Ash C; Biddle, Stuart J H; Bodicoat, Danielle H; Cale, Lorraine; Clemes, Stacy; Edwardson, Charlotte L; Glazebrook, Cris; Harrington, Deirdre M; Khunti, Kamlesh; Pearson, Natalie; Salmon, Jo; Sherar, Lauren B

2017-11-08

Children engage in a high volume of sitting in school, particularly in the classroom. A number of strategies, such as physically active lessons (termed movement integration (MI)), have been developed to integrate physical activity into this learning environment; however, no single approach is likely to meet the needs of all pupils and teachers. This protocol outlines an implementation study of a primary school-based MI intervention: CLASS PAL (Physically Active Learning) programme. This study aims to (A) determine the degree of implementation of CLASS PAL, (B) identify processes by which teachers and schools implement CLASS PAL and (C) investigate individual (pupil and teacher) level and school-level characteristics associated with implementation of CLASS PAL. The intervention will provide teachers with a professional development workshop and a bespoke teaching resources website. The study will use a single group before-and-after design, strengthened by multiple interim measurements. Six state-funded primary schools will be recruited within Leicestershire, UK.Evaluation data will be collected prior to implementation and at four discrete time points during implementation: At measurement 0 (October 2016), school, teacher and pupil characteristics will be collected. At measurements 0 and 3 (June-July 2017), accelerometry, cognitive functioning, self-reported sitting and classroom engagement data will be collected. At measurements 1(December 2016-March 2017) and 3 , teacher interviews (also at measurement 4; September-October 2017) and pupil focus groups will be conducted, and at measurements 1 and 2 (April-May 2017), classroom observations. Implementation will be captured through website analytics and ongoing teacher completed logs. Ethical approval was obtained through the Loughborough University Human Participants Ethics Sub-Committee (Reference number: R16-P115). Findings will be disseminated via practitioner and/or research journals and to relevant regional and national stakeholders through print and online media and dissemination event(s). © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

One Good Look Deserves Another: Combining Methodologies to Describe Classrooms. Report No. 5084.

ERIC Educational Resources Information Center

Kugle, C. L.; Clements, R. O.

Qualitative and quantitative methodology in classroom observation were combined in this study that examined nine second grade reading classes. Each classroom was observed by an ethnographer and a classroom coder ten times throughout the year, and each observation lasted 90 minutes. For each classroom, four of the ten observations were also…

Evaluating the effectiveness of a laboratory-based professional development program for science educators

NASA Astrophysics Data System (ADS)

Amolins, Michael Wayne

The development of effective science educators has been a long-standing goal of the American education system. Numerous studies have suggested a breadth of professional development programs that have sought to utilize constructivist principles in order to orchestrate movement toward student-led, inquiry-based instruction. Very few, however, have addressed a missing link between the modern scientific laboratory and the traditional science classroom. While several laboratory-based training programs have begun to emerge in recent years, the skills necessary to translate this information into the classroom are rarely addressed. The result is that participants are often left without an outlet or the confidence to integrate these into their lessons. The purpose of this study was to examine the effectiveness of a laboratory-based professional development program focused on classroom integration and reformed science teaching principles. This was measured by the ability to invigorate its seven participants in order to achieve higher levels of success and fulfillment in the classroom. These participants all taught at public high schools in South Dakota, including both rural and urban locations, and taught a variety of courses. Participants were selected for this study through their participation in the Sanford Research/USD Science Educator Research Fellowship Program. Through the use of previously collected data acquired by Sanford Research, this study attempted to detail the convergence of three assessments in order to demonstrate the growth and development of its participants. First, pre- and post-program surveys were completed in order to display the personal and professional growth of its participants. Second, pre- and post-program classroom observations employing the Reformed Teaching Observation Protocol allowed for the assessment of pedagogical modifications being integrated by each participant, as well as the success of such modifications in constructively administering student-led and inquiry-based instruction. Finally, pre- and post-program focus groups allowed for an intimate view into how each participant utilized their time in the classroom, and how each perceived job satisfaction, challenges, and self-efficacy. The findings of these assessments supported the hypothesis that laboratory-based professional development and focused instruction on the pedagogy and integration of reformed teaching principles were constructive in cultivating the student-led and inquiry-based environment desired in the modern science classroom.

An Examination of Teacher-Student Interactions in Inclusive Classrooms: Teacher Interviews and Classroom Observations

ERIC Educational Resources Information Center

Cameron, David Lansing

2014-01-01

Teacher-student interactions in 17 inclusive classrooms were examined using a mixed-methods approach that involved quantitative analysis of interactions recorded during classroom observations and follow-up interviews with seven general educators. Observational findings suggest that classrooms were organised along traditional lines with the vast…

Classroom observation data and instruction in primary mathematics education: improving design and rigour

NASA Astrophysics Data System (ADS)

Thompson, Carla J.; Davis, Sandra B.

2014-06-01

The use of formal observation in primary mathematics classrooms is supported in the literature as a viable method of determining effective teaching strategies and appropriate tasks for inclusion in the early years of mathematics learning. The twofold aim of this study was to (a) investigate predictive relationships between primary mathematics classroom observational data and student achievement data, and (b) to examine the impact of providing periodic classroom observational data feedback to teachers using a Relational-Feedback-Intervention (RFI) Database Model. This observational research effort focused on an empirical examination of student engagement levels in time spent on specific learning activities observed in primary mathematics classrooms as predictors of student competency outcomes in mathematics. Data were collected from more than 2,000 primary classroom observations in 17 primary schools during 2009-2011 and from standardised end-of-year tests for mathematics achievement. Results revealed predictive relationships among several types of teaching and learning tasks with student achievement. Specifically, the use of mathematics concepts, technology and hands-on materials in primary mathematics classrooms was found to produce substantive predictors of increased student mathematics achievement. Additional findings supported the use of periodic classroom observation data reporting as a positive influence on teachers' decisions in determining instructional tasks for inclusion in primary mathematics classrooms. Study results indicate classroom observational research involving a RFI Database Model is a productive tool for improving teaching and learning in primary mathematics classrooms.

Elementary teachers' ideas about, planning for and implementation of learner-directed and teacher-directed inquiry: A mixed methods study

NASA Astrophysics Data System (ADS)

Biggers, Mandy Sue

Using a framework for variations of classroom inquiry (National Research Council [NRC], 2000, p. 29), this study explored 40 inservice elementary teachers' planning, modification, and enactment of kit-based science curriculum materials. As part of the study, a new observation protocol was modified from an existing protocol (Practices of Science Observation Protocol [P-SOP]) to measure the amount of teacher direction in science inquiry lessons (Practices of Science Observation Protocol + Directedness [P-SOPd]). An embedded mixed methods design was employed to investigate four questions: 1. How valid and reliable is the P-SOPd? 2. In what ways do inservice elementary teachers adapt existing elementary science curriculum materials across the inquiry continuum? 3. What is the relationship between the overall quality of inquiry and variations of inquiry in elementary teachers' enacted science instruction? 4. How do inservice elementary teachers' ideas about the inquiry continuum influence their adaptation of elementary science curriculum materials? Each teacher chose three lessons from a science unit for video-recorded observation, and submitted lesson plans for the three lessons. Lesson plans and videos were scored using the P-SOPd. The scores were also compared between the two protocols to determine if a correlation existed between the level of inquiry (measured on the P-SOP) and the amount of teacher direction (measured on the P-SOPd). Findings indicated no significant differences between planned and enacted lessons for the amount of teacher direction, but a correlation existed between the level of inquiry and the amount of teacher direction. In effect, the elementary teachers taught their science curriculum materials with a high level of fidelity for both the features of inquiry and the amount of teacher direction. A smaller group of three case study teachers were followed for the school year to give a more in-depth explanation of the quantitative findings. Case study findings revealed that the teachers' science instruction was teacher-directed while their conceptions of inquiry were student-directed. This study contributes to existing research on preservice teachers' learning about the continuum (Biggers & Forbes, 2012) and inservice teachers' ideas about the five features of inquiry (Biggers & Forbes, in press).

Evaluation of nursing faculty through observation.

PubMed

Crawford, L H

1998-10-01

The purpose of this study was to assess current use and faculty perceptions of classroom observation as a method of faculty evaluation in schools of nursing. Baccalaureate schools of nursing were surveyed to determine current use of classroom observation and its worth from the perception of administrators and faculty. Although most schools used classroom observation as a method of faculty evaluation, further clarification and research is needed in the following areas: purpose of classroom observation; number of observations necessary; weight given to classroom observation in relation to other evaluation methods; and tools used.

Using Informal Classroom Observations to Improve Instruction

ERIC Educational Resources Information Center

Ing, Marsha

2010-01-01

Purpose: The purpose of this study is to describe the variability of principals' classroom observations across schools and to relate classroom observations to the schools' instructional climate. This helps identify the conditions under which classroom observations effectively improve instruction in some schools and not in other schools.…

A Tale of Two Settings: The Lab and the Classroom

DTIC Science & Technology

1991-08-08

employed in this study were intensive and extensive classroom observation and repeated extended interviews with students and teachers. Classroom observers...instruction were observed during both years of the study, resulting in a very large data base gathered during almost 500 hours of classroom observation . With

Validating the Early Childhood Classroom Observation Measure in First and Third Grade Classrooms

ERIC Educational Resources Information Center

Tang, Xin; Pakarinen, Eija; Lerkkanen, Marja-Kristiina; Kikas, Eve; Muotka, Joona; Nurmi, Jari-Erik

2017-01-01

The present study reports on the psychometric properties of the Early Childhood Classroom Observation Measure (ECCOM) in Finnish and Estonian first and third grade classrooms. The observation data were collected from 91 first grade teachers and 70 third grade teachers. Teachers' curriculum goals, teaching experience and the classroom size were…

Procedures for Classroom Observations: 1973-1974. Technical Report #19.

ERIC Educational Resources Information Center

Miley, Alan

This report describes classroom observation techniques used to record the behavior of educational specialists (teachers) and students in a kindergarten and a first grade classroom of the Kamehameha Early Education Program (KEEP). Classroom behavior was observed and recorded daily during the 1973-1974 school year. Each student was observed three…

A Day in Third Grade: A Large-Scale Study of Classroom Quality and Teacher and Student Behavior

ERIC Educational Resources Information Center

Elementary School Journal, 2005

2005-01-01

Observations of 780 third-grade classrooms described classroom activities, child-teacher interactions, and dimensions of the global classroom environment, which were examined in relation to structural aspects of the classroom and child behavior. 1 child per classroom was targeted for observation in relation to classroom quality and teacher and…

Evolution as represented through argumentation: A qualitative study on reasoning and argumentation in high school biology teaching practices

NASA Astrophysics Data System (ADS)

Yalcinoglu, Pelin

This study aimed to explore high school biology teachers' epistemological criteria and their attention to reasoning and argumentation within their instructional practices. This study investigated: (1) what epistemological criteria do high school biology teachers use when justifying the validity of conclusions, (2) what is the frequency of the explicit use of reasoning and argumentation, if any, in high school biology teachers' instructional practices, and to what extend are reasoning and argumentation skills reflected, if at all, in high school biology teachers' modes of assessment. Three different data collection methods were employed in this study; face-to-face interviews, classroom observations, and document collections. Teachers' epistemological criteria were investigated to provide insight about their reasoning structures. This investigation was made possible by having teachers provide an argument about the validity of hypothetical conclusions drawn by the students based on two different scenarios related to evolution. Toulmin's Argument Pattern used to create rubric to analyze high school biology teachers' levels of reasoning through argumentation. Results of the data analysis suggested following findings. First, high school biology teachers participated in this study presented variety of epistemological criteria which were presented as high, moderate and low levels of reasoning through the argumentations. Second, elements of Toulmin's Argument Pattern were visible in the participants teaching practices, however students were not explicitly introduced to a well structured argument in those classrooms. High level of reasoning was not evident in the instructional practices of the observed teachers. High school biology classrooms which were observed in this study do not provide opportunities for students to practice high level of reasoning or improve their argumentation skills. Third, Interview Protocols designed for this study were found useful to identify the epistemological criteria and level of reasoning individuals presented through argumentation. Toulmin's Argument Pattern provides a practical method to analyze the structure of arguments. Results of this study suggest the following implications for improving science education. These implications might be helpful in increasing teacher awareness of the importance of explicit teaching of reasoning and argumentation in science classrooms. Toulmin's Argument Model should be introduced to teachers through teacher education or professional development programs to increase the use of reasoning and argumentation skills in instructional practices. Toulmin's Argument Pattern may be used to design lessons or unit plans which present science as argumentation. Therefore, by engaging students in argumentation, teachers may help students to improve their content knowledge along with reasoning and argumentation skills in science classrooms. The results of this study suggest that use of Toulmin's Argument Pattern to evaluate high school biology teachers' presented levels of reasoning is a promising approach to understanding the structure of reasoning and argumentation that biology teachers use when providing judgments about the validity of hypothetical conclusions. The interview protocols and the rubrics used in this study should be tested in different subject areas in order to enhance and validate the use of Toulmin's Argument Pattern in measuring individuals' epistemological criteria and level of reasoning.

Observed Classroom Quality Profiles of Kindergarten Classrooms in Finland

ERIC Educational Resources Information Center

Salminen, Jenni; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Pakarinen, Eija; Siekkinen, Martti; Hannikainen, Maritta; Poikonen, Pirjo-Liisa; Rasku-Puttonen, Helena

2012-01-01

Research Findings: The aim of the present study was to examine classroom quality profiles of kindergarten classrooms using a person-centered approach and to analyze these patterns in regard to teacher and classroom characteristics. Observations of the domains of Emotional Support, Classroom Organization, and Instructional Support were conducted in…

Different Regions, Diverse Classrooms? a Study of Primary Classrooms in China

ERIC Educational Resources Information Center

McNaught, Carmel; Lok, Beatrice; Yin, Hongbiao; Lee, John Chi-Kin; Song, Huan

2014-01-01

Classroom experience is shaped by a number of factors. In this paper, we report a classroom observation study in China, illustrating regional variation in students' classroom learning experiences. Through comparing and contrasting observed classroom practices in three different regions in China (Chongqing, Hong Kong and Shanghai), the paper…

Are Learning Assistants Better K-12 Science Teachers?

NASA Astrophysics Data System (ADS)

Gray, Kara E.; Webb, David C.; Otero, Valerie K.

2010-10-01

This study investigates how the undergraduate Learning Assistant (LA) experience affects teachers' first year of teaching. The LA Program provides interested science majors with the opportunity to explore teaching through weekly teaching responsibilities, an introduction to physics education research, and a learning community within the university. Some of these LAs are recruited to secondary science teacher certification programs. We hypothesized that the LA experience would enhance the teaching practices of the LAs who ultimately become teachers. To test this hypothesis, LAs were compared to a matched sample of teachers who completed the same teacher certification program as the LAs but did not have the LA "treatment." LAs and "non-LAs" were compared through interviews, classroom observations, artifact packages, and observations made with Reformed Teacher Observation Protocol (RTOP) collected within the first year of teaching. Some differences were found; these findings and their implications are discussed.

Preschool Teachers' Use of Music to Scaffold Children's Learning and Behaviour

ERIC Educational Resources Information Center

Gillespie, Catherine Wilson; Glider, Kendra R.

2010-01-01

This study investigated how and when teachers used music in preschool classrooms throughout the day. Direct classroom observations were conducted to determine preschool teachers' use of music in four Head Start classrooms and one private preschool classroom for a total of 24 hours of observation in each classroom. Music was observed to be used 6.5…

Observing Classroom Practice

ERIC Educational Resources Information Center

Danielson, Charlotte

2012-01-01

Classroom observation is a crucial aspect of any system of teacher evaluation. No matter how skilled a teacher is in other aspects of teaching--such as careful planning, working well with colleagues, and communicating with parents--if classroom practice is deficient, that individual cannot be considered a good teacher. Classroom observations can…

An Observational Study of Instructional and Curricular Practices Used with Gifted and Talented Students in Regular Classrooms. Research Monograph 93104.

ERIC Educational Resources Information Center

Westberg, Karen L.; And Others

This report describes one part of the Classroom Practices Study, focusing on systematic observations of gifted and talented students in 46 third and fourth grade classrooms. The observations were designed to determine if and how teachers meet the needs of gifted and talented students in regular classroom settings. The Classroom Practices Record…

Use of the Environment and Policy Evaluation and Observation as a Self-Report Instrument (EPAO-SR) to measure nutrition and physical activity environments in child care settings: validity and reliability evidence.

PubMed

Ward, Dianne S; Mazzucca, Stephanie; McWilliams, Christina; Hales, Derek

2015-09-26

Early care and education (ECE) centers are important settings influencing young children's diet and physical activity (PA) behaviors. To better understand their impact on diet and PA behaviors as well as to evaluate public health programs aimed at ECE settings, we developed and tested the Environment and Policy Assessment and Observation - Self-Report (EPAO-SR), a self-administered version of the previously validated, researcher-administered EPAO. Development of the EPAO-SR instrument included modification of items from the EPAO, community advisory group and expert review, and cognitive interviews with center directors and classroom teachers. Reliability and validity data were collected across 4 days in 3-5 year old classrooms in 50 ECE centers in North Carolina. Center teachers and directors completed relevant portions of the EPAO-SR on multiple days according to a standardized protocol, and trained data collectors completed the EPAO for 4 days in the centers. Reliability and validity statistics calculated included percent agreement, kappa, correlation coefficients, coefficients of variation, deviations, mean differences, and intraclass correlation coefficients (ICC), depending on the response option of the item. Data demonstrated a range of reliability and validity evidence for the EPAO-SR instrument. Reporting from directors and classroom teachers was consistent and similar to the observational data. Items that produced strongest reliability and validity estimates included beverages served, outside time, and physical activity equipment, while items such as whole grains served and amount of teacher-led PA had lower reliability (observation and self-report) and validity estimates. To overcome lower reliability and validity estimates, some items need administration on multiple days. This study demonstrated appropriate reliability and validity evidence for use of the EPAO-SR in the field. The self-administered EPAO-SR is an advancement of the measurement of ECE settings and can be used by researchers and practitioners to assess the nutrition and physical activity environments of ECE settings.

Irie Classroom Toolbox: a study protocol for a cluster-randomised trial of a universal violence prevention programme in Jamaican preschools.

PubMed

Baker-Henningham, Helen; Vera-Hernández, Marcos; Alderman, Harold; Walker, Susan

2016-05-10

We aim to determine the effectiveness of a school-based violence prevention programme implemented in Jamaican preschools, on reducing the levels of aggression among children at school, and violence against children by teachers. This is a 2-arm, single-blind, cluster-randomised controlled trial with parallel assignment. Clusters are 76 preschools in Kingston, and all teachers and classrooms in the selected schools are included in the study. In addition, a random sample of up to 12 children in the 4-year-old classes have been selected for evaluation of child-level outcomes. The intervention involves training teachers in classroom behaviour management and in strategies to promote children's social-emotional competence. Training is delivered through five full-day workshops, monthly in-class coaching over 2 school terms, and weekly text messages. The primary outcome measures are: (1) observed levels of child aggression and (2) observed violence against children by teachers. Secondary outcomes include observations of the levels of children's prosocial behaviour and the quality of the classroom environment, teachers' reports of their mental health, teacher-reported child mental health, direct tests of children's self-regulation and child attendance. If this intervention were effective at improving the caregiving environment of young children in school, this would have significant implications for the prevention of child mental health problems, and prevention of violence against children in low and middle-income countries where services are often limited. The intervention is integrated into the school system and involves training existing staff, and thus, represents an appropriate strategy for large-scale implementation and benefits at the population level. Ethical consent for the study was given by the School of Psychology Ethics and Research Committee, Bangor University (ref: 2014-14167), and by the University of the West Indies Ethics Committee (ref: ECP 50,14/15). ISRCTN11968472; Pre-results. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Measuring Attitudes That Bias Teacher Observation.

ERIC Educational Resources Information Center

Marston, Paul T.; Clements, Richard O.

It was hypothesized that individual differences in observer attitudes might affect the way observers code teacher behavior. A questionnaire assessing educational attitudes was given to 22 subjects who were trained on 3 classroom observation systems: the Flanders Interaction Analysis, the Classroom Observation Scales, and the Classroom Observation…

Observed Classroom Quality during Teacher Education and Two Years of Professional Practice

ERIC Educational Resources Information Center

Malmberg, Lars-Erik; Hagger, Hazel; Burn, Katharine; Mutton, Trevor; Colls, Helen

2010-01-01

The aims of the present study are to investigate whether and how teachers change in their observed classroom quality (emotional and instructional support, classroom organization, and students' engagement; measured with the Classroom Assessment Scoring System observation measure for secondary school [CLASS-S]; Pianta, La Paro, & Hamre, 2006)…

Emotional Bias in Classroom Observations: Within-Rater Positive Emotion Predicts Favorable Assessments of Classroom Quality

ERIC Educational Resources Information Center

Floman, James L.; Hagelskamp, Carolin; Brackett, Marc A.; Rivers, Susan E.

2017-01-01

Classroom observations increasingly inform high-stakes decisions and research in education, including the allocation of school funding and the evaluation of school-based interventions. However, trends in rater scoring tendencies over time may undermine the reliability of classroom observations. Accordingly, the present investigations, grounded in…

The auditory processing battery: survey of common practices.

PubMed

Emanuel, Diana C

2002-02-01

A survey of auditory processing (AP) diagnostic practices was mailed to all licensed audiologists in the State of Maryland and sent as an electronic mail attachment to the American Speech-Language-Hearing Association and Educational Audiology Association Internet forums. Common AP protocols (25 from the Internet, 28 from audiologists in Maryland) included requiring basic audiologic testing, using questionnaires, and administering dichotic listening, monaural low-redundancy speech, temporal processing, and electrophysiologic tests. Some audiologists also administer binaural interaction, attention, memory, and speech-language/psychological/educational tests and incorporate a classroom observation. The various AP batteries presently administered appear to be based on the availability of AP tests with well-documented normative data. Resources for obtaining AP tests are listed.

Relevant Telecomputing Activities.

ERIC Educational Resources Information Center

Ross, Patricia

1995-01-01

Discusses the use of telecomputing in classrooms. Topics include telecomputing goals; use of the Internet; language arts and music FTP (file transfer protocol) sites; social studies FTP sites; science Telnet sites; social studies Telnet sites; skill building and learning processes; and instructional design. (LRW)

Use of a Brine Shrimp Assay to Study Herbal Teas in the Classroom.

ERIC Educational Resources Information Center

Opler, Annette; Mizell, Rebecca; Robert, Alexander; Cervantes-Cervantes, Miguel; Kincaid, Dwight; Kennelly, Edward J.

2002-01-01

Introduces a brine shrimp assay to demonstrate the effects of the biological activity of herbal remedies. Describes two protocols, one using aqueous extracts and the other using methanol extracts. (Contains 21 references.) (YDS)

Observations of Children's Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings

ERIC Educational Resources Information Center

Booren, Leslie M.; Downer, Jason T.; Vitiello, Virginia E.

2012-01-01

Research Findings: This descriptive study examined classroom activity settings in relation to children's observed behavior during classroom interactions, child gender, and basic teacher behavior within the preschool classroom. A total of 145 children were observed for an average of 80 min during 8 occasions across 2 days using the Individualized…

Does Class Size in First Grade Relate to Children's Academic and Social Performance or Observed Classroom Processes?

ERIC Educational Resources Information Center

Allhusen, Virginia; Belsky, Jay; Booth-LaForce, Cathryn L.; Bradley, Robert; Brownwell, Celia A; Burchinal, Margaret; Campbell, Susan B.; Clarke-Stewart, K. Alison; Cox, Martha; Friedman, Sarah L.; Hirsh-Pasek, Kathryn; Houts, Renate M.; Huston, Aletha; Jaeger, Elizabeth; Johnson, Deborah J.; Kelly, Jean F.; Knoke, Bonnie; Marshall, Nancy; McCartney, Kathleen; Morrison, Frederick J.; O'Brien, Marion; Tresch Owen, Margaret; Payne, Chris; Phillips, Deborah; Pianta, Robert; Randolph, Suzanne M.; Robeson, Wendy W.; Spieker, Susan; Lowe Vandell, Deborah; Weinraub, Marsha

2004-01-01

This study evaluated the extent to which first-grade class size predicted child outcomes and observed classroom processes for 651 children (in separate classrooms). Analyses examined observed child-adult ratios and teacher-reported class sizes. Smaller classrooms showed higher quality instructional and emotional support, although children were…

Quantifying ADHD classroom inattentiveness, its moderators, and variability: a meta-analytic review.

PubMed

Kofler, Michael J; Rapport, Mark D; Alderson, R Matt

2008-01-01

Most classroom observation studies have documented significant deficiencies in the classroom attention of children with attention-deficit/hyperactivity disorder (ADHD) compared to their typically developing peers. The magnitude of these differences, however, varies considerably and may be influenced by contextual, sampling, diagnostic, and observational differences. Meta-analysis of 23 between-group classroom observation studies using weighted regression, publication bias, goodness of fit, best case, and original metric analyses. Across studies, a large effect size (ES = .73) was found prior to consideration of potential moderators. Weighted regression, best case, and original metric estimation indicate that this effect may be an underestimation of the classroom visual attention deficits of children with ADHD. Several methodological factors-classroom environment, sample characteristics, diagnostic procedures, and observational coding schema-differentially affect observed rates of classroom attentive behavior for children with ADHD and typically developing children. After accounting for these factors, children with ADHD were on-task approximately 75% of the time compared to 88% for their classroom peers (ES = 1.40). Children with ADHD were also more variable in their attentive behavior across studies. The present study confirmed that children with ADHD exhibit deficient and more variable visual attending to required stimuli in classroom settings and provided an aggregate estimation of the magnitude of these deficits at the group level. It also demonstrated the impact of situational, sampling, diagnostic, and observational variables on observed rates of on-task behavior.

Sizing Up Social Skills.

ERIC Educational Resources Information Center

Ostlund, Karen L.

1992-01-01

Describes how students' social skills can be assessed in the context of cooperative learning. Suggests that the following classroom protocols be assessed: (1) listen; (2) be responsible to others; (3) respect others; and (4) stay on task. Provides an assessment scale for these behaviors. (PR)

Observations of Effective Teacher-Student Interactions in Secondary School Classrooms: Predicting Student Achievement with the Classroom Assessment Scoring System--Secondary

ERIC Educational Resources Information Center

Allen, Joseph; Gregory, Anne; Mikami, Amori; Lun, Janetta; Hamre, Bridget; Pianta, Robert

2013-01-01

Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System--Secondary. After accounting for prior…

Uncovering the "Hidden Dimension": Proxemic Research Techniques Applied to Teacher Preparation.

ERIC Educational Resources Information Center

Levis-Pilz, Gladys

1982-01-01

Classroom observation assignments for preservice teachers allow them to observe detailed relationships among classroom space and teacher student interaction. Through structured observation, preservice teachers become aware of classroom interactions in a vivid and instructive manner. (CJ)

Observation

ERIC Educational Resources Information Center

Helfrich, Shannon

2016-01-01

Helfrich addresses two perspectives from which to think about observation in the classroom: that of the teacher observing her classroom, her group, and its needs, and that of the outside observer coming into the classroom. Offering advice from her own experience, she encourages and defends both. Do not be afraid of the disruption of outside…

Classroom Interactions, Dyadic Teacher-Child Relationships, and Self-Regulation in Socially Disadvantaged Young Children.

PubMed

Cadima, Joana; Verschueren, Karine; Leal, Teresa; Guedes, Carolina

2016-01-01

This study examined the quality of the classroom climate and dyadic teacher-child relationships as predictors of self-regulation in a sample of socially disadvantaged preschool children (N = 206; 52 % boys). Children's self-regulation was observed in preschool at the beginning and at the end of the school year. At the middle of the preschool year, classroom observations of interactions were conducted by trained observers and teachers rated the quality of dyadic teacher-child relationships. Results from multilevel analyses revealed that teacher-child closeness predicted improvements in observed self-regulation skills. Children showed larger gains in self-regulation when they experienced closer teacher-child relationships. Moreover, a moderating effect between classroom instructional quality and observed self-regulation was found such that children with low initial self-regulation skills benefit the most from classrooms with higher classroom quality. Findings have implications for understanding the role of classroom social processes on the development of self-regulation.

Standardized Observational Assessment of Attention Deficit Hyperactivity Disorder Combined and Predominantly Inattentive Subtypes. II. Classroom Observations

ERIC Educational Resources Information Center

McConaughy, Stephanie H.; Ivanova, Masha Y.; Antshel, Kevin; Eiraldi, Ricardo B.; Dumenci, Levent

2009-01-01

Trained classroom observers used the Direct Observation Form (DOF; McConaughy & Achenbach, 2009) to rate observations of 163 6- to 11-year-old children in their school classrooms. Participants were assigned to four groups based on a parent diagnostic interview and parent and teacher rating scales: Attention Deficit Hyperactivity Disorder…

A Guide to Parent Observation in the Primary Class

ERIC Educational Resources Information Center

Battle, Judy Shepps

2016-01-01

Just as the classroom guide must prepare for observation in the classroom, so too should parents prepare themselves for classroom observation. What is the purpose of their observation? What is the procedure? What should they note? What points of awareness should they keep in mind? Using the format of a letter to parents preparing to observe in a…

Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings

NASA Astrophysics Data System (ADS)

Savasci, Funda; Berlin, Donna F.

2012-02-01

Science teacher beliefs and classroom practice related to constructivism and factors that may influence classroom practice were examined in this cross-case study. Data from four science teachers in two schools included interviews, demographic questionnaire, Classroom Learning Environment Survey (preferred/perceived), and classroom observations and documents. Using an inductive analytic approach, results suggested that the teachers embraced constructivism, but classroom observations did not confirm implementation of these beliefs for three of the four teachers. The most preferred constructivist components were personal relevance and student negotiation; the most perceived component was critical voice. Shared control was the least preferred, least perceived, and least observed constructivist component. School type, grade, student behavior/ability, curriculum/standardized testing, and parental involvement may influence classroom practice.

The ISI Classroom Observation System: Examining the Literacy Instruction Provided to Individual Students

ERIC Educational Resources Information Center

Connor, Carol McDonald; Morrison, Frederick J.; Fishman, Barry J.; Ponitz, Claire Cameron; Glasney, Stephanie; Underwood, Phyllis S.; Piasta, Shayne B.; Crowe, Elizabeth Coyne; Schatschneider, Christopher

2009-01-01

The Individualizing Student Instruction (ISI) classroom observation and coding system is designed to provide a detailed picture of the classroom environment at the level of the individual student. Using a multidimensional conceptualization of the classroom environment, foundational elements (teacher warmth and responsiveness to students, classroom…

Enhancing the Student Experiment Experience: Visible Scientific Inquiry Through a Virtual Chemistry Laboratory

NASA Astrophysics Data System (ADS)

Donnelly, Dermot; O'Reilly, John; McGarr, Oliver

2013-08-01

Practical work is often noted as a core reason many students take on science in secondary schools (high schools). However, there are inherent difficulties associated with classroom practical work that militate against scientific inquiry, an approach espoused by many science educators. The use of interactive simulations to facilitate student inquiry has emerged as a complement to practical work. This study presents case studies of four science teachers using a virtual chemistry laboratory (VCL) with their students in an explicitly guided inquiry manner. Research tools included the use of the Inquiry Science Implementation Scale in a `talk-aloud' manner, Reformed Teaching Observation Protocol for video observations, and teacher interviews. The findings suggest key aspects of practical work that hinder teachers in adequately supporting inquiry and highlight where a VCL can overcome many of these difficulties. The findings also indicate considerations in using the VCL in its own right.

Exploring When and Why to Use Arabic in the Saudi Arabian EFL Classroom: Viewing L1 Use as Eclectic Technique

ERIC Educational Resources Information Center

Khresheh, Asim

2012-01-01

This study aims to investigate when and why to use Arabic as L1 in the Saudi Arabian EFL classroom. For this purpose, 45 classroom observations were performed for beginning, intermediate, and advanced levels of students. 5 classes were chosen randomly for each level and each class was observed three times. Based on the classroom observations,…

Quality Assurance in Department of Defense Financial Management Education and Training Institutions

DTIC Science & Technology

1992-09-01

Training Course. 24 *22. Do you use classroom observation to evaluate instruction? RESPONSE NUMBER PERCENTAGE YES 17 89.5 NO 2 10.5 TOTAL RESPONSES 19...evaluate classroom instruction? (Note: Question 23 asks whether respondents use classroom observation to evaluate instruction] (15 responses...as follows: " Question 22: Do you use classroom observation to evaluate instruction? (17 responses) " Question 23: Are other methods used to evaluate

How Many Classroom Observations Are Sufficient? Empirical Findings in the Context of a Longitudinal Study

ERIC Educational Resources Information Center

Shih, Jeffrey C.; Ing, Marsha; Tarr, James E.

2013-01-01

One method to investigate classroom quality is for a person to observe what is happening in the classroom. However, this method raises practical and technical concerns such as how many observations to collect, when to collect these observations and who should collect these observations. The purpose of this study is to provide empirical evidence to…

How Do We Match Instructional Effectiveness with Learning Curves?

ERIC Educational Resources Information Center

Branum-Martin, Lee; Mehta, Paras D.; Taylor, W. Patrick; Carlson, Coleen D.; Lei, Xiaoxuan; Hunter, C. Vincent; Francis, David J.

2015-01-01

In order to examine the effectiveness of instruction, the authors confront formidable statistical problems, including multivariate structure of classroom observations, longitudinal dependence of both classroom observations and student outcomes. As the authors begin to examine instruction, classroom observations involve multiple variables for which…

Practicality in Virtuality: Finding Student Meaning in Video Game Education

NASA Astrophysics Data System (ADS)

Barko, Timothy; Sadler, Troy D.

2013-04-01

This paper looks at the conceptual differences between video game learning and traditional classroom and laboratory learning. It explores the notion of virtual experience by comparing a commonly used high school laboratory protocol on DNA extraction with a similar experience provided by a biotechnology themed video game. When considered conceptually, the notion of virtual experience is not limited to those experiences generated by computer aided technology, as with a video game or computer simulation. The notion of virtuality can apply to many real world experiences as well. It is proposed that the medium of the learning experience, be it video game or classroom, is not an important distinction to consider; instead, we should seek to determine what kinds of meaningful experiences apply for both classrooms and video games.

