WorldWideScience

Sample records for videotaped classroom observations

  1. Tale of the Tape: International Teaching Assistant Noticing during Videotaped Classroom Observations

    Science.gov (United States)

    Williams, Gwendolyn M.; Case, Rod E.

    2015-01-01

    International teaching assistants face challenges in learning the norms for teaching in American universities. In order to address this learning curve this article describes a qualitative study of twenty international teaching assistants that examined how these participants viewed observations as part of their professional development. The study…

  2. Teaching diagnostic reasoning: using a classroom-as-clinic methodology with videotapes.

    Science.gov (United States)

    Neistadt, M E; Smith, R E

    1997-05-01

    The purpose of this study was to examine the effect of a "classroom-as-clinic" format, using videotaped occupational therapy evaluations, on students' diagnostic reasoning skills. In the classroom-as-clinic format, students write a problem list on the basis of preliminary client information before viewing the videotape. A post-hoc experimental design was used to compare the accuracy of treatment plan problem lists for two groups of senior occupational therapy students--one group viewed two videotapes of client-therapist interactions without a classroom-as-clinic format (n = 82), and one group viewed the same videotapes within the context of a classroom-as-clinic format (n = 45). Both groups viewed the same two videotapes. Videotape 1 was of a client with a brain stem infarct, and Videotape 2 was of a client with traumatic brain injury. Subjects experiencing a classroom-as-clinic format identified significantly more occupational therapy problems for Videotape 1 than those who did not have preevaluation information. There was no significant difference between the two subject groups in the accuracy of their problem lists for Videotape 2. Only subjects in the non-classroom-as-clinic group showed a significant improvement from Videotape 1 to Videotape 2 in occupational therapy problem identification. This study suggests that to be truly effective when used videotapes, the classroom-as-clinic methodology needs to be combined with explicit coaching in problem sensing and problem definition.

  3. Videotaped recording as a method of participant observation in psychiatric nursing research.

    Science.gov (United States)

    Latvala, E; Vuokila-Oikkonen, P; Janhonen, S

    2000-05-01

    This paper describes videotaped recording as a data collection method when conducting participant observation in a psychiatric nursing study. The videotaped episodes were part of the daily life of psychiatric nursing in a hospital environment. The advantages and limitations of using videotaped recording in nursing research will be discussed. This paper is based on two studies. The data consisted of 21 videotaped episodes of nursing report sessions or interdisciplinary team meetings in the psychiatric clinic of a university hospital. The participants consisted of patients, their significant others, nurses, doctors, social workers and physiotherapists. All videotaped material was transcribed verbatim. An essential advantage of videotaping is that most potentially useful interaction and behaviour can be captured. The advantage in terms of the credibility of videotaping was that the investigator was able to review the same videotaped situations again and again. Videotaped material is rich and provides several possibilities for analysing the data. In these studies data and source triangulation enabled the researchers to reduce personal influence on the results. The investigator must also be aware of the limitations concerning this method. The most essential limitations are mechanical problems and the influence of videotaping on behaviour. Careful ethical considerations are important concerning personal privacy, informed consent and respect for the self-determination of psychiatric patients.

  4. Trends in Classroom Observation Scores

    Science.gov (United States)

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

    2015-01-01

    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…

  5. Guidance for Technology Decisions from Classroom Observation

    Science.gov (United States)

    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…

  6. Scars. [Videotape].

    Science.gov (United States)

    2002

    This 40-minute videotape tackles the issue of childhood bullying and unwanted teasing and torment. This videotape features real school children handling dramatic roles, and "doing the right thing" (aka "positive modeling.") The film is divided into two distinct parts: first act themes include bullying, girl bullies, children without one or both…

  7. Crosstown: A Fox Family Channel Afternoon Special for Cable in the Classroom. [Videotape with] Guide for Educators.

    Science.gov (United States)

    2000

    "Crosstown," the television program featured in this videotape and teaching guide, depicts a teenager who is forced, due to her father's lack of child support payments, to leave her comfortable home four years after her parents' divorce and to move across town to an apartment in an inner city neighborhood. The teenager decides not to be…

  8. Videotape review: a valuable tool for self-assessment of teaching skills.

    Science.gov (United States)

    Kleffner, J H; Hendricson, W D; Littlefield, J H; Hudepohl, N

    1985-11-01

    This paper describes the components of an instructor improvement program known as VISIT (Videotaping Instruction for Self-Assessment of Instructional Technique). Through the use of videotape recordings of classroom, laboratory or clinical teaching and observation by trained observers, faculty can pinpoint instructional strengths and problem areas, plan refinements and evaluate the impact of these refinements. Ten years of experience with VISIT indicates that post-lecture consultation sessions between the instructor and observer are vital to the success of this activity.

  9. Reliability of videotaped observational gait analysis in patients with orthopedic impairments

    NARCIS (Netherlands)

    Brunnekreef, J.J.; Uden, C. van; Moorsel, S. van; Kooloos, J.G.M.

    2005-01-01

    BACKGROUND: In clinical practice, visual gait observation is often used to determine gait disorders and to evaluate treatment. Several reliability studies on observational gait analysis have been described in the literature and generally showed moderate reliability. However, patients with orthopedic

  10. Effective leader behaviors in regularly held staff meetings: Surveyed vs. Videotaped and Video-Coded Observations

    NARCIS (Netherlands)

    Hoogeboom, Marcella; Hoogeboom, Marcella; Wilderom, Celeste P.M.; Allen, Joseph A.; Lehmann-Willenbrock, Nale; Rogelberg, Steven G.

    2015-01-01

    In this chapter, we report on two studies that took an exploratory behavioral approach to leaders in regular staff meetings. The goal of both studies, which used a still rarely deployed observation method, was to identify effective behavioral repertoires of leaders in staff meetings; we specifically

  11. Slooh Takes Observing into the Classroom

    Science.gov (United States)

    Godfrey, Paige

    2018-01-01

    For many students, studying space is limited to simulations and a vivid imagination. Slooh is providing a new education tool that gives students an authentic experience, mimicking the practices of professional astronomers by bringing real-time astronomical observing to the classroom. Teachers and students have robotic control of Slooh’s global network of ground-based telescopes located at the Institute of Astrophysics in the Canary Islands and at the Catholic University based in Santiago, Chile. Slooh Classroom and Slooh Astrolab are products designed to offer K-12 and higher education an accessible, affordable way to interact with space. The lab manuals provide fully-designed classroom activities that explore celestial objects representing a robust sample of star clusters, nebulae, galaxies, stars, planets, comets and asteroids. Slooh’s education tools provide a unique online platform for the sharing of space content and access to live-hosted shows that discuss current astronomy events, creating a full STEAM experience.

  12. The Perception of Order in Apparent Disorder: A Classroom Scene Observed.

    Science.gov (United States)

    Davies, Bronwyn; Munro, Kathy

    1987-01-01

    This paper shows how student teachers can learn to see, through analysis of videotaped classroom scenes, the underlying rules informing the patterns of interactions between teachers and pupils. A single classroom scene where the first impression is of complete chaos with one student running amok is analyzed in detail. (MT)

  13. The Carrot Highway [Videotape].

    Science.gov (United States)

    Wyss, Ron

    "The Carrot Highway" is a 40-minute award-winning videotape that takes viewers on a whirlwind tour around the world to tell the story of the carrot. This videotape reveals the carrot in all its glory by cleverly integrating live-action, music, animation, videotape footage, and games. Viewers travel with a troupe of animated carrot characters to…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  16. The "Classroom Systems Observation Scale": Development of an Instrument To Assess Classrooms Using a Systems Perspective.

    Science.gov (United States)

    Fish, Marian C.; Dane, Elizabeth

    2000-01-01

    Describes the development of the Classroom Systems Observation Scale (CSOS), which assesses preschool through sixth grade classroom functioning from a systems perspective using a theoretical framework based on the Circumplex Model of Marital and Family Systems. Discusses influences of home environment and parental support on learning; and…

  17. Developing and Validating a New Classroom Climate Observation Assessment Tool.

    Science.gov (United States)

    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.

  18. Aspects on Learner-Biased Classroom Observational Techniques

    Science.gov (United States)

    Chen, Linhan

    2012-01-01

    This paper was designed to explore the means in the field of observing classroom teaching/learning from both a general, and an "English as a Foreign Language" (EFL), viewpoint. The aim was to browse the relevant literature, and lead to consider observation tools which might serve to research in EFL. This paper summarizes the reading by…

  19. Spatial Mapping as a Method for Observing Classroom Art Instruction.

    Science.gov (United States)

    Susi, Frank D.

    1985-01-01

    Spatial mapping is a category system for directly observing instruction in art classrooms. A rationale for studying the spatial dimensions of teaching is presented, how to train observers is explained, procedures involved in a mapping episode are described, methods for analyzing data are suggested, and examples of instruments are presented.…

  20. For the Classroom: Observing the Social Behavior of Guppies.

    Science.gov (United States)

    Wier, Elizabeth

    1981-01-01

    Guppies serve as a hardy, inexpensive, yet interesting species for classroom observation. Through a series of observations of individual males, groups of males, and males with females, students discover the signals male guppies use to set up social structure and to court females. (Author/DC)

  1. Classroom Observation: Desirable Conditions Established by Teachers

    Science.gov (United States)

    Lasagabaster, David; Sierra, Juan Manuel

    2011-01-01

    Teacher observation is regarded as an essential procedure in the teacher training process. However, the vast majority of observation experiences have a top-down approach, as they are usually established by experts such as university teaching staff or school inspectors working for the administration. With a bottom-up approach in mind, this paper…

  2. Teacher's Approaches in Teaching Literature: Observations of ESL Classroom

    Science.gov (United States)

    Mustakim, Siti Salina; Mustapha, Ramlee; Lebar, Othman

    2014-01-01

    This study aimed to identify the approaches employed by teachers in teaching Contemporary Children's Literature Program to upper primary school. Using classroom observations and interview as research instruments, this paper evaluates the approaches of five ESL teachers teaching Year 5 students and examines the various challenges faced by them in…

  3. Teaching the Teachers: Peer Observations in Elementary Classrooms

    Science.gov (United States)

    Schenk, Matthew D.

    2016-01-01

    The United States is facing an unprecedented teacher shortage. With many studies estimating that 17-33% of teachers leave the profession within their first five years of starting a career, something needs to change to keep new teachers in the classroom. This study evaluates the effectiveness of peer observation as a learning tool to supplement the…

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

    Science.gov (United States)

    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…

  5. Relating Teacher PCK and Teacher Practice Using Classroom Observation

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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?…

  7. Observation of Classroom Performance Using Therapy Balls as a Substitute for Chairs in Elementary School Children

    Science.gov (United States)

    Burgoyne, Molly E.; Ketcham, Caroline J.