Protocol (P-SOP)

ERIC Educational Resources Information Center

Forbes, Cory T.; Biggers, Mandy; Zangori, Laura

2013-01-01

Within the field of science education, there remains little agreement as to the definition and characteristics of classroom inquiry. The emerging emphasis on scientific practices in science education reform discourse is underpinned by a need to better articulate the constituent elements of inquiry-based science. While a small number of…

Collecting and Animating Online Satellite Images.

ERIC Educational Resources Information Center

Irons, Ralph

1995-01-01

Describes how to generate automated classroom resources from the Internet. Topics covered include viewing animated satellite weather images using file transfer protocol (FTP); sources of images on the Internet; shareware available for viewing images; software for automating image retrieval; procedures for animating satellite images; and storing…

Plug into a Network.

ERIC Educational Resources Information Center

Vander Linden, Doug; Clark, Larry

1994-01-01

Stand-alone, single-user software programs for classroom use can be prohibitively expensive, compared to information-sharing network systems. Based on a Kansas district's experience, this article explains three types of networks (device-sharing, operating-system-based, and client-server-based) and discusses network protocols, software choices,…

Adjusting a biochemistry course for physical education majors: A case study.

PubMed

da Costa, Caetano; Torres, Bayardo B

2004-03-01

The purpose of this study was to investigate and analyze the events responsible for curricular characteristics that lead to positive outcomes in university teaching using a biochemistry course taught to physical education students as a model. The research was carried out as a case study, supported by questionnaires, classroom observation, document analysis, and interviews. The overall analyses of obtained data were validated by means of triangulation protocols, which proved the following reasons for the course achievements: 1) teaching staff deeply committed to the course; 2) contents adaptation to students' careers; 3) gradual adjustment of the teaching strategies and evaluation tools; 4) valorization of formative evaluation; and 5) providing a suitable affective milieu. Copyright © 2004 International Union of Biochemistry and Molecular Biology, Inc.

Classroom Observation Techniques. IDEA Paper No. 4.

ERIC Educational Resources Information Center

Acheson, Keith A.

Techniques for observing the classroom behavior of teachers and students are examined. These techniques provide a framework for analyzing and understanding classroom interaction, for making decisions about what should be happening, and for changing instructional behavior when it is necessary. The observation methods allow collection, analysis, and…

Live versus Video Observations: Comparing the Reliability and Validity of Two Methods of Assessing Classroom Quality

ERIC Educational Resources Information Center

Curby, Timothy W.; Johnson, Price; Mashburn, Andrew J.; Carlis, Lydia

2016-01-01

When conducting classroom observations, researchers are often confronted with the decision of whether to conduct observations live or by using pre-recorded video. The present study focuses on comparing and contrasting observations of live and video administrations of the Classroom Assessment Scoring System-PreK (CLASS-PreK). Associations between…

Department of Defense Financial Management Education and Training Programs: A Survey of Quality Assurance Methods

DTIC Science & Technology

1992-06-01

CRITERIA TO HIRE CIVILIANS 10 21. PROFESSIONAL QUALIFICATION STANDARDS 18 22. CLASSROOM OBSERVATION 19 23. OTHER METHODS TO EVALUATE 18 INSTRUCTION 24. OTHER...other methods used to evaluate classroom instruction? (Note: Question 23 asks whether respondents use classroom observation to evaluate instruction] (15...number of affirmative responses are as follows: "* Question 22: Do you use classroom observation to evaluate instruction? (17 responses) "* Question

Activity in children with ADHD during waiting situations in the classroom: a pilot study.

PubMed

Antrop, Inge; Buysse, Ann; Roeyers, Herbert; Van Oost, Paulette

2005-03-01

According to the optimal stimulation theory and the delay aversion hypothesis, children with attention deficit hyperactivity disorder (ADHD) experience difficulties when they are confronted with low levels of stimulation and delay, respectively. This study investigated the activity level of children with ADHD during waiting situations in the classroom. Three series of hypothesis were made: (1) with respect to the comparison between waiting and non-waiting intervals, (2) with respect to the effects of non-temporal stimulation, and (3) with respect to the effects of temporal stimulation on behaviour during waiting. The activity level of 14 children with ADHD and 14 control children between the ages of 6 and 11 years was observed during two non-waiting class situations and three waiting situations: without any stimulation, in the presence of nontemporal stimulation and in the presence of temporal stimulation. Both groups of children obtained higher activity scores for all behavioural dimensions during waiting compared with non-waiting situations. The results further revealed additive effects of waiting and diagnostic group on behaviour. Additional nontemporal stimulation during waiting affected the behaviour of all children for most behavioural characteristics. For noisiness, additive effects were also found for diagnostic group and either non-temporal stimulation or temporal stimulation. For restlessness, a trend for an interaction effect between diagnostic group and nontemporal stimulation was found. The findings have clear implications for school observations within an assessment protocol.

Kindergarten to 1st Grade: Classroom Characteristics and the Stability and Change of Children's Classroom Experiences

ERIC Educational Resources Information Center

La Paro, Karen M.; Rimm-Kaufman, Sara E.; Pianta, Robert C.

2006-01-01

This study examines the classroom experiences of 192 children followed longitudinally from kindergarten to 1st grade. Time-sampled observations of children were conducted to compare learning formats, teaching activities, and children's engagement in activities between kindergarten and 1st grade. Classroom observations also were conducted to…

Equity Analytics: A Methodological Approach for Quantifying Participation Patterns in Mathematics Classroom Discourse

ERIC Educational Resources Information Center

Reinholz, Daniel L.; Shah, Niral

2018-01-01

Equity in mathematics classroom discourse is a pressing concern, but analyzing issues of equity using observational tools remains a challenge. In this article, we propose equity analytics as a quantitative approach to analyzing aspects of equity and inequity in classrooms. We introduce a classroom observation tool that focuses on relatively…

Evaluating Classroom Interaction with the iPad®: An Updated Stalling's Tool

ERIC Educational Resources Information Center

MacKinnon, Gregory; Schep, Lourens; Borden, Lisa Lunney; Murray-Orr, Anne; Orr, Jeff; MacKinnon, Paula

2016-01-01

A large study of classrooms in the Caribbean context necessitated the use of a validated classroom observation tool. In practice, the paper-version Stalling's instrument (Stallings & Kaskowitz 1974) presented specific challenges with respect to (a) facile data collection and (b) qualitative observations of classrooms. In response to these…

Follow Through Classroom Process Measurement and Pupil Growth (1970-71). Final Report.

ERIC Educational Resources Information Center

Soar, Robert S.

This study presents results from the last year of a three-year adjunctive evaluation of classroom process measurement and pupil growth. A total of 289 classrooms involving eight experimental programs, ranging from open classrooms to contingency management classes, along with a comparison sample, were observed. Four observation instruments were…

Inside the Primary Classroom.

ERIC Educational Resources Information Center

Simon, Brian

1980-01-01

Presents some of the findings of the ORACLE research program (Observational Research and Classroom Learning Evaluation), a detailed observational study of teacher-student interaction, teaching styles, and management methods within a sample of primary classrooms. (Editor/SJL)

Mind the Gap: Accountability, Observation and Special Education

ERIC Educational Resources Information Center

Crowe, Christina C.; Rivers, Susan E.; Bertoli, Michelle C.

2017-01-01

There is an absence of observation-based tools designed to evaluate teaching in special education classrooms. Evaluations derived from classroom observations are integral to the accountability process, adding value to understanding teaching and learning by providing a lens into the classroom that test scores cannot capture. The present paper…

Learning about Teachers' Literacy Instruction from Classroom Observations

ERIC Educational Resources Information Center

Kelcey, Ben; Carlisle, Joanne F.

2013-01-01

The purpose of this study is to contribute to efforts to improve methods for gathering and analyzing data from classroom observations in early literacy. The methodological approach addresses current problems of reliability and validity of classroom observations by taking into account differences in teachers' uses of instructional actions (e.g.,…

Developing as Teacher Educator-Researchers

ERIC Educational Resources Information Center

Patrizio, Kami M.; Ballock, Ellen; McNary, Scot W.

2011-01-01

This self-study explores the role of collaboration in the development of three new faculty members as teacher educator-researchers. The research finds that protocol-structured dialogue about artifacts of classroom practice promotes understanding of the complex relationships among teachers, student, content, and context. We also report on the…

Navigating the Unfamiliar in a Quest towards Culturally Responsive Pedagogy in the Classroom

ERIC Educational Resources Information Center

Baskerville, Delia

2009-01-01

This paper examines a New Zealand "Pakeha" (European) teacher's professional development experience working with "Maori" (indigenous people of New Zealand), and their protocols and practices. A "Maori kaumatua" (male leader) experienced in theatre direction, acting, and psychiatric nursing led "Maori"…

What Principals Do to Improve Teaching and Learning: Comparing the Use of Informal Classroom Observations in Two School Districts

ERIC Educational Resources Information Center

Ing, Marsha

2013-01-01

Informally observing classrooms is one way that principals can help improve teaching and learning. This study describes the variability of principals' classroom observations across schools and identifies the conditions under which observations relate to the instructional climate in some schools and not others. Data for this study come from…

The Lions Quest Program in Turkey: Teachers' Views and Classroom Practices

ERIC Educational Resources Information Center

Gol-Guven, Mine

2016-01-01

This is a pilot study to explore the classroom implementation of the Lions Quest Program in Turkey. Teachers of first through eighth grades at two elementary schools who applied the program were interviewed about the program and their classroom practices while they were also observed and their classrooms were also observed. Considerable program…

Executive Control Goes to School: Implications of Preschool Executive Performance for Observed Elementary Classroom Learning Engagement

PubMed Central

Nelson, Timothy D.; Nelson, Jennifer Mize; James, Tiffany D.; Clark, Caron A.C.; Kidwell, Katherine M.; Espy, Kimberly Andrews

2017-01-01

The transition to elementary school is accompanied by increasing demands for children to regulate their attention and behavior within the classroom setting. Executive control (EC) may be critical for meeting these demands; however, few studies have rigorously examined the association between EC and observed classroom behavior. This study examined EC in preschool (age 5 years, 3 months) as a predictor of classroom learning engagement behaviors in first grade, using a battery of performance-based EC tasks and live classroom observations in a longitudinal sample of 313 children. Multilevel modeling results indicated that stronger EC predicted more focused engagement and fewer task management and competing responses, controlling for socioeconomic status, child sex, and age at observations. Results suggest that early EC may support subsequent classroom engagement behaviors that are critical for successful transition to elementary school and long-term learning trajectories. PMID:28358540

Ethnographic analysis: a study of classroom environments.

PubMed

Griswold, L A

1994-05-01

Occupational therapists assess and adapt an environment to enhance clients' abilities to function. Therapists working in schools may assess several classroom environments in a week. Identifying relevant information in an efficient manner is essential yet presents a challenge for school therapists. In this study, ethnographic research methodology was used to analyze the plethora of data gained from observations in eight classrooms. Three major categories were identified to structure observations: activities, people, and communication. These categories were used to compile a Classroom Observation Guide that gives therapists relevant questions to ask in each category. Using the Classroom Observation Guide, occupational therapists can recommend classroom activities that suit a particular teacher's style. For example, working with a teacher who prefers structural activities with clear time and space boundaries for one specific purpose, a therapist might suggest organized sensorimotor games with a distinct purpose to be carried out for a given time period.

Responding to Students' Learning Preferences in Chemistry

NASA Astrophysics Data System (ADS)

Lewthwaite, Brian; Wiebe, Rick

2014-04-01

This paper reports on a teacher's and his students' responsiveness to a new tetrahedral-oriented (Mahaffy in J Chem Educ 83(1):49-55, 2006) curriculum requiring more discursive classroom practices in the teaching of chemistry. In this instrumental case study, we identify the intentions of this learner-centered curriculum and a teacher's development in response to this curriculum. We also explore the tensions this teacher experiences as students subsequently respond to his adjusted teaching. We use a Chemistry Teacher Inventory (Lewthwaite and Wiebe in Res Sci Educ 40(11):667-689, 2011; Lewthwaite and Wiebe in Can J Math Sci Technol Educ 12(1):36-61, 2012; Lewthwaite in Chem Educ Res Pract. doi:10.1039/C3RP00122A, 2014) to assist the teacher in monitoring how he teaches and how he would like to improve his teaching. We also use a student form of the instrument, the Chemistry Classroom Inventory and Classroom Observation Protocol (Lewthwaite and Wiebe 2011) to verify the teacher's teaching and perception of student preferences for his teaching especially in terms of the discursive processes the curriculum encourages. By so doing, the teacher is able to use both sets of data as a foundation for critical reflection and work towards resolution of the incongruence in data arising from students' preferred learning orientations and his teaching aspirations. Implications of this study in regards to the authority of students' voice in triggering teachers' pedagogical change and the adjustments in `teachering' and `studenting' required by such curricula are considered.

An Observational Study of Print Literacy in Canadian Preschool Classrooms

ERIC Educational Resources Information Center

Lynch, Jacqueline

2011-01-01

The purpose of this study was to examine the role of print literacy in preschool classrooms. There were seven preschool teachers working in central Canada who were observed over three sessions. The process of analytic induction was used to formulate categories based on interviews, classroom observations and documents. The following categories were…

The Potential of General Classroom Observation: Turkish EFL Teachers' Perceptions, Sentiments, and Readiness for Action

ERIC Educational Resources Information Center

Merç, Ali

2015-01-01

The purpose of this study was to determine Turkish EFL teachers' attitudes towards classroom observation. 204 teachers from different school settings responded to an online questionnaire. Data were analyzed according to three types of attitudes towards classroom observation: perceptions, sentiments, and readiness for action. The findings revealed…

Formative Evaluation of an Adaptation of the Feuerstein Instrumental Enrichment Program in the US Army Basic Skills Education Program (BSEP II)

DTIC Science & Technology

1984-10-01

87 ix CONTENTS (Continued) Page APPENDIX D. COGNITIVE SKILLS TEST ....... ................... .. 98 E. CLASSROOM OBSERVATION FORM...You arrzive ac tine, but nobody is at the c2ub. Vhy? (Give a possible explanaztion.) APPENDIX E Classroom Observation Form 106 B.&SIC ERLLS ED-:UCA1O...gains to be expected, researchers observed classroom instruction in each IE BSEP cycle at Fort Knox. (See Appendix E for a copy of the Classroom

Evaluation of the McFann, Gray & Associates’ BSEP (Basic Skills Education Program) 2. Curriculum

DTIC Science & Technology

1985-08-01

167 APPENDIX A - Tables APPENDIX B - Student Record Sheets, Module Record Sheets, Classroom Observation Form, and Questionnaires iv LIST OF...course data and demographic data about students, and classroom observation forms for recording classroom activities), * attended teacher-training...5.3% 27.5% (29) (7) (36) >=9.0 18.3% 54.2% 72.5% (24) (71) (95) Total 40.5% 59.5% 100% (53) (78) (131) ell APPENDIX B 4., ’-o CLASSROOM OBSERVATION SHEET

Authorial Intent in the Composition Classroom

ERIC Educational Resources Information Center

Barnard, Ian

2011-01-01

This article examines the disjunction between, on the one hand, critical theory's critique of the privileging of authorial intent in protocols of textual interpretation, and, on the other hand, continued obeisance to authorial intent in composition textbooks and pedagogy. By unpacking the implications of this disjunction, I show the limitations…

Facilitating Administrators' Instructional Leadership through the Use of a Technology Integration Discussion Protocol

ERIC Educational Resources Information Center

McLeod, Scott

2015-01-01

Digital learning tools are increasingly prevalent in classrooms, yet too often technology integration efforts by educators replicate rather than transform traditional instructional practices. Opportunities to take advantage of the new affordances that technologies bring to the learning environment thus become forfeit. Administrators' use of a…

Practicality in Virtuality: Finding Student Meaning in Video Game Education

ERIC Educational Resources Information Center

Barko, Timothy; Sadler, Troy D.

2013-01-01

This paper looks at the conceptual differences between video game learning and traditional classroom and laboratory learning. It explores the notion of virtual experience by comparing a commonly used high school laboratory protocol on DNA extraction with a similar experience provided by a biotechnology themed video game. When considered…

Practitioner Research: A "Refreshing Change" for Professional Learning

ERIC Educational Resources Information Center

Allen, Jennifer K.

2016-01-01

This article discusses a study that utilized a practitioner research approach to professional learning (Cochran-Smith & Lytle, 2009) that used student-created digital photo stories combined with focused teacher conversations guided by the NOT-ICE Teacher Discussion Protocol (Author, 2016) to explore why classroom teachers sometimes fail to…

Using Systematic Classroom Observation to Explore Student Engagement as a Function of Teachers' Developmentally Appropriate Instructional Practices (DAIP) in Ethnically Diverse Pre-Kindergarten through Second-Grade Classrooms

ERIC Educational Resources Information Center

Alford, Beverly L.; Rollins, Kayla B.; Padrón, Yolanda N.; Waxman, Hersh C.

2016-01-01

Researchers observed pre-kindergarten through second-grade public school classrooms, specifically noting child-centered and teacher-directed pedagogical approaches, by simultaneously examining: (a) student behavior and activities, (b) teacher instructional orientation and rationale, and (c) overall classroom environment. Dissimilar to previous…

Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms

PubMed Central

Puranik, Cynthia S.; Al Otaiba, Stephanie; Sidler, Jessica Folsom; Greulich, Luana

2014-01-01

The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 minute instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners’ writing performance. PMID:24578591

Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms.

PubMed

Puranik, Cynthia S; Al Otaiba, Stephanie; Sidler, Jessica Folsom; Greulich, Luana

2014-02-01

The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 minute instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners' writing performance.

Classroom attention in children with type 1 diabetes mellitus: the effect of stabilizing serum glucose.

PubMed

Daley, Kelly B; Wodrich, David L; Hasan, Khalid

2006-02-01

To determine whether stabilizing serum glucose, via introduction of an insulin pump, improves classroom attention among children with type-1 diabetes mellitus. Four boys having type-1 diabetes mellitus with unstable serum glucose were observed in their classroom for 10 baseline days. An insulin pump was placed and serum glucose stabilized, and they were then observed again for 10 days. A modified multiple baseline design was used to determine if improved on-task and off-task behavior was associated with better glycemic control. Rating scales and a laboratory measure of attention, measures of secondary interest, were also administered before and after pump introduction, and potential improvement in individuals' scores was evaluated. All boys had apparent improvement in on-task and off-task behavior as observed in their classrooms. Improvements were substantial, averaging 20% in on-task behavior and 34% in off-task behavior. However, no changes were detected on rating scales or laboratory measures. This study offers preliminary evidence that stabilizing serum glucose improves classroom attention, although the effect was detected only by observation of classroom behavior using highly structured techniques. Consequently, use of direct observation techniques may be important in studying the effects of chronic illness on classroom functioning.

A Classroom Observational Study of Qatar's Independent Schools: Instruction and School Reform

ERIC Educational Resources Information Center

Palmer, Douglas J.; Sadiq, Hissa M.; Lynch, Patricia; Parker, Dawn; Viruru, Radhika; Knight, Stephanie; Waxman, Hersh; Alford, Beverly; Brown, Danielle Bairrington; Rollins, Kayla; Stillisano, Jacqueline; Abu-Tineh, Abdullah M. Hamdan; Nasser, Ramzi; Allen, Nancy; Al-Binali, Hessa; Ellili, Maha; Al-Kateeb, Haithem; Al-Kubaisi, Huda

2016-01-01

Qatar initiated a K-12 national educational reform in 2001. However, there is limited information on the instructional practices of the teachers in the reform schools. This project was an observational study of classrooms with a stratified random sample of the first six cohorts of reform schools. Specifically, 156 classrooms were observed in 29…

Using Classroom Observations to Measure Teacher Effectiveness: Q&A with Rob Ramsdell. REL Mid-Atlantic Webinar

ERIC Educational Resources Information Center

Regional Educational Laboratory Mid-Atlantic, 2013

2013-01-01

In this webinar, Mr. Rob Ramsdell, Vice President, Cambridge Education, discussed the use of classroom observations as one measure of teacher effectiveness in a comprehensive educator support system. Mr. Ramsdell presented research-based recommendations for improving the quality and rigor of classroom observations. This Q&A addressed the…

Evaluating the Validity of Classroom Observations in the Head Start Designation Renewal System

ERIC Educational Resources Information Center

Mashburn, Andrew J.

2017-01-01

Classroom observations are increasingly common in education policies as a means to assess the quality of teachers and/or education programs for purposes of making high-stakes decisions. This article considers one policy, the Head Start Designation Renewal System (DRS), which involves classroom observations to assess the quality of Head Start…

What You See is What You Get: A Summary of Observations in Over 1000 Elementary & Secondary Classrooms. A Study of Schooling in the United States. Technical Report Series, No. 29.

ERIC Educational Resources Information Center

Sirotnik, Kenneth A.

Data from observations of 129 elementary, 362 junior, and 525 high school classes were analyzed to raise questions about classroom environment and classroom practices. Results gathered from four instruments are discussed: (1) physical environment inventory, which recorded classroom architectural arrangement, seating and grouping patterns,…

Do school classrooms meet the visual requirements of children and recommended vision standards?

PubMed

Negiloni, Kalpa; Ramani, Krishna Kumar; Sudhir, Rachapalle Reddi

2017-01-01

Visual demands of school children tend to vary with diverse classroom environments. The study aimed to evaluate the distance and near Visual Acuity (VA) demand in Indian school classrooms and their comparison with the recommended vision standards. The distance and near VA demands were assessed in 33 classrooms (grades 4 to 12) of eight schools. The VA threshold demand relied on the smallest size of distance and near visual task material and viewing distance. The logMAR equivalents of minimum VA demand at specific seating positions (desk) and among different grades were evaluated. The near threshold was converted into actual near VA demand by including the acuity reserve. The existing dimensions of chalkboard and classroom, gross area in a classroom per student and class size in all the measured classrooms were compared to the government recommended standards. In 33 classrooms assessed (35±10 students per room), the average distance and near logMAR VA threshold demand was 0.31±0.17 and 0.44±0.14 respectively. The mean distance VA demand (minimum) in front desk position was 0.56±0.18 logMAR. Increased distance threshold demand (logMAR range -0.06, 0.19) was noted in 7 classrooms (21%). The mean VA demand in grades 4 to 8 and grades 9 to 12 was 0.35±0.16 and 0.24±0.16 logMAR respectively and the difference was not statistically significant (p = 0.055). The distance from board to front desk was greater than the recommended standard of 2.2m in 27 classrooms (82%). The other measured parameters were noted to be different from the proposed standards in majority of the classrooms. The study suggests the inclusion of task demand assessment in school vision screening protocol to provide relevant guidance to school authorities. These findings can serve as evidence to accommodate children with mild to moderate visual impairment in the regular classrooms.

The Use of Classroom Walk-Through Observations as a Strategy to Improve Teaching and Learning: An Administrative Perspective

ERIC Educational Resources Information Center

Weller, Mark J.

2010-01-01

The purpose of this study was to identify the possible use of structured classroom walk-through observations as a strategy to improve teaching and learning. A wide variety of programs and initiatives have recently been implemented across the country to improve student achievement. One such initiative is classroom walk-through observations.…

Ecology and Development in Classroom Communication

ERIC Educational Resources Information Center

Barowy, William; Smith, Jeanne Elser

2008-01-01

Drawing upon observer participation in a first grade classroom, we present a systemic functional analysis of classroom communication located in relation to social semiotics, cultural historical activity theory, and ecological psychology, relating context to meaning making. Two years of observation include field notes, student assessments, audio…

Learning Strategies Used by High School Students Learning English as a Second Language

DTIC Science & Technology

1985-02-01

Discussion 34 REFERENCES 39 APPENDICES Z1 A Teachers Interview Guide 43 B Student Interview Guide 55 C Classroom Observation Guide 67 ix LIST OF TABLES...and teacher interviews were performed individually. There were only 3.7 strategies per classroom observation . Because roughly equal amounts of time...FOR SPEAKING AND UNDERSTANDING ENGLISH Classroom Observation Guide The purpose of this observation guide is to describe an approach for cot- lecting

Differential effects of the classroom on African American and non-African American's mathematics achievement.

PubMed

Schenke, Katerina; Nguyen, Tutrang; Watts, Tyler W; Sarama, Julie H; Clements, Douglas H

2017-08-01

We examined whether African American students differentially responded to dimensions of the observed classroom-learning environment compared with non-African American students. Further, we examined whether these dimensions of the classroom mediated treatment effects of a preschool mathematics intervention targeted at students from low-income families. Three observed dimensions of the classroom (teacher expectations and developmental appropriateness; teacher confidence and enthusiasm; and support for mathematical discourse) were evaluated in a sample of 1,238 preschool students in 101 classrooms. Using multigroup multilevel mediation where African American students were compared to non-African American students, we found that teachers in the intervention condition had higher ratings on the observed dimensions of the classroom compared with teachers in the control condition. Further, ratings on teacher expectations and developmental appropriateness had larger associations with the achievement of African American students than for non-African Americans. Findings suggest that students within the same classroom may react differently to that learning environment and that classroom learning environments could be structured in ways that are beneficial for students who need the most support.

Development and Construct Validity of the Classroom Strategies Scale-Observer Form

ERIC Educational Resources Information Center

Reddy, Linda A.; Fabiano, Gregory; Dudek, Christopher M.; Hsu, Louis

2013-01-01

Research on progress monitoring has almost exclusively focused on student behavior and not on teacher practices. This article presents the development and validation of a new teacher observational assessment (Classroom Strategies Scale) of classroom instructional and behavioral management practices. The theoretical underpinnings and empirical…

Observing Classroom Engagement in Community College: A Systematic Approach

ERIC Educational Resources Information Center

Alicea, Stacey; Suárez-Orozco, Carola; Singh, Sukhmani; Darbes, Tasha; Abrica, Elvira Julia

2016-01-01

Despite decades of research indicating classrooms shape student engagement, learning, and development, there is a dearth of empirically grounded research focusing specifically on observed classroom engagement as a predictor of student outcomes in community colleges. This article describes the development of a qualitatively grounded, quantitative…

Experimental impacts of a teacher professional development program in Chile on preschool classroom quality and child outcomes.

PubMed

Yoshikawa, Hirokazu; Leyva, Diana; Snow, Catherine E; Treviño, Ernesto; Barata, M Clara; Weiland, Christina; Gomez, Celia J; Moreno, Lorenzo; Rolla, Andrea; D'Sa, Nikhit; Arbour, Mary Catherine

2015-03-01

We assessed impacts on classroom quality and on 5 child language and behavioral outcomes of a 2-year teacher professional-development program for publicly funded prekindergarten and kindergarten in Chile. This cluster-randomized trial included 64 schools (child N = 1,876). The program incorporated workshops and in-classroom coaching. We found moderate to large positive impacts on observed emotional and instructional support as well as classroom organization in prekindergarten classrooms after 1 year of the program. After 2 years of the program, moderate positive impacts were observed on emotional support and classroom organization. No significant program impacts on child outcomes were detected at posttest (1 marginal effect, an increase in a composite of self-regulation and low problem behaviors, was observed). Professional development for preschool teachers in Chile can improve classroom quality. More intensive curricular approaches are needed for these improvements to translate into effects on children. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

Best Practices of Leadership in Educational Technology

ERIC Educational Resources Information Center

Brown, Loren

2014-01-01

Leadership in Educational Technology is a relatively new field that is changing as fast as technology itself. Success for an educational leader includes maintaining a firm grasp of how to diagnose the needs of a district, a school, or a classroom while aligning policies, procedures, and protocols into a format that will empower the individual…

The New Frontier: Conquering the World Wide Web by Mule.

ERIC Educational Resources Information Center

Gresham, Morgan

1999-01-01

Examines effects of teaching hypertext markup language on students' perceptions of class goals in a networked composition classroom. Suggests sending documents via file transfer protocol by command line and viewing the Web with a textual browser shifted emphasis from writing to coding. Argues that helping students identify a balance between…

Against All Odds: Problem-Solving Strategies and Behavioural Characteristics of Novice Students

ERIC Educational Resources Information Center

Chang, Pei-Fen; Lin, Miao-Chen

2015-01-01

This study investigates problem-solving difficulties of novices in a classroom setting, using a German instructional tool, the Fischertechnik kit of approximately 400 parts. In order to analyse the students' thinking processes as they solved the problems, verbal protocol analysis (VPA) was used to record the students'' thinking processes and…

A Teacher's Project Guide to the Internet.

ERIC Educational Resources Information Center

Crotchett, Kevin R.

This book is a step-by-step guide to the Internet, suggesting creative K-12 classroom projects ranging from one of the most basic Internet functions, e-mail, to one of the more difficult, writing World Wide Web homepages. Intervening chapters describe projects using Usenet Newsgroups, File Transfer Protocols (FTP), Gopher, Veronica, the World Wide…

Processes Utilized by High School Students Reading Scientific Text

ERIC Educational Resources Information Center

Clinger, Alicia Farr

2014-01-01

In response to an increased emphasis on disciplinary literacy in the secondary science classroom, an investigation of the literacy processes utilized by high school students while reading scientific text was undertaken. A think-aloud protocol was implemented to collect data on the processes students used when not prompted while reading a magazine…

The New Student-Teacher Channel

ERIC Educational Resources Information Center

Harper, Vernon B., Jr.

2005-01-01

The Web is no longer a novel ingredient in the learning experience, it is intrinsic and constant. In fact, a host of new technologies has sparked an age of inexpensive, effortless, and universal Web access in the classroom, while wireless devices and protocols have steadily moved downstream and down the socioeconomic ladder. With this incredible…

The Use of Classroom Walk-Through Observations as a Strategy to Improve Teaching and Learning: A Student Centered Perspective

ERIC Educational Resources Information Center

Sorensen, Thomas R., Jr.

2010-01-01

Due to the increasing pressure of meeting the demands of No Child Left Behind, and reducing the achievement gap between subgroups of school populations, school administrators across the nation have implemented a variety of short classroom walk-through observations. A walk-through is defined as a 3-5 minute observation of the classroom teacher by…

The Course Evaluation System

DTIC Science & Technology

1987-03-01

lab exercise is only done once. -19 - Prior to classroom observation , complete the following steps: 1. Enter objective numbers on the first line of the...presentation component blocks that are not required for the objective task type. During classroom observation or during instructor and student guide...Adequacy Form. Prior to classroom observation complete the following steps: 1. Enter the objective number on each form. Only one objective is

Predicting Student Achievement in University-Level Business and Economics Classes: Peer Observation of Classroom Instruction and Student Ratings of Teaching Effectiveness

ERIC Educational Resources Information Center

Galbraith, Craig S.; Merrill, Gregory B.

2012-01-01

We examine the validity of peer observation of classroom instruction for purposes of faculty evaluation. Using both a multi-section course sample and a sample of different courses across a university's School of Business and Economics we find that the results of annual classroom observations of faculty teaching are significantly and positively…

The History of Winter Thermochron Mission: Utilizing An Innovative Technology to Promote Science Research in the Classroom.

NASA Astrophysics Data System (ADS)

Bender, K. J.

2007-12-01

The goal of the Thermochron Mission, an embedded strand of the NASA Goddard Space Flight Center History of Winter (HOW) Program, is to engage participants actively in research methods while focusing on the observation and analysis of changes in ambient temperature. Through experiential learning opportunities, peer coaching, and expert instruction sessions, participants including in-service teachers, pre-service teachers, and ultimately their K-12 students, enhance their understanding of the processes and methods of science research. The initial engagement and exploration training has been provided to participants in the History of Winter (HOW) workshop since 2004. Supportive web-based multimedia resources utilized through modeling within the training program are available to participants online for continued later use within a classroom setting. The Thermochron Mission echoes the learning cycle embedded within the History of Winter Program. Emphasized are critical aspects of inquiry investigation including active and immersive experiences, opportunities for comparison and analysis of data, application of findings to new situations, and the communication of information in an appropriate forum. As a result, past HOW participants have utilized the Thermochron in settings as different as environmental studies through an outdoor education center and the study of acid mine drainage and its effect on local stream. In 2007, we collaborated with the FINNMARK 2007 and the GO NORTH expeditions, providing snow collection information and Thermochrons to gather a continual temperature record during these remote expeditions to the Arctic region. Both FINNMARK2007 and the POLAR Husky GoNorth 2007 dog sled expeditions took a complement of Thermochrons with multimedia instructions and the tools and protocols of the Global Snowflake Network (GSN), an International Polar Year project of the History of Winter Program, to measure temperature and the shape and characteristics of snow falling to the ground. The thermochron enables continuous temperature measurement for the record and for information to accompany the snowflake data acquisition. Professor Svein Mathiesen of EALÁT (Reindeer Herders Vulnerability Network Study), and reindeer herder and Ph.D. student, Inger Marie G. Eira, are incorporating the HOW and GSN thermochrons, snow pit observations, and snowflake identification protocols into Inger Marie's work for her Ph.D. dissertation on snow changes and reindeer pastures in Northern Norway. The HOW program introduced the Global Snowflake Network and Thermochrons to them as a part of the Indigenous Peoples" Opening Ceremonies for the International Polar Year. Now launching is a new opportunity for teachers to engage in the Thermochron Mission, an online collaborative environment to develop and refine solid science research projects based on temperature studies prior to launching them in the classroom. The goal is to enhance the quality of science research projects for the secondary school classroom and to increase the comfort level of teachers in facilitating research opportunities for students. Interested teachers are invited to participate by submitting a proposal for a research project employing Thermochrons. Select entrants will receive a set of Thermochrons and participate in a peer-coached and scientifically reviewed online forum to guide the implementation of the research project and its refinement prior to classroom use. All projects will then be made available through the History of Winter web site.

Methods of Analysis and Overall Mathematics Teaching Quality in At-Risk Prekindergarten Classrooms

ERIC Educational Resources Information Center

McGuire, Patrick R.; Kinzie, Mable; Thunder, Kateri; Berry, Robert

2016-01-01

Research Findings: This study analyzed the quality of teacher-child interactions across 10 videotaped observations drawn from 5 different prekindergarten classrooms delivering the same mathematics curriculum: "MyTeachingPartner-Math." Interactions were coded using 2 observational measures: (a) a general measure, the Classroom Assessment…

Exploring Classroom Walkthroughs: A Case Study of School Leaders' Learning and Professional Growth

ERIC Educational Resources Information Center

Rodrigue, Lorrie

2013-01-01

Connecticut's System for Educator Evaluation and Development (SEED) has required the practice of classroom observations to ensure school leaders regularly monitor instruction in their schools and districts. However, literature suggests the use of non-evaluative, less formal classroom observations may also provide school leaders' with opportunities…

Tracking Immanent Language Learning Behavior Over Time in Task-Based Classroom Work

ERIC Educational Resources Information Center

Kunitz, Silvia; Marian, Klara Skogmyr

2017-01-01

In this study, the authors explore how classroom tasks that are commonly used in task-based language teaching (TBLT) are achieved as observable aspects of "local educational order" (Hester & Francis, 2000) through observable and immanently social classroom behaviors. They focus specifically on students' language learning behaviors,…

Caregiver Cognition and Behavior in Day-Care Classrooms.

ERIC Educational Resources Information Center

Holloway, Susan D.

A study examined the relationship between change in daycare children's classroom behavior and the teacher's socialization behavior. Various behaviors of 69 children in 24 classrooms were observed and coded in the fall and spring of the school year. Observers coded teacher behavior according to the Caregiver Interaction Scale, which assesses…

Integrating Quantitative and Ethnographic Methods to Describe the Classroom. Report No. 5083.

ERIC Educational Resources Information Center

Malitz, David; And Others

The debate between proponents of ethnographic and quantitative methodology in classroom observation is reviewed, and the respective strengths and weaknesses of the two approaches are discussed. These methodologies are directly compared in a study that conducted simultaneous ethnographic and quantitative observations on nine classrooms. It is…

All Together Now: Measuring Staff Cohesion in Special Education Classrooms

ERIC Educational Resources Information Center

Kratz, Hilary E.; Locke, Jill; Piotrowski, Zinnia; Ouellette, Rachel R.; Xie, Ming; Stahmer, Aubyn C.; Mandell, David S.

2015-01-01

This study sought to validate a new measure, the Classroom Cohesion Survey (CCS), designed to examine the relationship between teachers and classroom assistants in autism support classrooms. Teachers, classroom assistants, and external observers showed good inter-rater agreement on the CCS and good internal consistency for all scales. Simple…

All Together Now: Measuring Staff Cohesion in Special Education Classrooms

ERIC Educational Resources Information Center

Kratz, Hilary E.; Locke, Jill; Piotrowski, Zinnia; Ouellette, Rachel R.; Xie, Ming; Stahmer, Aubyn C.; Mandell, David S.

2014-01-01

This study sought to validate a new measure, the Classroom Cohesion Survey (CCS), designed to examine the relationship between teachers and classroom assistants in autism support classrooms. Teachers, classroom assistants, and external observers showed good inter-rater agreement on the CCS and good internal consistency for all scales. Simple…

Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings

ERIC Educational Resources Information Center

Savasci, Funda; Berlin, Donna F.

2012-01-01

Science teacher beliefs and classroom practice related to constructivism and factors that may influence classroom practice were examined in this cross-case study. Data from four science teachers in two schools included interviews, demographic questionnaire, Classroom Learning Environment Survey (preferred/perceived), and classroom observations and…

The Dependability of Classroom Observations.

ERIC Educational Resources Information Center

Hiatt, Diana Buell; Keesling, J. Ward

A generalizability study of timed observations was conducted in 25 primary grade classes to observe teachers' use of time--for instruction, evaluation of instruction, and classroom management--according to the hour and day observed. Observational methods used by on-site researchers included videotape, checklists, running documentaries, frequency…

A Digital Tool to Promote Alcohol and Drug Use Screening, Brief Intervention, and Referral to Treatment Skill Translation: A Mobile App Development and Randomized Controlled Trial Protocol

PubMed Central

2017-01-01

Background Translation of knowledge and skills from classroom settings to clinical practice is a major challenge in healthcare training, especially for behavioral interventions. For example, screening, brief intervention, and referral to treatment (SBIRT) is a highly-promoted approach to identifying and treating individuals at risk for alcohol or drug problems, yet effective, routine use of SBIRT has lagged. Objective The objective of this paper is to describe the development, pilot testing, and trial protocol of a mobile app based on the theory of planned behavior (TPB) to promote SBIRT skill translation and application. Methods Intended for use after classroom training occurs, the mobile app has three primary functions designed to increase behavioral intent to deliver SBIRT: (1) review skills (ie, address knowledge and beliefs about SBIRT), (2) apply skills with patients (ie, build confidence and perceived behavioral control), and (3) report performance data (ie, increase accountability and social norms and/or influence). The app includes depression and anxiety screening tools due to high comorbidity with substance use. A randomized controlled trial (RCT) is in progress among health and social service learners (N=200) recruited from 3 universities and 6 different training programs in nursing, social work, internal medicine, psychiatry, and psychology. Participants are randomized to SBIRT classroom instruction alone or classroom instruction plus app access prior to beginning their field placement rotations. TPB-based data are collected via Qualtrics or via the mobile app pre-post and SBIRT utilization, weekly for 10 weeks. Key outcomes include the frequency of and self-reported confidence in delivery of SBIRT. Results Beta testing with advanced practice nursing students (N=22) indicated that the app and its associated assessment tools were acceptable and useful. The system usability scale (SUS) mean was 65.8 (n=19), which indicated that the SBIRT app was acceptable but could benefit from improvement. Indeed, modifications were implemented prior to starting the trial. Enrollment of trial participants began in September 2016. Results are expected by December 2017. Conclusions This report describes the process of TPB-based app development and testing, and the protocol for a RCT to determine the effectiveness of the app in enhancing skill translation. If effective, this approach could improve SBIRT implementation, fidelity, and clinical outcomes. PMID:28420604

Basic Skills Resource Center: A Descriptive Study of Learning Strategy Applications by English-as a-Second-Langage Students and Teachers in the Army

DTIC Science & Technology

1985-05-01

collection activity is presented in Table 1. Initial classroom observation of ESL classes was undertaken to familiarize researchers with the DLI curriculum...initiative. However, no student was observed asking another for information or clarification. Only in one classroom observation were the soldiers...one classroom observation where the soldiers were required to perform the steps involved in caring for and maintaining a gas mask was enlightening, for

Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders’ vocabulary and reading comprehension outcomes

PubMed Central

Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L.; Giuliani, Sarah; Ingebrand, Sarah W.; McLean, Leigh; Morrison, Frederick J.

2014-01-01

We examined classrooms as complex systems that affect students’ literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-learning environment. We observed 27 third grade classrooms serving 315 target students using two different observation systems. The first assessed instruction at a more micro-level; specifically, the amount of time individual students spent in literacy instruction defined by the type of instruction, role of the teacher, and content. The second assessed the quality of the classroom-learning environment at a more macro level focusing on classroom organization, teacher responsiveness, and support for vocabulary and language. Results revealed that both global quality of the classroom learning environment and time individual students spent in specific types of literacy instruction covering specific content interacted to predict students’ comprehension and vocabulary gains whereas neither system alone did. These findings support a dynamic systems model of how individual children learn in the context of classroom literacy instruction and the classroom-learning environment, which can help to improve observations systems, advance research, elevate teacher evaluation and professional development, and enhance student achievement. PMID:25400293

Behavioral Patterns in Special Education. Good Teaching Practices

PubMed Central

Rodríguez-Dorta, Manuela; Borges, África

2017-01-01

Providing quality education means to respond to the diversity in the classroom. The teacher is a key figure in responding to the various educational needs presented by students. Specifically, special education professionals are of great importance as they are the ones who lend their support to regular classroom teachers and offer specialized educational assistance to students who require it. Therefore, special education is different from what takes place in the regular classroom, demanding greater commitment by the teacher. There are certain behaviors, considered good teaching practices, which teachers have always been connected with to achieve good teaching and good learning. To ensure that these teachers are carrying out their educational work properly it is necessary to evaluate. This means having appropriate instruments. The Observational Protocol for Teaching Functions in Primary School and Special Education (PROFUNDO-EPE, v.3., in Spanish) allows to capture behaviors from these professionals and behavioral patterns that correspond to good teaching practices. This study evaluates the behavior of two special education teachers who work with students from different educational stages and educational needs. It reveals that the analyzed teachers adapt their behavior according the needs and characteristics of their students to the students responding more adequately to the needs presented by the students and showing good teaching practices. The patterns obtained indicate that they offer support, help and clear guidelines to perform the tasks. They motivate them toward learning by providing positive feedback and they check that students have properly assimilated the contents through questions or non-verbal supervision. Also, they provide a safe and reliable climate for learning. PMID:28512437

Behavioral Patterns in Special Education. Good Teaching Practices.

PubMed

Rodríguez-Dorta, Manuela; Borges, África

2017-01-01

Providing quality education means to respond to the diversity in the classroom. The teacher is a key figure in responding to the various educational needs presented by students. Specifically, special education professionals are of great importance as they are the ones who lend their support to regular classroom teachers and offer specialized educational assistance to students who require it. Therefore, special education is different from what takes place in the regular classroom, demanding greater commitment by the teacher. There are certain behaviors, considered good teaching practices, which teachers have always been connected with to achieve good teaching and good learning. To ensure that these teachers are carrying out their educational work properly it is necessary to evaluate. This means having appropriate instruments. The Observational Protocol for Teaching Functions in Primary School and Special Education (PROFUNDO-EPE, v.3., in Spanish) allows to capture behaviors from these professionals and behavioral patterns that correspond to good teaching practices. This study evaluates the behavior of two special education teachers who work with students from different educational stages and educational needs. It reveals that the analyzed teachers adapt their behavior according the needs and characteristics of their students to the students responding more adequately to the needs presented by the students and showing good teaching practices. The patterns obtained indicate that they offer support, help and clear guidelines to perform the tasks. They motivate them toward learning by providing positive feedback and they check that students have properly assimilated the contents through questions or non-verbal supervision. Also, they provide a safe and reliable climate for learning.

Stand Out in Class: restructuring the classroom environment to reduce sedentary behaviour in 9-10-year-olds - study protocol for a pilot cluster randomised controlled trial.

PubMed

Clemes, Stacy A; Bingham, Daniel D; Pearson, Natalie; Chen, Yu-Ling; Edwardson, Charlotte; McEachan, Rosemary; Tolfrey, Keith; Cale, Lorraine; Richardson, Gerry; Fray, Mike; Bandelow, Stephan; Jaicim, Nishal Bhupendra; Salmon, Jo; Dunstan, David; Barber, Sally E

2018-01-01

Sedentary behaviour (sitting) is a highly prevalent negative health behaviour, with individuals of all ages exposed to environments that promote prolonged sitting. Excessive sedentary behaviour adversely affects health in children and adults. As sedentary behaviour tracks from childhood into adulthood, the reduction of sedentary time in young people is key for the prevention of chronic diseases that result from excessive sitting in later life. The sedentary school classroom represents an ideal setting for environmental change, through the provision of sit-stand desks. Whilst the use of sit-stand desks in classrooms demonstrates positive effects in some key outcomes, evidence is currently limited by small samples and/or short intervention durations, with few studies adopting randomised controlled trial (RCT) designs. This paper describes the protocol of a pilot cluster RCT of a sit-stand desk intervention in primary school classrooms. A two-arm pilot cluster RCT will be conducted in eight primary schools (four intervention, four control) with at least 120 year 5 children (aged 9-10 years). Sit-stand desks will replace six standard desks in the intervention classrooms. Teachers will be encouraged to ensure all pupils are exposed to the sit-stand desks for at least 1 h/day on average using a rotation system. Schools assigned to the control arm will continue with their usual practice, no environmental changes will be made to their classrooms. Measurements will be taken at baseline, before randomisation, and at the end of the schools' academic year. In this study, the primary outcomes of interest will be school and participant recruitment and attrition, acceptability of the intervention, and acceptability and compliance to the proposed outcome measures (including activPAL-measured school-time and school-day sitting, accelerometer-measured physical activity, adiposity, blood pressure, cognitive function, academic progress, engagement, and behaviour) for inclusion in a definitive trial. A full process evaluation and an exploratory economic evaluation will also be conducted to further inform a definitive trial. The primary output of this study will be acceptability data to inform the development of a definitive cluster RCT designed to examine the efficacy of this intervention on health- and education-related outcomes in UK primary school children. ISRCTN12915848 (retrospectively registered, date registered 9 November 2016).

Informing Teacher Education through the Use of Multiple Classroom Observation Instruments

ERIC Educational Resources Information Center

Weber, Nancy Dubinski; Waxman, Hersh C.; Brown, Danielle B.; Kelly, Larry J.

2016-01-01

The purpose of the present study is to examine how first-year secondary teaching interns' classrooms compare to those of more experienced teachers. Through the simultaneous use of three unique observation instruments, the authors addressed the following research questions: (a) How do first-year secondary teachers' classroom behaviors compare to…

Classroom "Cupcake" Celebrations: Observations of Foods Offered and Consumed

ERIC Educational Resources Information Center

Isoldi, Kathy K.; Dalton, Sharron; Rodriguez, Desiree P.; Nestle, Marion

2012-01-01

Objective: To describe food and beverage types offered and consumed during classroom celebrations at an elementary school in a low-income, urban community. In addition, to report student intake of fresh fruit provided alongside other party foods. Methods: Observations held during 4 classroom celebrations. Food and beverage items were measured and…

The Exploration of Mars. Educational Brief: Planetary Science, Grades 8-12.

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Washington, DC.

This booklet gives a history of human observations of Mars, including observations made from U.S. unmanned spacecraft. Also included is a discussion, "Encountering a New World: How to Explore a Planet," which contains classroom discussion questions and four classroom activities. The classroom activities include: (1) How to explore a…

Self-Observation Model Employing an Instinctive Interface for Classroom Active Learning

ERIC Educational Resources Information Center

Chen, Gwo-Dong; Nurkhamid; Wang, Chin-Yeh; Yang, Shu-Han; Chao, Po-Yao

2014-01-01

In a classroom, obtaining active, whole-focused, and engaging learning results from a design is often difficult. In this study, we propose a self-observation model that employs an instinctive interface for classroom active learning. Students can communicate with virtual avatars in the vertical screen and can react naturally according to the…

Sources of Invalidity When Comparing Classroom Behaviors Across Cultures and Nations.

ERIC Educational Resources Information Center

Pfau, Richard H.

Focusing on the use of category systems in classroom observation, this report summarizes factors that may significantly affect the validity of cross-national and cross-cultural comparisons of classroom behaviors. Category systems measure well-defined behaviors by recording events observed at specific intervals or as they begin and end. Areas of…

Generalizing from Observations of Mathematics Teachers' Instructional Practice Using the Instructional Quality Assessment

ERIC Educational Resources Information Center

Wilhelm, Anne Garrison; Kim, Sungyeun

2015-01-01

One crucial question for researchers who study teachers' classroom practice is how to maximize information about what is happening in classrooms while minimizing costs. This report extends prior studies of the reliability of the Instructional Quality Assessment (IQA), a widely used classroom observation toolkit, and offers insight into the often…

The Characteristics and Quality of Pre-School Education in Spain

ERIC Educational Resources Information Center

Sandstrom, Heather

2012-01-01

We examined 25 four-year-old pre-school classrooms from a random sample of 15 schools within a large urban city in southern Spain. Observational measures of classroom quality included the Early Childhood Environment Rating Scale-Revised, the Classroom Assessment Scoring System and the Observation of Activities in Pre-school. Findings revealed…

Comparing Vignette Instruction and Assessment Tasks to Classroom Observations and Reflections

ERIC Educational Resources Information Center

Jeffries, Carolyn; Maeder, Dale W.

2011-01-01

The growing body of research on the use of vignettes in teacher education courses suggests that vignette-based instruction and assessment tasks may represent a viable alternative to traditional forms of scaffolded instruction and reflective essays following classroom observations, thereby creating a bridge between college and K-12 classrooms for…

Motivation, Classroom Environment, and Learning in Introductory Geology: A Hierarchical Linear Model

NASA Astrophysics Data System (ADS)

Gilbert, L. A.; Hilpert, J. C.; Van Der Hoeven Kraft, K.; Budd, D.; Jones, M. H.; Matheney, R.; Mcconnell, D. A.; Perkins, D.; Stempien, J. A.; Wirth, K. R.

2013-12-01

Prior research has indicated that highly motivated students perform better and that learning increases in innovative, reformed classrooms, but untangling the student effects from the instructor effects is essential to understanding how to best support student learning. Using a hierarchical linear model, we examine these effects separately and jointly. We use data from nearly 2,000 undergraduate students surveyed by the NSF-funded GARNET (Geoscience Affective Research NETwork) project in 65 different introductory geology classes at research universities, public masters-granting universities, liberal arts colleges and community colleges across the US. Student level effects were measured as increases in expectancy and self-regulation using the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich et al., 1991). Instructor level effects were measured using the Reformed Teaching Observation Protocol, (RTOP; Sawada et al., 2000), with higher RTOP scores indicating a more reformed, student-centered classroom environment. Learning was measured by learning gains on a Geology Concept Inventory (GCI; Libarkin and Anderson, 2005) and normalized final course grade. The hierarchical linear model yielded significant results at several levels. At the student level, increases in expectancy and self-regulation are significantly and positively related to higher grades regardless of instructor; the higher the increase, the higher the grade. At the instructor level, RTOP scores are positively related to normalized average GCI learning gains. The higher the RTOP score, the higher the average class GCI learning gains. Across both levels, average class GCI learning gains are significantly and positively related to student grades; the higher the GCI learning gain, the higher the grade. Further, the RTOP scores are significantly and negatively related to the relationship between expectancy and course grade. The lower the RTOP score, the higher the correlation between change in expectancy and grade. As such, students with low motivation show higher grades and greater learning gains in high RTOP (student-centered) classrooms than in low RTOP ones. These results support the recommendation of student-centered practices in the classroom and consideration of student motivation in our approach to the future of geoscience education.

An Empirical Investigation of the Dimensionality of the Physical Literacy Environment in Early Childhood Classrooms

ERIC Educational Resources Information Center

Dynia, Jaclyn M.; Schachter, Rachel E.; Piasta, Shayne B.; Justice, Laura M.; O'Connell, Ann A.; Yeager Pelatti, Christina

2016-01-01

This study investigated the dimensionality of the physical literacy environment of early childhood education classrooms. Data on the classroom physical literacy environment were collected from 245 classrooms using the Classroom Literacy Observation Profile. A combination of confirmatory and exploratory factor analysis was used to identify five…

Discipline and Rules in Four Hong Kong Kindergarten Classrooms: A Qualitative Case Study

ERIC Educational Resources Information Center

Ho, Joyce; Grieshaber, Susan Jane; Walsh, Kerryann

2017-01-01

Classroom discipline is a topic of international interest and teachers are bombarded with advice regarding how to and why they should manage children's behaviour in their classrooms. This paper draws on data related to classroom discipline gathered from a detailed classroom observation schedule, teacher interviews, and field notes with four…

An Empirical Investigation of the Dimensionality of the Physical Literacy Environment in Early Childhood Classrooms

ERIC Educational Resources Information Center

Dynia, Jaclyn M.; Schachter, Rachel E.; Piasta, Shayne B.; Justice, Laura M.; O'Connell, Ann A.; Yeager Pelatti, Christina

2018-01-01

This study investigated the dimensionality of the physical literacy environment of early childhood education classrooms. Data on the classroom physical literacy environment were collected from 245 classrooms using the Classroom Literacy Observation Profile. A combination of confirmatory and exploratory factor analysis was used to identify five…

Combining Quality and Curriculum-Based Measurement: A Suggested Assessment Protocol in Writing

ERIC Educational Resources Information Center

Ganzeveld, Paula

2015-01-01

Curriculum-Based Measures in writing (CBM-W) assesses a variety of fluency-based components of writing. While support exists for the use of CBM measures in the area of writing, there is a need to conduct further validation studies to investigate the utility of these measures within elementary and secondary classrooms. Since only countable indices…

Texting for Health: The Use of Participatory Methods to Develop Healthy Lifestyle Messages for Teens

ERIC Educational Resources Information Center

Hingle, Melanie; Nichter, Mimi; Medeiros, Melanie; Grace, Samantha

2013-01-01

Objective: To develop and test messages and a mobile phone delivery protocol designed to influence the nutrition and physical activity knowledge, attitudes, and behavior of adolescents. Design: Nine focus groups, 4 classroom discussions, and an 8-week pilot study exploring message content, format, origin, and message delivery were conducted over…

Designing a Virtual Classroom for Distance Learning Students through the Internet.

ERIC Educational Resources Information Center

Bradshaw, Allen

Advantages to using the Internet to deliver instruction include the fact that Hypertext Markup Language (HTML) can be accessed on any computer, broadening the student base to anyone with an Internet browser and a PPP (Point-to-Point Protocol) account. In addition, instructions, lectures, and examples can be linked together for use as students need…

Inquiry in the Large-Enrollment Science Classroom: Simulating a Research Investigation

ERIC Educational Resources Information Center

Reeve, Suzanne; Hammond, Jennetta W.; Bradshaw, William S.

2004-01-01

We conduct research workshops twice each semester in our cell biology lecture course. Instead of solely analyzing data obtained by others, students form groups to design research questions and experimental protocols on a given topic. The main focus is the process of scientific thinking, not simply obtaining a correct product. (Contains 3 tables…

Critical Friends Protocol: Andragogy and Learning in a Graduate Classroom

ERIC Educational Resources Information Center

Storey, Valerie A.; Wang, Victor C. X.

2017-01-01

The Critical Friend is a powerful concept partly due to the inherent tension between a challenging critic and a trusting friend. Originally utilized in the PreK-12 sector in both England and the United States, the application of Critical Friends has expanded across a range of contexts. This article further adds to the Critical Friend literature…

Looking for the Prototype of Teaching Expertise: An Initial Attempt in Taiwan.

ERIC Educational Resources Information Center

Lin, Sunny S. J.

This study followed Sternberg and Horvath's (1995) prototype view to sketch a teaching expertise schema as the hypothetical model. An interview of 13 novice, beginning, and expert teachers was used to examine the adequacy of the model. The participants were asked to comment on slides of classroom events. Their think-out-loud protocols were coded…

First Impressions Matter: Navigating Graphic Novels Utilizing Linguistic, Visual, and Spatial Resources

ERIC Educational Resources Information Center

Jimenez, Laura M.; Meyer, Carla K.

2016-01-01

Graphic novels in the K-12 classroom are most often used to motivate marginalized readers because of the lower text load and assumption of easy reading. This assumption has thus far been unexplored by reading research. This qualitative multiple-case study utilized think-aloud protocols in a new attention-mapping activity to better understand how…

Mediating Emotive Empathy With Informational Text: Three Students' Think-Aloud Protocols of "Gettysburg: The Graphic Novel"

ERIC Educational Resources Information Center

Chisholm, James S.; Shelton, Ashley L.; Sheffield, Caroline C.

2017-01-01

Although the popularity and use of graphic novels in literacy instruction has increased in the last decade, few sustained analyses have examined adolescents' reading processes with informational texts in social studies classrooms. Recent research that has foregrounded visual, emotional, and embodied textual responses situates this qualitative…

Students' Understanding and Perceptions of Assigned Team Roles in a Classroom Laboratory Environment

ERIC Educational Resources Information Center

Ott, Laura E.; Kephart, Kerrie; Stolle-McAllister, Kathleen; LaCourse, William R.

2018-01-01

Using a cooperative learning framework in a quantitative reasoning laboratory course, students were assigned to static teams of four in which they adopted roles that rotated regularly. The roles included: team leader, protocol manager, data recorder, and researcher. Using a mixed-methods approach, we investigated students' perceptions of the team…

Preschool classroom processes as predictors of children's cognitive self-regulation skills development.

PubMed

Fuhs, Mary Wagner; Farran, Dale C; Nesbitt, Kimberly Turner

2013-12-01

This research focuses on the associations between interactive processes of early childhood classrooms and gains in children's cognitive self-regulation (CSR) across the preschool year. Data from 803 children (45.8% female; M = 54 months; 39.1% Caucasian, 26.3% African American, 24.6% Hispanic, 9.9% Other) were collected at fall and spring of the preschool year, and classroom observations were conducted three times throughout the year. Multilevel models tested associations between classroom behaviors of teachers and students using the Classroom Observation in Preschool and the Teacher Observation in Preschool and gains children made in a CSR composite score (Dimensional Change Card Sort, Peg Tapping, Head Toes Knees Shoulders, Copy Design, and Corsi Blocks) across the preschool year. After controlling for demographic covariates and children's pretest scores, both affective and cognitive classroom processes were associated with gains. More teacher behavior approving, less disapproving, and more positive emotional tone were associated with gains. The proportion of observed time teachers spent delivering instruction as well as the proportion of time children were involved with mathematics and literacy were also related to CSR gains, as was the quality of teacher instruction. Although exploratory, these results highlight the potential for modifications in classroom practices to aid in children's CSR development. PsycINFO Database Record (c) 2013 APA, all rights reserved.

A Worldwide Community of Primary and Secondary Students and Their Teachers Engage in and Contribute to Geoscience Research

NASA Astrophysics Data System (ADS)

Sparrow, E. B.; Kopplin, M. R.; Yule, S.

2009-12-01

The GLOBE (Global learning and Observations to Benefit the Environment) program is among the most successful long-term citizen scientist programs engaging K-12 students, in-service and pre-service teachers, as well as community members in different areas of geoscience investigations: atmosphere/weather, land cover biology, soils, hydrology, and vegetation phenology. What sustains this multi-nation project is the interest and collaboration among scientists, educators, students and the GLOBE Partnerships that are mostly self-supporting and function in the United States and in a hundred other countries. The GLOBE Program Office in the United States continues to offer, an overall coordinating and leadership function, a website, an infrastructure, management and support for web data entry and access, as well as visualizations, and a much used help desk. In Alaska, GLOBE research and activities are maintained through professional development workshops for educators, continued year-long support for teachers and their students (classroom visits, email, mail and newsletters) including program assessments, funded through federal grants to the University of Alaska Fairbanks. The current earth system science Seasons and Biomes project uses GLOBE protocols as well as newly developed ones to fit the needs of the locale, such as ice freeze-up and break-up seasonality protocols for rivers and lakes in tundra, taiga and other northern biomes, and mosquito phenology protocols for tropical and sub-tropical moist broadleaf forests and other biomes in Asia and Africa, invasive plant species for Africa, and modified plant phenology protocols for temperate deciduous forests in Australia. Students contribute data and use archived data as needed when they conduct geoscience research individually, in small groups or as a class and/or collaboratively with others in schools in other parts of the country and the world.

Learning from the best: Overcoming barriers to reforms-based elementary science teaching

NASA Astrophysics Data System (ADS)

Banchi, Heather May

This study explored the characteristics of elementary science teachers who employ reforms-based practices. Particular attention was paid to the consistency of teachers' practices and their beliefs, the impact of professional development experiences on practices, and how teachers mitigated barriers to reforms-based instruction. Understanding how successful elementary science teachers develop fills a gap in the science reforms literature. Participants included 7 upper elementary science teachers from six different schools. All schools were located within two suburban school districts in the south-Atlantic United States and data was collected during the spring of 2008. Data collection included use of the Reformed Teaching Observation Protocol (RTOP) to evaluate the level of reforms-based instruction, as well as 35 hours of classroom observation field notes and 21 hours of audio-taped teacher interviews. The variety of data sources allowed for triangulation of evidence. The RTOP was analyzed using descriptive statistics and classroom observations and interview data were analyzed using Erickson's (1986) guidelines for analytic induction. Findings indicated (a) reforms-based elementary science teaching was attainable, (b) beliefs and practices were consistent and both reflected reforms-based philosophies and practices, (c) formal professional development experiences were limited and did not foster reforms-based practices, (d) informal professional development pursued by teachers had a positive impact on practices, (e) barriers to reforms-based instruction were present but mitigated by strong beliefs and practical strategies like curriculum integration. These findings suggest that there are common, salient characteristics of reforms-based teachers' beliefs, practices, and professional development experiences. These commonalities contribute to an understanding of how reforms-based teachers develop, and inform efforts to move all elementary teachers in the direction of reforms-based science teaching.

Capturing Communication Supporting Classrooms: The Development of a Tool and Feasibility Study

ERIC Educational Resources Information Center

Dockrell, Julie E.; Bakopoulou, Ioanna; Law, James; Spencer, Sarah; Lindsay, Geoff

2015-01-01

There is an increasing emphasis on supporting the oral language needs of children in the classroom. A variety of different measures have been developed to assist this process but few have been derived systematically from the available research evidence. A Communication Supporting Classrooms Observation Tool (CsC Observation Tool) for children aged…

Communication Strategies Used by High School English Language Learners in Multilingual Classrooms

ERIC Educational Resources Information Center

Spromberg, Sarah

2011-01-01

In this study, twenty-five high school English language learners were observed in their classrooms in a New York City public school while they worked in small groups. All observations were video recorded or done by the researcher while in the classrooms. The videos were then transcribed. Communication strategies that the participants used were…

The Effects of a School-Based Functional Analysis on Subsequent Classroom Behavior

ERIC Educational Resources Information Center

Davis, Tonya N.; Durand, Shannon; Fuentes, Lisa; Dacus, Sharon; Blenden, Kara

2014-01-01

In this study we analyzed the effects of conducting a school-based functional analysis on subsequent classroom behavior. Each participant was observed in the classroom during activities that were reported by teachers to result in high levels of challenging behavior. Participants were observed during (a) baseline, prior to the administration of a…

Observed Classroom Quality in First Grade: Associations with Teacher, Classroom, and School Characteristics

ERIC Educational Resources Information Center

Cadima, Joana; Peixoto, Carla; Leal, Teresa

2014-01-01

The observation and assessment of quality of teacher--child interactions in elementary school settings are increasingly recognized as important; however, research is still very limited in European countries. In this study, we examined the quality of the interactions between teacher and children in first-grade classrooms in Portugal and the extent…

Executive Control Goes to School: Implications of Preschool Executive Performance for Observed Elementary Classroom Learning Engagement

ERIC Educational Resources Information Center

Nelson, Timothy D.; Nelson, Jennifer Mize; James, Tiffany D.; Clark, Caron A. C.; Kidwell, Katherine M.; Espy, Kimberly Andrews

2017-01-01

The transition to elementary school is accompanied by increasing demands for children to regulate their attention and behavior within the classroom setting. Executive control (EC) may be critical for meeting these demands; however, few studies have rigorously examined the association between EC and observed classroom behavior. This study examined…

Concurrent Validity of the Classroom Strategies Scale for Elementary School--Observer Form

ERIC Educational Resources Information Center

Reddy, Linda A.; Fabiano, Gregory A.; Dudek, Christopher M.

2013-01-01

The present study is an initial investigation of the concurrent validity of a new assessment, the Classroom Strategies Scale (CSS version 2.0) for Elementary School--Observer Form. The CSS assesses teachers' use of instructional and behavioral management strategies. In the present study, the CSS is compared to the Classroom Assessment Scoring…

Inspiring the Next Generation: Astronomy Catalyzes K12 STEM Education

NASA Astrophysics Data System (ADS)

Borders, Kareen; Thaller, Michelle; Winglee, Robert; Borders, Kyla

2017-06-01

K-12 educators need effective and relevant astronomy professional development. NASA's Mission Science provides innovative and accessible opportunities for K-12 teachers. Science questions involve scale and distance, including Moon/Earth scale, solar system scale, and distance of objects in the universe. Teachers can gain an understanding of basic telescopes, the history of telescopes, ground and satellite based telescopes, and models of JWST Telescope. An in-depth explanation of JWST and Spitzer telescopes gave participants background knowledge for infrared astronomy observations. During teacher training, we taught the electromagnetic spectrum through interactive stations. The stations included an overview via lecture and power point, the use of ultraviolet beads to determine ultraviolet exposure, the study of lenticulars and diagramming of infrared data, looking at visible light through diffraction glasses and diagramming the data, protocols for using astronomy based research in the classroom, and infrared thermometers to compare environmental conditions around the observatory. An overview of LIDAR physics was followed up by a simulated LIDAR mapping of the topography of Mars.We will outline specific steps for K-12 infrared astronomy professional development, provide data demonstrating the impact of the above professional development on educator understanding and classroom use, and detail future plans for additional K-12 professional development.Funding was provided by Washington STEM, NASA, and the Washington Space Grant Consortium.

The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary Reliability and Validity of a System for Observing Preschoolers’ Competence in Classroom Interactions

PubMed Central

Downer, Jason T.; Booren, Leslie M.; Lima, Olivia K.; Luckner, Amy E.; Pianta, Robert C.

2012-01-01

This paper introduces the Individualized Classroom Assessment Scoring System (inCLASS), an observation tool that targets children’s interactions in preschool classrooms with teachers, peers, and tasks. In particular, initial evidence is reported of the extent to which the inCLASS meets the following psychometric criteria: inter-rater reliability, normal distributions and adequate range, construct validity, and criterion-related validity. These initial findings suggest that the inCLASS has the potential to provide an authentic, contextualized assessment of young children’s classroom behaviors. Future directions for research with the inCLASS are discussed. PMID:23175598

Teaching Inquiry using NASA Earth-System Science: Lessons Learned for Blended, Scaffolded Professional Development

NASA Astrophysics Data System (ADS)

Ellis, T. D.; TeBockhorst, D.

2013-12-01

Teaching Inquiry using NASA Earth-System Science (TINES) is a NASA EPOESS funded program exploring blended professional development for pre- and in-service educators to learn how to conduct meaningful inquiry lessons and projects in the K-12 classroom. This project combines trainings in GLOBE observational protocols and training in the use of NASA Earth Science mission data in a backward-faded scaffolding approach to teaching and learning about scientific inquiry. It also features a unique partnership with the National Science Teachers Association Learning Center to promote cohort building and blended professional development with access to NSTA's collection of resources. In this presentation, we will discuss lessons learned in year one and two of this program and how we plan to further develop this program over the next two years.