    2015-01-01

    Many classrooms are beginning to substitute standard chairs with therapy balls, which help to improve students' focus and classroom performance, according to teacher and student reports. Researchers conducted an observational study in a classroom at a local elementary school that implemented therapy balls. For each hour-long observation, three…

  8. The Classroom Learning Activities Checklist: Validity Evidence of an Observation Tool in Preschool

    Science.gov (United States)

    Candee, Allyson Joelle

    2016-01-01

    In this paper, the Classroom Learning Activities Checklist (CLAC) is proposed as a classroom observation measure that effectively captures the classroom environments and strategies that support self-regulation via task-oriented learning in young students. The CLAC's dimensionality, reliability, and concurrent and predictive validity evidence are…

  9. Classroom

    Indian Academy of Sciences (India)

    CLASSROOM. Figure 3. An antibubble undergoing breakup, note the expanding circular hole at the bottom. Figure 4. An antibubble trapped in a vortex flow, just prior to breakup. of the antibubble into two smaller antibubbles (see Figure 4), an observation which is worthy of theoretical investigation. In the following video ...

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

    Science.gov (United States)

    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'…

  11. Once is not enough : Establishing reliability criteria for teacher evaluation based on classroom observations

    NARCIS (Netherlands)

    van der Lans, Rikkert; van de Grift, Wim; van Veen, Klaas

    2016-01-01

    Classroom observation is the most implemented method to evaluate teaching. To ensure reliability, researchers often train observers extensively. However, schools have limited resources to train observers and often lesson observation is performed by limitedly trained or untrained colleagues. In this

  12. Teachers' Literal and Inferential Questions and Children's Responses: A Study of Teacher-Child Linguistic Interactions during Whole-Group Instruction in Hong Kong Kindergarten Classrooms

    Science.gov (United States)

    Chen, Jennifer J.; Liang, Xiaoting

    2017-01-01

    This study investigated the extent to which preschool teachers and children (ages 4-6) used literal and inferential language within the context of whole-group instruction in four kindergarten classrooms in Hong Kong. A total of 20 sessions of videotaped classroom observations of linguistic interactions between teachers and children were…

  13. The potential of digital tools for enabling the observation of comprehension in the classroom

    National Research Council Canada - National Science Library

    Lisbeth M Brevik; Chris Davies

    2016-01-01

    .... Based on interviews, narratives, and observations in four classrooms, these findings suggest that digital tools potentially afford rich information about student processes of learning, in the course...

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  16. Raising the Stakes: Classroom Observation in the Further Education Sector in England

    Science.gov (United States)

    O'Leary, Matt; Brooks, Val

    2014-01-01

    Successive governments in England have regarded classroom observation as an essential tool for monitoring and improving teacher performance. Despite its importance in national policy for teacher development, the impact of classroom observation on individual teachers, and on improving quality and standards in teaching and learning, remain…

  17. The System for Teaching and Learning Assessment Review (STAR): A Holistic, Classroom Observation Alternative to Measures of Student Perceptions for Research on Classroom Learning Environments.

    Science.gov (United States)

    Loup, Karen S.; And Others

    A conceptual and empirical analysis of findings from the development of a comprehensive classroom-based, direct observational measure of classroom environment is presented in this paper. The System for Teaching and Learning Assessment and Review (STAR) differs from traditional instruments of direct, systematic classroom observation in that it…

  18. Executive control goes to school: Implications of preschool executive performance for observed elementary classroom learning engagement.

    Science.gov (United States)

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

    2017-05-01

    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. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

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

    Science.gov (United States)

    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…

  20. Comparing Vignette Instruction and Assessment Tasks to Classroom Observations and Reflections

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  2. Measuring Civic Engagement Processes and Youth Civic Empowerment in the Classroom: The CIVVICS Observation Tool

    Science.gov (United States)

    Stolte, Laurel Cadwallader; Isenbarger, Molly; Cohen, Alison Klebanoff

    2014-01-01

    Grounded in the context of the gap in civic participation, action-based civics curricula, and how classroom interactions may affect student development, we present the CIVVICS (Civic Interactions motiVating diVerse Individuals in Classroom Settings) observation tool. CIVVICS's four domains--Lesson Planning and Implementation, Classroom…

  3. Engaging Instruction in Middle School Classrooms: An Observational Study of Nine Teachers

    Science.gov (United States)

    Raphael, Lisa M.; Pressley, Michael; Mohan, Lindsey

    2008-01-01

    Observations of instructional practices, teacher interviews, and classroom artifacts were collected in 9 sixth-grade classrooms in 2 middle schools to determine teaching practices associated with student engagement (i.e., being on task, doing thoughtful assignments). The teachers used a variety of instructional practices, with some teachers…

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

    Science.gov (United States)

    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…

  5. Relating Teacher PCK and Teacher Practice Using Classroom Observation

    NARCIS (Netherlands)

    Barendsen, Erik; Henze-Rietveld, I.

    2017-01-01

    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

  6. An Observational Study of Social Behavior in Microcomputer Classrooms.

    Science.gov (United States)

    Feldmann, Shirley C.; And Others

    1991-01-01

    This study examined the effects of five variables--student grouping at the computer, keyboarding status, academic discipline, student gender, and gender of partner--on student social behavior, both verbal and affective, in microcomputer classrooms in a public business high school. The effect of these variables on teacher behavior was also…

  7. Developing and Validating a New Classroom Climate Observation Assessment Tool

    Science.gov (United States)

    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…

  8. Midwives' perceptions of communication during videotaped counseling for prenatal anomaly tests: how do they relate to clients' perceptions and independent observations?

    NARCIS (Netherlands)

    Martin, L.; Gistels-van der Wal, J.T.; Pereboom, M.T.; Spelten, E.R.; Hutton, E.K.; Dulmen, A.M. van

    2015-01-01

    OBJECTIVE: This study aimed to provide insight into Dutch midwives' self-evaluation of prenatal counseling for anomaly screening in real life practice and, the degree of congruence of midwives' self-assessments with clients' perceptions and with observed performance. METHODS: Counseling sessions

  9. Midwives’ perceptions of communication during videotaped counseling for prenatal anomaly tests: How do they relate to clients’ perceptions and independent observations?

    NARCIS (Netherlands)

    Martin, L.; Gitsels-van der Wal, J.T.; Pereboom, M.T.R.; Spelten, E.R.; Hutton, E.K.; Dulmen, S. van

    2015-01-01

    Objective: This study aimed to provide insight into Dutch midwives’ self-evaluation of prenatal counseling for anomaly screening in real life practice and, the degree of congruence of midwives’ self-assessments with clients’ perceptions and with observed performance. Methods: Counseling sessions

  10. Midwives' perceptions of communication during videotaped counseling for prenatal anomaly tests: How do they relate to clients' perceptions and independent observations?

    NARCIS (Netherlands)

    Martin, L.; Gitsels–van der Wal, J.T.; Pereboom, M.T.R.; Spelten, E.R.; Hutton, E.K.; van Dulmen, S.

    2015-01-01

    Objective: This study aimed to provide insight into Dutch midwives' self-evaluation of prenatal counseling for anomaly screening in real life practice and, the degree of congruence of midwives' self-assessments with clients' perceptions and with observed performance. Methods: Counseling sessions

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

    Science.gov (United States)

    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…

  12. Classroom

    Indian Academy of Sciences (India)

    CLASSROOM. 378. RESONANCE │ April 2012. Classroom. In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom ... or both. “Classroom” is equally a forum for raising broader issues and sharing personal ..... In the present investigation, a question may arise as to what will be ...

  13. Videotapes

    CERN Document Server

    Chavanne, A

    1989-01-01

    1666 : impact de la creation de l'Academie des Sciences par Colbert, trente ans apres le proces de Galile, et au moment des disparitions de Pascal, Descartes et Fermat. Elle dirigee par le hollandais Huyggens jusqu'a sa fuite de France au moment de la revocation de l'Edit de Nantes. - 1750 : l'Encyclopedie (ou "Dictionnaire raisonne des Sciences, des Arts et des Metiers") de Diderot et d'Alembert, soutenus par Malherbes, Buffon, Condorcet et Rousseau. - 1789 : Revolution francaise. - 8 aout 1793 : l'Assemblee, par une declaration de Marat, dissout l'Academie des Sciences. Celle-ci continue cependant ses travaux pour les poids et mesures jusqu'en 1795. - la Terreur : la condamnation a mort, pas au nom d'une "Revolution qui n'a pas besoin de savants", de trois grands hommes de science : Lavoisier, Bailly et Condorcet. - 1793-1794 : Au printemps 93, le Comite de Salut Publique s'inquiete du demi-million de soldats etrangers de toutes les pays frontaliers qui essaient de penetrer en France pour occuper le pays. C...

  14. Use of Videotape Feedback with Severely Disturbed Adolescents.

    Science.gov (United States)

    Michel, Jane; Blitstein, Sheldon

    1979-01-01

    Summarizes the design and effects of a group therapy project using videotape feedback with seriously disturbed adolescents. Offers anecdotal evidence that the feedback facilitated the correction of the participants' distorted body images, low self-esteem, lack of capacity for self-observation, and poor peer relationships. (SS)

  15. Darwin's Revolution in Thought: An Illustrated Lecture. Teaching Guide and Videotape.

    Science.gov (United States)

    Gould, Stephen Jay

    "Darwin's Revolution in Thought" is Stephen Jay Gould's definitive treatise on Charles Darwin. This 50-minute classroom edition videotaped lecture is structured in the form of a paradox and three riddles about Darwin's life. Each is designed to shed light on one of the key features of the theory of natural selection, its philosophical…

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

    Science.gov (United States)

    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…

  17. Evaluation of Videotaped and Live Theatre Auditions.

    Science.gov (United States)

    Ward, William C.

    Theatre auditions by 24 semifinalists in the 1980 Scholars in the Arts program were evaluated under two conditions. Four judges ranked the live auditions, while five evaluated videotapes of the same performance of the high school seniors. The auditions were videotaped in black and white. A single camera was used, fixed at an intermediate distance…

  18. Training Parents with Videotapes: Recognizing Limitations

    Science.gov (United States)

    Foster, Brandon W.; Roberts, Mark W.

    2007-01-01

    Among the many methods of teaching skills to parents of disruptive children, videotape modeling of specific parent-child interaction sequences has been particularly effective. Given the likelihood of timeout resistance in defiant children, the authors tested the effectiveness of videotape parent training with a sample of clinic referred,…

  19. Classroom

    Indian Academy of Sciences (India)

    In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invitt responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching ...

  20. Classroom

    Indian Academy of Sciences (India)

    In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to ...

  1. Classroom

    Indian Academy of Sciences (India)

    In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with th,em, or invite responses, or both. "Classroom" is equally ti forum for raising broader issues and sharing personal experiences and viewpoints on matters related to ...

  2. Classroom

    Indian Academy of Sciences (India)

    group that was not yet exposed to this learning environment. Although the ... environment [15]. The Green Classroom. The 'Green classroom' is an environmental education program that wants to address knowledge, skills and attitude at the same time. ..... programme on children´s perception of biodiversity, The Journal.

  3. Classroom

    Indian Academy of Sciences (India)

    Classroom. In this section of Resonance, we in'Vite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or in'Vite .... boron-10 which demonstrated that some very beautiful work done by a. Caltech group headed by T Lauritsen and W A Fowler was wrong.

  4. Classroom

    Indian Academy of Sciences (India)

    In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or botlt. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to ...

  5. Question and Answer: Observation in the Elementary Classroom

    Science.gov (United States)

    Baker, Kay

    2016-01-01

    In this article, Kay Baker sets out to answer the questions, "What is observation? What is the nature of observation in the elementary class? How can observation help the adult guide the development of children?" She responds by listing the areas that can be observed in the elementary class (the prepared environment, the work of the…

  6. Classroom Observation Ability among Pre-Service Music Educators in Greece

    Science.gov (United States)

    Androutsos, Polyvios; Humphreys, Jere T.

    2010-01-01

    The purpose of this study was to examine the classroom observation ability of pre-service music teachers in Greece (N = 62). Two groups of undergraduates, one near the beginning and one near the end of a two-year course sequence in teaching methods that included in-class and in-school training in observation ("juniors" and…

  7. Commentary on Two Classroom Observation Systems: Moving toward a Shared Understanding of Effective Teaching

    Science.gov (United States)

    Connor, Carol McDonald

    2013-01-01

    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…

  8. Classroom

    Indian Academy of Sciences (India)

    Classroom" is equally a forum for raising broader issues and sharing personal ... published this paper as a short communication in the Cambridge and Dublin Mathematical Journal, in February 1854. Ray Optics and Mathematical Preliminaries.

  9. An observational evaluation of move-to-improve, a classroom-based physical activity program, New York City schools, 2010.

    Science.gov (United States)

    Dunn, Lillian L; Venturanza, Jazmine A; Walsh, Rhonda J; Nonas, Cathy A

    2012-01-01

    Few children in the United States achieve the recommended 60 minutes of physical activity per day. Identifying successful interventions that increase physical activity for children is critical. This observational study evaluated the effects of Move-To-Improve (MTI), a classroom-based physical education program designed for kindergarten to third-grade teachers in New York City public schools. MTI organizes 3-hour trainings for teachers that demonstrate strategies for integrating activity into daily classroom schedules. Randomly sampled elementary schools (N = 39) with classrooms trained in MTI in spring 2010 participated in the evaluation. In each school, we observed 2 classrooms trained in MTI and 2 untrained classrooms in the same school matched by grade level for 1 full school day. We analyzed data from 72 trained and 72 untrained classrooms. Ninety-nine percent of MTI-trained classroom teachers led their students in physical activity. MTI-trained classrooms spent an average of 9.5 minutes in physical activity per day, compared with 2.4 minutes in untrained classrooms (P trained versus untrained classrooms regardless of grade level or class size. Teachers trained in MTI led their classrooms in significantly more physical activity compared with teachers who were not trained. The MTI program is an effective strategy for increasing physical activity during the school day. A curriculum that empowers classroom teachers to incorporate activity into their regular day is a practical approach to promoting healthier living for children.

  10. A classroom observation tool for scaffolding reading comprehension

    NARCIS (Netherlands)

    Smit, Nienke; van de Grift, Wim; de Bot, Kees; Jansen, Ellen

    An important goal of educational research is to find out which teaching practices are effective in promoting students' learning. In order to assess these practices, adequate observation instruments are needed. Existing observation schemes for language teaching are not suitable to gauge which

  11. Observations of Children with Disabilities in Four Elementary Music Classrooms

    Science.gov (United States)

    Draper, Ellary A.

    2017-01-01

    Much of what we know about music classes comes from observing students without disabilities; there is little empirical research that informs music education practices for students with disabilities in inclusive music settings. The purpose of this study was to systematically observe and describe opportunities for nine students with disabilities to…

  12. Teacher Interviews, Student Interviews, and Classroom Observations in Combinatorics: Four Analyses

    Science.gov (United States)

    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…

  13. Teacher and TA Ratings of Preschoolers' Externalizing Behavior: Agreement and Associations with Observed Classroom Behavior

    Science.gov (United States)

    Wolcott, Catherine Sanger; Williford, Amanda P.

    2015-01-01

    The present study investigated teachers' and teacher aides' (TAs) agreement in their ratings of preschoolers' externalizing behavior and their associations with observed classroom behavior for a sample of children at risk of developing a disruptive behavior disorder. One hundred twenty-two teachers rated 360 students' externalizing behavior in the…

  14. Facilitating Real-Time Observation of, and Peer Discussion and Feedback about, Practice in Writing Classrooms

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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 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.

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

    Science.gov (United States)

    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

  17. Classroom

    Indian Academy of Sciences (India)

    ias

    tum associated with such an apparently simple purely oscillatory 1D harmonic lattice system. The classroom exercise will conclude with a sug- gestion for the possibility that the 'Concrete' case may well correspond to that of hard nanopar- ticulate crystallites embedded in a 1D elastic con- tinuum, e.g., a spider dragline silk, ...

  18. Classroom

    Indian Academy of Sciences (India)

    CLASSROOM relate, for comparison, a school experience. There is an experi- ment in textbooks about measuring the percentage of oxygen in air. What the textbook prescribes is this: take a bowl with a little water, light a candle at the centre and then place an inverted glass over it. Soon the flame gets extinguished and ...

  19. Classroom

    Indian Academy of Sciences (India)

    sharing personal experiences and viewpoints on matters related to teaching and learning science. A W Joshil,. Umapati Pattar2 and F I Surve3. lDepartment of Physics ... Introduction. Diffraction from a plane grating is a familiar topic in undergraduate optics. Students study the theory in the classroom where they derive the ...

  20. Classroom

    Indian Academy of Sciences (India)

    "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related ... sented the statement of the experimental problem of the. InternationalPhysics Olympiad'98 (IPhO). ... The justification of this model comes from electromagnetic theory. In conducting materials, the ...

  1. Classroom

    Indian Academy of Sciences (India)

    IAS Admin

    CLASSROOM. 655. RESONANCE | July 2016. References. [1]. C Alsina, R B Nelsen, Icons of Mathematics, The Mathematical Asso- ciation of America, Washington, DC, 2011. [2]. W Dunham, Journey through Genius, Penguin Books, 1991. which contradicts (2). So t = 0, i.e., 4r2. = a2. + b2 . Hence AB. 2. + AC. 2. = a2. + b2.

  2. Classroom

    Indian Academy of Sciences (India)

    Srimath

    In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, ... weekends at the Bangalore. Association for Science Educa- tion, Jawaharlal Nehru Plan- etarium, Bangalore. Keywords. Planetary motion,.

  3. Classroom

    Indian Academy of Sciences (India)

    IAS Admin

    In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to ...

  4. Classroom

    Indian Academy of Sciences (India)

    is, as evident from the normal meaning of the English word, a correspondence which associates to each mem ..... write it as a product of 3-cycles and go through the above analysis to actually arrive at a sequence of sliding moves which reaches the starting position. CLASSROOM. Look at the cycles. 0"1 = (1,2,. ,n,2n,. 2. 2. 1.

  5. Classroom

    Indian Academy of Sciences (India)

    Classroom" is equally a forum for raising broader issues ... then the business is subject to a stiff penalty of d per kg of shortage by the government if the business gets caught. (with probability p) in random checking; a meaningful value of d will be ...

  6. Classroom

    Indian Academy of Sciences (India)

    ite image of the Mercury. Transit, taken by Domin- ique Derrick, Belgium, on the 7th of May 2003. (repro- duced with permission). CLASSROOM scale in our understanding of the Universe - the Astronomical. Unit, or the mean distance between the Earth and the Sun. Historically, the transits of Venus were the first opportunity.

  7. Classroom

    Indian Academy of Sciences (India)

    61. RESONANCE │ January 2011. CLASSROOM. Investigation of Structures Similarity of. Organic Substances. Keywords. Structures similarity, Tanimoto coefficient, Euclidean distance, fingerprints (bit-string represen- tations). Ajay Kumar. Guru Tegh Bahadur Institute of. Technology. G–8 Area, Rajouri Garden. New Delhi ...

  8. Classroom

    Indian Academy of Sciences (India)

    IAS Admin

    classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. Sheep Distribution Problem Through Egyptian Fractions.

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.…

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

    Science.gov (United States)

    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

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

    Science.gov (United States)

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

    2010-01-01

    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.

  13. Exploring Researchers in Dialogue: Linguistic and Educational Perspectives on Observational Data from a Sixth Grade Classroom

    Directory of Open Access Journals (Sweden)

    Helg Fottland

    2004-09-01

    Full Text Available This article reflects on a collaborative process between two researchers from different backgrounds conducting a joint-venture classroom observation project focusing on language, communication and special education. Focusing on the connection between explorative learning situations and dialogue in relation to children's learning and identity development, the researchers cooperate on all levels in the research process. The article compares findings when approaching data from two different professional traditions, linguistics and education. The main focus is how each of the researchers approaches the data analysis. The combining of approaches in interpreting and writing is also discussed. Narratives and spoken dialogues are vital in this work; transcripts of video material from a primary school classroom are used as illustrations.

  14. Science Students' Classroom Discourse: Tasha's Umwelt

    Science.gov (United States)

    Arnold, Jenny

    2012-04-01

    Over the past twenty-five years researchers have been concerned with understanding the science student. The need for such research is still grounded in contemporary issues including providing opportunities for all students to develop scientific literacy and the failure of school science to connect with student's lives, interests and personal identities. The research reported here is unusual in its use of discourse analysis in social psychology to contribute to an understanding of the way students make meaning in secondary school science. Data constructed for the study was drawn from videotapes of nine consecutive lessons in a year-seven science classroom in Melbourne, post-lesson video-stimulated interviews with students and the teacher, classroom observation and the students' written work. The classroom videotapes were recorded using four cameras and seven audio tracks by the International Centre for Classroom Research at the University of Melbourne. Student talk within and about their science lessons was analysed from a discursive perspective. Classroom episodes in which students expressed their sense of personal identity and agency, knowledge, attitude or emotion in relation to science were identified for detailed analysis of the function of the discourse used by students, and in particular the way students were positioned by others or positioned themselves. This article presents the discursive Umwelt or life-space of one middle years science student, Tasha. Her case is used here to highlight the complex social process of meaning making in science classrooms and the need to attend to local moral orders of rights and duties in research on student language use, identity and learning in science.