Social Inclusion: Teachers as Facilitators in Peer Acceptance of Students with Disabilities in Regular Classrooms in Tamil Nadu, India

ERIC Educational Resources Information Center

David, Ruffina; Kuyini, Ahmed Bawa

2012-01-01

This study examined the impact of classroom teachers' attitudes towards inclusive education, teachers' self-efficacy and classroom practices on the social status of students with disabilities in inclusive classrooms in Tamil Nadu, India. Questionnaires, interviews and classroom observations were employed to gather data. The data analysis included…

Perception Shapes Experience: The Influence of Actual and Perceived Classroom Environment Dimensions on Girls' Motivations for Science

ERIC Educational Resources Information Center

Spearman, Juliette; Watt, Helen M. G.

2013-01-01

The classroom environment influences students' academic outcomes, but it is often students' perceptions that shape their classroom experiences. Our study examined the extent to which observed classroom environment features shaped perceptions of the classroom, and explained levels of, and changes in, girls' motivation in junior secondary school…

Classroom Writing Environments and Children's Early Writing Skills: An Observational Study in Head Start Classrooms

ERIC Educational Resources Information Center

Zhang, Chenyi; Hur, Jinhee; Diamond, Karen E.; Powell, Douglas

2015-01-01

This study examined the classroom writing environment in 31 Head Start classrooms, and explored the relations between the writing environment, children's (N = 262) name-writing, and children's letter knowledge using pathway analysis. Our analyses showed that Head Start classrooms provided opportunities (i.e., writing materials and teachers'…

A Multi-Instrument Examination of Preschool Classroom Quality and the Relationship between Program, Classroom, and Teacher Characteristics

ERIC Educational Resources Information Center

Denny, Joanna Hope; Hallam, Rena; Homer, Karen

2012-01-01

Research Findings: A statewide study of preschool classroom quality was conducted using 3 distinct classroom observation measures in order to inform a statewide quality rating system. Findings suggested that Tennessee preschool classrooms were approaching "good" quality on the Early Childhood Environment Rating Scale-Revised (ECERS-R)…

Classroom Context and Years of Teaching Experience as Predictors of Misalignment on Ratings of Preschoolers' Classroom Engagement

ERIC Educational Resources Information Center

Phillips, Krishtine; Downer, Jason

2017-01-01

Research Findings: This study investigated the relationship between features of the classroom environment and misalignment between teacher and observer ratings of preschoolers' classroom engagement and the extent to which years of teaching experience moderated this relationship. In a sample of 116 preschoolers and 21 teachers in 29 classrooms,…

Classroom Behavior of Participants with ADHD Compared with Peers: Influence of Teaching Format and Grade Level

ERIC Educational Resources Information Center

Steiner, Naomi J.; Sheldrick, R. Chris; Frenette, Elizabeth C.; Rene, Kirsten M.; Perrin, Ellen C.

2014-01-01

Few studies examine the classroom behavior of children with attention deficit hyperactivity disorder (ADHD) in comparison with classroom peers and which teaching formats best support classroom engagement. Observations (N = 312) of second- and fourth-grade students with ADHD and their randomly selected classroom peers were conducted using a…

Nutrition Knowledge, Attitudes, and Fruit and Vegetable Intake as Predictors of Head Start Teachers' Classroom Mealtime Behaviors.

PubMed

Halloran, Katherine Marie; Gorman, Kathleen; Fallon, Megan; Tovar, Alison

2018-04-01

To examine the association between nutrition knowledge, attitudes, and fruit/vegetable intake among Head Start teachers and their classroom mealtime behaviors (self-reported and observed). Cross-sectional design using observation and survey. Sixteen Head Start centers across Rhode Island between September, 2014 and May, 2015. Teachers were e-mailed about the study by directors and were recruited during on-site visits. A total of 85 participants enrolled through phone/e-mail (19%) or in person (81%). Independent variables were nutrition knowledge, attitudes, and fruit/vegetable intake. The dependent variable was classroom mealtime behaviors (self-reported and observed). Regression analyses conducted on teacher mealtime behavior were examined separately for observation and self-report, with knowledge, attitudes, and fruit and vegetable intake as independent variables entered into the models, controlling for covariates. Nutrition attitudes were positively associated with teacher self-reported classroom mealtime behavior total score. Neither teacher nutrition knowledge nor fruit/vegetable intake was associated with observed or self-reported classroom mealtime behavior total scores. There was limited support for associations among teacher knowledge, attitudes, and fruit/vegetable intake, and teacher classroom mealtime behavior. Findings showed that teacher mealtime behavior was significantly associated with teacher experience. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Observations of Effective Teacher–Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary

PubMed Central

Allen, Joseph; Gregory, Anne; Mikami, Amori; Lun, Janetta; Hamre, Bridget; Pianta, Robert

2017-01-01

Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System—Secondary. After accounting for prior year test performance, qualities of teacher interactions with students predicted student performance on end-of-year standardized achievement tests. Classrooms characterized by a positive emotional climate, with sensitivity to adolescent needs and perspectives, use of diverse and engaging instructional learning formats, and a focus on analysis and problem solving were associated with higher levels of student achievement. Effects of higher quality teacher–student interactions were greatest in classrooms with fewer students. Implications for teacher performance assessment and teacher effects on achievement are discussed. PMID:28931966

Classroom Peer Relationships and Behavioral Engagement in Elementary School: The Role of Social Network Equity

PubMed Central

Cappella, Elise; Kim, Ha Yeon; Neal, Jennifer W.; Jackson, Daisy R.

2014-01-01

Applying social capital and systems theories of social processes, we examine the role of the classroom peer context in the behavioral engagement of low-income students (N = 80) in urban elementary school classrooms (N = 22). Systematic child observations were conducted to assess behavioral engagement among second to fifth graders in the fall and spring of the same school year. Classroom observations, teacher and child questionnaires, and social network data were collected in the fall. Confirming prior research, results from multilevel models indicate that students with more behavioral difficulties or less academic motivation in the fall were less behaviorally engaged in the spring. Extending prior research, classrooms with more equitably distributed and interconnected social ties—social network equity—had more behaviorally engaged students in the spring, especially in classrooms with higher levels of observed organization (i.e., effective management of behavior, time, and attention). Moreover, social network equity attenuated the negative relation between student behavioral difficulties and behavioral engagement, suggesting that students with behavioral difficulties were less disengaged in classrooms with more equitably distributed and interconnected social ties. Findings illuminate the need to consider classroom peer contexts in future research and intervention focused on the behavioral engagement of students in urban elementary schools. PMID:24081319

Children's Behavioral Regulation and Literacy: the Impact of the First Grade Classroom Environment

PubMed Central

Day, Stephanie; Connor, Carol; McClelland, Megan

2015-01-01

Classroom learning environments are an important source of influence on children's development, particularly with regard to literacy achievement and behavioral regulation, both which requires the coordination of task inhibition, attention, and working memory. Classroom observations were conducted in 18 schools and 51 first grade classrooms for 500 children. The non-instructional activities were recorded for each student in the classroom. Hierarchical linear modeling revealed that children with weaker fall behavioral regulation were more likely to attend classrooms where more time was spent in disruptions and wasted instructional time over the course of the school year, such as waiting for the teacher to gather materials before beginning instruction. For literacy outcomes, children who were in classrooms where more time in disruptions, transitions, and waiting was observed showed weaker literacy skill gains in the spring compared to children in classrooms with lesser amounts of such unproductive non-instructional time and this effect was generally greater for students with initial weaker skills. These results also reveal that the classroom environment and the incoming characteristics of the students themselves influence students' development of behavioral regulation and literacy. PMID:26407837

Corrective Feedback in L2 Latvian Classrooms: Teacher Perceptions versus the Observed Actualities of Practice

ERIC Educational Resources Information Center

Dilans, Gatis

2016-01-01

This two-part study aims to investigate teacher perceptions about providing oral corrective feedback (CF) to minority students of Latvian as a second language and compare the perceptions to the actual provision of CF in L2 Latvian classrooms. The survey sample represents sixty-six L2 Latvian teachers while the classroom observations involved 13…

The Elephant in the Classroom: The Impact of Misbehavior on Classroom Climate

ERIC Educational Resources Information Center

Ratcliff, Nancy J.; Jones, Cathy R.; Costner, Richard H.; Savage-Davis, Emma; Hunt, Gilbert H.

2010-01-01

The research discussed here is based on a one year study of 34 second and fourth grade teachers and their 588 students. Data were collected in 40 minute observational segments; six unannounced observations took place in each teacher's classroom for a total of 240 minutes per teacher. The data were analyzed in SPSS as quantitative data. Half of the…

Differentiated Instruction at Work. Reinforcing the Art of Classroom Observation through the Creation of a Checklist for Beginning and Pre-Service Teachers

ERIC Educational Resources Information Center

Subban, Pearl; Round, Penny

2015-01-01

Professional experience is viewed as integral to shaping philosophy and acquiring skills in the area of classroom teaching. Classrooms are complex places, with educators implementing differentiated strategies to cater for student diversity. Pre-service teachers who observe these lessons often miss the intuitive practices, as there is much to…

The Teacher's Role in Quality Classroom Interactions: Q&A with Dr. Drew Gitomer. REL Mid-Atlantic Teacher Effectiveness Webinar Series

ERIC Educational Resources Information Center

Regional Educational Laboratory Mid-Atlantic, 2013

2013-01-01

In this webinar, Dr. Drew Gitomer, professor at Rutgers University, shared results from recent studies of classroom observations that helped participants understand both general findings about the qualities of classroom interactions and also the challenges to carrying out valid and reliable observations. This Q&A addressed the questions…

Observation of Classroom Social Communication: Do Children with Fetal Alcohol Spectrum Disorders Spend Their Time Differently than Their Typically Developing Peers?

ERIC Educational Resources Information Center

Olswang, Lesley B.; Svensson, Liselotte; Astley, Susan

2010-01-01

Purpose: In this research, the authors examined how social communication profiles during classroom activities differed between children with fetal alcohol spectrum disorders (FASD) and typically developing pair-matched peers. Method: Twelve pairs of children were observed in their classrooms 20 min a day for 4 days across 2 weeks. Coders…

Sherlock Holmes in the Classroom.

ERIC Educational Resources Information Center

Faia, Jean E.

1988-01-01

Describes a three-day classroom activity combining criminal investigations and scientific skills, especially observation skills. Provides detailed classroom procedures with an illustration of eight basic fingerprint patterns and a classification chart. (YP)

Pre-Service Teachers and Classroom Authority

ERIC Educational Resources Information Center

Pellegrino, Anthony M.

2010-01-01

This study examined the classroom practices of five pre-service teachers from three secondary schools in a large southeastern state. Through classroom observations, survey responses, reviews of refection logs, and focus-group interview responses, we centered on the issue of developing classroom authority as a means to effective classroom…

Predicting First Graders' Social Competence from Their Preschool Classroom Interpersonal Context

ERIC Educational Resources Information Center

Spivak, Asha Leah; Farran, Dale C.

2016-01-01

Research Findings: This study investigates contributions of the preschool classroom interpersonal environment to students' social competence in 1st grade. Participants were 862 ethnically/racially diverse children who attended public preschool classrooms serving low-income families. Systematic observations of 60 classrooms occurred across the…

The GLOBE Carbon Project: Integrating the Science of Carbon Cycling and Climate Change into K-12 Classrooms.

NASA Astrophysics Data System (ADS)

Ollinger, S. V.; Silverberg, S.; Albrechtova, J.; Freuder, R.; Gengarelly, L.; Martin, M.; Randolph, G.; Schloss, A.

2007-12-01

The global carbon cycle is a key regulator of the Earth's climate and is central to the normal function of ecological systems. Because rising atmospheric CO2 is the principal cause of climate change, understanding how ecosystems cycle and store carbon has become an extremely important issue. In recent years, the growing importance of the carbon cycle has brought it to the forefront of both science and environmental policy. The need for better scientific understanding has led to establishment of numerous research programs, such as the North American Carbon Program (NACP), which seeks to understand controls on carbon cycling under present and future conditions. Parallel efforts are greatly needed to integrate state-of-the-art science on the carbon cycle and its importance to climate with education and outreach efforts that help prepare society to make sound decisions on energy use, carbon management and climate change adaptation. Here, we present a new effort that joins carbon cycle scientists with the International GLOBE Education program to develop carbon cycle activities for K-12 classrooms. The GLOBE Carbon Cycle project is focused on bringing cutting edge research and research techniques in the field of terrestrial ecosystem carbon cycling into the classroom. Students will collect data about their school field site through existing protocols of phenology, land cover and soils as well as new protocols focused on leaf traits, and ecosystem growth and change. They will also participate in classroom activities to understand carbon cycling in terrestrial ecosystems, these will include plant- a-plant experiments, hands-on demonstrations of various concepts, and analysis of collected data. In addition to the traditional GLOBE experience, students will have the opportunity to integrate their data with emerging and expanding technologies including global and local carbon cycle models and remote sensing toolkits. This program design will allow students to explore research questions from local to global scales with both present and future environmental conditions.

Questioning in Tongan Science Classrooms: A Pilot Study to Identify Current Practice, Barriers and Facilitators

ERIC Educational Resources Information Center

Bay, Jacquie L.; Fohoko, Fehi; La'Akulu, Mumui; Leota, Ofa; Pulotu, Lesieli; Tu'Ipuloto, Sina; Tutoe, Salesi; Tovo, Oliveti; Vekoso, Ana; Pouvalu, Emeli H.

2016-01-01

Questioning is central to the development of scientific and health literacies. In exploring this concept, Tongan science teachers hypothesized that their ability to use and encourage questioning presented challenges in the context of Tongan social and cultural norms. This study set out to develop a peer-to-peer protocol to enable teachers to…

Psychometric Evaluation of a New Instrument to Evaluate School Nurses' Perceptions on Concussion Care Management

ERIC Educational Resources Information Center

Schneider, Kathleen H.

2017-01-01

The rate of concussions in adolescents has risen over the last decade, resulting in cognitive and emotional problems. Neurologists recommend cognitive and physical rest during the recovery period, followed by a transitional return-to-classroom protocol. The purpose of the study was to develop and test an instrument that explores the beliefs and…

History Teachers' Knowledge of Inquiry Methods: An Analysis of Cognitive Processes Used During a Historical Inquiry

ERIC Educational Resources Information Center

Voet, Michiel; De Wever, Bram

2017-01-01

The present study explores secondary school history teachers' knowledge of inquiry methods. To do so, a process model, outlining five core cognitive processes of inquiry in the history classroom, was developed based on a review of the literature. This process model was then used to analyze think-aloud protocols of 20 teachers' reasoning during an…

From the Classroom to the Dorm: Facing the Impasse of Demanding Discourse Constraints.

ERIC Educational Resources Information Center

Long, Elenore

The composing processes of four freshmen writers of varying proficiency who had been taught problem-solving strategies for one semester were traced to see whether they would differ in how they set up and followed through with strategic options. Each of the four students produced a think-aloud protocol as he or she planned and wrote an assignment…

The Viability of Portraiture for Science Education Research: Learning from Portraits of Two Science Classrooms

ERIC Educational Resources Information Center

Quigley, Cassie; Trauth-Nare, Amy; Beeman-Cadwallader, Nicole

2015-01-01

The purpose of this paper is to describe the relevance of a qualitative methodology called portraiture for science education. Portraiture is a method of inquiry that blends art and science by combining the empirical aspects of inquiry with beauty and aesthetic properties. This method encompasses all aspects of a research study, including protocol,…

A Review of Protocols in Higher Education; How My Experience Made Me Question the Process

ERIC Educational Resources Information Center

Ryan, Brendan M.

2017-01-01

This paper is a discussion and critical review of grading practices at a large flagship public university. In this paper, I examine the rights a student has when calling into question the authority and decision-making abilities of teachers in a classroom setting. Following my recent experience with a professor (noted at the beginning of this…

A Transcultural Wisdom Bank in the Classroom: Making Cultural Diversity a Key Resource in Teaching and Learning

ERIC Educational Resources Information Center

Chang, Jui-shan

2006-01-01

This article presents an account of how the author has made cultural diversity a powerful pedagogical resource for teaching rather than a burden. It is suggested that such an approach can deliver real educational benefits, rather than simply being a protocol to meet the requirements of "political correctness" or commercial imperatives. The issues…

Social media use and cybercivility guidelines in U.S. nursing schools: A review of websites.

PubMed

De Gagne, Jennie C; Yamane, Sandra S; Conklin, Jamie L; Chang, Jianhong; Kang, Hee Sun

This research analyzes to what extent U.S. nursing schools use social media, their policies or guidelines on cybercivility in social media, online classrooms, and email correspondence, and whether these protocols are readily available to students. This website-based study employs a descriptive, cross-sectional, non-experimental search design. Data were collected in nursing schools offering master's programs (n=197) and online graduate programs in master's degree (n=110) listed in the 2017 edition of U.S. News and World Report. School ranking was positively correlated with the total number of social networking sites being used in the schools, but not with the presence of cybercivility guidelines. About a third of the nursing schools in the sample had policies/guidelines concerning social media, while fewer than 10% had policies/guidelines about online classroom conduct (n=14) or email use (n=16). Key features of these protocols were professionalism, expected behaviors, and consequences. Establishing and implementing policies and guidelines regarding cybercivility is a vital step to promote a culture of civility online. It is especially important to do so in nursing schools where standards should reflect the values of the profession. Copyright © 2017 Elsevier Inc. All rights reserved.

Affective Teaching: A Method to Enhance Classroom Management

ERIC Educational Resources Information Center

Shechtman, Zipora; Leichtentritt, Judy

2004-01-01

The purpose of the study was to enhance classroom management in special education classrooms. "Affective teaching" was compared with "cognitive teaching" in 52 classrooms in Israel. Data was collected based on observations of three 90 minute lessons, equally divided into the two types of instruction. Results of MANOVA…

Effective Factors in Interactions within Japanese EFL Classrooms

ERIC Educational Resources Information Center

Maftoon, Parviz; Ziafar, Meisam

2013-01-01

Classroom interactional patterns depend on some contextual, cultural and local factors in addition to the methodologies employed in the classroom. In order to delineate such factors, the focus of classroom interaction research needs to shift from the observables to the unobservables like teachers' and learners' psychological states and cultural…

Teacher Logs: A Tool for Gaining a Comprehensive Understanding of Classroom Practices

ERIC Educational Resources Information Center

Glennie, Elizabeth J.; Charles, Karen J.; Rice, Olivia N.

2017-01-01

Examining repeated classroom encounters over time provides a comprehensive picture of activities. Studies of instructional practices in classrooms have traditionally relied on two methods: classroom observations, which are expensive, and surveys, which are limited in scope and accuracy. Teacher logs provide a "real-time" method for…

Inclusive Science Education: Learning from Wizard

ERIC Educational Resources Information Center

Koomen, Michele Hollingsworth

2016-01-01

This case study reports on a student with special education needs in an inclusive seventh grade life science classroom using a framework of disability studies in education. Classroom data collected over 13 weeks consisted of qualitative (student and classroom observations, interviews, student work samples and video-taped classroom teaching and…

Laptop Computers in the Elementary Classroom: Authentic Instruction with At-Risk Students

ERIC Educational Resources Information Center

Kemker, Kate; Barron, Ann E.; Harmes, J. Christine

2007-01-01

This case study investigated the integration of laptop computers into an elementary classroom in a low socioeconomic status (SES) school. Specifically, the research examined classroom management techniques and aspects of authentic learning relative to the student projects and activities. A mixed methods approach included classroom observations,…

Interactions between Classroom Discourse, Teacher Questioning, and Student Cognitive Engagement in Middle School Science

ERIC Educational Resources Information Center

Smart, Julie B.; Marshall, Jeff C.

2013-01-01

Classroom discourse can affect various aspects of student learning in science. The present study examines interactions between classroom discourse, specifically teacher questioning, and related student cognitive engagement in middle school science. Observations were conducted throughout the school year in 10 middle school science classrooms using…

A Study of Classroom Inquiry and Reflection among Preservice Teachers Candidates

ERIC Educational Resources Information Center

Duquette, Cheryll; Dabrowski, Leah

2016-01-01

The purpose of this study was to explore the experiences of four preservice teachers who used classroom inquiry and reflection to solve problems when implementing differentiated instruction in elementary classrooms during a practicum. Data from classroom observations, individual reflections, and discussions with a teacher educator were analyzed…

Students Engaged in Climate Change Research Through Vegetation Phenology Studies

NASA Astrophysics Data System (ADS)

Sparrow, E. B.; Verbyla, D. L.; White, M. A.; Gordon, L. S.

2004-12-01

The project goal is to engage students in scientific research as a way of learning science, math, and technology in K-12 classrooms by providing an opportunity for student-scientist collaborations. This NSF-funded GLOBE project is of significance to scientists who track plant phenological changes as an indicator of climate change and study carbon cycling. To students it is a means of studying Earth as a system. Plants and their phenology stages reflect and integrate the effects of weather and other environmental parameters that are components of the Earth system. Remotely sensed data indicate that the plant growing season has increased in northern latitudes. The greenness estimates could vary due to possible interference from clouds and other atmospheric properties, low sun angles at high latitudes and aging of satellite detectors; hence the need for ground-based observations to help validate satellite-derived estimates of plant growing season lengths. GLOBE plant phenology measurements (protocols) of Green-up and Green-down for deciduous trees and shrubs, and for grasses were developed at the University of Alaska Fairbanks, and Budburst at Utah State University. These were pilot- tested, and revised several times with input from teachers and GLOBE personnel. Learning activities to support understanding of science concepts, were also developed and/or adapted. The protocols and learning activities were aligned to national science standards and incorporated in the "Earth as a System" chapter in the 2003 GLOBE Teacher Guide published and also posted on the GLOBE website (www.globe.gov). Phenology protocols and learning activities are being used in Alaska by teachers and students who participate in different NSF and NASA-funded science education programs, such as the Schoolyard Long Term Ecological Research Project, the Global Change Education Using Western Science and Native Observations (OLCG) Project, the Alaska GLOBE program and the EPSCoR Rural Research Partnership Education Outreach program. Pre-college students and their teachers from 77 schools in 11 countries have engaged in GLOBE plant phenology research and entered phenology data on the GLOBE web server. Thus, collaborative efforts in research and education among science education projects in Alaska and in other countries have been facilitated. Scientists now have access to global plant phenology data-ground-based observations that previously have been very rare. Students have also used the phenology protocols for their own investigations.

Within-Day Variability in the Quality of Classroom Interactions during Third and Fifth Grade: Implications for Children's Experiences and Conducting Classroom Observations

ERIC Educational Resources Information Center

Curby, Timothy W.; Stuhlman, Megan; Grimm, Kevin; Mashburn, Andrew; Chomat-Mooney, Lia; Downer, Jason; Hamre, Bridget; Pianta, Robert C.

2011-01-01

The quality of classroom interactions has typically been studied using aggregates of ratings over time. However, within-day ratings may contain important variability. This study investigated within-day variability using the NICHD Study of Early Childcare and Youth Development's observational data during grades 3 and 5. The first question examined…

Generalizability and Decision Studies to Inform Observational and Experimental Research in Classroom Settings

ERIC Educational Resources Information Center

Bottema-Beutel, Kristen; Lloyd, Blair; Carter, Erik W.; Asmus, Jennifer M.

2014-01-01

Attaining reliable estimates of observational measures can be challenging in school and classroom settings, as behavior can be influenced by multiple contextual factors. Generalizability (G) studies can enable researchers to estimate the reliability of observational data, and decision (D) studies can inform how many observation sessions are…

Occasions and the Reliability of Classroom Observations: Alternative Conceptualizations and Methods of Analysis

ERIC Educational Resources Information Center

Meyer, J. Patrick; Cash, Anne H.; Mashburn, Andrew

2011-01-01

Student-teacher interactions are dynamic relationships that change and evolve over the course of a school year. Measuring classroom quality through observations that focus on these interactions presents challenges when observations are conducted throughout the school year. Variability in observed scores could reflect true changes in the quality of…

Improving college science teaching through peer coaching and classroom assessment

DOE Office of Scientific and Technical Information (OSTI.GOV)

Sode, J.R.

Peer coaching involves the observation of one teacher by another. This observation is accompanied by open and honest reflective discussion. The three main components of peer coaching are pre conference (for setting observation guidelines and building trust), observation (the sytematic collection of classroom data), and post conference (a non evaluative examination and discussion of the classroom). The non-evaluative post conference involves an examination of the teaching/learning process that occurred during the observation phase. In effective assessment, information on what and how well students are learning is used to make decisions about overall program improvement and to implement continuous classroom improvement.more » During peer coaching and assessment neither the instructor nor the students are formally evaluated. This session presents a sequential process in which the peer coaching steps of pre conference, observation, and post conference are combined with assessment to provide instructional guidance. An actual cast study, using the student complaint, {open_quotes}Lectures are boring and useless,{close_quotes} is used to demonstrate the process.« less

Seeing and Being Seen: Predictors of Accurate Perceptions about Classmates’ Relationships

PubMed Central

Neal, Jennifer Watling; Neal, Zachary P.; Cappella, Elise

2015-01-01

This study examines predictors of observer accuracy (i.e. seeing) and target accuracy (i.e. being seen) in perceptions of classmates’ relationships in a predominantly African American sample of 420 second through fourth graders (ages 7 – 11). Girls, children in higher grades, and children in smaller classrooms were more accurate observers. Targets (i.e. pairs of children) were more accurately observed when they occurred in smaller classrooms of higher grades and involved same-sex, high-popularity, and similar-popularity children. Moreover, relationships between pairs of girls were more accurately observed than relationships between pairs of boys. As a set, these findings suggest the importance of both observer and target characteristics for children’s accurate perceptions of classroom relationships. Moreover, the substantial variation in observer accuracy and target accuracy has methodological implications for both peer-reported assessments of classroom relationships and the use of stochastic actor-based models to understand peer selection and socialization processes. PMID:26347582

The current practice of using multiple representations in year 4 science classrooms

NASA Astrophysics Data System (ADS)

Chuenmanee, Chanoknat; Thathong, Kongsak

2018-01-01

Multiple representations have been widely used as a reasoning tool for understanding complex scientific concepts. Thus this study attempted to investigate the current practice of using multiple representations on Year 4 science classrooms in terms of modes and levels which appear in curriculum documents, teaching plans, tasks and assessments, teaching practices, and students' behaviors. Indeed, documentary analysis, classroom observation, and interview were used as the data collection methods. First of all, Year 4 science documents were analyzed. Then classroom observation was used as a collecting method to seek what actually happen in the classroom. Finally, in-depth interviews were used to gather more information and obtain meaningful data. The finding reveals that many modes of verbal, visual, and tactile representations within three levels of representations are posed in Year 4 documents. Moreover, according to classroom observations and interviews, there are three main points of applying multiple representations into classrooms. First of all, various modes of representations were used, however, a huge number of them did not come together with the levels. The levels of representations, secondly, macroscopic and cellular levels were introduced into all classrooms while symbolic level was provided only in some classrooms. Finally, the connection of modes and levels pointed out that modes of representations were used without the considerations on the levels of them. So, it seems to be that teaching practice did not meet the aims of curriculum. Therefore, these issues were being considered in order to organize and design the further science lessons.

Effectiveness of classroom based crew resource management training in the intensive care unit: study design of a controlled trial

PubMed Central

2011-01-01

Background Crew resource management (CRM) has the potential to enhance patient safety in intensive care units (ICU) by improving the use of non-technical skills. However, CRM evaluation studies in health care are inconclusive with regard to the effect of this training on behaviour and organizational outcomes, due to weak study designs and the scarce use of direct observations. Therefore, the aim of this study is to determine the effectiveness and cost-effectiveness of CRM training on attitude, behaviour and organization after one year, using a multi-method approach and matched control units. The purpose of the present article is to describe the study protocol and the underlying choices of this evaluation study of CRM in the ICU in detail. Methods/Design Six ICUs participated in a paired controlled trial, with one pre-test and two post test measurements (respectively three months and one year after the training). Three ICUs were trained and compared to matched control ICUs. The 2-day classroom-based training was delivered to multidisciplinary groups. Typical CRM topics on the individual, team and organizational level were discussed, such as situational awareness, leadership and communication. All levels of Kirkpatrick's evaluation framework (reaction, learning, behaviour and organisation) were assessed using questionnaires, direct observations, interviews and routine ICU administration data. Discussion It is expected that the CRM training acts as a generic intervention that stimulates specific interventions. Besides effectiveness and cost-effectiveness, the assessment of the barriers and facilitators will provide insight in the implementation process of CRM. Trial registration Netherlands Trial Register (NTR): NTR1976 PMID:22073981

Effectiveness of classroom based crew resource management training in the intensive care unit: study design of a controlled trial.

PubMed

Kemper, Peter F; de Bruijne, Martine; van Dyck, Cathy; Wagner, Cordula

2011-11-10

Crew resource management (CRM) has the potential to enhance patient safety in intensive care units (ICU) by improving the use of non-technical skills. However, CRM evaluation studies in health care are inconclusive with regard to the effect of this training on behaviour and organizational outcomes, due to weak study designs and the scarce use of direct observations. Therefore, the aim of this study is to determine the effectiveness and cost-effectiveness of CRM training on attitude, behaviour and organization after one year, using a multi-method approach and matched control units. The purpose of the present article is to describe the study protocol and the underlying choices of this evaluation study of CRM in the ICU in detail. Six ICUs participated in a paired controlled trial, with one pre-test and two post test measurements (respectively three months and one year after the training). Three ICUs were trained and compared to matched control ICUs. The 2-day classroom-based training was delivered to multidisciplinary groups. Typical CRM topics on the individual, team and organizational level were discussed, such as situational awareness, leadership and communication. All levels of Kirkpatrick's evaluation framework (reaction, learning, behaviour and organisation) were assessed using questionnaires, direct observations, interviews and routine ICU administration data. It is expected that the CRM training acts as a generic intervention that stimulates specific interventions. Besides effectiveness and cost-effectiveness, the assessment of the barriers and facilitators will provide insight in the implementation process of CRM. Netherlands Trial Register (NTR): NTR1976.

Analysis of possible factors of vocal interference during the teaching activity

PubMed Central

Silva, Bárbara Gabriela; Chammas, Tiago Visacre; Zenari, Marcia Simões; Moreira, Renata Rodrigues; Samelli, Alessandra Giannella; Nemr, Kátia

2017-01-01

ABSTRACT OBJECTIVE To measure the risk of dysphonia in teachers, as well as investigate whether the perceptual-auditory and acoustic aspects of the voice of teachers in situations of silence and noise, the signal-to-noise ratio, and the noise levels in the classroom are associated with the presence of dysphonia. METHODS This is an observational cross-sectional research with 23 primary and secondary school teachers from a private school in the municipality of São Paulo, Brazil, divided into the groups without dysphonia and with dysphonia. We performed the following procedures: general Dysphonia Risk Screening Protocol (General-DRSP) and complementary to speaking voice - teacher (Specific-DRSP), voice recording during class and in an individual situation in a silent room, and measurement of the signal-to-noise ratio and noise levels of classrooms. RESULTS We have found differences between groups regarding physical activity (General-DRSP) and particularities of the profession (Specific-DRSP), as well as in all aspects of the perceptual-auditory vocal analysis. We have found signs of voice wear in the group without dysphonia. Regarding the vocal resources in the situations of noise and silence, we have identified a difference for the production of abrupt vocal attack and the tendency of a more precise speech in the situation of noise. Both the signal-to-noise ratio and the room noise levels during class were high in both groups. CONCLUSIONS Teachers in both groups are at high risk for developing dysphonia and have negative vocal signals to a greater or lesser extent. Signal-to-noise ratio was inadequate in most classrooms, considering the standards for both children with normal hearing and with hearing loss, as well as equivalent noise levels. PMID:29236878

Analysis of possible factors of vocal interference during the teaching activity.

PubMed

Silva, Bárbara Gabriela; Chammas, Tiago Visacre; Zenari, Marcia Simões; Moreira, Renata Rodrigues; Samelli, Alessandra Giannella; Nemr, Kátia

2017-12-11

To measure the risk of dysphonia in teachers, as well as investigate whether the perceptual-auditory and acoustic aspects of the voice of teachers in situations of silence and noise, the signal-to-noise ratio, and the noise levels in the classroom are associated with the presence of dysphonia. This is an observational cross-sectional research with 23 primary and secondary school teachers from a private school in the municipality of São Paulo, Brazil, divided into the groups without dysphonia and with dysphonia. We performed the following procedures: general Dysphonia Risk Screening Protocol (General-DRSP) and complementary to speaking voice - teacher (Specific-DRSP), voice recording during class and in an individual situation in a silent room, and measurement of the signal-to-noise ratio and noise levels of classrooms. We have found differences between groups regarding physical activity (General-DRSP) and particularities of the profession (Specific-DRSP), as well as in all aspects of the perceptual-auditory vocal analysis. We have found signs of voice wear in the group without dysphonia. Regarding the vocal resources in the situations of noise and silence, we have identified a difference for the production of abrupt vocal attack and the tendency of a more precise speech in the situation of noise. Both the signal-to-noise ratio and the room noise levels during class were high in both groups. Teachers in both groups are at high risk for developing dysphonia and have negative vocal signals to a greater or lesser extent. Signal-to-noise ratio was inadequate in most classrooms, considering the standards for both children with normal hearing and with hearing loss, as well as equivalent noise levels.

Project Developmental Continuity: PDC Classroom Observation Manual.

ERIC Educational Resources Information Center

Meece, Judy; And Others

This classroom observation manual (Fall 1976) was developed for use in the evaluation of Project Developmental Continuity (PDC), a Head Start demonstration program aimed at providing educational and developmental continuity between children's Head Start and primary school experiences. The manual provides detailed instructions for the observer on…

75 FR 57704 - Head Start Program

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-22

... environment. The Committee recommended incorporating a practical classroom observation tool and effective... Classroom Assessment Scoring System Pre-K (CLASS: Pre-K) in the two most recent CLASS: Pre-K observations... (CLASS: Pre-K) in the two most recent CLASS: Pre-K observations. Paragraph (b)(1) as proposed cites...

A randomized controlled trial of the impact of a teacher classroom management program on the classroom behavior of children with and without behavior problems.