  15. Space Science in Action: Earth's Atmosphere [Videotape].

    Science.gov (United States)

    1999

    In this videotape recording, students learn about the layers of the atmosphere and why each is important to the survival of life on the planet. Students discover why the atmosphere is responsible for weather and see how special aircraft actually fly into hurricanes. Students build their own working barometer in a hands-on activity. Contents…

  16. Space Science in Action: Stars [Videotape].

    Science.gov (United States)

    1999

    This videotape recording shows students the many ways scientists look at the stars and how they can use what they see to answer questions such as What are stars made of?, How far away are they?, and How old are the stars? Students learn about the life span of stars and the various stages they pass through from protostar to main sequence star to…

  17. Space Science in Action: Space Exploration [Videotape].

    Science.gov (United States)

    1999

    In this videotape recording, students learn about the human quest to discover what is out in space. Students see the challenges and benefits of space exploration including the development of rocket science, a look back at the space race, and a history of manned space travel. A special section on the Saturn V rocket gives students insight into the…

  18. Videotaping the Lifespan of a Soap Bubble.

    Science.gov (United States)

    Ramme, Goran

    1995-01-01

    Describes how the use of a videotape to record the history of a soap bubble allows a study of many interesting events in considerable detail including interference fringes, convection and turbulence patterns on the surface, formation of black film, and the ultimate explosion of the bubble. (JRH)

  19. Space Science in Action: Astronomy [Videotape].

    Science.gov (United States)

    1999

    This videotape recording teaches students about constellations, star movement, and how scientists have studied celestial bodies throughout history from Ptolemy to Copernicus to the work of the Hubble Space Telescope. An interview with Kathy Thornton, one of the astronauts who repaired the Hubble while in orbit, is featured. A hands-on activity…

  20. Adding Feminist Therapy to Videotape Demonstrations.

    Science.gov (United States)

    Konrad, Jennifer L.; Yoder, Janice D.

    2000-01-01

    Provides directions for presenting a 32-minute series of four videotape segments that highlights the fundamental features of four approaches to psychotherapy, extending its reach to include a feminist perspective. Describes the approaches and included segments. Reports that students' comments demonstrate that the video sequence provided a helpful…

  1. Assessment of Waco, Texas FLIR videotape

    Science.gov (United States)

    Frankel, Donald S.

    2001-09-01

    The FLIR video recorded by the FBI on 19 April 1993, records the final assault on the Branch Davidian compound in Waco, Texas, and the fire in which some 80 members of the sect died. Attention has focused on a number of flashes recorded on the videotape. The author has examined the 1993 videotape and the recorded videotapes of the re-enactment conducted at Fort Hood, Texas on 19 March 2000. The following conclusions have been reached: 1) The flashes seen on the tape cannot be weapons muzzle flash. Their duration is far too long and their spatial extent is far too great. They are almost certainly the result of solar energy or heat energy form nearby vehicles reflected toward the FLIR by debris or puddles. 2) The FLIR video technology has a very low probability of detecting small arms muzzle flash. 3) As a consequence of 2) above, the absence of muzzle flash detection on the FLIR tape does not prove that no weapons were actually fired during the final assault. Indeed, there is ample evidence (not presented here) that the Davidians fired at the federal agents, but none of their muzzle flashes are detectable on the videotape.

  2. Copyright Handbook for Videotapes and Microcomputer Software.

    Science.gov (United States)

    Ensign, David; And Others

    Developed to help library media personnel, administrators, and educators understand and work with the copyright law as it applies to videotape and microcomputer software, this handbook provides: (1) an overview of copyright, including rights granted to copyright holders and libraries and court interpretation of the copyright law; (2) suggestions…

  3. Classroom

    Indian Academy of Sciences (India)

    Their sum u1 + Uz. + u. 3 will also be a number. But that is not enough to qualify it as a scalar, because this sum would depend on the coordinate system of the observer and would not be invariant under coordinate transformations. Dif- ferent observers may have different coordinate systems, and therefore different values of ...

  4. From Texts to Pictures in Teaching Civics. Participant Observation in Mark’s Classroom

    Directory of Open Access Journals (Sweden)

    Per-Olof Erixon

    2010-11-01

    Full Text Available We are now living in a “new media age”, with a dramatic shift from the linguistic to the visual, from books and book pages to screens and windows (Kress, 2003. This article offsets out to explore what happens to educational activities in schools when electronic media and pictures replace written texts. The article draws on interviews and classroom observations of a particular Swedish vocational upper secondary programme, where the social studies teacher observes that students are finding it increasingly difficult to benefit from written texts. Theoretically, the study draws on Meyrowitz (1985/1986 theories concerning the relationship among media, situations and behaviour and the effect of a shift from “print situations” to “electronic situations” on a broad range of social role and Bernstein’s (1996/2000 notions of ‘recontextualisation’, ‘framing’ and ‘classification’. The study shows that classroom relations are changing; hierarchies between students and teachers are being broken down, and classification of subjects is affected in the sense that the students’ own interpretations and references are beginning to govern teaching when pictures and electronic media enter the educational discourse.

  5. Participate or observe? Effects of economic classroom experiments on students’ economic literacy

    NARCIS (Netherlands)

    Grol, R.F.; Sent, E.-M.; Vries, B. de

    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

  6. Observing physical education teachers' need-supportive interactions in classroom settings.

    Science.gov (United States)

    Haerens, Leen; Aelterman, Nathalie; Van den Berghe, Lynn; De Meyer, Jotie; Soenens, Bart; Vansteenkiste, Maarten

    2013-02-01

    According to self-determination theory, teachers can motivate students by supporting their psychological needs for relatedness, competence, and autonomy. The present study complements extant research (most of which relied on self-report measures) by relying on observations of need-supportive teaching in the domain of physical education (PE), which allows for the identification of concrete, real-life examples of how teacher need support manifests in the classroom. Seventy-four different PE lessons were coded for 5-min intervals to assess the occurrence of 21 need-supportive teaching behaviors. Factor analyses provided evidence for four interpretable factors, namely, relatedness support, autonomy support, and two components of structure (structure before and during the activity). Reasonable evidence was obtained for convergence between observed and student perceived need support. Yet, the low interrater reliability for two of the four scales indicates that these scales need further improvement.

  7. Classroom

    Indian Academy of Sciences (India)

    He also described a heliocentric model of planetary motion wherein the five planets (known at that time) namely Budha, Sukra, Kuja (Mars), Guru (Jupiter) and Sani. (Saturn) move in eccentric orbits round the Sun. Based on this model the planetary positions relative to the Sun were obtained from earth-based observations.

  8. Classroom

    Indian Academy of Sciences (India)

    Galileo established science as an independent and autonomous cognitive process. He achieved this with the introduction of the concept of experiment into the methodology of science. Prior to. Galileo, science was just a part of philosophy in general where the method of obtaining knowledge was observation followed by.

  9. Classroom

    Indian Academy of Sciences (India)

    observations on living mushrooms (or other fungi), legumes (or other angiosperms), birds (or other chordates) in the vicinity of the concerned educational institution, and much less dissections, destructive collection of specimens to be preserved or emphasis on organisms found elsewhere. A course on evolutionary biology.

  10. Observing the interactive qualities of L2 instructional practices in ESL and FSL classrooms

    Directory of Open Access Journals (Sweden)

    Michael Zuniga

    2016-03-01

    Full Text Available Discourse features that promote the generation of interactionally modified input and output, such as negotiation for meaning, have been shown to significantly enhance second language acquisition. Research has also identified several characteristics of instructional practices that render them more or less propitious to the generation of these discourse features. While various classroom observation studies have successfully measured the communicative orientation of classroom environments, most of the indicators of interactivity analyzed in those studies were obtained through micro-level discourse analyses and not through macro-level analyses of task-related factors shown to directly influence the interactivity of instructional practices. Such a macro-level scale has potential practical implications for teachers and administrators seeking an efficient tool for assessing and improving the interactivity afforded by a given curriculum. The objective of the present study was therefore to develop macro-level scale to determine the extent to which teachers of French and English as a second language use interaction-friendly instructional practices. Using an observation scheme designed to code data on factors shown to influence interactivity, 63 hours of FSL and ESL classes from secondary schools in the Montreal area were observed and analyzed. Results indicate clear differences between the two groups. While both ESL and FSL classes were less teacher-centered than those observed in previous studies, they were still rated as not-very-interactive. Target language differences showed that the FSL classes were more teacher-centered and characterized by fewer interaction-friendly tasks and activities than the ESL classes. Task characteristics, reasons for ESL and FSL differences and recommendations for improvement are discussed.

  11. Classroom

    Indian Academy of Sciences (India)

    get points say a = ao, aI, a2, ... , ak, ... such that for all i f. 0 ai is an intersection point of boundary of two balls and that between ai and ai+l there is no point common to two balls. We denote the arc from ai to ai+l by [ai, ai+l]. Hence, for all i, there is a path ')'i: [0,1]~. [ai, ai+d with ')'i(O) = ai and ')'i(l) = ai+l' Observe that.

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

    Science.gov (United States)

    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…

  13. A Study of Behavioral Change in 50 Severely Multi-Sensorily Handicapped Children Through Application of the Video-Tape Recorded Behavioral Evaluation Protocol. Final Report.

    Science.gov (United States)

    Curtis, W. Scott

    Examined with 49 deaf-blind children (under 9 years old) was the use of the Telediagnostic Behavior Evaluation Protocol, a video-tape recorded evaluation protocol. To further develop the Telediagnostic Protocol and delineate the characteristics of the Ss observed during the process of test development, Ss were video-taped in eight 3-minute…

  14. Comparing Streaming Video and Videotapes: Can Streaming Video Convey Affective Meaning as Well as Videotape?

    Science.gov (United States)

    Cofield, Jay L.

    This study investigated whether or not low-bandwidth streaming video could be useful for affective purposes. A group of 30 students in a cinema course at a public, liberal arts university viewed a 10-minute dramatic video scene by either videotape or low-bandwidth streaming video. They also took a survey to determine their affective responses and…

  15. Classroom Use of Multimedia-Supported Predict Observe Explain Tasks in a Social Constructivist Learning Environment

    Science.gov (United States)

    Kearney, Matthew

    2004-08-01

    This paper focuses on the use of multimedia-based predict-observe-explain (POE) tasks to facilitate small group learning conversations. Although the tasks were given to pairs of students as a diagnostic tool to elicit their pre-instructional physics conceptions, they also provided a peer learning opportunity for students. The study adopted a social constructivist perspective to analyse and interpret the students conversations, focussing on students articulation and justification of their own science conceptions, clarification of and critical reflection on their partners views, and negotiation of new, shared meanings. Two senior science classes participated in this interpretive study. Data sources were mainly qualitative and included audio and video recordings of students small group discussions at the computer, interviews with selected students and their teachers, classroom observations, and student surveys. Findings indicate that the computer-based POE tasks supported students peer learning conversations, particularly during the prediction, reasoning and observation stages of the POE strategy. The increased level of student control of the POE tasks, combined with the multimedia nature of the program, initiated quality peer discussions. The findings have implications for authentic, technology-mediated learning in science.

  16. Waco investigation: analysis of FLIR videotapes

    Science.gov (United States)

    Klasen, Lena M.

    2001-09-01

    This paper presents some of the image processing techniques that were applied to seek an answer to the question whether agents of the Federal Bureau of Investigation (FBI) directed gunfired against the Branch Davidian complex in the tragic event that took place in Waco, Texas, U.S., 1993. The task for this investigation was to provide a scientific opinion that clarified the cause of the questioned events, or flashes, that can be seen on one of the surveillance videotapes. These flashes were by several experts, concluded to be evidence of gunfire. However, there were many reasons to question the correctness of that conclusion, such as the fact that some of the flashes appeared on a regular basis. The main hypothesis for this work was that the flashes instead were caused by specular solar reflections. The technical approach for this work was to analyze and compare the flashes appearance. By reconstructing the spatial and temporal position of the sensor, the complex and the sun, the geometrical properties was compared to the theoretical appearance of specular solar reflections. The result showed that the flashes seen on the FLIR videotape, were caused by solar or heat reflections from single or multiple objects. Consequently, they could not form evidence of gunfire. Further, the result highlights the importance of considering the characteristics of the imaging system within investigations that utilizes images as information source. This is due to the need of separating real data from other phenomena (such as solar reflections), distortions and artifacts in a correct manner.

  17. Developing learning environments which support early algebraic reasoning: a case from a New Zealand primary classroom

    Science.gov (United States)

    Hunter, Jodie

    2014-12-01

    Current reforms in mathematics education advocate the development of mathematical learning communities in which students have opportunities to engage in mathematical discourse and classroom practices which underlie algebraic reasoning. This article specifically addresses the pedagogical actions teachers take which structure student engagement in dialogical discourse and activity which facilitates early algebraic reasoning. Using videotaped recordings of classroom observations, the teacher and researcher collaboratively examined the classroom practices and modified the participatory practices to develop a learning environment which supported early algebraic reasoning. Facilitating change in the classroom environment was a lengthy process which required consistent and ongoing attention initially to the social norms and then to the socio-mathematical norms. Specific pedagogical actions such as the use of specifically designed tasks, materials and representations and a constant press for justification and generalisation were required to support students to link their numerical understandings to algebraic reasoning.

  18. THE EFFECT OF PREVENTIVE CLASSROOM MANAGEMENT TRAINING PROGRAM ON APPROVAL AND DISAPPROVAL BEHAVIORS OF TEACHERS

    Directory of Open Access Journals (Sweden)

    Nevin Güner

    2012-01-01

    Full Text Available In this study, the effect of Preventive Classroom Management Training Program (PCMTP on approval and disapproval behaviors of teachers working in inclusive classrooms was investigated. The study group consisted of 45 teachers who were working in public schools and had students with special needs in their classrooms. Data were gathered using Teacher Behaviors Observation Form, which was developed by the researcher, and during one lesson which was videotaped in the classrooms of teachers in the experimental group (n=21 who had a training using PCMTP and the control group (n=24. The analysis of the research data revealed that PCMTP did not make significant differences in the approval/disapproval behaviors of the teachers in terms of the post-test results but the maintenance results showed that disapproval behaviors of the teachers were significantly lower.

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

    Science.gov (United States)

    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…

  20. An Observation of Classroom Assessment Practices among Lecturers in Selected Malaysian Higher Learning Institutions

    Science.gov (United States)

    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…

  1. A Videotaped Self-Modelling and Self-Monitoring Treatment Program to Decrease Off-Task Behaviour in Children with Autism

    Science.gov (United States)

    Coyle, Catherine; Cole, Peter

    2004-01-01

    The value of a videotaped self-modelling and self-monitoring treatment program was investigated in the present study. The focus was the effect of the treatment program on the off-task classroom behaviour of 3 male children with autism. The participants were aged between 9 and 11 years. Two of the children were described as severely autistic and…

  2. All about Bugs. Animal Life for Children. [Videotape].

    Science.gov (United States)

    2000

    Bugs fascinate children, and each kind of bug plays a special role in the circle of life. Some bugs pollinate plants, while others help to decompose plant and animal waste. In this videotape, students learn about the similar characteristics that all bugs share and compare them to their close cousins, the arachnids. This videotape correlates to the…

  3. Critical Time: Earthquake Response Planning and Schools. [Videotape].

    Science.gov (United States)

    Federal Emergency Management Agency, Washington, DC.

    A videotape that describes what earthquakes are, and examines the disaster planning schools can develop during the first few minutes following an earthquake to assure students and staff survive. The kinds of destruction likely to happen during a damaging earthquake are highlighted. The videotape stresses the need for children and staff to know…

  4. All about Birds. Animal Life for Children. [Videotape].

    Science.gov (United States)

    2000

    Winged, feathered friends helped to inspire the airplane and have always interested human bird watchers. In this videotape, children learn about the main characteristics of birds and look at their similar needs. Students find out about the process of egg laying and hatching in some of the most common birds. This videotape correlates to the…

  5. All about Mammals. Animal Life for Children. [Videotape].

    Science.gov (United States)

    2000

    In this videotape, students learn more about the characteristics of common warm-blooded mammals and what makes them different from other animals. Children also find out how humans are more advanced in structure than other mammals, but how they still share the same basic traits. This videotape correlates to the following National Science Education…

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

    Science.gov (United States)

    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…

  7. Bringing ocean observations to the classroom - integrating research infrastructure into education

    Science.gov (United States)

    Proctor, R.; Hoenner, X.; Mancini, S.; Tattersall, K.; Everett, J. D.; Suthers, I. M.; Steinberg, P.; Doblin, M.; Moltmann, T.

    2016-02-01

    For the past 4 years the Sydney Institute of Marine Science, a partnership of four Australian Universities (Macquarie University, the University of NSW, the University of Sydney and the University of Technology Sydney) has been running a Master's degree course called Topics in Australian Marine Science (TAMS). This course is unique in that the core of the course is built around research infrastructure - the Integrated Marine Observing System (IMOS). IMOS, established in 2007, is collecting unprecedented volumes of multi-disciplinary oceanographic data in the ocean and on the continental shelf which is made freely available across the web; IMOS frequently runs `data user workshops' throughout Australia to introduce scientists and managers to the wealth of observations available at their fingertips. The Masters course gives students an understanding of how different measurement platforms work and they explore the data that these platforms collect. Students combine attending seminars and lectures with hands on practicals and personal assignments, all built around access to IMOS data and the many tools available to visualise and analyse. The course attracts a diverse class with many mature students (i.e. > 25 years old) from a range of backgrounds who find that the ease of discovering and accessing data, coupled with the available tools, enables them to easily study the marine environment without the need for high level computational skills. Since its inception the popularity of the course has increased with 38 students undertaking the subject in 2014. The consensus from students and lecturers is that integrating `real' observations into the classroom is beneficial to all, and IMOS is seeking to extend this approach to other university campuses. The talk will describe the experiences from the TAMS course and highlight the IMOS approach to data discovery, availability and access through course examples.

  8. Manifestations of Differential Cultural Capital in a University Classroom: Views from Classroom Observations and Focus Group Discussions in a South African University

    Directory of Open Access Journals (Sweden)

    Edmore Mutekwe

    2014-11-01

    Full Text Available Based predominantly on Pierre Bourdieu’s social and cultural reproduction theory, particularly his notions of cultural capital and symbolic violence, this paper explores how first year post graduate Diploma in Higher Education (PGDHE university students from diverse socio-linguistic backgrounds differ in the levels at which they understand and express themselves in classroom activities. The paper’s thesis is that the diverse nature of South African classrooms presents a number of challenges not only for students but also for educators in terms of the use of English as a medium of instruction or the language for learning and teaching (LOLT. Owing to the fact that the South African Language in Education Policy (LiEP of 1997 empowers both learners and educators in schools to use any of the eleven South African official languages as a LOLT wherever that is reasonably possible, students whose English backgrounds were deficient in enculturating them in the use of English as a learning tool often encounter challenges in expressing their ideas in the classroom, whether in writing or in oral presentations. The discussion is anchored in the data elicited through two data collection methods, lesson observations in a Diploma in Higher Education, Research class composed of students from diverse racial and ethnic backgrounds and through focus group discussion sessions with 40 multi-ethnic Diploma in Higher Education students from the same classroom. The data management and analysis for this study was done thematically, with views emerging from the observations and focus group discussions being clustered into superordinate themes for convenience of the discussion of the findings. The findings of this study were that students from affluent socio-economic backgrounds who enter university with a rich and relevant English linguistic capital, values and attitudes enjoy an enormous advantage compared to their counterparts whose social class and linguistic

  9. Further Insight into the Effectiveness of a Behavioral Teacher Program Targeting ADHD Symptoms Using Actigraphy, Classroom Observations and Peer Ratings.

    Science.gov (United States)

    Veenman, Betty; Luman, Marjolein; Oosterlaan, Jaap

    2017-01-01

    Objective: The Positivity and Rules program (PR program), a low-level behavioral teacher program targeting symptoms of attention-deficit/hyperactivity disorder (ADHD), has shown positive effects on teacher-rated ADHD symptoms and social functioning. This study aimed to assess whether program effects could be confirmed by instruments assessing classroom behavior other than teacher-ratings, given teachers' involvement with the training. Methods: Participants were 114 primary school children (age = 6-13) displaying ADHD symptoms in the classroom, who were randomly assigned to the treatment (n = 58) or control group (n = 65). ADHD symptoms were measured using classroom observations and actigraphy, and peer acceptance was measured using peer ratings. Intention-to-treat multilevel analyses were conducted to assess program effects. Results: No beneficial program effects were found for any of the measures. Conclusion: The earlier beneficial program effects on both ADHD symptoms and social functioning reported by teachers, may be explained by a change in the perception of teachers rather than changes in the child's behavior. Other methodological explanations are also discussed, such as differences between instruments in the sensitivity to program-related changes. The current study underlines the importance of using different measures of classroom behavior to study program effects. ClinicalTrials.gov registration number: NCT02518711.

  10. An Observational Evaluation of Move-To-Improve, a Classroom-Based Physical Activity Program, New York City Schools, 2010

    OpenAIRE

    2012-01-01

    Introduction Few children in the United States achieve the recommended 60 minutes of physical activity per day. Identifying successful interventions that increase physical activity for children is critical. This observational study evaluated the effects of Move-To-Improve (MTI), a classroom-based physical education program designed for kindergarten to third-grade teachers in New York City public schools. MTI organizes 3-hour trainings for teachers that demonstrate strategies for integrating a...