PubMed

Hutchings, Judy; Martin-Forbes, Pam; Daley, David; Williams, Margiad Elen

2013-10-01

This randomized controlled trial (RCT) evaluated the efficacy of the Incredible Years (IY) Teacher Classroom Management (TCM; Webster-Stratton & Reid, 2002) program to assess whether training teachers in IY-TCM principles improve teacher behavior, whether any observed improvements impact pupil behavior classroom-wide, and whether these effects can be demonstrated with children at risk of developing conduct problems. Six intervention and six control classrooms comprising 12 teachers and 107 children (aged 3 to 7years) were recruited. Children were screened for high or low behavior problems using the cut-off points of the teacher-rated Strengths and Difficulties Questionnaire (Goodman, 1997). The primary outcome measure was independent classroom observations using the Teacher-Pupil Observation Tool (Martin et al., 2010). Multilevel modeling analyses were conducted to examine the effect of the intervention on teacher, classroom, and child behavior. Results showed a significant reduction in classroom off-task behavior (d=0.53), teacher negatives to target children (d=0.36), target child negatives towards the teacher (d=0.42), and target child off-task behavior (d=0.48). These preliminary results demonstrate the potential impact of IY-TCM on both teacher and child behavior. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Live Video Classroom Observation: An Effective Approach to Reducing Reactivity in Collecting Observational Information for Teacher Professional Development

ERIC Educational Resources Information Center

Liang, Jiwen

2015-01-01

This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of…

Soil Science Education for Primary and Secondary Students

NASA Astrophysics Data System (ADS)

Sparrow, Elena; Yoshikawa, Kenji; Kopplin, Martha

2013-04-01

Soils is one of the science investigation areas in the Global learning and Observations to Benefit the Environment (GLOBE), an international science and education program (112 countries) that teaches primary and secondary students to learn science by doing science. For each area of investigation GLOBE provides background information, measurement protocols and learning activities compiled as a chapter in the GLOBE Teacher's Guide. Also provided are data sheets and field guides to assist in the accurate collection of data as well as suggestions of scientific instruments and calibration methods. Teachers learn GLOBE scientific measurement protocols at professional development workshops led by scientists and educators, who then engage their students in soil studies that also contribute to ongoing science investigations. Students enter their data on the GLOBE website and can access their data as well as other data contributed by students from other parts of the world. Soil characterization measurements carried out in the field include site description, horizon depths, soil structure, soil color, soil consistence, soil texture, roots, rocks and carbonates. Other field measurements are soil temperature and soil moisture monitoring while the following measurements are carried out in the classroom or laboratory: gravimetric soil moisture, bulk density, particle density, particle size distribution, pH and soil fertility (nitrogen, phosphorus and potassium). Learning activities provide support for preparing students to do the measurements and for better understanding of science concepts. Many countries in GLOBE have adopted standards for education including science education with commonalities among them. For the Teacher's Guide, the National Science Education Standards published by the US National Academy of Sciences, selected additional content standards that GLOBE scientists and educators feel are appropriate and the National Geography Standards prepared by the (US) National Education Standards Project, are being used. Educational objectives for students include gaining scientific inquiry abilities in addition to understanding scientific concepts. The Soils chapter also includes some suggestions for managing students in the field and classroom. A new protocol has also been developed by the Seasons and Biomes project, one of the GLOBE earth system science projects. Active Layer monitoring uses a Frost Tube that measures when and how deeply soil freezes and is currently being used in more than 200 sites in Alaska. Teachers have successfully implemented soil studies in their curriculum and have used it to teach about the science process.

Classroom Age Composition and Developmental Change in 70 Urban Preschool Classrooms

ERIC Educational Resources Information Center

Moller, Arlen C.; Forbes-Jones, Emma; Hightower, A. Dirk

2008-01-01

A multilevel modeling approach was used to investigate the influence of age composition in 70 urban preschool classrooms. A series of hierarchical linear models demonstrated that greater variance in classroom age composition was negatively related to development on the Child Observation Record (COR) Cognitive, Motor, and Social subscales. This was…

From Perception to Practice: The Impact of Teachers' Scoring Experience on Performance-based Instruction and Classroom Assessment

ERIC Educational Resources Information Center

Goldberg, Gail Lynn; Roswell, Barbara Sherr

2000-01-01

Studied the impact of experience scoring the Maryland School Performance Assessment tasks on teachers' instructional and classroom assessment practice. Interview data, questionnaires, classroom observation, and classroom artifacts from approximately 5 teacher-scorers demonstrated that teachers' appropriation of performance-based instruction may be…

Early Adjustment, Gender Differences, and Classroom Organizational Climate in First Grade

ERIC Educational Resources Information Center

Ponitz, Claire Cameron; Rimm-Kaufman, Sara E.; Brock, Laura L.

2009-01-01

We examined gender differences in the first-grade transition, exploring child and classroom contributions to self-control and achievement in a rural sample. Teachers (n = 36) reported on children's (n = 172) initial adjustment difficulty and end-of-year self-control. Observed classroom organization and teacher-reported classroom chaos measured…

The Application of Instructional Reform in Classrooms: Benchmarking Effective Teacher Behavior.

ERIC Educational Resources Information Center

van Tassel-Baska, Joyce; Avery, Linda D.

This paper describes the Classroom Observation Form (COF), which was used to evaluate elementary and secondary school gifted education programs in Virginia and South Carolina. The study examined the nature of classroom practice and developed a database on the nature of classroom practice in multiple settings serving high ability learners across…

Seeing Eye to Eye: Predicting Teacher-Student Agreement on Classroom Social Networks

ERIC Educational Resources Information Center

Neal, Jennifer Watling; Cappella, Elise; Wagner, Caroline; Atkins, Marc S.

2011-01-01

This study examines the association between classroom characteristics and teacher-student agreement in perceptions of students' classroom peer networks. Social network, peer nomination, and observational data were collected from a sample of second through fourth grade teachers (N = 33) and students (N = 669) in 33 classrooms across five…

Bridging Theory to Practice with Classroom Rounds

ERIC Educational Resources Information Center

Bowman, Connie L.; Herrelko, Janet M.

2014-01-01

Pre-service candidates' perceptions of how to teach were challenged after going through the process of Classroom Rounds, the process that was used in this study. Classroom Rounds consisted of a pre-conference meeting with an inservice teacher, followed by a classroom observation of that teacher, and finally a discussion focusing on proven…

Measuring the Quality of Inclusive Practices: Findings from the Inclusive Classroom Profile Pilot

ERIC Educational Resources Information Center

Soukakou, Elena P.; Winton, Pam J.; West, Tracey A.; Sideris, John H.; Rucker, Lia M.

2014-01-01

The purpose of this study was to test the reliability and validity of the Inclusive Classroom Profile (ICP), an observation measure designed to assess the quality of classroom practices in inclusive preschool programs. The measure was field tested in 51 inclusive classrooms. Results confirmed and extended previous research findings, providing…

Children's behavioral regulation and literacy: The impact of the first grade classroom environment.

PubMed

Day, Stephanie L; Connor, Carol McDonald; McClelland, Megan M

2015-10-01

Classroom learning environments are an important source of influence on children's development, particularly with regard to literacy achievement and behavioral regulation, both of which require the coordination of task inhibition, attention, and working memory. Classroom observations were conducted in 18 schools and 51 first grade classrooms for 500 children. The non-instructional activities were recorded for each student in the classroom. Hierarchical linear modeling revealed that children with weaker fall behavioral regulation were more likely to attend classrooms where more time was spent in disruptions and wasted instructional time over the course of the school year, such as waiting for the teacher to gather materials before beginning instruction. For literacy outcomes, children who were in classrooms where more time in disruptions, transitions, and waiting was observed showed weaker literacy skill gains in the spring compared to children in classrooms with lesser amounts of such unproductive non-instructional time and this effect was generally greater for students with initial weaker skills. These results also reveal that the classroom environment and the incoming characteristics of the students themselves influence students' development of behavioral regulation and literacy. Copyright © 2015. Published by Elsevier Ltd.

All Together Now: Measuring Staff Cohesion in Special Education Classrooms

PubMed Central

Kratz, Hilary E.; Locke, Jill; Piotrowski, Zinnia; Ouellette, Rachel R.; Xie, Ming; Stahmer, Aubyn C.; Mandell, David S.

2015-01-01

This study sought to validate a new measure, the Classroom Cohesion Survey (CCS), designed to examine the relationship between teachers and classroom assistants in autism support classrooms. Teachers, classroom assistants, and external observers showed good inter-rater agreement on the CCS and good internal consistency for all scales. Simple factor structures were found for both teacher- and classroom assistant–rated scales, with one-factor solutions for both scales. Paired t tests revealed that on average, classroom assistants rated classroom cohesion stronger than teachers. The CCS may be an effective tool for measuring cohesion between classroom staff and may have an important impact on various clinical and implementation outcomes in school settings. PMID:26213443

Special Strategies Observation System-Revised: A Useful Tool for Educational Research and Evaluation

ERIC Educational Resources Information Center

Meehan, Merrill L.; Cowley, Kimberly S.; Finch, Nicole L.; Chadwick, Kristine L.; Ermolov, Lisa D.; Riffle, M. Joy S.

2004-01-01

A review of the critical literature provides a brief history of systematic observation of classroom behaviors, long valued as an important data collection method in educational research. Milestones in systematic observation of classrooms are traced back to 1914 and the development and use of the Special Strategies Observation System (SSOS) through…

Development of a System for Observing Dance Activities in the Classroom Environment (SODANCE)

ERIC Educational Resources Information Center

Sims, Meredith; Abel, Mark; Clasey, Jody; Beighle, Aaron; Fedewa, Alicia; Erwin, Heather

2016-01-01

This study sought to develop a system for observing dance activities in the classroom environment (SODANCE) based on the system for observing fitness instructional time (SOFIT). SODANCE utilizes direct observation to quantify the physical activity intensity of dance activities. Female students aged 11-17 years participated in an activity protocol…

Generalizability and decision studies to inform observational and experimental research in classroom settings.

PubMed

Bottema-Beutel, Kristen; Lloyd, Blair; Carter, Erik W; Asmus, Jennifer M

2014-11-01

Attaining reliable estimates of observational measures can be challenging in school and classroom settings, as behavior can be influenced by multiple contextual factors. Generalizability (G) studies can enable researchers to estimate the reliability of observational data, and decision (D) studies can inform how many observation sessions are necessary to achieve a criterion level of reliability. We conducted G and D studies using observational data from a randomized control trial focusing on social and academic participation of students with severe disabilities in inclusive secondary classrooms. Results highlight the importance of anchoring observational decisions to reliability estimates from existing or pilot data sets. We outline steps for conducting G and D studies and address options when reliability estimates are lower than desired.

Observer and Student Ratings of the Class Environment: A Preliminary Investigation of Convergence

ERIC Educational Resources Information Center

Nelson, Peter M.; Reddy, Linda A.; Dudek, Christopher M.; Lekwa, Adam J.

2017-01-01

The present study examined the relationship between student and observer ratings of the class environment. More specifically, class responses on the Responsive Environmental Assessment for Classroom Teaching (REACT; Theodore J. Christ & Colleagues, 2015) were compared with observer ratings on the Classroom Strategies Assessment System-Observer…

Characterizing Mathematics Classroom Practice: Impact of Observation and Coding Choices

ERIC Educational Resources Information Center

Ing, Marsha; Webb, Noreen M.

2012-01-01

Large-scale observational measures of classroom practice increasingly focus on opportunities for student participation as an indicator of instructional quality. Each observational measure necessitates making design and coding choices on how to best measure student participation. This study investigated variations of coding approaches that may be…

Observing Children's Stress Behaviors in a Kindergarten Classroom

ERIC Educational Resources Information Center

Jackson, Lori A.

2009-01-01

This study used qualitative methods to determine whether kindergarten children exhibited stress behaviors during the academic work period of the day. Sixteen children (8 male, 8 female) ages 5-6 years were observed. The data consisted of classroom observations by the researcher, open-ended interviews with teachers, artifacts collected from the…

Where Do I Look? Preservice Teachers' Classroom Observation Patterns

ERIC Educational Resources Information Center

Young, Teresa; Bender-Slack, Delane

2011-01-01

During field experiences, preservice teachers are typically required to observe mentor teachers in schools, but what exactly are they seeing? This research examined the patterns and variations that existed with regard to preservice teachers' classroom observations during recent field experiences. Data were collected from 24 preservice teachers…

Characterizing Teaching in Introductory Geology Courses: Measuring Classroom Practices

ERIC Educational Resources Information Center

Budd, D. A.; van der Hoeven Kraft, K. J.; McConnell, D. A.; Vislova, T.

2013-01-01

Most research about reformed teaching practices in the college science classroom is based on instructor self-report. This research describes what is happening in some introductory geology courses at multiple institutions across the country using external observers. These observations are quantified using the Reformed Teaching Observation Protocol…

Children's self-allocation and use of classroom curricular time.

PubMed

Ingram, J; Worrall, N

1992-02-01

A class of 9-10 year-olds (N = 12) in a British primary school were observed as it moved over a one-year period through three types of classroom environment, traditional directive, transitional negotiative and established negotiative. Each environment offered the children a differing relationship with curricular time, its control and allocation, moving from teacher-allocated time to child allocation. Pupil self-report and classroom observation indicated differences in the balance of curricular spread and allocated time on curricular subject in relation to the type of classroom organisation and who controlled classroom time. These differences were at both class and individual child level. The established negotiative environment recorded the most equitable curricular balance, traditional directive the least. While individual children responded differently within and across the three classroom environments, the established negotiative where time was under child control recorded preference for longer activity periods compared to where the teacher controlled time allocations.

Protocol for the Assessment of Common Core Teaching: The Impact of Instructional Inclusion on Students with Special Needs

ERIC Educational Resources Information Center

Gallagher, Kathleen L.; Odozi, Anthony

2015-01-01

The quality of instruction in the classroom is the most powerful leverage point for school improvement because it is the only thing over which educators have a significant degree of control. As student assessments change to reflect the higher expectations of Common Core State Standards (CCSS), it is important that the assessment and development of…

Commentary on two classroom observation systems: moving toward a shared understanding of effective teaching.

PubMed

Connor, Carol McDonald

2013-12-01

In this commentary, I make five points: that designing observation systems that actually predict students' outcomes is challenging; second that systems that capture the complex and dynamic nature of the classroom learning environment are more likely to be able to meet this challenge; three, that observation tools are most useful when developed to serve a particular purpose and are put to that purpose; four that technology can help; and five, there are policy implications for valid and reliable classroom observation tools. The two observation systems presented in this special issue represent an important step forward and a move toward policy that promises to make a true difference in what is defined as high quality and effective teaching, what it looks like in the classroom, and how these practices can be more widely disseminated so that all children, including those attending under-resourced schools, can experience effective instruction, academic success and the lifelong accomplishment that follows. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Commentary on Two Classroom Observation Systems: Moving Toward a Shared Understanding of Effective Teaching

PubMed Central

Connor, Carol McDonald

2016-01-01

In this commentary, I make five points: that designing observation systems that actually predict students’ outcomes is challenging; second that systems that capture the complex and dynamic nature of the classroom learning environment are more likely to be able to meet this challenge; three, that observation tools are most useful when developed to serve a particular purpose and are put to that purpose; four that technology can help; and five, there are policy implications for valid and reliable classroom observation tools. The two observation systems presented in this special issue represent an important step forward and a move toward policy that promises to make a true difference in what is defined as high quality and effective teaching, what it looks like in the classroom, and how these practices can be more widely disseminated so that all children, including those attending under-resourced schools, can experience effective instruction, academic success and the lifelong accomplishment that follows. PMID:24341927

A Comparison of Self-Monitoring with and without Reinforcement to Improve On-Task Classroom Behavior

ERIC Educational Resources Information Center

Davis, Tonya N.; Dacus, Sharon; Bankhead, Jenna; Haupert, Megan; Fuentes, Lisa; Zoch, Tamara; Kang, Soyeon; Attai, Shanna; Lang, Russell

2014-01-01

In this study we analyzed the effects of a self-monitoring and self-monitoring plus reinforcement intervention on classroom behavior. A typically-developing high school student demonstrating difficulty staying on-task during classroom instruction was observed in three classroom settings associated with high levels of off-task behavior. During…

Classroom by Classroom Analysis of the Impact of a Compensatory Education Program.

ERIC Educational Resources Information Center

Forster, Fred; Carpenter, James

The objective of this study was to evaluate the impact of the CO-Plus project by organizing data to utilize the classroom as the basic unit of analysis. The study employed classroom observations, a variety of questionnaire responses from staff and pupils, achievement test scores, and related data. Questionnaire data were summarized using factor…

Friend Influence on Early Adolescent Disruptive Behavior in the Classroom: Teacher Emotional Support Matters

ERIC Educational Resources Information Center

Shin, Huiyoung; Ryan, Allison M.

2017-01-01

This research investigated how the level of disruptive behavior and friend influence on disruptive behavior varies across classrooms in relation to teacher emotional support. Data were collected from 48 fifth- and sixth-grade classrooms (N = 879 students) and included classroom observations at Wave 1 and student reports of their disruptive…

Japanese Classroom Behavior: A Micro-Analysis of Self-Reports versus Classroom Observations--With Implications for Language Teachers

ERIC Educational Resources Information Center

Bohn, Mariko T.

2004-01-01

This article examines the influence of Japanese cultural values, beliefs, and educational style on Japanese students learning English as a second language in an American classroom. In contrast to the Japanese students' high motivation to learn English, their classroom behavior and roles reflect their own cultural perspectives rather than the…

Assistant Teachers in Head Start Classrooms: Comparing to and Working with Lead Teachers

ERIC Educational Resources Information Center

Curby, Timothy W.; Boyer, Caroline; Edwards, Taylor; Chavez, Catharine

2012-01-01

Research Findings: The purpose of the present study is to examine the degree to which assistant and lead teachers work together in Head Start classrooms in 3 domains: emotional support, classroom organization, and instructional support. Pairs of lead and assistant teachers from 14 Head Start classrooms were simultaneously observed for 1 morning to…

Report in Argument's Clothing: An Ecological Perspective on Writing Instruction in a Seventh-Grade Classroom.

ERIC Educational Resources Information Center

Nystrand, Martin; Graff, Nelson

2001-01-01

Draws on classroom observations, interviews, and writing portfolios to contend that competing demands in modern classrooms can lead to environments that sabotage the teaching of argumentative and persuasive writing. Concludes that the epistemology fostered by classroom talk and other activities was inimical to the complex rhetoric the teacher was…

Asking Questions in the Classroom: An Exploration of Tools and Techniques Used in the Library Instruction Classroom

ERIC Educational Resources Information Center

Whitver, Sara Maurice; Lo, Leo S.

2017-01-01

This study explores the tools and techniques used within the library instruction classroom to facilitate a conversation about teaching practices. Researchers focused on the questioning methods employed by librarians, specifically the number of questions asked by librarians and students. This study was comprised of classroom observations of a team…

Collaborative Classroom Management in a Co-Taught Primary School Classroom

ERIC Educational Resources Information Center

Rytivaara, Anna

2012-01-01

The purpose of this study was to examine how teachers manage their classroom in co-taught lessons. The data were collected by observing and interviewing a pair of primary school teachers. The most important influence of collaboration on classroom management seemed to be the emotional support of another adult, and the opportunity to use different…

Evaluating the effectiveness of a laboratory-based professional development program for science educators

PubMed Central

Amolins, Michael W.; Ezrailson, Cathy M.; Pearce, David A.; Elliott, Amy J.

2015-01-01

The process of developing effective science educators has been a long-standing objective of the broader education community. Numerous studies have recommended not only depth in a teacher's subject area but also a breadth of professional development grounded in constructivist principles, allowing for successful student-centered and inquiry-based instruction. Few programs, however, have addressed the integration of the scientific research laboratory into the science classroom as a viable approach to professional development. Additionally, while occasional laboratory training programs have emerged in recent years, many lack a component for translating acquired skills into reformed classroom instruction. Given the rapid development and demand for knowledgeable employees and an informed population from the biotech and medical industries in recent years, it would appear to be particularly advantageous for the physiology and broader science education communities to consider this issue. The goal of this study was to examine the effectiveness of a laboratory-based professional development program focused on the integration of reformed teaching principles into the classrooms of secondary teachers. This was measured through the program's ability to instill in its participants elevated academic success while gaining fulfillment in the classroom. The findings demonstrated a significant improvement in the use of student-centered instruction and other reformed methods by program participants as well as improved self-efficacy, confidence, and job satisfaction. Also revealed was a reluctance to refashion established classroom protocols. The combination of these outcomes allowed for construction of an experiential framework for professional development in applied science education that supports an atmosphere of reformed teaching in the classroom. PMID:26628658

Evaluating the effectiveness of a laboratory-based professional development program for science educators.

PubMed

Amolins, Michael W; Ezrailson, Cathy M; Pearce, David A; Elliott, Amy J; Vitiello, Peter F

2015-12-01

The process of developing effective science educators has been a long-standing objective of the broader education community. Numerous studies have recommended not only depth in a teacher's subject area but also a breadth of professional development grounded in constructivist principles, allowing for successful student-centered and inquiry-based instruction. Few programs, however, have addressed the integration of the scientific research laboratory into the science classroom as a viable approach to professional development. Additionally, while occasional laboratory training programs have emerged in recent years, many lack a component for translating acquired skills into reformed classroom instruction. Given the rapid development and demand for knowledgeable employees and an informed population from the biotech and medical industries in recent years, it would appear to be particularly advantageous for the physiology and broader science education communities to consider this issue. The goal of this study was to examine the effectiveness of a laboratory-based professional development program focused on the integration of reformed teaching principles into the classrooms of secondary teachers. This was measured through the program's ability to instill in its participants elevated academic success while gaining fulfillment in the classroom. The findings demonstrated a significant improvement in the use of student-centered instruction and other reformed methods by program participants as well as improved self-efficacy, confidence, and job satisfaction. Also revealed was a reluctance to refashion established classroom protocols. The combination of these outcomes allowed for construction of an experiential framework for professional development in applied science education that supports an atmosphere of reformed teaching in the classroom. Copyright © 2015 The American Physiological Society.

Testing and Evaluating C3I Systems That Employ AI. Volume 4. Published Articles

DTIC Science & Technology

1991-01-31

development performance in an naming, design and actions The system ’ s & Sophisticated system organizational setting) evaluated in a classroom setting by...observing designed as an intelligent the system in use and administering training aid in r questionnaires . Observers videotape and tave classroom setting...notes to assess how both students and instructors use the system in an actual classroom setting. Questionnaires are administered to both students and

Efficacy of the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP) primary version.

PubMed

DiPerna, James Clyde; Lei, Puiwa; Bellinger, Jillian; Cheng, Weiyi

2015-03-01

A multisite cluster randomized trial was conducted to examine the effects of the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007) on students' classroom social behavior. The final sample included 432 students across 38 second grade classrooms. Social skills and problem behaviors were measured via the SSIS rating scale for all participants, and direct observations were completed for a subsample of participants within each classroom. Results indicated that the SSIS-CIP demonstrated positive effects on teacher ratings of participants' social skills and internalizing behaviors, with the greatest changes occurring in classrooms with students who exhibited lower skill proficiency prior to implementation. Statistically significant differences were not observed between treatment and control participants on teacher ratings of externalizing problem behaviors or direct observation.

Rating a Teacher Observation Tool: Five Ways to Ensure Classroom Observations are Focused and Rigorous

ERIC Educational Resources Information Center

New Teacher Project, 2011

2011-01-01

This "Rating a Teacher Observation Tool" identifies five simple questions and provides an easy-to-use scorecard to help policymakers decide whether an observation framework is likely to produce fair and accurate results. The five questions are: (1) Do the criteria and tools cover the classroom performance areas most connected to student outcomes?…

Developing and Validating a New Classroom Climate Observation Assessment Tool

PubMed Central

Leff, Stephen S.; Thomas, Duane E.; Shapiro, Edward S.; Paskewich, Brooke; Wilson, Kim; Necowitz-Hoffman, Beth; Jawad, Abbas F.

2011-01-01

The climate of school classrooms, shaped by a combination of teacher practices and peer processes, is an important determinant for children’s psychosocial functioning and is a primary factor affecting bullying and victimization. Given that there are relatively few theoretically-grounded and validated assessment tools designed to measure the social climate of classrooms, our research team developed an observation tool through participatory action research (PAR). This article details how the assessment tool was designed and preliminarily validated in 18 third-, fourth-, and fifth-grade classrooms in a large urban public school district. The goals of this study are to illustrate the feasibility of a PAR paradigm in measurement development, ascertain the psychometric properties of the assessment tool, and determine associations with different indices of classroom levels of relational and physical aggression. PMID:21643447

Developing and Validating a New Classroom Climate Observation Assessment Tool.

PubMed

Leff, Stephen S; Thomas, Duane E; Shapiro, Edward S; Paskewich, Brooke; Wilson, Kim; Necowitz-Hoffman, Beth; Jawad, Abbas F

2011-01-01

The climate of school classrooms, shaped by a combination of teacher practices and peer processes, is an important determinant for children's psychosocial functioning and is a primary factor affecting bullying and victimization. Given that there are relatively few theoretically-grounded and validated assessment tools designed to measure the social climate of classrooms, our research team developed an observation tool through participatory action research (PAR). This article details how the assessment tool was designed and preliminarily validated in 18 third-, fourth-, and fifth-grade classrooms in a large urban public school district. The goals of this study are to illustrate the feasibility of a PAR paradigm in measurement development, ascertain the psychometric properties of the assessment tool, and determine associations with different indices of classroom levels of relational and physical aggression.

Observation Manuals as Lenses to Classroom Teaching: Pitfalls and Possibilities

ERIC Educational Resources Information Center

Klette, Kirsti; Blikstad-Balas, Marte

2018-01-01

The aim of this paper is to discuss the role of coding and observation manuals in classroom studies. While observation manuals have been a part of the methodological toolkit for measuring various aspects of instruction for decades, the field has also been suffering from "paradigm wars," fragmentation and local production of instruments.…

Mothers' Trust toward Teachers in Relation to Teaching Practices

ERIC Educational Resources Information Center

Lerkkanen, Marja-Kristiina; Kikas, Eve; Pakarinen, Eija; Poikonen, Pirjo-Liisa; Nurmi, Jari-Erik

2013-01-01

This study examined the extent to which mothers' trust toward the classroom teacher of their child in first grade is related to observed teaching practices in Finland and Estonia. Sixty-six teachers (32 in Finland, 34 in Estonia) were observed using the Early Childhood Classroom Observation Measure (ECCOM; Stipek & Byler, 2004). Mothers in…

Sustained Classroom Observation: What Does It Reveal about Changing Teaching Practices?

ERIC Educational Resources Information Center

Lawson, Tony

2011-01-01

In the context of the tension between classroom observation as a form of empowerment and as an instrument of control, the partnership between three 16-19 colleges and a university School of Education in delivering a programme of sustained observation over eight years is explicated. Drawing on the literature about continuing professional…

Examining Teacher Effectiveness Using Classroom Observation Scores: Evidence from the Randomization of Teachers to Students

ERIC Educational Resources Information Center

Garrett, Rachel; Steinberg, Matthew P.

2015-01-01

Despite policy efforts to encourage multiple measures of performance in newly developing teacher evaluation systems, practical constraints often result in evaluations based predominantly on formal classroom observations. Yet there is limited knowledge of how these observational measures relate to student achievement. This article leverages the…

Standardized Observational Assessment of Attention Deficit Hyperactivity Disorder Combined and Predominantly Inattentive Subtypes. II. Classroom Observations.

PubMed

McConaughy, Stephanie H; Ivanova, Masha Y; Antshel, Kevin; Eiraldi, Ricardo B; Dumenci, Levent

2009-07-01

Trained classroom observers used the Direct Observation Form (DOF; McConaughy & Achenbach, 2009) to rate observations of 163 6- to 11-year-old children in their school classrooms. Participants were assigned to four groups based on a parent diagnostic interview and parent and teacher rating scales: Attention Deficit Hyperactivity Disorder (ADHD)-Combined type (n = 64); ADHD-Inattentive type (n = 22); clinically referred without ADHD (n = 51); and nonreferred control children (n = 26). The ADHD-Combined group scored significantly higher than the referred without ADHD group and controls on the DOF Intrusive and Oppositional syndromes, Attention Deficit Hyperactivity Problems scale, Hyperactivity-Impulsivity subscale, and Total Problems; and significantly lower on the DOF On-Task score. The ADHD-Inattentive group scored significantly higher than controls on the DOF Sluggish Cognitive Tempo and Attention Problems syndromes, Inattention subscale, and Total Problems; and significantly lower on the DOF On-Task score. Implications are discussed regarding the discriminative validity of standardized classroom observations for identifying children with ADHD and differentiating between the two ADHD subtypes.

Standardized Observational Assessment of Attention Deficit Hyperactivity Disorder Combined and Predominantly Inattentive Subtypes. II. Classroom Observations

PubMed Central

McConaughy, Stephanie H.; Ivanova, Masha Y.; Antshel, Kevin; Eiraldi, Ricardo B.; Dumenci, Levent

2010-01-01

Trained classroom observers used the Direct Observation Form (DOF; McConaughy & Achenbach, 2009) to rate observations of 163 6- to 11-year-old children in their school classrooms. Participants were assigned to four groups based on a parent diagnostic interview and parent and teacher rating scales: Attention Deficit Hyperactivity Disorder (ADHD)—Combined type (n = 64); ADHD—Inattentive type (n = 22); clinically referred without ADHD (n = 51); and nonreferred control children (n = 26). The ADHD—Combined group scored significantly higher than the referred without ADHD group and controls on the DOF Intrusive and Oppositional syndromes, Attention Deficit Hyperactivity Problems scale, Hyperactivity-Impulsivity subscale, and Total Problems; and significantly lower on the DOF On-Task score. The ADHD—Inattentive group scored significantly higher than controls on the DOF Sluggish Cognitive Tempo and Attention Problems syndromes, Inattention subscale, and Total Problems; and significantly lower on the DOF On-Task score. Implications are discussed regarding the discriminative validity of standardized classroom observations for identifying children with ADHD and differentiating between the two ADHD subtypes. PMID:20802813

Metacognitive instruction in middle school science

NASA Astrophysics Data System (ADS)

Bonney, Dianna

The purpose of this action research project was to determine the extent to which metacognitive instruction affected students' performance in the middle-grade science classroom. Conducted with four seventh grade science classes over a three-month time period, 105 students were engaged in 21 metacognitively enhanced lessons. Both quantitative and qualitative data sources were collected for this study and analyzed according to grounded theory methodology. Quantitative data came from the Jr. Metacognitive Awareness Inventory, administered as a pre-post test. Qualitative teacher-generated data was collected in a metacognitive observation protocol containing observations and reflections while student-generated data was gathered from reflective journal entries, modified rubrics, and checklists. Analysis of the data led to the assertions that metacognitive development occurred over time through systematic and varied implementation of explicit instruction. In addition, students perceived they learned best both when working collaboratively and when making multiple connections with content material. Implications for middle-grade teachers include the need for explicit instruction of metacognitive strategies, providing for instructional variation and student collaboration, and guiding students in making connections to prior learning.

Description and effects of sequential behavior practice in teacher education.

PubMed

Sharpe, T; Lounsbery, M; Bahls, V

1997-09-01

This study examined the effects of a sequential behavior feedback protocol on the practice-teaching experiences of undergraduate teacher trainees. The performance competencies of teacher trainees were analyzed using an alternative opportunities for appropriate action measure. Data support the added utility of sequential (Sharpe, 1997a, 1997b) behavior analysis information in systematic observation approaches to teacher education. One field-based undergraduate practicum using sequential behavior (i.e., field systems analysis) principles was monitored. Summarized are the key elements of the (a) classroom instruction provided as a precursor to the practice teaching experience, (b) practice teaching experience, and (c) field systems observation tool used for evaluation and feedback, including multiple-baseline data (N = 4) to support this approach to teacher education. Results point to (a) the strong relationship between sequential behavior feedback and the positive change in four preservice teachers' day-to-day teaching practices in challenging situational contexts, and (b) the relationship between changes in teacher practices and positive changes in the behavioral practices of gymnasium pupils. Sequential behavior feedback was also socially validated by the undergraduate participants and Professional Development School teacher supervisors in the study.

Beyond student ratings: peer observation of classroom and clinical teaching.

PubMed

Berk, Ronald A; Naumann, Phyllis L; Appling, Susan E

2004-01-01

Peer observation of classroom and clinical teaching has received increased attention over the past decade in schools of nursing to augment student ratings of teaching effectiveness. One essential ingredient is the scale used to evaluate performance. A five-step systematic procedure for adapting, writing, and building any peer observation scale is described. The differences between the development of a classroom observation scale and an appraisal scale to observe clinical instructors are examined. Psychometric issues peculiar to observation scales are discussed in terms of content validity, eight types of response bias, and interobserver reliability. The applications of the scales in one school of nursing as part of the triangulation of methods with student ratings and the teaching portfolio are illustrated. Copies of the scales are also provided.

Habit and Behavioral Intentions as Predictors of Social Behavior.

PubMed

Landis, Dan; Triandis, Harry C; Adamopoulos, John

1978-12-01

This research assessed the relative impact of habit and behavioral intentions in predicting classroom teacher behavior, using a model proposed by Triandis. Responses from a behavioral differential, as well as two hours of classroom observations, were taken on 77 male and female black and white junior high school teachers. The classroom observation technique (STOIC) obtained the frequencies of emitted behaviors (both verbal and nonverbal), categorized by race and sex of the target child. Results indicated that habit was a more potent predictor of classroom behavior than intentions. However, a post-hoc analysis supported the notion that intentions become important when the habit component can be suppressed.

Impacts of reform-based science in middle school classrooms

NASA Astrophysics Data System (ADS)

Ruth, Lisa Mccurry

2007-12-01

In the summer of 2005, the University of South Carolina offered a four week, summer professional development opportunity for middle school science teachers. In this institute, reform-based curricula and strategies were introduced to the teachers. Seven teachers were asked to participate in this study to assess the impacts of reformed curricula and pedagogy. Teachers administered standards-based pretests and posttests to their students before and after the specified unit of study. Teachers were videotaped teaching lessons included in the curriculum unit or teaching a lesson that addressed the same set of standards. Pretests and posttests were analyzed and effect sizes were calculated. Effect sizes ranged from a minimum of 0.57 to 3.18. Videotaped lessons were analyzed using the Reformed Teaching Observation Protocol (RTOP) developed by the Arizona Collaborative for Excellence in the Preparation of Teachers (ACEPT) project. The level of inquiry-based instruction was not found to be a primary predictor of student learning gains, but was found to be associated with teachers who implemented the curriculum and associated pedagogical techniques. Teachers who presented lessons considered highly reformed had effect sizes as high as or greater than those who continued to utilize more traditional methods of teaching, when student population differences are taken into account. These same teachers were highly successful in facilitating student-directed, scientific discussions in their classrooms as compared to teachers who did not utilize curriculum materials.

How to use Hydra as a model system to teach biology in the classroom.

PubMed

Bossert, Patricia; Galliot, Brigitte

2012-01-01

As scientists it is our duty to fight against obscurantism and loss of rational thinking if we want politicians and citizens to freely make the most intelligent choices for the future generations. With that aim, the scientific education and training of young students is an obvious and urgent necessity. We claim here that Hydra provides a highly versatile but cheap model organism to study biology at any age. Teachers of biology have the unenviable task of motivating young people, who with many other motivations that are quite valid, nevertheless must be guided along a path congruent with a 'syllabus' or a 'curriculum'. The biology of Hydra spans the history of biology as an experimental science from Trembley's first manipulations designed to determine if the green polyp he found was plant or animal to the dissection of the molecular cascades underpinning, regeneration, wound healing, stemness, aging and cancer. It is described here in terms designed to elicit its wider use in classrooms. Simple lessons are outlined in sufficient detail for beginners to enter the world of 'Hydra biology'. Protocols start with the simplest observations to experiments that have been pretested with students in the USA and in Europe. The lessons are practical and can be used to bring 'life', but also rational thinking into the study of life for the teachers of students from elementary school through early university.

Observations of Children’s Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings

PubMed Central

Booren, Leslie M.; Downer, Jason T.; Vitiello, Virginia E.

2014-01-01

This descriptive study examined classroom activity settings in relation to children’s observed behavior during classroom interactions, child gender, and basic teacher behavior within the preschool classroom. 145 children were observed for an average of 80 minutes during 8 occasions across 2 days using the inCLASS, an observational measure that conceptualizes behavior into teacher, peer, task, and conflict interactions. Findings indicated that on average children’s interactions with teachers were higher in teacher-structured settings, such as large group. On average, children’s interactions with peers and tasks were more positive in child-directed settings, such as free choice. Children experienced more conflict during recess and routines/transitions. Finally, gender differences were observed within small group and meals. The implications of these findings might encourage teachers to be thoughtful and intentional about what types of support and resources are provided so children can successfully navigate the demands of particular settings. These findings are not meant to discourage certain teacher behaviors or imply value of certain classroom settings; instead, by providing an evidenced-based picture of the conditions under which children display the most positive interactions, teachers can be more aware of choices within these settings and have a powerful way to assist in professional development and interventions. PMID:25717282

Observations of Children's Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings.

PubMed

Booren, Leslie M; Downer, Jason T; Vitiello, Virginia E

2012-07-01

This descriptive study examined classroom activity settings in relation to children's observed behavior during classroom interactions, child gender, and basic teacher behavior within the preschool classroom. 145 children were observed for an average of 80 minutes during 8 occasions across 2 days using the inCLASS, an observational measure that conceptualizes behavior into teacher, peer, task, and conflict interactions. Findings indicated that on average children's interactions with teachers were higher in teacher-structured settings, such as large group. On average, children's interactions with peers and tasks were more positive in child-directed settings, such as free choice. Children experienced more conflict during recess and routines/transitions. Finally, gender differences were observed within small group and meals. The implications of these findings might encourage teachers to be thoughtful and intentional about what types of support and resources are provided so children can successfully navigate the demands of particular settings. These findings are not meant to discourage certain teacher behaviors or imply value of certain classroom settings; instead, by providing an evidenced-based picture of the conditions under which children display the most positive interactions, teachers can be more aware of choices within these settings and have a powerful way to assist in professional development and interventions.

A New Mirror for the Classroom: A Technology-Based Tool for Documenting the Impact of Technology on Instruction.

ERIC Educational Resources Information Center

Gearhart, Maryl; And Others

One of the new measures developed as part of the Apple Classrooms of Tomorrow (ACOT) program is described. The ACOT project examines the impact of access to educational technology on the kindergarten through grade 12 classroom environments. The new measure is a technology-based classroom observation instrument for documenting the impact of…

The NCSS Ethical Standards and Citizenship Education: A Fifth Grade Classroom Example.

ERIC Educational Resources Information Center

Obenchain, Kathryn M.

This paper presents the ethical principles of the social studies profession in light of the daily routine of an elementary classroom. This pilot study was begun in the spring of 1996 when the researcher spent time in an elementary classroom in the midwest observing the life and culture of a fifth grade classroom. Data collected appeared to…

Classroom Listening Conditions in Indian Primary Schools: A Survey of Four Schools

PubMed Central

Sundaravadhanan, Gayathri; Selvarajan, Heramba G.; McPherson, Bradley

2017-01-01

Introduction: Background noise affects the listening environment inside classrooms, especially for younger children. High background noise level adversely affects not only student speech perception but also teacher vocal hygiene. The current study aimed to give an overview of the classroom listening conditions in selected government primary schools in India. Materials and Methods: Noise measurements were taken in 23 classrooms of four government primary schools in southern India, using a type 2 sound level meter. In each classroom measurements were taken in occupied and unoccupied conditions. Teacher voice level was measured in the same classrooms. In addition, the classroom acoustical conditions were observed and the reverberation time for each classroom was calculated. Results: The mean occupied noise level was 62.1 dBA and 65.6 dBC, and the mean unoccupied level was 62.2 dBA and 65 dBC. The mean unamplified teacher speech-to-noise ratio was 10.6 dBA. Both the occupied and unoccupied noise levels exceeded national and international recommended levels and the teacher speech-to-noise ratio was also found to be inadequate in most classrooms. The estimated reverberation time in all classrooms was greater than 2.6 seconds, which is almost double the duration of accepted standards. In addition, observation of classrooms revealed insufficient acoustical treatment to effectively reduce internal and external noise and minimize reverberation. Conclusion: The results of this study point out the need to improve the listening environment for children in government primary schools in India. PMID:28164937

Classroom Listening Conditions in Indian Primary Schools: A Survey of Four Schools.

PubMed

Sundaravadhanan, Gayathri; Selvarajan, Heramba G; McPherson, Bradley

2017-01-01

Background noise affects the listening environment inside classrooms, especially for younger children. High background noise level adversely affects not only student speech perception but also teacher vocal hygiene. The current study aimed to give an overview of the classroom listening conditions in selected government primary schools in India. Noise measurements were taken in 23 classrooms of four government primary schools in southern India, using a type 2 sound level meter. In each classroom measurements were taken in occupied and unoccupied conditions. Teacher voice level was measured in the same classrooms. In addition, the classroom acoustical conditions were observed and the reverberation time for each classroom was calculated. The mean occupied noise level was 62.1 dBA and 65.6 dBC, and the mean unoccupied level was 62.2 dBA and 65 dBC. The mean unamplified teacher speech-to-noise ratio was 10.6 dBA. Both the occupied and unoccupied noise levels exceeded national and international recommended levels and the teacher speech-to-noise ratio was also found to be inadequate in most classrooms. The estimated reverberation time in all classrooms was greater than 2.6 seconds, which is almost double the duration of accepted standards. In addition, observation of classrooms revealed insufficient acoustical treatment to effectively reduce internal and external noise and minimize reverberation. The results of this study point out the need to improve the listening environment for children in government primary schools in India.

Observation of children with attention-deficit hyperactivity (ADHD) problems in three natural classroom contexts.

PubMed

Lauth, G W; Heubeck, B G; Mackowiak, K

2006-06-01

Observation studies of students with attention-deficit hyperactivity disorder (ADHD) problems in natural classroom situations are costly and relatively rare. The study enquired how teacher ratings are anchored in actual student classroom behaviours, and how the behaviour of children with ADHD problems differs from their classmates. The authors attempted to broaden the usual focus on disruptive and inattentive behaviours to elucidate the role of various on-task behaviours, as well as considering differences between classroom contexts. DSM-III-R criteria were used in conjunction with a teacher rating scale to select a sample of 55 students with ADHD problems, and 55 matched controls from a population of 569 primary school students. Students were observed in their natural classrooms using the Munich Observation of Attention Inventory (MAI; Helmke, 1988). Correlations between teacher reports and observation codes were computed, and systematic differences between students with ADHD problems and controls in different classroom contexts were examined using a generalized linear mixed model (GLMM). Global teacher reports showed moderate to strong correlations with observed student behaviours. Expected on-task behaviour demonstrated the strongest relationship (r>-.70) with teacher reports. As hypothesized, the children with ADHD were more disruptive and inattentive than their matched peers. They were also less often inconspicuous on-task as expected by their teachers. However, their behaviour was assigned to two other on-task categories more often than their peers, and this raised their total on-task behaviour to over 66%. Situational differences were found for all codes as well, which mostly affected all students in a similar way, not just students with ADHD. ADHD related behaviours are pervasive across the classroom situations coded. Teachers appear to distinguish between desirable and undesirable on-task behaviours. Nevertheless, assisting students with ADHD problems requires shaping both. Future studies need to include more differentiated codes for various types of on-task behaviours and also need to code the lesson context concurrently.

International Translation of Project EX: A Teen Tobacco Use Cessation Program

PubMed Central

Sussman, Steve

2013-01-01

Aims There are relatively few documented teen tobacco use cessation efforts outside the United States (U.S.). Project EX is an evidence-based program that consists of eight sessions, as a school-based clinic tobacco cessation-only version and a classroom-based prevention and cessation version. This paper provides a ‘snapshot’ of progress on international translation of ProjectEXpilot study work in eight countries that have been approached thus far. The program was implemented in Wuhan, China; Israel and partners; Bashkortostan, Russia; and Elche, Spain. Implementation is planned for Vienna, Austria; Mumbai, India; and Bangkok, Thailand. This work will lead eventually to a greater understanding regarding preference for type of programming (e.g., clinic versus classroom modality), challenges in recruitment and retention, program receptivity, and short-term (approximately 3-month post-program) quit rates. Protocol and Interim Results of International Translation of Project EX Convenience samples are being recruited based on previous contacts with each location. A protocol was sent to each location, proposing a controlled design, in which subjects enter cessation groups or become a wait-list control, with an immediate pretest, posttest, and 3-month follow-up. Language translation of program materials was completed in seven of the eight locations. Several variations in design and implementation were demanded though. For example, youth fear of reporting tobacco publicly mandated to researchers that the prevention/cessation classroom version be implemented in some locations (Israel and partners, and India). Program effects are suggested across countries. Conclusions Ongoing partnerships with parties actively involved in tobacco control facilitate pilot testing of teen tobacco use cessation programming. The Project EX curriculum appears quite translatable, though having flexibility in implementation modality eased being able to pilot test the program. Research on this cognitive-behavioral, motivation enhancement approach continues. PMID:23885135

Socialising Multilingualism: Determinants of Codeswitching in Kenyan Primary Classrooms.

ERIC Educational Resources Information Center

Merritt, Marilyn; And Others

1992-01-01

Using ethnographic observations of classroom interaction in three primary schools, determinants of teachers' language choice and codeswitching among English, Swahili, and mother-tongue were explored: official school policy, cognitive concerns, classroom management concerns, values and attitudes about societal multilingualism. (36 references)…

What Is Classroom Discussion? A Look at Teachers' Conceptions.

ERIC Educational Resources Information Center

Larson, Bruce E.; Parker, Walter C.

1996-01-01

Explores three social-studies teachers' conceptions of classroom discussion, focusing on discussion's defining characteristics and purpose and influences on usage. Data included interview and think-aloud responses and classroom observations. Teachers view discussion as recitation, teacher-directed conversation, open-ended exploration, a…

Barriers and Incentives to Computer Usage in Teaching

DTIC Science & Technology

1988-09-29

classes with one or two computers. Research Methods The two major methods of data-gathering employed in this study were intensive and extensive classroom ... observation and repeated extended interviews with students and teachers. Administrators were also interviewed when appropriate. Classroom observers used

The Influence of Classroom Aggression and Classroom Climate on Aggressive-Disruptive Behavior

PubMed Central

Thomas, Duane E.; Bierman, Karen L.; Powers, CJ

2011-01-01

Research suggests that early classroom experiences influence the socialization of aggression. Tracking changes in the aggressive behavior of 4179 children from kindergarten to second-grade (ages 5–8) this study examined the impact of two important features of the classroom context–aggregate peer aggression and climates characterized by supportive teacher-student interactions. The aggregate aggression scores of children assigned to first-grade classrooms predicted the level of classroom aggression (assessed by teacher ratings) and quality of classroom climate (assessed by observers) that emerged by the end of grade 1. HLM analyses revealed that first-grade classroom aggression and quality of classroom climate made independent contributions to changes in student aggression, as students moved from kindergarten to second grade. Implications for policy and practice are discussed. PMID:21434887

Exploring Differences in Measurement and Reporting of Classroom Observation Inter-Rater Reliability

ERIC Educational Resources Information Center

Wilhelm, Anne Garrison; Gillespie Rouse, Amy; Jones, Francesca

2018-01-01

Although inter-rater reliability is an important aspect of using observational instruments, it has received little theoretical attention. In this article, we offer some guidance for practitioners and consumers of classroom observations so that they can make decisions about inter-rater reliability, both for study design and in the reporting of data…

Initial Validation of the Prekindergarten Classroom Observation Tool and Goal Setting System for Data-Based Coaching

ERIC Educational Resources Information Center

Crawford, April D.; Zucker, Tricia A.; Williams, Jeffrey M.; Bhavsar, Vibhuti; Landry, Susan H.

2013-01-01

Although coaching is a popular approach for enhancing the quality of Tier 1 instruction, limited research has addressed observational measures specifically designed to focus coaching on evidence-based practices. This study explains the development of the prekindergarten (pre-k) Classroom Observation Tool (COT) designed for use in a data-based…

Impact of a Checklist on Principal-Teacher Feedback Conferences Following Classroom Observations. REL 2018-285

ERIC Educational Resources Information Center

Mihaly, Kata; Schwartz, Heather L.; Opper, Isaac M.; Grimm, Geoffrey; Rodriguez, Luis; Mariano, Louis T.

2018-01-01

Most states' teacher evaluation systems have changed substantially in the past decade. New evaluation systems typically require school leaders to observe teachers' classrooms two to three times a school year instead of once (Doherty & Jacobs, 2015). The feedback that school leaders provide to teachers after these observations is a key but…

A Comparative Investigation of the Efficiency of Two Classroom Observational Methods.

ERIC Educational Resources Information Center

Kissel, Mary Ann

The problem of this study was to determine whether Method A is a more efficient observational method for obtaining activity type behaviors in an individualized classroom than Method B. Method A requires the observer to record the activities of the entire class at given intervals while Method B requires only the activities of selected individuals…

"Teacher Only Calls Her Pets": Teacher's Selective Attention and the Invisible Life of a Diverse Classroom in Ghana

ERIC Educational Resources Information Center

Opoku-Amankwa, Kwasi

2009-01-01

Studies on classroom practices in Africa and the developing world tend to report on the visible general features, i.e. code switching, rote learning, memorisation and safe talk, with very little on the micro, invisible, classroom life. This article, based on the findings of a study involving classroom observations of teachers and pupils'…

Assessing Classroom Learning: How Students Use Their Knowledge and Experience to Answer Classroom Achievement Test Questions in Science and Social Studies.

ERIC Educational Resources Information Center

Nuthall, Graham; Alton-Lee, Adrienne

1995-01-01

Observational studies of student learning from classroom experience in science and social studies in elementary and middle school classrooms were carried out with 14 students. A model is described that explains how students use multilayered episodic and semantic memory for learning experience and related knowledge to answer achievement test items.…

Capturing the Complexity: Content, Type, and Amount of Instruction and Quality of the Classroom Learning Environment Synergistically Predict Third Graders' Vocabulary and Reading Comprehension Outcomes

ERIC Educational Resources Information Center

Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L.; Giuliani, Sarah; Ingebrand, Sarah W.; McLean, Leigh; Morrison, Frederick J.

2014-01-01

We examined classrooms as complex systems that affect students' literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom learning environment. We observed 27 3rd-grade classrooms serving 315 target students using 2 different…

Emotions and Classroom Talk: Toward a Model of the Role of Affect in Students' Experiences of Classroom Discussions

ERIC Educational Resources Information Center

Do, Seung Lee; Schallert, Diane Lemonnier

2004-01-01

To understand the role of affect in classroom discussion, the authors asked 16 students taking a 3-hr seminar to participate in a semester-long grounded theory inquiry. Coding of classroom observations, stimulated recall interviews, and self-ratings from each class meeting resulted in a model of affect as a catalyst in students' experience of…

Student Empowerment. The Influence of High Computer Access on Student Empowerment (An Exploratory Study of the Nashville ACOT Site). ACOT Report #1.

ERIC Educational Resources Information Center

Fisher, Charles W.

This study identifies classroom conditions that affect student empowerment and examines the relationship between student empowerment and high computer access (HCA). The study involved observation in two fourth grade classrooms--one week in an ACOT classroom (with high computer access), and one week in a non-ACOT classroom (without high computer…

How to Analyze Verbal and Nonverbal Classroom Communication.

ERIC Educational Resources Information Center

Heger, Herbert K.

Based upon the communications process model of teaching and learning, the Miniaturized Total Interaction Analysis System (Mini-TIA) establishes a conceptual framework for observing symptomatic classroom behaviors. It provides a means for the evaluation of classroom communication. Interpersonal communication is defined as either verbal (using…

Preliminary Lessons about Supporting Participation and Learning in Inclusive Classrooms

ERIC Educational Resources Information Center

Morningstar, Mary E.; Shogren, Karrie A.; Lee, Hyunjoo; Born, Kiara

2015-01-01

This descriptive study examined observational data collected in inclusive classrooms from six schools that were operating schoolwide inclusive policies and practices. Illustrative evidence of classroom practices supporting learning and participation of all students, including students with significant disabilities, adds to an understanding of…

Effects of classroom organization on letter-word reading in first grade.

PubMed

Cameron, Claire E; Connor, Carol McDonald; Morrison, Frederick J; Jewkes, Abigail M

2008-04-01

Teacher organization is a crucial part of classroom functioning; however, its relation to student achievement has not been investigated as extensively as that of instruction. In this study, organization is defined as the amount of time teachers spend explaining the purpose and procedures of learning activities and daily routines. Data from first-grade classrooms (N=44) observed three times during the school year (fall, winter, and spring) are analyzed, along with students' (N=108) literacy skills at fall and spring. Hierarchical Linear Modeling reveals that, controlling for students' fall word reading and vocabulary skills, as well as amount of language arts instruction they receive, both amount and change in amount over time in classroom organization significantly predicts spring word reading skills. Specifically, children in classrooms observed in higher amounts of classroom time in organization at the beginning of the school year, followed by sharp decreases over the school year, demonstrated stronger letter and word reading skills by spring, and this was a main effect (p<.05). Practical and research implications are discussed.

Classroom "cupcake" celebrations: observations of foods offered and consumed.

PubMed

Isoldi, Kathy K; Dalton, Sharron; Rodriguez, Desiree P; Nestle, Marion

2012-01-01

To describe food and beverage types offered and consumed during classroom celebrations at an elementary school in a low-income, urban community. In addition, to report student intake of fresh fruit provided alongside other party foods. Observations held during 4 classroom celebrations. Food and beverage items were measured and counted before and after each celebration. Consumption data were recorded in aggregate for the entire classroom and later adjusted to mean intake per student. Majority of items offered were low-nutrient, energy-dense foods. Mean caloric intake during celebrations ranged from 259 to 455 cal. Fruit provided during 2 of the 4 classroom celebrations resulted in a mean intake of 1 full serving per student. Caloric intake from low-nutrient, energy-dense foods and beverages offered during classroom celebrations contributed 20% or more of daily caloric needs. However, fresh fruit may be a reasonable addition to the party food table. Copyright © 2012 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Study protocol: effects of school gardens on children's physical activity.

PubMed

Wells, Nancy M; Myers, Beth M; Henderson, Charles R

2014-01-01

Childhood obesity is an epidemic. Strategies are needed to promote children's healthy habits related to diet and physical activity. School gardens have the potential to bolster children's physical activity and reduce time spent in sedentary activity; however little research has examined the effect of gardens on children's physical activity. This randomized controlled trial (RCT) examines the effect of school gardens on children's overall physical activity and sedentary behavior; and on children's physical activity during the school day. In addition, physical activity levels and postures are compared using direct observation, outdoors, in the garden and indoors, in the classroom. Twelve New York State schools are randomly assigned to receive the school garden intervention or to serve in the wait-list control group that receives gardens and lessons at the end of the study. The intervention consists of a raised bed garden; access to a curriculum focused on nutrition, horticulture, and plant science and including activities and snack suggestions; resources for the school including information about food safety in the garden and related topics; a garden implementation guide provided guidance regarding planning, planting and maintaining the garden throughout the year; gardening during the summer; engaging volunteers; building community capacity, and sustaining the program. Data are collected at baseline and 3 post-intervention follow-up waves at 6, 12, and 18 months. Physical activity (PA) "usually" and "yesterday" is measured using surveys at each wave. In addition, at-school PA is measured using accelerometry for 3 days at each wave. Direct observation (PARAGON) is used to compare PA during an indoor classroom lesson versus outdoor, garden-based lesson. Results of this study will provide insight regarding the potential for school gardens to increase children's physical activity and decrease sedentary behaviors. Clinicaltrial.gov # NCT02148315.

Depression, Control, and Climate: An Examination of Factors Impacting Teaching Quality in Preschool Classrooms.

PubMed

Sandilos, Lia E; Cycyk, Lauren M; Hammer, Carol Scheffner; Sawyer, Brook E; López, Lisa; Blair, Clancy

This study investigated the relationship of preschool teachers' self-reported depressive symptomatology, perception of classroom control, and perception of school climate to classroom quality as measured by the Classroom Assessment Scoring System Pre-K. The sample consisted of 59 urban preschool classrooms serving low-income and linguistically diverse students in the northeastern and southeastern United States. Results of hierarchical linear modeling revealed that teachers' individual reports of depressive symptomatology were significantly and negatively predictive of the observed quality of their instructional support and classroom organization. The findings of this study have implications for increasing access to mental health supports for teachers in an effort to minimize depressive symptoms and potentially improve classroom quality.

Understanding Children's Self-Regulation within Different Classroom Contexts

ERIC Educational Resources Information Center

Timmons, Kristy; Pelletier, Janette; Corter, Carl

2016-01-01

In this study, children's self-regulation was observed, along with other social and academic activities in kindergarten classrooms during whole group, small group, transition and play contexts. We examined how children's self-regulation and engagement differed among classroom grouping, play and transition contexts. Results showed that students…

Improving Method-in-Use through Classroom Observation

ERIC Educational Resources Information Center

Nunn, Roger

2011-01-01

Method-in-use (Nunn, Describing classroom interaction in intercultural curricular research and development, University of Reading, 1996, International Review of Applied Linguistics in Language Teaching 37: 23-42, 1999) is a description of the method actually being enacted through classroom interaction in a particular context. The description is…

Reproducing (and Disrupting) Heteronormativity: Gendered Sexual Socialization in Preschool Classrooms

ERIC Educational Resources Information Center

Gansen, Heidi M.

2017-01-01

Using ethnographic data from 10 months of observations in nine preschool classrooms, I examine gendered sexual socialization children receive from teachers' practices and reproduce through peer interactions. I find heteronormativity permeates preschool classrooms, where teachers construct (and occasionally disrupt) gendered sexuality in a number…

Why classroom climate matters for children high in anxious solitude: A study of differential susceptibility.

PubMed

Hughes, Kathleen; Coplan, Robert J

2018-03-01

The goal of the current study was to examine the complex links among anxious solitude, classroom climate, engagement, achievement, and gender. In particular, drawing upon the differential susceptibility hypothesis (Belsky, 1997), we investigated if children high in anxious solitude were particularly sensitive and responsive to the classroom environment. Participants were N = 712 children in Grade 3, drawn from the National Institute of Child and Human Development (NICHD) Study of Early Child Care and Youth Development data set. Classroom climate and engagement were assessed using the Classroom Observation Scale (NICHD, 1998). Teachers completed the Teacher Report Form (Achenbach, 1991) as a measure of anxious solitude and the Academic Rating Scale (NICHD, 2010) as a measure of achievement. Hypothesized associations among variables were tested by way of a moderated-mediation model. Among the results, engagement was found to mediate the relation between classroom climate and achievement. In addition, anxious solitude and gender were found to moderate the relation between classroom climate and engagement. Support for the differential susceptibility hypothesis was found, suggesting that children high in anxious solitude may be more reactive (both positively and negatively) to elements of the classroom environment. In addition, gender differences were observed, indicating that boys may be more responsive to the classroom environment as compared with girls. Implications for future research and educational policies are discussed. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Noninvariant Measurement in Rater-Mediated Assessments of Teaching Quality

ERIC Educational Resources Information Center

Kelcey, Ben

2014-01-01

Valid and reliable measurement of teaching is essential to evaluating and improving teacher effectiveness and advancing large-scale policy-relevant research in education (Raudenbush & Sadoff, 2008). One increasingly common component of teaching evaluations is the direct observation of teachers in their classrooms. Classroom observations have…

Classroom Observation Practice in Career Schools: A Multiple Case Study

ERIC Educational Resources Information Center

Withers, Marya G.

2017-01-01

Post-secondary career school educational leaders are charged with formulating sufficient, ongoing, and effective faculty development programming to ensure the delivery of quality education in their unique trade-expert led institutions. Classroom observations, which include substantive feedback exchanges from trained personnel are well documented…

Validation of an Instructional Observation Instrument for Teaching English as a Foreign Language in Spain

ERIC Educational Resources Information Center

Gomez-Garcia, Maria

2011-01-01

The design and validation of a classroom observation instrument to provide formative feedback for teachers of EFL in Spain is the overarching purpose of this study. This study proposes that a valid and reliable classroom observation instrument, based on effective practice in teaching EFL, can be developed and used in Spain to enable teachers to…

The Effect of Using More than One Type of Teacher Observation System in the Same Study.

ERIC Educational Resources Information Center

Marston, Paul T.; Zimmerer, Linda K.

The multiple use of several classroom observation instruments was investigated to determine its influence upon the way an observer records behavior, since such an influence may cause discrepancies in findings between studies. Twenty-four volunteer students were divided into three groups and trained to use one or more of three classroom observation…

The Identification of Children with Behavioural Manifestations of Inattention, Hyperactivity and Impulsivity, in Mainstream School: The Development of the Scope Classroom Observation Checklist

ERIC Educational Resources Information Center

Scope, Alison; Empson, Janet; McHale, Sue; Nabuzoka, Dabie

2007-01-01

The objective of this paper is to report the development and use of an observation checklist to identify typically developing children with behavioural manifestations associated with inattention, hyperactivity and impulsivity. This measure is termed the Scope Classroom Observation Checklist (SCOC). The SCOC was developed, assessed for reliability…

A process for developing community consensus regarding the diagnosis and management of attention-deficit/hyperactivity disorder.

PubMed

Foy, Jane Meschan; Earls, Marian F

2005-01-01

There remain large discrepancies between pediatricians' practice patterns and the American Academy of Pediatrics (AAP) guidelines for the assessment and treatment of children with attention-deficit/hyperactivity disorder (ADHD). Several studies raise additional concerns about access to ADHD treatment for girls, blacks, and poorer individuals. Barriers may occur at multiple levels, including identification and referral by school personnel, parents' help-seeking behavior, diagnosis by the medical provider, treatment decisions, and acceptance of treatment. Such findings confirm the importance of establishing appropriate mechanisms to ensure that children of both genders and all socioeconomic, racial, and ethnic groups receive appropriate assessment and treatment. Publication of the AAP ADHD toolkit provides resources to assist with implementing the ADHD guidelines in clinical practice. These resources address a number of the barriers to office implementation, including unfamiliarity with Diagnostic and Statistical Manual of Mental Disorders criteria, difficulty identifying comorbidities, and inadequate knowledge of effective coding practices. Also crucial to the success of improved processes within clinical practice is community collaboration in care, particularly collaboration with the educational system. Such collaboration addresses other barriers to good care, such as pressures from parents and schools to prescribe stimulants, cultural biases that may prevent schools from assessing children for ADHD or may prevent families from seeking health care, and inconsistencies in recognition and referral among schools in the same system. Collaboration may also create efficiencies in collection of data and school-physician communications, thereby decreasing physicians' non-face-to-face (and thus nonreimbursable) elements of care. This article describes a process used in Guilford County, North Carolina, to develop a consensus among health care providers, educators, and child advocates regarding the assessment and treatment of children with symptoms of ADHD. The outcome, ie, a community protocol followed by school personnel and community physicians for >10 years, ensures communication and collaboration between educators and physicians in the assessment and treatment of children with symptoms of ADHD. This protocol has the potential to increase practice efficiency, improve practice standards for children with ADHD, and enhance identification of children in schools. Perhaps most importantly, the community process through which the protocol was developed and implemented has an educational component that increases the knowledge of school personnel about ADHD and its treatment, increasing the likelihood that referrals will be appropriate and increasing the likelihood that children will benefit from coordination of interventions among school personnel, physicians, and parents. The protocol reflects a consensus of school personnel and community health care providers regarding the following: (1) ideal ADHD assessment and management principles; (2) a common entry point (a team) at schools for children needing assessment because of inattention and classroom behavior problems, whether the problems present first to a medical provider, the behavioral health system, or the school; (3) a protocol followed by the school system, recognizing the schools' resource limitations but meeting the needs of community health care providers for classroom observations, psychoeducational testing, parent and teacher behavior rating scales, and functional assessment; (4) a packet of information about each child who is determined to need medical assessment; (5) a contact person or team at each physician's office to receive the packet from the school and direct it to the appropriate clinician; (6) an assessment process that investigates comorbidities and applies appropriate diagnostic criteria; (7) evidence-based interventions; (8) processes for follow-up monitoring of children after establishment of a treatment plan; (9) roles for central participants (school personnel, physicians, school nurses, and mental health professionals) in assessment, management, and follow-up monitoring of children with attention problems; (10) forms for collecting and exchanging information at every step; (11) processes and key contacts for flow of communication at every step; and (12) a plan for educating school and health care professionals about the new processes. A replication of the community process, initiated in Forsyth County, North Carolina, in 2001, offers insights into the role of the AAP ADHD guidelines in facilitating development of a community consensus protocol. This replication also draws attention to identification and referral barriers at the school level. The following recommendations, drawn from the 2 community processes, describe a role for physicians in the collaborative community care of children with symptoms of ADHD. (1) Achieve consensus with the school system regarding the role of school personnel in collecting data for children with learning and behavior problems; components to consider include (a) vision and hearing screening, (b) school/academic histories, (c) classroom observation by a counselor, (d) parent and teacher behavior rating scales (eg, Vanderbilt, Conner, or Achenbach scales), (e) consideration of speech/language evaluation, (f) screening intelligence testing, (g) screening achievement testing, (h) full intelligence and achievement testing if discrepancies are apparent in abbreviated tests, and (i) trials of classroom interventions. (2) Use pediatric office visits to identify children with academic or behavior problems and symptoms of inattention (history or questionnaire). (3) Refer identified children to the contact person at each child's school, requesting information in accordance with community consensus. (4) Designate a contact person to receive school materials for the practice. (5) Review the packet from the school and incorporate school data into the clinical assessment. (6) Reinforce with the parents and the school the need for multimodal intervention, including academic and study strategies for the classroom and home, in-depth psychologic testing of children whose discrepancies between cognitive level and achievement suggest learning or language disabilities and the need for an individualized educational plan (special education), consideration of the "other health impaired" designation as an alternate route to an individualized educational plan or 504 plan (classroom accommodations), behavior-modification techniques for targeted behavior problems, and medication trials, as indicated. (7) Refer the patient to a mental health professional if the assessment suggests coexisting conditions. (8) Use communication forms to share diagnostic and medication information, recommended interventions, and follow-up plans with the school and the family. (9) Receive requested teacher and parent follow-up reports and make adjustments in therapy as indicated by the child's functioning in targeted areas. (10) Maintain communication with the school and the parents, especially at times of transition (eg, beginning and end of the school year, change of schools, times of family stress, times of change in management, adolescence, and entry into college or the workforce).

Continuous Classroom Assessment at Primary Level

ERIC Educational Resources Information Center

Ali, Imtiaz; Shah, Syed Manzoor Hussein; Gujjar, Aijaz Ahmed

2014-01-01

This study was designed to analyze the continuous classroom assessment at primary level in Pakistan. Findings of the study revealed that the students' achievement of single class teacher in the subject of English, General science, Urdu and mathematics were almost on average and rubric observation during continuous classroom assessment ranked…

Quantifying ADHD Classroom Inattentiveness, Its Moderators, and Variability: A Meta-Analytic Review

ERIC Educational Resources Information Center

Kofler, Michael J.; Rapport, Mark D.; Alderson, R. Matt

2008-01-01

Background: Most classroom observation studies have documented significant deficiencies in the classroom attention of children with attention-deficit/hyperactivity disorder (ADHD) compared to their typically developing peers. The magnitude of these differences, however, varies considerably and may be influenced by contextual, sampling, diagnostic,…

Changes in Patterns of Teacher Interaction in Primary Classrooms: 1976-96.