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

    Science.gov (United States)

    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…

  12. Fundamentals of Laparoscopic Surgery manual test: is videotaped performance assessment an option?

    Science.gov (United States)

    Rooney, Deborah M; Brissman, Inga C; Finks, Jonathan F; Gauger, Paul G

    2015-01-01

    In efforts to maintain standards required to evaluate the high-stakes assessment, Society of American Gastrointestinal and Endoscopic Surgeons Fundamentals of Laparoscopic Surgery (FLS) requires all new proctors to complete the train-the-proctor workshop. As the pool of FLS proctors expands, new methods to streamline training and quality assurance programs should be considered. We propose that videotaped performances of the FLS manual tasks may be an alternative proxy to live assessment for training of new proctors, but evaluation of proctors' measures from videotaped FLS performances is required before implementation. A 2-phased research consisted of capturing newly trained proctors' (n = 20) ratings of 3 similar FLS performances across 3 stations-live (Live), videotaped-laparoscopic only (Lap Only) view, and videotaped-dual (Dual) views, during the 2012 Society of American Gastrointestinal and Endoscopic Surgeons FLS train-the-proctor workshop. A month later, a sample of proctors (n = 9) viewed videotaped versions of live FLS performances originally observed during the workshop. Captured metrics include recognition of a predefined critical error for each task (dichotomously scored and summed) and time to complete each of the 5 tasks. Analysis of variance compared the proctors' summed ratings for similar performances across Live, Lap Only, and Dual views, whereas paired t test compared recorded times of Lap Only vs Dual views, Live vs web ratings, and proctors' recorded times across the Lap Only and Dual views. There were neither differences in ratings across Live, Lap Only, and Dual views (p = 0.49) nor in recorded times for performances viewed across Lap Only and Dual viewing options (p = 0.29 and 0.76, respectively). Mean summed performance ratings observed live (4.6) were higher than those observed via the web (4.0), although not significant (p = 0.051). There were no differences in recorded times for identical performances across Live and web observations (p

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

    Science.gov (United States)

    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

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

    Science.gov (United States)

    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.

  15. Usefulness of Videotape Instruction in an Academic Department of Neurology.

    Science.gov (United States)

    Kaufman, David M.; Kaufman, Rita G.

    1983-01-01

    Videotape instruction produced better performance in identification in only certain areas in a neurology clerkship: neuropsychologic phenomena, disorders with subtle or unique movements, and seizures. The choice and cost of equipment and some professional assurances are discussed. (Author/MLW)

  16. Advancing the discussion about systematic classroom behavioral observation, a product review of Tenny, J. (2010). eCOVE observation software. Pacific City, OR: eCOVE Software, LLC.

    Science.gov (United States)

    Froiland, John Mark; Smith, Liana

    2014-05-01

    Applied child psychologists and behavioral consultants often use systematic behavioral observations to inform the psychological assessment and intervention development process for children referred for attention and hyperactivity problems. This article provides a review of the 2010 version of the eCOVE classroom observation software in terms of its utility in tracking the progress of children with attention and hyperactive behaviors and its use in evaluating teacher behaviors that may impede or promote children's attention and positive behavior. The eCOVE shows promise as an efficient tool for psychologists and behavioral consultants who want to evaluate the effects of interventions for children with symptoms of ADHD, ODD, mood disorders and learning disorders; however, some research-based improvements for future models are suggested. The reviewers also share their firsthand experience in using eCOVE to evaluate teacher and student behavior exhibited on a television show about teaching urban high school students and during a movie about an eccentric new kindergarten teacher. Rich examples are provided of using strategic behavioral observations to reveal how to improve the classroom environment so as to facilitate attention, motivation and positive behavior among youth. Broader implications for enhancing the use of systematic behavioral observations in the assessment of children and adolescents with attention disorders and related behavioral problems are discussed. Key issues are examined such as the use of behavioral observations during psychological consultation to prevent the previously found gender bias in referrals for ADHD. Using behavioral observations to enhance differential diagnosis is also discussed.

  17. Doing Being Playful in the Second Language Classroom

    Science.gov (United States)

    Waring, Hansun Zhang

    2013-01-01

    Much work on classroom interaction has been devoted to the IRF or IRE structure as well as pair or group work. Relatively little is known about less "legitimate" moments such as humor or off-task talk, and existing studies on playful interaction have been limited to EFL or foreign language classrooms. Based on 16 hours of videotaped interactions…

  18. Observing efl classrooms in primary or secondary schools: a research task in applied linguistics Observing efl classrooms in primary or secondary schools: a research task in applied linguistics

    Directory of Open Access Journals (Sweden)

    Viviane Heberle

    2008-04-01

    Full Text Available Neste trabalho, com base em princípios da gramática funcional de Halliday e de análise crítica do discurso, bem como minha experiência em Lingüística Aplicada, discuto questões relacionadas à observação de aulas de inglês como língua estrangeira. A análise (de cunho etnográfico surge de discussões nas minhas aulas de Lingüística Aplicada e de relatos de alunos sobre as aulas observadas. O estudo visa contribuir para uma conscientização da relevância de uma prática educacional que vai além de, por exemplo, mera listagem de pronomes pessoais com as formas do verbo to be, para uma discussão de tópicos que possam, de alguma forma, integrar perspectivas socioculturais na educação de professores de inglês como língua estrangeira. In this paper, based on principles of systemic-functional grammar and critical discourse analysis, as well as on my experience as a teacher of Applied Linguistics, I discuss issues related to the observation of EFL classes. The analysis (qualitative, ethnographically-based arises from discussions in my Applied Linguistics course and students’ reports on the classes they observed. The study aims at contributing to an awareness of the relevance of an educational practice that goes beyond the mere listing of personal pronouns with the corresponding forms of the verb to be, for instance, and suggests a discussion of topics which could somehow integrate sociocultural perspectives into EFL teacher education.

  19. The use of the portable ergonomic observation method (PEO) to monitor the sitting posture of schoolchildren in the classroom.

    Science.gov (United States)

    Murphy, Sam; Buckle, Peter; Stubbs, Dave

    2002-07-01

    Contrary to common belief, back pain amongst young people is a frequent phenomenon. Epidemiological studies have found high prevalence rates of back pain amongst schoolchildren. The investigation reported here aims to validate children's self-reporting and the observation of sitting postures to establish the intensity, duration and frequency of exposure in the classroom. The sitting postures of 18 children were recorded using three methods, the portable ergonomic observation method (PEO), video analysis and self-report. The three methods were compared. PEO was significantly correlated with video analysis of the sitting postures after development of the method. Self-report was not significantly correlated with video analysis of the sitting postures. Therefore PEO was selected as the main observation tool in further analysis of children's sitting posture in schools in South-East England as part of a large research programme investigating back pain amongst schoolchildren.

  20. Collaboration Between Astronomers at UT Austin and K-12 Teachers: Connecting the Experience of Observing and Research with the Classroom

    Science.gov (United States)

    Finkelstein, Keely D.; Sneden, Christopher; Hemenway, Mary Kay; Preston, Sandra; EXES Teachers Associate Program

    2015-01-01

    McDonald Observatory has a long history of providing teacher professional development (PD), and recently we have developed a new workshop model for more advanced participants. By choosing a select group of middle and high school teachers from those previously involved in our past PD programs, we have created a joint workshop / observing run program for them. After traveling to the observatory, the teachers participate in an actual observing run with a research astronomer. The teachers are trained first-hand how to take observations, operate the telescope, set up the instrument, and monitor observing conditions. The teachers are fully put in the role of observer. They are also given background information before and during the workshop related to the science and data they are helping to collect. The teachers work in teams to both perform the nightly observations with an astronomer, but to also perform new interactive classroom activities with education staff, and use other telescopes on the mountain. This is a unique experience for teachers since it allows them to take the resources and experiences directly back to their classrooms and students. They can directly relate to their students what skills for specific careers in STEM fields are needed. Evaluation from these workshops shows that there is: increased content knowledge among participants, greater impact that will be passed on to their students, and an authentic research experience that can't be replicated in other PD settings. In addition, not only is this program beneficial to the teachers, but this group is benefit to the education program of McDonald Observatory. Building on an existing PD program (with a 16 year history) we have the opportunity to test out new products and new education endeavors with this devoted group of well-trained teachers before bringing them to wider teacher and student audiences. This program is currently supported by the NSF grant AST-1211585 (PI Sneden).

  1. [The scientific videotape with digital processing in surgery. The new opportunities offered surgery for videotape recording and postprocessing with the use of information and digital technologies].

    Science.gov (United States)

    Picardi, N

    1999-01-01

    The facility of the tape recording of a surgical operation, by means of simple manageable apparatuses and at low costs, especially in comparison with the former cinematography, makes it possible for all surgeons to record their own operative activity. Therefore at present the demonstration in video of surgical interventions is very common, but very often the video-tapes show surgical events only in straight chronological succession, as for facts of chronicle news. The simplification of the otherwise sophisticated digital technology of informatics elaboration of images makes more convenient and advisable to assemble the more meaningful sequences for a final product of higher scientific value. The digital technology gives at the best its contribution during the phase of post-production of the video-tape, where the surgeon himself can assemble an end product of more value because aimed to a scientific and rational communication. Thanks to such an elaboration the video-tape can aim not simply to become a good documentary, but also to achieve an educational purpose or becomes a truly scientific film. The initial video will be recorded following a specific project, the script, foreseeing and programming what has to be demonstrated of the surgical operation, establishing therefore in advance the most important steps of the intervention. The sequences recorded will then be assembled not necessarily in a chronological succession but integrating the moving images with static pictures, as drawings, schemes, tables, aside the picture-in picture technique, and besides the vocal descriptive comment. The cinema language has accustomed us to a series of passages among the different sequences as fading, cross-over, "flash-back", aiming to stimulate the psychological associative powers and encourage those critical. The video-tape can be opportunely shortened, paying attention to show only the essential phases of the operation for demonstrate only the core of the problem and utilize

  2. Breaststroke learning through the use of videotape feedback

    Directory of Open Access Journals (Sweden)

    Marcela de Castro Ferracioli

    2013-03-01

    Full Text Available DOI: http://dx.doi.org/10.5007/1980-0037.2013v15n2p204 People from all age groups and social backgrounds have always sought to learn swimming. However, the swimming learning process is usually considered repetitive and tiring, requiring the teacher to use methods that motivate students to join the practice without ignoring the need for improvement in their performance. This study assessed motivation during a breaststroke learning process in students who received videotape feedback, verbal feedback, and who did not receive any feedback during practice. Thirty seven swimming inexperienced students were divided into three groups: Video (n=13, which received videotape feedback; Verbal (n=15, which received verbal feedback; and Control (n=9, which did not receive any feedback during experimental phases (pre-test, acquisition (5 days, post-test and retention. Participants completed a questionnaire based on Likert scale for motivation assessment. Scores were given to their performance by a swimming teacher to assess breaststroke learning during each experimental phase. Results of motivation assessment showed that students who received feedback (videotape or verbal felt more motivated during practice than those who did not receive any feedback. Regarding the breaststroke learning, all participants improved their performance along experimental phases, but, during the retention one, Verbal group’s performance was considered superior to the Control group’s performance. This study concluded that the use of videotape and verbal feedback has motivational results on breaststroke learning, and that it is effective in the learning process.