ERIC Educational Resources Information Center

Galton, Maurice; Hargreaves, Linda; Comber, Chris; Wall, Debbie; Pell, Tony

1999-01-01

Addresses the effectiveness of teaching methods in English primary school classrooms. Evaluates the interventions designed to change primary educators' teaching methods by replicating the Observational Research and Classroom Learning Evaluation (ORACLE) study that was originally conducted in 1976. Compares the results from the original study to…

Participate or Observe? Effects of Economic Classroom Experiments on Students' Economic Literacy

ERIC Educational Resources Information Center

Grol, Roel; Sent, Esther-Mirjam; de Vries, Bregje

2017-01-01

Economic classroom experiments are controlled interactive learning exercises targeting the comprehension of economic concepts in an inductive way. Aiming at increasing students' knowledge of economic concepts, two types of economic classroom experiments are examined in a sample of 134 secondary school students. In the interactive research…

RITE Observer Manual for Use in Clinical Teacher Education Settings.

ERIC Educational Resources Information Center

Defino, Maria E.

This six-section manual provides information for preparing appropriate classroom narratives and their accompanying student engagement ratings. The manual's introduction emphasizes the importance of an accurate classroom narrative, which is a detailed record of events, time use, and behavior in the classroom. Also discussed is the recording of…

Ethnographic Eyes: A Teacher's Guide to Classroom Observation.

ERIC Educational Resources Information Center

Frank, Carolyn

This book extends ethnography beyond the work of university researchers to include classroom teachers, student teachers, and teacher educators. It provides ways for student teachers and others to develop lenses for seeing the patterns and practices of life within classrooms. The book describes how developing "ethnographic eyes" can help student…

The Classroom Infrastructure and the Early Learner: Reducing Aggression during Transition Times

ERIC Educational Resources Information Center

Guardino, Caroline; Fullerton, Elizabeth Kirby

2012-01-01

High levels of aggressive behaviors were observed during the transition times in two selfcontained special education classrooms: a kindergarten and pre-kindergarten. The present case studies examine how modifying the classroom infrastructure impacts students' aggressive behavior. Teachers were assisted on the usage of select modifications (visual…

Pedagogical Tools for Peacebuilding Education: Engaging and Empathizing with Diverse Perspectives in Multicultural Elementary Classrooms

ERIC Educational Resources Information Center

Parker, Christina

2016-01-01

This qualitative study used classroom observations, teacher and student interviews, and document analysis to examine the degree to which peacebuilding dialogue processes were implemented in 3 elementary school classrooms and how diverse students, particularly newcomer immigrants, experienced these pedagogies. The study critically examines how…

Using Classroom Scenarios to Reveal Mathematics Teachers' Understanding of Sociomathematical Norms

ERIC Educational Resources Information Center

Zembat, Ismail Ozgur; Yasa, Seyit Ali

2015-01-01

The purpose of this study was to uncover the degree to which in-service teachers understand sociomathematical norms and the nature of that understanding without having to enter and observe their classes. We therefore developed five classroom scenarios exemplifying classroom interactions shaped by certain sociomathematical norms. We then…

Variability of Attention Processes in ADHD: Observations from the Classroom

ERIC Educational Resources Information Center

Rapport, Mark D.; Kofler, Michael J.; Alderson, R. Matt; Timko, Thomas M., Jr.; DuPaul, George J.

2009-01-01

Objective: Classroom- and laboratory-based efforts to study the attentional problems of children with ADHD are incongruent in elucidating attentional deficits; however, none have explored within- or between-minute variability in the classroom attentional processing in children with ADHD. Method: High and low attention groups of ADHD children…

Should Supervisors Intervene during Classroom Visits?

ERIC Educational Resources Information Center

Marshall, Kim

2015-01-01

Real-time coaching has become the go-to supervisory model in some schools (especially charters), with supervisors routinely jumping in during teacher observations and sometimes taking over the class to model a more effective approach. The author sets out goals and guidelines for impromptu classroom visits that include visiting each classroom at…

Gender Meanings in Grade Eight Students: Talk about Classroom Writing.

ERIC Educational Resources Information Center

Peterson, Shelley

2002-01-01

Explored ways in which gender influenced students' choices in classroom writing, using data from students' writing, small group conversations, classroom observations, and teacher interviews. Generally, students attempted to maintain a widely recognized gender order in their talk about girls' and boys' writing. Students' writing choices were…

"Periscope": Looking into Learning in Best-Practices Physics Classrooms

ERIC Educational Resources Information Center

Scherr, Rachel E.; Goertzen, Renee Michelle

2018-01-01

"Periscope" is a set of lessons to support learning assistants, teaching assistants, and faculty in learning to notice and interpret classroom events the way an accomplished teacher does. "Periscope" lessons are centered on video episodes from a variety of best-practices university physics classrooms. By observing, discussing,…

Relationship between Preferred and Actual Opinions about Inquiry-Based Instruction Classroom

ERIC Educational Resources Information Center

Nuangchalerm, Prasart

2017-01-01

Based on 10 preservice science teachers in 4 schools, this study presents a detailed analysis of how preservice teacher expectation interacts with school practicum and authentic classroom action of inquiry-based instruction. Classroom observation, lesson plan analysis, and interviews revealed that inquiry-based instruction in the expectation and…

Teaching Practices and Elementary Classroom Peer Ecologies

ERIC Educational Resources Information Center

Gest, Scott D.; Rodkin, Philip C.

2011-01-01

Teachers and students in 39 1st, 3rd and 5th grade classrooms participated in a study of teaching practices and classroom peer networks. Teachers reported on their attitudes towards aggression and withdrawal, provided rationales for their seating arrangements, and were observed on patterns of emotional and instructional support and classroom…

Exclusively Visual Analysis of Classroom Group Interactions

ERIC Educational Resources Information Center

Tucker, Laura; Scherr, Rachel E.; Zickler, Todd; Mazur, Eric

2016-01-01

Large-scale audiovisual data that measure group learning are time consuming to collect and analyze. As an initial step towards scaling qualitative classroom observation, we qualitatively coded classroom video using an established coding scheme with and without its audio cues. We find that interrater reliability is as high when using visual data…

Everyday Race-Making Pedagogies in the Classroom

ERIC Educational Resources Information Center

Vass, Greg

2016-01-01

In this paper I examine the "pedagogies of positioning" performatively played out within the Australian high school classrooms I observed. The study aimed to develop a better understanding of how teachers pedagogically racialise the classroom in and through discursive encounters with students. The social analysis of these data accepts…

A Vision of Improvement of Learning: South African Teachers' Conceptions of Classroom Assessment

ERIC Educational Resources Information Center

Sethusha, Mantsose Jane

2013-01-01

This article explored conceptions that teachers hold about classroom assessment and how these conceptions influence their classroom assessment practices. The qualitative study employed a case study approach. Semi-structured interviews, observations and document analyses were used. The study utilized Brown's (2004) conceptual framework on…

HealthLit4Kids study protocol; crossing boundaries for positive health literacy outcomes.

PubMed

Nash, Rose; Elmer, Shandell; Thomas, Katy; Osborne, Richard; MacIntyre, Kate; Shelley, Becky; Murray, Linda; Harpur, Siobhan; Webb, Diane

2018-06-05

Health attitudes and behaviours formed during childhood greatly influence adult health patterns. This paper describes the research and development protocol for a school-based health literacy program. The program, entitled HealthLit4Kids, provides teachers with the resources and supports them to explore the concept of health literacy within their school community, through classroom activities and family and community engagement. HealthLit4Kids is a sequential mixed methods design involving convenience sampling and pre and post intervention measures from multiple sources. Data sources include individual teacher health literacy knowledge, skills and experience; health literacy responsiveness of the school environment (HeLLO Tas); focus groups (parents and teachers); teacher reflections; workshop data and evaluations; and children's health literacy artefacts and descriptions. The HealthLit4Kids protocol draws explicitly on the eight Ophelia principles: outcomes focused, equity driven, co-designed, needs-diagnostic, driven by local wisdom, sustainable, responsive, systematically applied. By influencing on two levels: (1) whole school community; and (2) individual classroom, the HealthLit4Kids program ensures a holistic approach to health literacy, raised awareness of its importance and provides a deeper exploration of health literacy in the school environment. The school-wide health literacy assessment and resultant action plan generates the annual health literacy targets for each participating school. Health promotion cannot be meaningfully achieved in isolation from health literacy. Whilst health promotion activities are common in the school environment, health literacy is not a familiar concept. HealthLit4Kids recognizes that a one-size fits all approach seldom works to address health literacy. Long-term health outcomes are reliant on embedded, locally owned and co-designed programs which respond to local health and health literacy needs.

Teacher consultation and coaching within mental health practice: classroom and child effects in urban elementary schools.

PubMed

Cappella, Elise; Hamre, Bridget K; Kim, Ha Yeon; Henry, David B; Frazier, Stacy L; Atkins, Marc S; Schoenwald, Sonja K

2012-08-01

To examine effects of a teacher consultation and coaching program delivered by school and community mental health professionals on change in observed classroom interactions and child functioning across one school year. Thirty-six classrooms within 5 urban elementary schools (87% Latino, 11% Black) were randomly assigned to intervention (training + consultation/coaching) and control (training only) conditions. Classroom and child outcomes (n = 364; 43% girls) were assessed in the fall and spring. Random effects regression models showed main effects of intervention on teacher-student relationship closeness, academic self-concept, and peer victimization. Results of multiple regression models showed levels of observed teacher emotional support in the fall moderated intervention impact on emotional support at the end of the school year. Results suggest teacher consultation and coaching can be integrated within existing mental health activities in urban schools and impact classroom effectiveness and child adaptation across multiple domains. © 2012 American Psychological Association

Calories in the classroom: celebration foods offered and consumed during classroom parties at an elementary school in a low-income, urban community.

PubMed

Isoldi, Kathy K; Dalton, Sharron

2012-08-01

The school food environment is an important area of exploration in investigating the potential for schoolchildren to consume foods and beverages containing excess calories on school grounds. Several venues offer schoolchildren access to lownutrient, calorie-dense foods and beverages. Classroom celebrations offer such a venue; however, little is known about current practices during these events. Trained observers recorded foods and beverages offered, activities engaged in, and goody bag distribution during six separate classroom celebrations. Additionally, foods and beverages consumed by 24 individual students were recorded in detail for calorie estimation. The majority of food items offered during classroom celebrations were low-nutrient, calorie-dense items. The mean caloric contribution for all 24 students was 444 ± 221 calories, with a range of 130–905 calories, and a median intake of 386 calories. Mean total estimated calorie intake per grade level was 225 ± 90, 286 ± 105, and 550 ± 212 calories for students in prekindergarten, kindergarten, and 1st grade, respectively. Only one-third of all the parties observed included activities other than eating. Our observations reveal that food items offered during classroom celebrations offer children opportunities to consume low-nutrient, calorie-dense foods and beverages on the school campus. More research is needed to support these findings, and to identify the best practice to implement for effective school wellness policies aimed at regulating classroom celebrations.

Factors Associated with Alignment between Teacher Survey Reports and Classroom Observation Ratings of Mathematics Instruction

ERIC Educational Resources Information Center

Kaufman, Julia Heath; Stein, Mary Kay; Junker, Brian

2016-01-01

We investigated the alignment between a teacher survey self-report measure and classroom observation measure of ambitious mathematics instructional practice among teachers in two urban school districts using two different standards-based mathematics curricula. Survey reports suggested mild differences in teachers' instructional practices between…

Instructional Interactions of Kindergarten Mathematics Classrooms: Validating a Direct Observation Instrument

ERIC Educational Resources Information Center

Doabler, Christian; Smolkowski, Keith; Fien, Hank; Kosty, Derek B.; Cary, Mari Strand

2010-01-01

In this paper, the authors report research focused directly on the validation of the Coding of Academic Teacher-Student interactions (CATS) direct observation instrument. They use classroom information gathered by the CATS instrument to better understand the potential mediating variables hypothesized to influence student achievement. Their study's…

Verbal and Nonverbal Classroom Communication: The Development of an Observational Instrument.

ERIC Educational Resources Information Center

Heger, Herbert K.

This paper reports the development of a classroom observation instrument designed to broaden and extend the power of existing tools to provide a balanced, reciprocal perspective of both verbal and nonverbal communication. An introductory section discusses developments in communication analysis. The Miniaturized Total Interaction Analysis System…

Raising Concerns about Sharing and Reusing Large-Scale Mathematics Classroom Observation Video Data

ERIC Educational Resources Information Center

Ing, Marsha; Samkian, Artineh

2018-01-01

There are great opportunities and challenges to sharing large-scale mathematics classroom observation data. This Research Commentary describes the methodological opportunities and challenges and provides a specific example from a mathematics education research project to illustrate how the research questions and framework drove observational…

Teacher Interviews, Student Interviews, and Classroom Observations in Combinatorics: Four Analyses

ERIC Educational Resources Information Center

Caddle, Mary C.

2012-01-01

This research consists of teacher interviews, student interviews, and classroom observations, all based around the mathematical content area of combinatorics. Combinatorics is a part of discrete mathematics concerning the ordering and grouping of distinct elements. The data are used in four separate analyses. The first provides evidence that…

Perceptions and Practice: The Relationship between Teacher Perceptions of Technology Use and Level of Classroom Technology Integration

ERIC Educational Resources Information Center

Sawyer, Laura M.

2017-01-01

This correlational-predictive study investigated the relationship between teacher perceptions of technology use and observed classroom technology integration level using the "Technology Uses and Perceptions Survey" (TUPS) and the "Technology Integration Matrix-Observation" (TIM-O) instruments, developed by the Florida Center…

Classroom Management: Students' Perspectives, Goals and Strategies.

ERIC Educational Resources Information Center

Allen, James D.

A study investigated classroom management from the students' perspective. Ninety-seven high school students (primarily ninth graders) were observed in one school for 15 weeks in five different classes. Data were collected from this observation, as well as from student and teacher interviews. The guidelines of the Constant-Comparative Method of…

Relative Efficiency of Several Methods of Direct Observation

ERIC Educational Resources Information Center

Kissel, Mary Ann; Yeager, John L.

1972-01-01

Conclusion is that it is not necessary to record the behavior of every pupil or an entire class in order to adequately measure a specific dimension of the classroom. Rather, observational efficiency can be attained through the utilization of sampling procedures for a given type of classroom situation. (Authors)

Advancing Climate Change Education: Student Engagement and Teacher Talk in the Classroom

NASA Astrophysics Data System (ADS)

Holthuis, N.; Saltzman, J.; Lotan, R.; Mastrandrea, M. D.; Diffenbaugh, P.; Gray, S.; Kloser, M.

2011-12-01

Stanford's Global Climate Change: Professional Development for K-12 Teachers is a unique collaboration between the Stanford School of Education and School of Earth Sciences to provide teacher professional development on the science of global climate change, pedagogical strategies, and curriculum materials. Scientists and education specialists developed a curriculum for middle and high school science classrooms. It addresses the fundamental issues of climate science, the impacts of climate change on society and on global resources, mitigation and adaptation strategies. This project documents in detail the full circle of curriculum development, teacher professional development, classroom implementation, analysis of student achievement data, and curriculum revision. Ongoing evaluation has provided understanding of the unique conditions and requirements of climate change education. In a sample of 750 secondary students in 25 Bay Area classrooms, we found statistically significant differences between post- (x=11.56, sd=4.75) and pre- (x=8.64, sd=4.58) test scores on standardized items and short open-ended essay questions. Through systematic classroom observations (300 observations in 25 classrooms), we documented student engagement and interactions, and the nature of teachers' talk in the classroom. We found that on average, 73.4% of the students were engaged, 14.4% were interacting with peers, and about 12.1% were disengaged. We also documented teacher talk (165 observations) and found that on the average, teachers delivered factual content and talked about classroom processes and spent less time on scientific argumentation, reasoning and/ or analysis. We documented significant differences in the quality of implementation among the teachers. Our study suggests that in addition to strengthening content knowledge and pedagogical content knowledge, professional development for teachers needs to include classroom management strategies, explicit modeling of collaborative work, and greater attention to the quality of teachers' questions and interactions with the students to enhance the quality of student talk and understanding. In our final year of the project, we will focus our observations more tightly on the nature of teacher and student talk to explore student understanding of climate change.

Perceiving classroom aggression: the influence of setting, intervention style and group perceptions.

PubMed

Lawrence, Claire; Green, Karen

2005-12-01

Violence and aggression in the classroom are often cited as a major concern within the teaching community. Teachers' perceptions of the appropriateness of intervention behaviours during aggressive incidents, however, are less often examined (Meyer, Astor, & Behre, 2002), nor how they compare to the perceptions of training teachers (John, 2002). This paper examines differences in the perceptions of practising and training teachers after exposure to an account of a violent incident where a school teacher is assaulted. The paper also investigates the relative and combined influence of classroom condition and teacher intervention on perceptions of classroom violence. Participants included 48 practising teachers, and 48 students undertaking a Postgraduate Certificate in Education (PGCE) also took part in the study. The study utilized a 2 x 2 x 2 between-subjects factorial design, manipulating the impact of classroom condition, teacher intervention, and observer status on evaluations of the teacher, assailant and school following an incident of violence against the teacher. Classroom environment, teacher intervention, and observer status influenced evaluations of the teacher and school, but not the assailant. Implications of these findings and the applied importance of these results are discussed in relation to school policy, teacher training, and classroom maintenance.

Fidelity of Implementation in Project Towards No Drug Abuse (TND): A Comparison of Classroom Teachers and Program Specialists

PubMed Central

Dent, Clyde W.; Skara, Silvana; Sun, Ping; Sussman, Steve

2011-01-01

This paper presents the results of an effectiveness trial of Project Towards No Drug Abuse [TND], in which we compared program delivery by regular classroom teachers and program specialists within the same high schools. Within 18 schools that were randomly assigned to the program or control conditions, health classrooms were assigned to program delivery by teachers or (outside) specialists. Classroom sessions were observed by pairs of observers to assess three domains of implementation fidelity: adherence, classroom process, and perceived student acceptance of the program. Pre- and immediate posttest survey data were collected from 2331 students. Of the four composite indexes of implementation fidelity that were examined, only one (quality of delivery) showed a difference between specialists and teachers, with marginally higher ratings of specialists (p < .10). Both teachers and program specialists achieved effects on three of the five immediate outcome measures, including program-specific knowledge, addiction concern, and social self-control. Students’ posttest ratings of the program overall and the quality of program delivery failed to reveal differences between the teacher- and specialist-led classrooms. These results suggest that motivated, trained classroom teachers can implement evidence-based prevention programs with fidelity and achieve immediate effects. PMID:17180722

Factors Influencing Hearing Aid Use in the Classroom: A Pilot Study.

PubMed

Gustafson, Samantha J; Davis, Hilary; Hornsby, Benjamin W Y; Bess, Fred H

2015-12-01

This pilot study examined factors influencing classroom hearing aid use in school-age children with hearing loss. The research team visited classrooms of 38 children with mild-to-moderate hearing loss (Grades 1-7) on 2 typical school days, twice per day, to document hearing aid use. In addition, parents reported the number of hours their children used hearing aids at school. Nearly 24% of children were observed not wearing their hearing aids in the classroom on either observation day. Both grade level and degree of hearing loss appeared to affect hearing aid use. Children in Grades 5-7 and those with milder hearing losses were less likely to wear hearing aids. Overall, parents accurately reported classroom hearing aid use; however, those with children in Grades 5-7 were less accurate than those with children in earlier grades. These preliminary results suggest that children with milder hearing loss and those in Grades 5-7 are at increased risk for reduced hearing aid use in the classroom. Also, parents of school-age children in these later grades are less accurate reporters of classroom hearing aid use compared to parents of children in earlier grades.

Supporting students' strategic competence: a case of a sixth-grade mathematics classroom

NASA Astrophysics Data System (ADS)

Özdemir, İ. Elif Yetkin; Pape, Stephen J.

2012-06-01

Mathematics education research has documented several classroom practices that might influence student self-regulation. We know little, however, about the ways these classroom practices could be structured in real classroom settings. In this exploratory case study, we purposefully selected a sixth-grade mathematics teacher who had participated in a professional development program focussed on NCTM standards and SRL in the mathematics classroom for extensive classroom observation. The purpose was to explore how and to what extend she structured classroom practices to support strategic competence in her students. Four features of classroom practices were found as evidence for how strategic competence was potentially supported in this classroom: (a) allowing autonomy and shared responsibility during the early stages of learning, (b) focusing on student understanding, (c) creating contexts for students to learn about strategic learning and to exercise strategic behaviour, and (d) helping students to personalise strategies by recognising their ideas and strategic behaviours.

The influence of classroom aggression and classroom climate on aggressive-disruptive behavior.

PubMed

Thomas, Duane E; Bierman, Karen L; Powers, C J

2011-01-01

Research suggests that early classroom experiences influence the socialization of aggression. Tracking changes in the aggressive behavior of 4,179 children from kindergarten to second-grade (ages 5-8), this study examined the impact of 2 important features of the classroom context--aggregate peer aggression and climates characterized by supportive teacher-student interactions. The aggregate aggression scores of children assigned to first-grade classrooms predicted the level of classroom aggression (assessed by teacher ratings) and quality of classroom climate (assessed by observers) that emerged by the end of Grade 1. Hierarchical linear model analyses revealed that first-grade classroom aggression and quality of classroom climate made independent contributions to changes in student aggression, as students moved from kindergarten to second grade. Implications for policy and practice are discussed. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

Student control ideology and the science classroom environment in urban secondary schools of sudan

NASA Astrophysics Data System (ADS)

Harty, Harold; Hassan, Hassan A.

An examination was made concerning the relationships between Sudanese secondary science teachers' pupil control ideology and their students' perceptions/observations of the psychosocial environment of their science classrooms. One hundred secondary science teachers were classified as possessing humanistic (N = 20) or custodial (N = 20) control ideologies. A class (N = 40) of students was randomly selected for every teacher in both groups. The findings revealed that no significant relationships existed between the control ideologies of the teachers and their students' perceptions/observations of the classroom environment. Custodialism in control ideology was significantly related to the classroom environment psychosocial aspect of low support. Discussion and implications of the findings have been approached from both Sudanese and American perspectives.

Depression, Control, and Climate: An Examination of Factors Impacting Teaching Quality in Preschool Classrooms

PubMed Central

Sandilos, Lia E.; Cycyk, Lauren M.; Hammer, Carol Scheffner; Sawyer, Brook E.; López, Lisa; Blair, Clancy

2015-01-01

Research Findings This study investigated the relationship of preschool teachers' self-reported depressive symptomatology, perception of classroom control, and perception of school climate to classroom quality as measured by the Classroom Assessment Scoring System Pre-K. The sample consisted of 59 urban preschool classrooms serving low-income and linguistically diverse students in the northeastern and southeastern United States. Results of hierarchical linear modeling revealed that teachers' individual reports of depressive symptomatology were significantly and negatively predictive of the observed quality of their instructional support and classroom organization. Practice or Policy The findings of this study have implications for increasing access to mental health supports for teachers in an effort to minimize depressive symptoms and potentially improve classroom quality. PMID:26924914

Assessing the Relationship Between Observed Teaching Practice and Reading Growth in First Grade English Learners: A Validation Study

ERIC Educational Resources Information Center

Baker, Scott K.; Gersten, Russell; Haager, Diane; Dingle, Mary; Goldenberg, Claude

2005-01-01

Validation of a classroom observation measure for use with English Learners (ELs) in Grade 1 is the focus of this study. Fourteen teachers were observed during reading and language arts instruction with an instrument used to generate overall ratings of instructional quality on a number of dimensions. In these classrooms, the reading performance of…

Citizen Science participation in the NASA CERES Students' Cloud Observations Online Project (S'COOL)

NASA Astrophysics Data System (ADS)

Lewis, P. M.; Moore, S.; Crecelius, S.; Rogerson, T.; Chambers, L. H.

2012-12-01

Many science programs designed for the classroom see little participation when school is not in session. Many factors, such as materials, cost, needing a teacher to lead discussion, and reporting/assessment criteria are classroom-centric. The S'COOL project has the ability to serve not only as a classroom-teaching tool, but as a citizen science project in which anyone can help NASA collect cloud data. Since its inception in 1997, the S'COOL project has invited help from the citizen science community from age 6 to 99. The S'COOL project has the ability to reach everyone in the world through satellite overpasses. This provides the citizen scientist with a temporal "match", i.e., the opportunity to make cloud observations "looking up" as various NASA Earth observing satellites make cloud observations "looking down" at the same location. After an observation is made, the observing scientist completes an online report form and sends this directly to NASA Langley Research Center's Atmospheric Science Data Center. After the satellite data are processed, generally within a week, an auto-generated email informs the observer of what the satellite observed, compared side-by-side with what they observed. All of the observations are stored in a database for later viewing and analysis. The ability to view satellite matches and past observations allows the citizen scientist to develop good scientific practices, particularly skills in cloud observation and data analysis techniques. Much of the success of the S'COOL project can be associated with its aim as a classroom-based program that transcends to the citizen science community. This allows both parties to have access to the same materials and data, creating an authentic science experience. Another avenue of success can be found in the project's translation of materials into French and Spanish. Translation provides a multicultural perspective and enables broader participation. Since the aim of the S'COOL project is to collect ground truth data for CERES the 3 satellites currently carrying those instruments provide several options for scheduling. Should the citizen scientist be of school age, the student will be able to take the skills learned with the S'COOL project from the backyard to the classroom - or vice versa. S'COOL has attracted some unique citizen scientists over the years, providing ground truth observations from several unique locations. These include a group that circumnavigated the American continents, a woman who has rowed solo across all the world's oceans, and planned participation this fall from several Pacific research cruises. Classroom students turn ROVER observers, or citizen scientists that observe from varying locations, help over summer breaks and vacations. This is the case with a dedicated Connecticut elementary classroom that observes clouds as a class and is assigned summer work as roving observers to continue the data collection over their break. Outcomes: This paper will summarize the S'COOL project's experience with a variety of citizen scientists over the course of activities to date.

Tapping the Potential of Skill Integration as a Conduit for Communicative Language Teaching

ERIC Educational Resources Information Center

Wu, Shu-hua; Alrabah, Sulaiman

2014-01-01

The purpose of this classroom-based study was to discover the kinds of skill integration tasks that were employed by English teachers in Kuwait and to measure their attitudes toward implementing the skill integration technique in their classrooms. Data collection involved recording 25 hours of classroom-based observations, conducting interviews…

Peer-Assisted Learning and Interactions in Inclusive Music Classrooms: Benefits, Research, and Applications

ERIC Educational Resources Information Center

Jellison, Judith; Brown, Laura; Draper, Ellary

2015-01-01

Contemporary music classrooms include a beautiful mosaic of individual children from diverse backgrounds, children who vary considerably in their capabilities, interests, and levels of motivation. Some of the variations we observe are related to social skills and knowledge. The effects of appropriate classroom behavior and positive social…

Single-Gender and Co-Educational Special Education Classrooms: Latina Student Attitudes, Perceptions, and Experiences

ERIC Educational Resources Information Center

Madigan, Jennifer C.

2003-01-01

This qualitative research was designed to give voice to Latina students in single-gender and co-educational secondary-level special education placements for students with mild to moderate learning disabilities. Classroom observations and interviews were conducted with Latina special education students and classroom teachers in both single-gender…

Speaking Correctly: Error Correction as a Language Socialization Practice in a Ukrainian Classroom

ERIC Educational Resources Information Center

Friedman, Debra A.

2010-01-01

This study uses a language socialization approach to explore the role of Ukrainian language instruction in the revitalization of Ukrainian as the national language. Based on 10 months ethnographic observation and videotaping of classroom interaction in two fifth-grade Ukrainian language and literature classrooms, it focuses on corrective feedback…

Clashes in the Classroom: The Importance of Norms for Authority.

ERIC Educational Resources Information Center

Metz, Mary Haywood

This paper concentrates on incidents of severe conflict in eighth-grade classrooms observed in studies of four socially diverse junior high schools in two districts. Severe conflict is generated when teachers violate students' conceptions of the character of legitimate classroom authority. In a cosmopolitan community within an urban complex,…

In-Depth Analysis of Handwriting Curriculum and Instruction in Four Kindergarten Classrooms

ERIC Educational Resources Information Center

Vander Hart, Nanho; Fitzpatrick, Paula; Cortesa, Cathryn

2010-01-01

The quality of handwriting curriculum and instructional practices in actual classrooms was investigated in an in-depth case study of four inner city kindergarten classrooms using quantitative and qualitative methods. The handwriting proficiency of students was also evaluated to assess the impact of the instructional practices observed. The…

Behavior Management in Preschool Classrooms: Insights Revealed through Systematic Observation and Interview

ERIC Educational Resources Information Center

Ritz, Mariah; Noltemeyer, Amity; Davis, Darrel; Green, Jennifer

2014-01-01

This mixed methods study examined behavior management strategies used by preschool teachers to address student noncompliance in the classroom. Specifically, the study aimed to (1) examine the methods that preschool teachers are currently using to respond to noncompliant behavior in their classrooms, (2) measure the frequency with which each…

Learner-Centered Principles in Teacher-Centered Practices?

ERIC Educational Resources Information Center

Schuh, K.L.

2004-01-01

In the study reported here, I compare Learner-Centered Battery (a questionnaire of students' perceptions of the classroom) results and the observation and interview data gathered in one sixth-grade classroom noting first a discrepancy between the descriptions of the classroom that stems from each. I review this discrepancy, highlighting a need for…

Why Can't I Play Here? The Classroom: A World in Miniature. Instructional Activities Series.

ERIC Educational Resources Information Center

Witthuhn, Burton O.

Third in the elementary set of teacher-developed instructional activities for teaching geography, this activity investigates spatial allocation through discussion and observation of classroom arrangements. Classroom space allocated for the teacher's desk, aisles, study area, and trash cans illustrates real-world locational concepts of geography…

Games Teachers and Students Play: An Analysis of Motivation in Three Fifth Grade Classrooms.

ERIC Educational Resources Information Center

Marshall, Hermine H.

Motivational strategies and attitudes toward learning were examined among students in three fifth-grade classrooms. Teacher statements used to frame lessons, maintain the session and keep students on task, and handle responsibility for learning were extracted from transcripts of classroom observations. Lesson framing and management/maintenance…

Seeing the Light: A Classroom-Sized Pinhole Camera Demonstration for Teaching Vision

ERIC Educational Resources Information Center

Prull, Matthew W.; Banks, William P.

2005-01-01

We describe a classroom-sized pinhole camera demonstration (camera obscura) designed to enhance students' learning of the visual system. The demonstration consists of a suspended rear-projection screen onto which the outside environment projects images through a small hole in a classroom window. Students can observe these images in a darkened…

Increasing the Inclusion of Reading Comprehension Strategies in Secondary Content-Area Classrooms

ERIC Educational Resources Information Center

Ness, Molly

2007-01-01

This article presents research on the frequency of reading comprehension instruction in secondary content-area classrooms. In 2,400 minutes of direct classroom observation, only 3% of instructional time was allotted to coaching middle and high school readers on the reading comprehension strategies essential to understanding informational text.…

Encouraging Creativity in the Face of Administrative Convenience: How Our Schools Discourage Divergent Thinking

ERIC Educational Resources Information Center

Geist, Eugene; Hohn, Jennifer

2009-01-01

This article reports observations of 2 classrooms in which arts based creative activities were integrated with curricular subject areas. One successfully incorporated a positive approach to supporting creativity. The other classroom used a more traditional approach to creative activities in the classroom. Suggestions for and possible outcomes of…

Supporting Elementary Age Students with Significant Disabilities in General Education Classrooms: Personal Perspectives on Inclusion.

ERIC Educational Resources Information Center

Coots, Jennifer J.; Bishop, Kathryn D.; Grenot-Scheyer, Marquita

1998-01-01

Findings of a study in which four elementary general-education teachers commented on the inclusion of students with significant disabilities within general-education classrooms indicated that children with disabilities were described and observed as full classroom members. Difficulties were related to designing and implementing appropriate and…

Teacher Management of Elementary Classroom Social Dynamics: Associations with Changes in Student Adjustment

ERIC Educational Resources Information Center

Gest, Scott D.; Madill, Rebecca A.; Zadzora, Kathleen M.; Miller, Aaron M.; Rodkin, Philip C.

2014-01-01

Teachers and students in 54 elementary school classrooms (first, third, and fifth grades) participated in a multi-method longitudinal study of classroom social dynamics. At each of three assessments within a single school year, observers rated teacher-student interaction quality, students completed sociometric assessments and reported on their…

The 21st Century Physics Classroom: What Students, Teachers, and Classroom Observers Report

ERIC Educational Resources Information Center

Sunal, Dennis W.; Dantzler, John A.; Sunal, Cynthia Szymanski; Turner, Donna P.; Harrell, James W.; Simon, Marsha; Aggarwal, Mohan D.

2016-01-01

Before we can effectively apply specific interventions through professional development, it is important to determine what is occurring in our high school physics classrooms. This study investigated common professional practices in physics teaching among a representative sample group of schools and teachers from a diverse, geographically large…

Research on the Language of the English Classroom: A Disconnected Dream.

ERIC Educational Resources Information Center

Kluwin, Thomas N.

Methods used in studies of the classroom language of the English teacher are described in this paper and some results of the research are reported. The paper first describes three methods traditionally employed in the description of the language of the English classroom--live observation systems, coding systems based on transcripts, and…

The Social Organization of Participation Structures in Two Classrooms of Indian Students.

ERIC Educational Resources Information Center

Erickson, Frederick; Mohatt, Gerald

Participation structures in two classrooms of culturally similar children (Indian) taught by teachers with different cultural backgrounds (both experienced, one Indian, one non-Indian) were investigated in an Odawa reserve community in Northern Ontario, Canada. Data came from direct observation, videotaping in classrooms and in some children's…

Observing Emotional Interactions between Teachers and Students in Elementary School Classrooms

ERIC Educational Resources Information Center

Yan, Elizabeth M.; Evans, Ian M.; Harvey, Shane T.

2011-01-01

Fostering emotional skills in the elementary (primary) school classroom can lead to improved learning outcomes, more prosocial behavior, and positive emotional development. Incorporating emotional skill development into the naturalistic and implicit teaching environment is a key feature of what is meant by the emotional climate of the classroom.…

"Mathematicians Would Say It This Way": An Investigation of Teachers' Framings of Mathematicians

ERIC Educational Resources Information Center

Cirillo, Michelle; Herbel-Eisenmann, Beth

2011-01-01

Although popular media often provides negative images of mathematicians, we contend that mathematics classroom practices can also contribute to students' images of mathematicians. In this study, we examined eight mathematics teachers' framings of mathematicians in their classrooms. Here, we analyze classroom observations to explore some of the…

Teacher-Student Interactions in Desegregated Classrooms in South Africa

ERIC Educational Resources Information Center

Vandeyar, Saloshna; Killen, Roy

2006-01-01

This study explored the state of desegregation and integration in South African schools 11 years after the demise of Apartheid. Three classrooms in three desegregating schools with different histories and race profiles were visited. Overall, each classroom was visited on 10 occasions over a period of 2 weeks. Direct observation was the main data…

Learning to Estimate Slide Comprehension in Classrooms with Support Vector Machines

ERIC Educational Resources Information Center

Pattanasri, N.; Mukunoki, M.; Minoh, M.

2012-01-01

Comprehension assessment is an essential tool in classroom learning. However, the judgment often relies on experience of an instructor who makes observation of students' behavior during the lessons. We argue that students should report their own comprehension explicitly in a classroom. With students' comprehension made available at the slide…

The Non-Effect of Process-Product Variables in Resource Classrooms.

ERIC Educational Resources Information Center

Skiba, Russell; And Others

To test the efficacy of variables found effective in regular classrooms (in previous process-product research), variables were observed for 126 elementary school children in 17 resource classrooms. Measurement of teacher structure and student achievement was performed. Results indicated that, although most of the variables were used to at least a…

Teacher Awareness of Classroom Dyadic Interactions.

ERIC Educational Resources Information Center

Martin, Roy; Keller, Albert

Dyadic interactions between teachers and students were recorded in 30 classrooms with each classroom being observed for one day. At the end of the day teachers were told the number of contacts they had with individual students and were asked to estimate the percentages that were a) response opportunities, in which the child attempts to answer a…

Promoting Student-Teacher Interactions: Exploring a Peer Coaching Model for Teachers in a Preschool Setting.

PubMed

Johnson, Stacy R; Finlon, Kristy J; Kobak, Roger; Izard, Carroll E

2017-07-01

Peer coaching provides an attractive alternative to traditional professional development for promoting classroom quality in a sustainable, cost-effective manner by creating a collaborative teaching community. This exploratory study describes the development and evaluation of the Colleague Observation And CoacHing (COACH) program, a peer coaching program designed to increase teachers' effectiveness in enhancing classroom quality in a preschool Head Start setting. The COACH program consists of a training workshop on coaching skills and student-teacher interactions, six peer coaching sessions, and three center meetings. Pre-post observations of emotional support, classroom organization, and instructional support using the Classroom Assessment Scoring System of twelve classrooms assigned to peer coaching were compared to twelve control classrooms at baseline and following the intervention. Findings provide preliminary support that the peer coaching program is perceived as acceptable and feasible by the participating preschool teachers and that it may strengthen student-teacher interactions. Further program refinement and evaluation with larger samples is needed to enhance student-teacher interactions and, ultimately, children's adaptive development.

Bank robberies: A psychological protocol of intervention in financial institutions and principal effects.

PubMed

Tabanelli, Maria Carla; Bonfiglioli, Roberta; Violante, Francesco S

2013-03-26

BACKGROUND: Robbery in workplaces represents a potentially traumatic experience for workers. OBJECTIVES: This article describes the set up and evaluation of a comprehensive psychological intervention designed to help to reduce the adverse consequences of bank robberies. PARTICIPANTS: The study population was selected among the employees of two Italian banks.METHODS: The psychological protocol was designed according to the results of a comprehensive non-systematic review of the scientific literature and it was evaluated at work site. RESULTS: The protocol consists of a "pre-event" formative intervention and "post-event" psychological support. The qualitative data collected allowed us to understand that the reactions after a robbery can differ depending on the phase during which the workers were exposed to the robbery. We noted that the main consequences can be classified in emotional/sentimental reactions, behavioral reactions, physiological reactions and experiences during the event; emotions/feelings following the robbery and psycho/physical state and emotions/feelings in the following days.CONCLUSIONS: In a working environment, the chance to take advantage of a specific protocol for the traumatic event of a bank robbery offers both the company and the workers important tools for well-being, including post-robbery psychological support and classroom instructions.

The Modified-Classroom Observation Schedule to Measure Intentional Communication (M-COSMIC): Evaluation of Reliability and Validity

ERIC Educational Resources Information Center

Clifford, Sally; Hudry, Kristelle; Brown, Laura; Pasco, Greg; Charman, Tony

2010-01-01

The Modified-Classroom Observation Schedule to Measure Intentional Communication (M-COSMIC) was developed as an ecologically valid measure of social-communication behaviour, delineating forms, functions, and intended partners of children's spontaneous communication acts. Forty-one children with autism spectrum disorder (ASD) aged 48-73 months were…

Facilitating Real-Time Observation of, and Peer Discussion and Feedback about, Practice in Writing Classrooms

ERIC Educational Resources Information Center

Parr, Judy M.; Hawe, Eleanor

2017-01-01

This study investigates conditions designed to optimize learning where professionals utilize the expertise and support of one another. It describes a research--practice collaboration to enhance teacher knowledge and practice through peer observation of, and feedback about, classroom practice in writing. A collaboratively designed observation…

Real-Time Ocean Data in the Classroom

ERIC Educational Resources Information Center

Murray, Laura; Gibson, Deidre; Ward, Angela

2008-01-01

To apply students' savvy internet skills in the science classroom--as well as capture their interest in science and investigation, and provide opportunities for authentic research--introduce them to real-time data from ocean-observing systems. Students can use data from these ocean-observing systems to discover the winds and waves from storms or…

Leveraging Observation Tools for Instructional Improvement: Exploring Variability in Uptake of Ambitious Instructional Practices

ERIC Educational Resources Information Center

Cohen, Julie; Schuldt, Lorien Chambers; Brown, Lindsay; Grossman, Pamela

2016-01-01

Background/Context: Current efforts to build rigorous teacher evaluation systems has increased interest in standardized classroom observation tools as reliable measures for assessing teaching. However, many argue these instruments can also be used to effect change in classroom practice. This study investigates a model of professional development…

Brief Antecedent Assessment and Treatment of Tics in the General Education Classroom: A Preliminary Investigation

ERIC Educational Resources Information Center

Watson, T.; Dufrene, Brad; Weaver, Adam; Butler, Tonya; Meeks, Caroline

2005-01-01

The purpose of this study was to determine if specific classroom antecedents were associated with motor and vocal tics in two males diagnosed with Tourette's syndrome. A functional assessment consisting of teacher and student interviews, direct observations, brief functional analysis, and confirmatory naturalistic observations indicated that…

Classroom Observation Data and Instruction in Primary Mathematics Education: Improving Design and Rigour

ERIC Educational Resources Information Center

Thompson, Carla J.; Davis, Sandra B.

2014-01-01

The use of formal observation in primary mathematics classrooms is supported in the literature as a viable method of determining effective teaching strategies and appropriate tasks for inclusion in the early years of mathematics learning. The twofold aim of this study was to (a) investigate predictive relationships between primary mathematics…

Early Childhood Preservice Teachers' Use of Verbal and Non-Verbal Guidance Strategies across Classroom Contexts

ERIC Educational Resources Information Center

Caudle, Lori A.; Jung, Min-Jung; Fouts, Hillary N.; Wallace, Heather S.

2014-01-01

Observations of preservice teachers often lack information about specific strategies they use when guiding children's behavior. This study investigated how preservice teachers used verbal and non-verbal behavior modification techniques within structured and transition classroom contexts. Using an on-the-mark 20- second observe and 10-second record…

Classroom Composition and Measured Teacher Performance: What Do Teacher Observation Scores Really Measure?

ERIC Educational Resources Information Center

Steinberg, Matthew P.; Garrett, Rachel

2016-01-01

As states and districts implement more rigorous teacher evaluation systems, measures of teacher performance are increasingly being used to support instruction and inform retention decisions. Classroom observations take a central role in these systems, accounting for the majority of teacher ratings upon which accountability decisions are based.…

Teacher Observation of Classroom Adaptation--Checklist: Development and Factor Structure

ERIC Educational Resources Information Center

Koth, Christine W.; Bradshaw, Catherine P.; Leaf, Philip J.

2009-01-01

Two studies examined the validity and factor structure of the Teacher Observation of Classroom Adaptation-Checklist, an instrument used to evaluate school-based programs. The checklist is a cost-effective alternative to the original interview format, and the factor structure is consistent across gender, race, age, and time of administration.…

Exploring Teachers' Knowledge of Second Language Pronunciation Techniques: Teacher Cognitions, Observed Classroom Practices, and Student Perceptions

ERIC Educational Resources Information Center

Baker, Amanda

2014-01-01

This study explored some of the intricate connections between the cognitions (beliefs, knowledge, perceptions, attitudes) and pedagogical practices of five English language teachers, specifically in relation to pronunciation-oriented techniques. Integral to the study was the use of semistructured interviews, classroom observations, and stimulated…

Teaching for Creativity by Science Teachers in Grades 5-10

ERIC Educational Resources Information Center

Al-Abdali, Nasser S.; Al-Balushi, Sulaiman M.

2016-01-01

This classroom observation study explored how science teachers (N = 22) teach for creativity in grades 5-10 in Oman. We designed an observation form with 4 main categories that targeted the instructional practices related to teaching for creativity: questioning strategy, teacher's responses to students' ideas, classroom activities to support…

Teaching the Poor in Turkey: A Phenomenological Insight

ERIC Educational Resources Information Center

Ömür, Yunus Emre

2018-01-01

The purpose of this study was to analyze how primary school classroom teachers experienced teaching poor students. This study was designed in a phenomenological approach. To fulfill the aim of the study, in-depth and focus group interviews were held as well as classroom observations. The data gathered through interviews and observations was…

"Keeping SCORE": Reflective Practice through Classroom Observations

ERIC Educational Resources Information Center

Farrell, Thomas S. C.

2011-01-01

Reflective practice means that teachers must subject their own teaching beliefs and practices to critical examination. One way of facilitating reflective practice in ESL teachers is to encourage them to engage in classroom observations as part of their professional development. This paper reports on a case study of a short series of classroom…

PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes

PubMed Central

Eddy, Sarah L.; Converse, Mercedes; Wenderoth, Mary Pat

2015-01-01

There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to increase student outcomes related to achievement, logic development, or other relevant learning goals with college-age students. Thus, this tool both clarifies the research-supported elements of best practices for instructor implementation of active learning in the classroom setting and measures instructors’ alignment with these practices. We describe how we reviewed the discipline-based education research literature to identify best practices in active learning for adult learners in the classroom and used these results to develop an observation tool (Practical Observation Rubric To Assess Active Learning, or PORTAAL) that documents the extent to which instructors incorporate these practices into their classrooms. We then use PORTAAL to explore the classroom practices of 25 introductory biology instructors who employ some form of active learning. Overall, PORTAAL documents how well aligned classrooms are with research-supported best practices for active learning and provides specific feedback and guidance to instructors to allow them to identify what they do well and what could be improved. PMID:26033871

Relating Teacher PCK and Teacher Practice Using Classroom Observation

NASA Astrophysics Data System (ADS)

Barendsen, Erik; Henze, Ineke

2017-09-01

Science teachers' pedagogical content knowledge (PCK) has been researched in many studies, yet little empirical evidence has been found to determine how this knowledge actually informs teachers' actions in the classroom. To complement previous quantitative studies, there is a need for more qualitative studies to investigate the relationship between teacher knowledge (as formulated by the teacher) and classroom practice, especially in the context of an educational innovation. In this study we explored a possible way to investigate this relationship in an in-depth and systematic fashion. To this end, we conducted a case study with a chemistry teacher in the context of the implementation of a context-based science curriculum in The Netherlands. The teacher's PCK was captured using the Content Representation form by Loughran, Mulhall, and Berry. We used an observation table to monitor classroom interactions in such a way that the observations could be related to specific elements of teachers' PCK. Thus, we were able to give a detailed characterization of the correspondences and differences between the teacher's personal PCK and classroom practice. Such an elaborate description turned out to be a useful basis for discussing mechanisms explaining the relationship between teachers' knowledge and teachers' actions.

Planarians.

ERIC Educational Resources Information Center

Hummer, Paul J.

1991-01-01

Describes the easy collection procedures and classroom uses of live planarians. Suggests that the use of live animals in the classroom will allow students to observe different biological processes exhibited by living organisms. (ZWH)

The Classroom Observation Schedule to Measure Intentional Communication (COSMIC): an observational measure of the intentional communication of children with autism in an unstructured classroom setting.

PubMed

Pasco, Greg; Gordon, Rosanna K; Howlin, Patricia; Charman, Tony

2008-11-01

The Classroom Observation Schedule to Measure Intentional Communication (COSMIC) was devised to provide ecologically valid outcome measures for a communication-focused intervention trial. Ninety-one children with autism spectrum disorder aged 6 years 10 months (SD 16 months) were videoed during their everyday snack, teaching and free play activities. Inter-rater reliability was high and relevant items showed significant associations with comparable items from concurrent Autism Diagnostic Observation Schedule-Generic (Lord et al. 2000, J Autism Dev Disord 30(3):205-223) assessments. In a subsample of 28 children initial differences in rates of initiations, initiated speech/vocalisation and commenting were predictive of language and communication competence 15 months later. Results suggest that the use of observational measures of intentional communication in natural settings is a valuable assessment strategy for research and clinical practice.

The influence of fidelity of implementation on teacher-student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approach.

PubMed

Abry, Tashia; Rimm-Kaufman, Sara E; Larsen, Ross A; Brewer, Alexis J

2013-08-01

This study examined the direct and indirect effects between training in the Responsive Classroom® (RC) approach, teachers' uptake of RC practices, and teacher-student interaction quality, using a structural equation modeling framework. A total of 24 schools were randomly assigned to experimental or control conditions. Third- and fourth-grade teachers in treatment schools (n=132) received training in the RC approach, whereas teachers in control schools (n=107) continued "business as usual." Observers rated teachers' fidelity of implementation (FOI) of RC practices 5 times throughout the year using the Classroom Practices Observation Measure. In addition, teachers completed self-report measures of FOI, the Classroom Practices Teacher Survey and Classroom Practices Frequency Survey, at the end of the school year. Teacher-student interactions were rated during classroom observations using the Classroom Assessment Scoring System. Controlling for teachers' grade level and teacher-student interaction quality at pretest, RC training was expected to predict posttest teacher-student interaction quality directly and indirectly through FOI. Results supported only a significant indirect effect, β=0.85, p=.002. Specifically, RC teachers had higher levels of FOI of RC practices, β=1.62, p<.001, R2=.69. In turn, FOI related to greater improvement in teacher-student interaction quality, β=0.52, p=.001, R2=.32. Discussion highlights factors contributing to variability in FOI and school administrators roles in supporting FOI. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

`Not hard to sway': a case study of student engagement in two large engineering classes

NASA Astrophysics Data System (ADS)

Shekhar, Prateek; Borrego, Maura

2018-07-01

Although engineering education research has empirically validated the effectiveness of active learning in improving student learning over traditional lecture-based methods, the adoption of active learning in classrooms has been slow. One of the greatest reported barriers is student resistance towards engagement in active learning exercises. This paper argues that the level of student engagement in active learning classrooms is an interplay of social and physical classroom characteristics. Using classroom observations and instructor interviews, this study describes the influence of the interaction of student response systems and classroom layout on student engagement in two large active-learning-based engineering classrooms. The findings suggest that the use of different student response systems in combination with cluster-style seating arrangements can increase student engagement in large classrooms.

Fidelity of Implementation of Research Experience for Teachers in the Classroom

NASA Astrophysics Data System (ADS)

Sen, Tapati

In this study, the Arizona State University Mathematics and Science Teaching Fellows 2010 program was analyzed qualitatively from start to finish to determine the impact of the research experience on teachers in the classroom. The sample for the study was the 2010 cohort of eight high school science teachers. Erickson’s (1986) interpretive, participant observational fieldwork method was used to report data by means of detailed descriptions of the research experience and classroom implementation. Data was collected from teacher documents, interviews, and observations. The findings revealed various factors that were responsible for an ineffective implementation of the research experience in the classroom such as research experience, curriculum support, availability of resources, and school curriculum. Implications and recommendations for future programs are discussed in the study.

Exploring the Classroom Practices That May Enable a Compassionate Approach to Financial Literacy Education

ERIC Educational Resources Information Center

Blue, Levon Ellen; O'Brien, Mia; Makar, Katie

2018-01-01

From an early age, children are faced with financial dilemmas and are expected to make effective financial decisions about money. In this paper, we explore the classroom practices that may enable a compassionate approach to financial literacy education. We observed an inquiry-based mathematics lesson in a Year 4 primary school classroom. The…

An Investigation of Teacher Candidates' Perceptions about Physical Dimension of Classroom Management

ERIC Educational Resources Information Center

Bulut Ozsezer, M. Sencer; Iflazoglu Saban, Ayten

2017-01-01

The purpose of this research is to investigate teacher candidates' perceptions about the physical dimension of classroom management. A hundred two 3rd year students at the Primary School Education Department of a state university were instructed to visit a primary school and to observe a classroom in terms of its physical dimensions. The students…

Classrooms as Racialized Spaces: Dynamics of Collaboration, Tension, and Student Attitudes in Urban and Suburban High Schools

ERIC Educational Resources Information Center

Nunn, Lisa M.

2011-01-01

This article interrogates the construction of ethnoracial categories in everyday classroom life and how ethnoracial classroom dynamics contribute to larger patterns of inequality in achievement and unequal college futures for minorities. The study compares one urban and two suburban schools. Drawing on observation data from six classes and 57…

What Can You Learn about Writing in School?: A Case Study in an Elementary Classroom.

ERIC Educational Resources Information Center

Florio, Susan; And Others

A two-year study investigated writing in the elementary school. Data collected included field notes from observation of a second/third grade classroom, videotapes of selected classroom activities, weekly journals kept by the teacher reflecting her thoughts on teaching in general and on writing in particular, interviews with the teacher about the…

About Creativity, Giftedness, and Teaching the Creatively Gifted in the Classroom.

ERIC Educational Resources Information Center

Sak, Ugur

2004-01-01

In this case study the author explored a teacher's beliefs about creativity and giftedness and investigated the classroom practices of this teacher of gifted students for 20 years. Seven semi-structured and 2 open observations were carried out in her classroom, and 2 prefigured interviews were conducted with her. She believed that creative…

A Comparison of the Functional Distribution of Language in Bilingual Classrooms Following Language Separation vs. Concurrent Instructional Approaches.

ERIC Educational Resources Information Center

Milk, Robert D.

This study analyzes how two bilingual classroom language distribution approaches affect classroom language use patterns. The two strategies, separate instruction in the two languages vs. the new concurrent language usage approach (NCA) allowing use of both languages with strict guidelines for language alternation, are observed on videotapes of a…

The Development of a Procedure to Encourage Certain Facilitative Behaviors of Classroom Teachers.

ERIC Educational Resources Information Center

Eggert, Wallace V.; Moore, John N.

The main purpose of this study was to develop a procedure whereby teachers might improve their interpersonal transactions with students. Concomitant purposes were to develop a limited category coding system for easy use by classroom teachers and to develop a classroom observation system for research purposes. Sixteen teachers (three primary, nine…

The Impact of the Learning Environment on Student Engagement in High School Classrooms

ERIC Educational Resources Information Center

Shernoff, David J.; Tonks, Stephen M.; Anderson, Brett

2014-01-01

This chapter presents a study that investigated characteristics of the learning environment predicting for student engagement in public high school classrooms. Students in seven high school classrooms in five different subject areas were observed and videoed in order to predict their engagement as measured by the experience sampling method (ESM).…

Examination of Classroom Observations and Educator Perceptions of Classroom Interventions of Middle School Gifted Students Exhibiting Unhealthy Perfectionist Tendencies

ERIC Educational Resources Information Center

Drawdy, LaTease

2013-01-01

Unhealthy perfectionist tendencies plague many gifted middle school students, and this type of perfectionism can lead to a lack of classroom success. Identifying effective interventions that educators can utilize is important in assisting middle school gifted students who demonstrate these maladaptive tendencies in their achievement in the…

The Emergence of Student Creativity in Classroom Settings: A Case Study of Elementary Schools in Korea

ERIC Educational Resources Information Center

Cho, Younsoon; Chung, Hye Young; Choi, Kyoulee; Seo, Choyoung; Baek, Eunjoo

2013-01-01

This research explores the emergence of student creativity in classroom settings, specifically within two content areas: science and social studies. Fourteen classrooms in three elementary schools in Korea were observed, and the teachers and students were interviewed. The three types of student creativity emerging in the teaching and learning…

Inclusive Prekindergarten Classrooms in a New Era: Exploring the Perspectives of Teachers in the United States

ERIC Educational Resources Information Center

Anderson, Elizabeth McKendry; Lindeman, Karen Wise

2017-01-01

The purpose of this article is to share the results of a qualitative research study designed to shed light on the perspectives of inclusive prekindergarten classroom teachers in the United States. This study used surveys, interviews, and classroom observations to explore understandings of recently adopted learning standards and accountability…

Teacher-and Child-Managed Academic Activities in Preschool and Kindergarten and Their Influence on Children's Gains in Emergent Academic Skills

ERIC Educational Resources Information Center

de Haan, Annika K. E.; Elbers, Ed; Leseman, Paul P. M.

2014-01-01

The aim of this study was to assess whether children's development benefited from teacher-and child-managed academic activities in the preschool and kindergarten classroom. Extensive systematic observations during four half-days in preschool ("n"?=?8) and kindergarten ("n"?=?8) classrooms revealed that classrooms differed in…

Effects of Weighted Vests on Classroom Behavior for Children with Autism and Cognitive Impairments

ERIC Educational Resources Information Center

Hodgetts, Sandra; Magill-Evans, Joyce; Misiaszek, John

2011-01-01

This randomized controlled single-case study investigated the effects of weighted vests for 10 children with autism in a classroom setting. Blinded observers rated targeted behaviors through video taken during structured table-top activities typically part of the classroom routine. Blinded teachers rated each child's behavior with the Conners'…

Effects of Presession Satiation on Challenging Behavior and Academic Engagement for Children with Autism during Classroom Instruction

ERIC Educational Resources Information Center

Rispoli, Mandy J.; O'Reilly, Mark F.; Sigafoos, Jeff; Lang, Russell; Kang, Soyeon; Lancioni, Giulio; Parker, Richard

2011-01-01

We evaluated the effects of presession satiation on challenging behavior and academic engagement during subsequent classroom activities for three 5-6 year-old children with autism. The percentage of 10-s intervals with challenging behavior and academic engagement during 20-min classroom activity sessions was observed under two conditions. One…

A Psychoanalyst in the Classroom: On the Human Condition in Education. Transforming Subjects: Psychoanalysis, Culture, and Studies in Education

ERIC Educational Resources Information Center

Britzman, Deborah P.

2015-01-01

"A Psychoanalyst in the Classroom" provides rich descriptions of the surprising ways individuals handle matters of love and hate when dealing with reading and writing in the classroom. With wit and sharp observations, Deborah P. Britzman advocates for a generous recognition of the vulnerabilities, creativity, and responsibilities of…

Insider Views of the Emotional Climate of the Classroom: What New Zealand Children Tell Us about Their Teachers' Feelings

ERIC Educational Resources Information Center

Andersen, Rachel J.; Evans, Ian M.; Harvey, Shane T.

2012-01-01

To explore children's perceptions of their teachers' feelings in everyday classroom contexts, the authors conducted focus groups with New Zealand primary (elementary) school children to discuss what they observed about positive classroom teachers' interactional style and emotional behavior. Seventy-nine students between age 8 and 12 years, from…

Developing Indicators of Classroom Practice to Evaluate the Impact of District Mathematics Reform Initiative: A Generalizability Analysis

ERIC Educational Resources Information Center

Newton, Xiaoxia A.

2010-01-01

This paper reported results from a generalizability study that examined the process of developing classroom practice indicators used to evaluate the impact of a school district's mathematics reform initiative. The study utilized classroom observational data from 32 second, fourth, eighth, and tenth grade teachers. The study addresses important…

Translanguaging Practices and Language Ideologies in Puerto Rican University Science Education

ERIC Educational Resources Information Center

Mazak , Catherine M.; Herbas-Donoso, Claudia

2014-01-01

The undisputed position of English as the "international language of science" has resulted in a push for its use in college science classrooms in non-English-dominant contexts worldwide. This study uses classroom observation and interviews to examine the use of Spanish and English in college science classrooms at a land-grant university…

Creativity in the Hong Kong Classroom: What Is the Contextual Practice?

ERIC Educational Resources Information Center

Forrester, Victor; Hui, Anna

2007-01-01

A review is offered of Hong Kong's current education reform that sites a key role for "creativity." This key role leads us to ask "Creativity in the Hong Kong Classroom: what is the contextual practice?" To address this question 27 Primary classroom teachers across three subject areas were observed and rated using the Classroom…

Classroom Conversation Analysis and Critical Reflective Practice: Self-Evaluation of Teacher Talk Framework in Focus

ERIC Educational Resources Information Center

Ghafarpour, Hajar

2017-01-01

The uniqueness of the Language Classroom and its complexity raises a need for foreign language teachers to develop necessary skills and knowledge to observe, analyse and evaluate their classroom discourse. Hence, interactional awareness of language teachers is an integral part of pedagogical and practical knowledge. In this article, the…

Teacher Consultation and Coaching within Mental Health Practice: Classroom and Child Effects in Urban Elementary Schools

ERIC Educational Resources Information Center

Cappella, Elise; Hamre, Bridget K.; Kim, Ha Yeon; Henry, David B.; Frazier, Stacy L.; Atkins, Marc S.; Schoenwald, Sonja K.

2012-01-01

Objective: To examine effects of a teacher consultation and coaching program delivered by school and community mental health professionals on change in observed classroom interactions and child functioning across one school year. Method: Thirty-six classrooms within 5 urban elementary schools (87% Latino, 11% Black) were randomly assigned to…

Pre Business College Freshman Perception of Classroom Behavior: An Analysis among and between Genders

ERIC Educational Resources Information Center

Alexander, Melody W.; Mundrake, George A.; Brown, Betty J.

2009-01-01

The focus of this study was 1) to identify pre business college freshman observed classroom behavior (personal, technical, and collaborative behaviors) in high school versus college, and to compare by gender (male to male; female to female), and 2) to identify pre business college freshman perceptions of classroom behavior in college, and to…

An Observation of Classroom Assessment Practices among Lecturers in Selected Malaysian Higher Learning Institutions

ERIC Educational Resources Information Center

Singh, Charanjit Kaur Swaran; Lebar, Othman; Kepol, Napisah; Rahman, Rafiah Abdul; Mukhtar, Kurotol Aini Muhammad

2017-01-01

Purpose: The study was aimed at exploring and analysing the current assessment practices of lecturers in selected Malaysian higher learning institution classrooms. The focus was the different modes of assessment used in the classroom and to make recommendations on using a variety of assessment modes that would be well-aligned with the intended…

What Works in Oklahoma Schools: A Comprehensive Needs Assessment of Oklahoma Schools. Phase II State Report

ERIC Educational Resources Information Center

Marzano Research Laboratory, 2010

2010-01-01

Phase II provides a more detailed examination of classroom variables important to achievement in Oklahoma schools. Where Phase I addressed all nine of the Oklahoma essential elements using survey data, Phase II focuses on what occurs in Oklahoma classrooms primarily using data from principal interviews, classroom observations (on-site), and video…

An Inquiry-Based Approach to Critical Literacy: Pedagogical Nuances of a Second Grade Classroom

ERIC Educational Resources Information Center

Beach, Pamela; Cleovoulou, Yiola

2014-01-01

This case study explores the pedagogy and practices of an elementary school teacher who combines inquiry pedagogy and critical literacy. The authors gathered data for this analysis by conducting two interviews with a classroom teacher and observing classroom practices 12 times over a 6 month period. Through a general inductive approach to…

Use of Digital Videos in New Zealand Science Classrooms: Opportunities for Teachers and Students

ERIC Educational Resources Information Center

Chen, Junjun; Cowie, Bronwen

2016-01-01

This paper reports how New Zealand teachers used digital videos from an educational website in science classrooms and how teachers and students viewed the use of videos. The study involved lesson observations in nine different classrooms, student and teacher interviews, and teacher focus group discussions. Multiple qualitative data were analysed…

The Identity, Second Language, and the Classroom Dynamic: Participant Observation in a Beginning Korean as a Second Language Classroom

ERIC Educational Resources Information Center

Diamond, Joel S.

2010-01-01

The goal of this qualitative study was to explore the nexus between second language acquisition, identity, and the beginning second language classroom. Using a social constructionist framework, the study utilizes ethnographic methodology incorporating both narrative and autoethnographic elements. Specifically the author acted as a participant…

The Impact of Every Classroom, Every Day on High School Student Achievement: Results from a School-Randomized Trial

ERIC Educational Resources Information Center

Early, Diane M.; Berg, Juliette K.; Alicea, Stacey; Si, Yajuan; Aber, J. Lawrence; Ryan, Richard M.; Deci, Edward L.

2016-01-01

Every Classroom, Every Day (ECED) is a set of instructional improvement interventions designed to increase student achievement in math and English/language arts (ELA). ECED includes three primary components: (a) systematic classroom observations by school leaders, (b) intensive professional development and support for math teachers and…

Teaching Science in a Technology-Rich Environment: The Impact of Three Innovative Tools on Secondary Science Classrooms

ERIC Educational Resources Information Center

Felt, Wallace A.

2011-01-01

This qualitative case study of a rural high school examines the impact of technology tools on secondary science classrooms. Specifically, document cameras, student response systems, and probeware are examined for their affect in instructional practices in science classrooms where they are used. Observational data, student surveys, and teacher…

Culture Clash: Interactions between Afrocultural and Mainstream Cultural Styles in Classrooms Serving African American Students

ERIC Educational Resources Information Center

Rouland, Karmen; Matthews, Jamaal S.; Byrd, Christy M.; Meyer, Rika M. L.; Rowley, Stephanie J.

2014-01-01

This study examined the relation between classroom cultural and achievement-related characteristics and their influence on social outcomes in a sample of 74 fifth grade African American youth (41 girls; 33 boys) ages 10-13 years. Trained observers rated classrooms according to Boykin's (Boykin, Tyler, & Miller, 2005) definition of mainstream…

Education for Sustainable Development: Liberation or Indoctrination? An Assessment of Faculty Members' Attitudes and Classroom Practices

ERIC Educational Resources Information Center

Qablan, Ahmad Mohammad; Al-Ruz, Jamal Abu; Khasawneh, Samer; Al-Omari, Aieman

2009-01-01

The purpose of this study was to investigate the attitudes and classroom practices of environmental science faculty members in Jordanian universities. Mix data collection methodology was employed to collect data in this study. In addition to the developed survey, several participants' interviews and classroom observations were conducted with…

Using the ICOT Instrument to Improve Instructional Technology Usage in the ABE Classroom

ERIC Educational Resources Information Center

Lentz, Brannon W.

2011-01-01

The International Society for Technology (ISTE) in Education promotes the use of a specific tool--the ISTE Classroom Observation Tool (ICOT)--to measure and improve the use of instructional technologies in Adult Basic Education (ABE) classrooms. The purpose of this article is to describe an application process for the use of the ICOT instrument…

Digital Didactical Designs: Teachers' Integration of iPads for Learning-Centered Processes

ERIC Educational Resources Information Center

Jahnke, Isa; Kumar, Swapna

2014-01-01

This research presents five examples of how teachers integrated iPads into their classrooms, as part of a larger study of 15 Danish classrooms. Classroom observations and interviews with teachers revealed the use of multiple apps and a focus on creativity, production, and collaboration in the learning process. We discuss the results in the context…

Partnerships for Active Children in Elementary Schools (PACES): First year process evaluation.

PubMed

Egan, Cate A; Webster, Collin; Weaver, R Glenn; Brian, Ali; Stodden, David; Russ, Laura; Nesbitt, Danielle; Vazou, Spyridoula

2018-04-01

Movement integration (MI) is a strategy within comprehensive school physical activity programs (CSPAP). School-university partnerships are recommended to leverage teachers' capacity to use MI. A mixed method process evaluation was conducted of the first year of implementing Partnerships for Active Children in Elementary Schools (PACES). Classroom teachers (N=12) from four schools participated. Data were collected in Fall 2014 (baseline) and Spring 2015 (∼ four months of intervention) using the System for Observing Student Movement in Academic Routines and Transitions and semi-structured interviews. There were no significant differences between intervention classrooms and control classrooms MI promotion. Differences approaching significance (U=5, p=0.04, d=1.2) were observed when comparing classrooms that received two (community of practice, community-based participatory research) or three components (two components plus service learning) of the intervention and classrooms that received one (community of practice) or no components. Qualitative findings revealed that teachers in classrooms that were more successful responded more favorably to the intervention components than teachers in classrooms that were less successful. Quantitative and qualitative results supported the effectiveness of community-based participatory research as a component of PACES. This study provides information about MI process variables in the context of a CSPAP intervention. Copyright © 2017 Elsevier Ltd. All rights reserved.

Behavioral Exchanges between Teachers and Children Over the Course of a Typical Preschool Day: Testing Bidirectional Associations

PubMed Central

Downer, Jason T.; Booren, Leslie

2014-01-01

In the present study, 314 preschool classrooms and 606 children were observed to understand the behavioral exchanges between teachers and children. Teachers’ emotionally and organizationally supportive behaviors and children’s engagement were explored for longitudinal associations throughout a day. Observations were conducted in each classroom wherein emotional and organizational supports were assessed, followed by observations of two children’s positive engagement with teachers, tasks, and peers as well as negative classroom engagement. Cross-lagged autoregressive models were used to test for time-lagged associations which could be unidirectional or bidirectional. Results indicated teachers’ emotionally and organizationally supportive behaviors were related to later child engagement in seven of eight models. Furthermore, in two of those seven models, we found evidence of bidirectional associations whereby children’s engagement was associated with later teacher emotional and organizational supports. Findings are discussed in terms of understanding classroom processes over the course of a day in preschool. PMID:26722153