  3. Space Science for Children: All about Stars [Videotape].

    Science.gov (United States)

    1999

    This 23-minute videotape features information, for children in grades K-4, about stars including their composition, brightness, and location. How stars are formed, why they seem to move across our sky, and how humans have used their patterns to form the constellations are discussed. A hands-on activity related to the reflecting telescope is also…

  4. All about Amphibians. Animal Life for Children. [Videotape].

    Science.gov (United States)

    2000

    This videotape teaches children about their favorite amphibious creatures, as well as amphibians' nearest cousins--toads, newts, and salamanders. Young students discover how these amazing creatures can live both in and out of water, learn about the amphibious life cycle, and compare the differences between amphibians and reptiles. This videotape…

  5. Me & Isaac Newton. [Videotape and] KIDSNET Guide for Educators.

    Science.gov (United States)

    2001

    This videotape records the stories of 7 scientists, 3 women and 4 men who range in age from 33 to 81. Beginning with their earliest scientific questions and including their most personal ponderings, the scientists reveal their histories and professional obligations to affect the world. Director Michael Apted allows the personal adventures of the…

  6. All about Dinosaurs. Animal Life for Children. [Videotape].

    Science.gov (United States)

    2000

    Dinosaurs were the rulers of the land 65 million years ago. In this videotape, children learn more about the different kinds of dinosaurs by viewing vivid illustrations and fossil discoveries. Students compare the dinosaurs to their modern kin--snakes, lizards, and crocodiles. Students also listen to different theories to try to answer the big…

  7. All about Reptiles. Animal Life for Children. [Videotape].

    Science.gov (United States)

    2000

    Dinosaurs may be extinct, but reptiles are distant cousins to the beasts that once walked the earth. From snakes and lizards to iguanas and tuataras, children learn what factors make them different from other animals. In this videotape, students explore the mysterious, often misunderstood, world of reptiles and learn about their characteristics…

  8. All about Animal Behavior & Communication. Animal Life for Children. [Videotape].

    Science.gov (United States)

    2000

    Why do animals do what they do? What is the difference between instinct and learned behavior? How do animals communicate? These questions are answered as children examine animal behaviors that help them find food, protect themselves, and care for their young. This videotape correlates to the following National Science Education Standards for Life…

  9. All about Food Chains. Animal Life for Children. [Videotape].

    Science.gov (United States)

    2000

    Whether animals are herbivores, carnivores, or omnivores, each one is part of an eternal food chain that carries on from one generation to the next. In this videotape, students learn more about terms like "predator,""pre-consumer" and "producer," as well as the cycles of food chains and food webs and how they support…

  10. Does Use of ICT-Based Teaching Encourage Innovative Interactions in the Classroom? Presentation of the CLI-O: Class Learning Interactions--Observation Tool

    Science.gov (United States)

    Manny-Ikan, Edith; Tikochinski, Tal Berger; Bashan, Zipi

    2013-01-01

    This article presents a new classroom observations analysis tool (CLI-O: Class Learning Interactions--Observation tool). The CLI-O tool enables the collection of various data regarding the use of ICT tools, organization of learning, and teacher-student interactions in the lesson. Several examples demonstrating the use of CLI-O and some preliminary…

  11. Producing Videotape Programs for Computer Training: An Example with AMA/NET

    OpenAIRE

    Novey, Donald W.

    1990-01-01

    To facilitate user proficiency with AMA/Net, an 80-minute training videotape has been produced. The production was designed to use videotape's advantages, where information and emotion are combined; and to accommodate its chief disadvantage, lack of resolution for fine text, with close-ups and graphics. Content of the videotape was conceived, outlined, demonstrated with simultaneous text capture, edited into script form, narration added, and scripts marked for videotaping and narrating. Video...

  12. Producing Videotape Programs for Computer Training: An Example with AMA/NET

    OpenAIRE

    Novey, Donald W.

    1990-01-01

    To facilitate user proficiency with AMA/Net, an 80-minute training videotape has been produced. The production was designed to use videotape's advantages, where information and emotion are combined; and to accommodate its chief disadvantage, lack of resolution for fine text, with close-ups and graphics. Content of the videotape was conceived, out-lined, demonstrated with simultaneous text capture, edited into script form, narration added, and scripts marked for videotaping and narrating. Vide...

  13. An evaluation of the effectiveness of a videotape programme on interobserver reliability in outcome assessment for osteoarthritis.

    Science.gov (United States)

    Bellamy, N; Anjema, C; Alikhan, N; Chhina, T; Dhanoa, D; Edelist, D; Esufali, Z; Ismail, F; Hill, J; Campbell, J

    1999-01-01

    A study was designed to assess the effects of a standardized instructional videotape on training senior medical students to acceptable levels of reliability in performing several commonly used observer dependent outcome measures in patients with osteoarthritis (OA). During a single day, six third-year medical students independently examined six patients with OA in predetermined order using a Latin Square design, before and after viewing a standardized videotape demonstrating 13 examination techniques. Reliability coefficients were calculated based on variance components of the analysis of variance (ANOVA) table. Preslandardization reliability coefficients were goniometry were uniformly low. Following the intervention, all but four reliability coefficients were >/= 0.93. For many measures, high levels of interobserver agreement were noted prior to viewing the instructional videotape. This may represent the success of undergraduate clinical skills training programmes, or it may be the result of having reviewed an illustrated instructional text just prior to the initial patient examinations. The notable exception was knee goniometry. Despite apparent familiarity with the technique, prestandardization reliability coefficients were very low. However, following the intervention, all coefficients improved dramatically, two-thirds achieving very high levels. These data suggest that skills development in senior medical students is not uniform and that, while reliability is high for many, the assessment of knee range of movement can be improved by viewing an instructional videotape.

  14. Predictive validity of the classroom strategies scale-observer form on statewide testing scores: an initial investigation.

    Science.gov (United States)

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

    2013-12-01

    The present study examined the validity of a teacher observation measure, the Classroom Strategies Scale--Observer Form (CSS), as a predictor of student performance on statewide tests of mathematics and English language arts. The CSS is a teacher practice observational measure that assesses evidence-based instructional and behavioral management practices in elementary school. A series of two-level hierarchical generalized linear models were fitted to data of a sample of 662 third- through fifth-grade students to assess whether CSS Part 2 Instructional Strategy and Behavioral Management Strategy scale discrepancy scores (i.e., ∑ |recommended frequency--frequency ratings|) predicted statewide mathematics and English language arts proficiency scores when percentage of minority students in schools was controlled. Results indicated that the Instructional Strategy scale discrepancy scores significantly predicted mathematics and English language arts proficiency scores: Relatively larger discrepancies on observer ratings of what teachers did versus what should have been done were associated with lower proficiency scores. Results offer initial evidence of the predictive validity of the CSS Part 2 Instructional Strategy discrepancy scores on student academic outcomes. PsycINFO Database Record (c) 2013 APA, all rights reserved.

  15. Observations of the Middle School Environment: The Context for Student Behavior beyond the Classroom

    Science.gov (United States)

    Rusby, Julie C.; Crowley, Ryann; Sprague, Jeffrey; Biglan, Anthony

    2011-01-01

    This article describes the use of an observation system to measure middle school staff practices, environment characteristics, and student behavior in the school common areas. Data were collected at baseline from 18 middle schools participating in a randomized controlled trial of school-wide Positive Behavior Support. The observations were…

  16. PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes

    Science.gov (United States)

    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

  17. Young African American Children Constructing Academic and Disciplinary Identities in an Urban Science Classroom

    Science.gov (United States)

    Kane, Justine M.

    2012-01-01

    In this paper, I offer a framework for exploring the academic and disciplinary identities young African American children construct in urban science classrooms. Using interviews, fieldnotes, and videotapes of classroom lessons, I juxtapose the ways in which two children tell about their experiences in school and science with their performances of…

  18. Developing Indicators for a Classroom Observation Tool on Pedagogy and Technology Integration: A Delphi Study

    Science.gov (United States)

    Elmendorf, Douglas C.; Song, Liyan

    2015-01-01

    Rapid advances in technology and increased access to technology tools have created new instructional demands and expectations on teachers. Due to the ubiquitous presence of technology in K-12 schools, teachers are being observed on both their pedagogical and technology integration practices. Applying the technological pedagogical and content…

  19. Leading a Classroom Discussion: Definition, Supportive Evidence, and Measurement of the "ETS"® National Observational Teaching Examination (NOTE) Assessment Series. Research Memorandum No. RM-16-09

    Science.gov (United States)

    Witherspoon, Margaret; Sykes, Gary; Bell, Courtney

    2016-01-01

    This paper provides a description and rationale for a performance assessment of a teaching practice--leading a classroom discussion (LCD)--included in the ETS® National Observational Teaching Examination (NOTE) assessment series. In this assessment, candidates interact with a small class of virtual students represented by avatars in a…

  20. Naturalistic Observations of Nonverbal Children with Autism: A Study of Intentional Communicative Acts in the Classroom

    Directory of Open Access Journals (Sweden)

    Samantha Drain

    2013-01-01

    Full Text Available We examined evoked and spontaneous communicative acts in six nonverbal children with autism (10–15 years, M = 12.8, SD = 2.1. All participants attended the same special school for children with autism but were in different classes. Each was observed for 30 minutes during a typical school day. An observer coded the presence/absence of an antecedent, the form and function of the communicative act, and the teacher’s response to the child. One hundred and fifty-five communicative acts were observed, 41% were spontaneous and 59% were evoked. The main antecedents to evoked communicative acts were verbal prompts, and most of the evoked communicative acts were physical in nature (i.e., motor acts and gestures. However, verbalizations and the use of the Picture Exchange Communication System (PECS were higher for spontaneous communicative acts. The functions of spontaneous communicative acts were primarily requests. Results showed a substantial number of “nonresponses” from teachers, even following evoked communicative acts. These results suggest that teachers may not actively promote intentional communication as much as possible. Therefore, our findings provide information concerning ways in which educators could facilitate intentional communication in non-verbal children with autism.

  1. Talking about history: discussions in a middle school inclusive classroom.

    Science.gov (United States)

    Okolo, Cynthia M; Ferretti, Ralph P; MacArthur, Charles A

    2007-01-01

    In this study, we examined the nature of whole-class discussion and teachers' instruction during discussion about historical topics in one inclusive, middle-grade classroom. We videotaped and analyzed 4 lessons to determine the nature of discussion sequences, rates of participation, and instructional challenges encountered by the teacher and students. We triangulated our analysis of observational data with teacher interviews. The results showed high rates of student participation, with no differences between students with and without disabilities. The teacher initiated and controlled the discussion, and nearly all student responses were from teacher to student rather than from student to student. The teacher encountered three challenges in developing students' understanding, and we identify specific practices she used to address these challenges. Based on students' response to measures administered by project staff and on their scores on statewide tests, this teacher's practices seemed to be highly effective.

  2. Observations of adolescent peer resistance skills following a classroom-based healthy relationship program: a post-intervention comparison.

    Science.gov (United States)

    Wolfe, David A; Crooks, Claire V; Chiodo, Debbie; Hughes, Raymond; Ellis, Wendy

    2012-04-01

    This study examines peer resistance skills following a 21-lesson classroom-based intervention to build healthy relationships and decrease abusive and health-risk behaviors among adolescents. The Fourth R instructs students in positive relationship skills, such as negotiation and delay, for navigating challenging peer and dating scenarios. Observational data from 196 grade 9 students participating in a larger cluster randomized controlled trial were used to evaluate post-intervention acquisition of peer resistance skills. Pairs of students engaged in a role play paradigm with older student actors, where they were subjected to increasing pressure to comply with peer requests related to drugs and alcohol, bullying, and sexual behavior. Specific and global measures of change in peer resistance responses were obtained from two independent sets of observers, blinded to condition. Specific peer resistance responses (negotiation, delay, yielding to pressure, refusal, and compliance) were coded by research assistants; global peer resistance responses were rated by teachers from other schools (thinking / inquiry, application, communication, and perceived efficacy). Students who received the intervention were more likely to demonstrate negotiation skills and less likely to yield to negative pressure relative to controls. Intervention students were also more likely to use delay than controls; control girls were more likely to use refusal responses; the number of times students complied with peer requests did not differ. Teacher ratings demonstrated significant main effects favoring intervention youth on all measures. Program and research implications are highlighted.

  3. 36 CFR 1280.50 - What will I be allowed to film, photograph, or videotape for news purposes?

    Science.gov (United States)

    2010-07-01

    ... film, photograph, or videotape for news purposes? 1280.50 Section 1280.50 Parks, Forests, and Public... film, photograph, or videotape for news purposes? (a) NARA will permit you to film, photograph, or..., photograph, or videotape if you intend to use the film, photographs, or videotape for commercial, partisan...

  4. Children’s Democratic Experiences in a Collective Writing Process – Analysing Classroom Interaction in Terms of Deliberation

    Directory of Open Access Journals (Sweden)

    Eva Hultin

    2017-03-01

    Full Text Available The aim of this study is twofold: firstly, it aims to explore the interactional conditions in terms of democratic qualities constituted in collective writing in a primary school classroom; and secondly, it aims to examine whether a set of deliberative criteria is fruitful as an analytical tool when studying classroom interaction. Theoretically, I turn to New Literacy Studies for understanding the writing classroom as a literacy practice and the actual (collective writing as literacy events. The study has an ethnographic approach in which classroom observations were conducted during a collective writing process involving six nine-year-old children and their teacher. The observations included, two lessons, divided into 3 hours, which were observed, videotaped, and transcribed. The teacher had planned for a strict interactional or didactical order during the collective writing in which the children were to respond individually. However, the children responded in a different manner by starting a vivid dialogue in which they negotiated both the form and the content of the story. The analysis shows some deliberative qualities in this classroom interaction, while some other qualities were not evident. Furthermore, the analysis showed that the set of deliberative criteria was useful in visualizing both existing deliberative qualities in the interaction and the potential for developing such qualities.

  5. A comparison of in-class learner engagement across lecture, problem-based learning, and team learning using the STROBE classroom observation tool.

    Science.gov (United States)

    Kelly, P Adam; Haidet, Paul; Schneider, Virginia; Searle, Nancy; Seidel, Charles L; Richards, Boyd F

    2005-01-01

    Having recently introduced team learning into the preclinical medical curriculum, evidence of the relative impact of this instructional method on in-class learner engagement was sought. To compare patterns of engagement behaviors among learners in class sessions across 3 distinct instructional methods: lecture, problem-based learning (PBL), and team learning. Trained observers used the STROBE classroom observation tool to measure learner engagement in 7 lecture, 4 PBL, and 3 team learning classrooms over a 12-month period. Proportions of different types of engagement behaviors were compared using chi-square. In PBL and team learning, the amount of learner-to-learner engagement was similar and much greater than in lecture, where most engagement was of the learner-to-instructor and self-engagement types. Also, learner-to-instructor engagement appeared greater in team learning than in PBL. Observed engagement behaviors confirm the potential of team learning to foster engagement similar to PBL, but with greater faculty input.

  6. Situated Motivation: A Framework for how EFL Learners are Motivated in the Classroom

    Directory of Open Access Journals (Sweden)

    Truong Sa Nguyen

    2014-03-01

    Full Text Available In arguing, that defining and categorizing motivation are less practical and applicable to language teaching than examining how learners are motivated in their class, this study investigated sources of motivation of 10 learners studying English as a compulsory subject at IUH University in Vietnam in 2013. The study aimed at answering the two main research questions- a how are the EFL learners motivated in class? and b what is the most applicable framework of motivation to classroom language teaching? Classroom Observation and Stimulated Interview were adopted as data collection techniques. Twelve different lessons were video-taped in about 21 hours in total and over 30 hours of interviews were recorded. Content Analysis procedure was used to code motivational sources. The five groups of coded motivational sources included- the teacher, the classmates, the syllabus, classroom activities, and mood or tone of each lesson. It was observed that the learners’ motivation is closely situated in the classroom context, and therefore, Situated Motivation should be adopted as a framework to bridge the gap between motive frameworks and motivational strategies in language teaching, and for teachers to consider while planning and executing their lessons.

  7. PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes.

    Science.gov (United States)

    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. © 2015 S. L. Eddy 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).

  8. Impact of customized videotape education on quality of life in patients with chronic obstructive pulmonary disease.

    Science.gov (United States)

    Petty, Thomas L; Dempsey, Edward C; Collins, Timothy; Pluss, William; Lipkus, Isaac; Cutter, Gary R; Chalmers, Robin; Mitchell, Amy; Weil, Kenneth C

    2006-01-01

    To compare the impact of a library of pulmonary rehabilitation videotapes versus an older videotape and usual care on quality of life and ability to perform activities of daily living in persons with chronic obstructive pulmonary disease. Two hundred fourteen patients diagnosed with chronic obstructive pulmonary disease, emphysema, or chronic bronchitis were recruited and randomized to receive customized videotapes, standard videotapes, or usual care. Outcome measures included the Fatigue Impact Scale, Seattle Obstructive Lung Disease Questionnaire, and the SF-36(R) Health Survey. Differences in coping skills and emotional functioning on the Seattle Obstructive Lung Disease Questionnaire were found among the 174 subjects who completed the study. The customized videotape group improved by 8.6 and 4.8 points, respectively, whereas the score of the other groups decreased by less than 1 point for the coping skills, and the scores of the standard video and the control groups decreased by 3.0 and 2.1 points, respectively, for emotional functioning (P Impact Scale also improved for the customized videotape group, whereas the scores of the others remained unchanged. Videotape users demonstrated better conversion to and retention of exercise habits, with over 80% of customized videotape subjects who reported exercise habits at baseline continuing the habits as compared with 40% in the usual care group. Sedentary subjects at baseline were more likely to begin and maintain exercise if randomized to videotapes. These findings demonstrate increased quality of life, lower fatigue, and better compliance with a prescribed exercise regimen among subjects using the customized videotapes. There was a significant improvement in emotional functioning and coping skills among customized videotape subjects.

  9. A Case Based Analysis Preparation Strategy for Use in a Classroom Management for Inclusive Settings Course: Preliminary Observations

    Science.gov (United States)

    Niles, William J.; Cohen, Alan

    2012-01-01

    Case based instruction (CBI) is a pedagogical option in teacher preparation growing in application but short on practical means to implement the method. This paper presents an analysis strategy and questions developed to help teacher trainees focus on classroom management issues embedded in a set of "real" cases. An analysis of teacher candidate…

  10. Early Book Stages, 0-5 Years [and] Creciendo con Libros (Growing [up] with Books). [Videotape.

    Science.gov (United States)

    Holguin, Roxanna

    Using a lighthearted and simple approach, this 23-minute videotape in English and Spanish versions presents interactions between parents and children while reading books. The children in the videotape range in age from 0 to 5 years. The video is introduced by scenes of children enjoying books while narration discussing the impact of reading to…

  11. Camera Perspective Bias in Videotaped Confessions: Evidence that Visual Attention Is a Mediator

    Science.gov (United States)

    Ware, Lezlee J.; Lassiter, G. Daniel; Patterson, Stephen M.; Ransom, Michael R.

    2008-01-01

    Several experiments have demonstrated a "camera perspective bias" in evaluations of videotaped confessions: videotapes with the camera focused on the suspect lead to judgments of greater voluntariness than alternative presentation formats. The present research investigated potential mediators of this bias. Using eye tracking to measure visual…

  12. Videotape Helps Standardize and Increase Objectivity of Medical Exams Across the Country

    Science.gov (United States)

    Diefenbach, Robert C.

    1976-01-01

    A 90-minute videotape demonstrates how to stage six stations simulating medical emergency problems to be solved by emergency medical technicians (EMT's) taking the National Registry's 150-question written final examination. The videotape also details the logistics of arranging the entire one-hour examination, used in over 30 States. (AJ)

  13. Sherlock Holmes in the Classroom.

    Science.gov (United States)

    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)

  14. Changes in student teachers' agency beliefs during a teacher education year, and relationships with observed classroom quality, and day-to-day experiences.

    Science.gov (United States)

    Malmberg, Lars-Erik; Hagger, Hazel

    2009-12-01

    Conceptualizations of teachers' agency beliefs converge around domains of support and instruction. We investigated changes in student teachers' agency beliefs during a 1 year teacher education course, and related these to observed classroom quality and day-to-day experiences in partnership schools during the practicum. Out of a sample of 66 student teachers who had responded to at least two out of four times to a questionnaire (18 men 48 women; mean age 26.4 years), 30 were observed during teaching, and 20 completed a 4-day short form diary. Confirmatory factor analysis validated two agency belief constructs. Multi-level models for change investigated individual differences in change over time. Multi-level path models related observation and diary responses to agency beliefs. Supportive agency belief was high and stable across time. Instructional agency belief increased over time, suggesting a beneficial effect of teacher education. This increase was predicted by observed classroom quality (emotional support and student engagement) and daily positive affect and agency beliefs. Teacher education is successful in creating a context in which student teachers' supportive agency beliefs can be maintained and instructional agency beliefs can increase during the course.

  15. 36 CFR 1280.48 - How do I apply to film, photograph, or videotape on NARA property for news purposes?

    Science.gov (United States)

    2010-07-01

    ..., photograph, or videotape on NARA property for news purposes? 1280.48 Section 1280.48 Parks, Forests, and... film, photograph, or videotape on NARA property for news purposes? (a) If you wish to film, photograph... wish to film, photograph, or videotape for news purposes at a Presidential library or at a regional...

  16. Chalk, Talk, and Videotape: Utilizing Ken Burns's Television Histories in the Classroom.

    Science.gov (United States)

    Edgerton, Gary R.

    2002-01-01

    Focuses on the career of Ken Burns, creator of historical documentaries for television and a popular historian. Examines his technique in creating documentaries, such as his use of style and the incorporation of biography. Discusses the differences between professional and popular history. (CMK)

  17. Computer-based desktop system for surgical videotape editing.

    Science.gov (United States)

    Vincent-Hamelin, E; Sarmiento, J M; de la Puente, J M; Vicente, M

    1997-05-01

    The educational role of surgical video presentations should be optimized by linking surgical images to graphic evaluation of indications, techniques, and results. We describe a PC-based video production system for personal editing of surgical tapes, according to the objectives of each presentation. The hardware requirement is a personal computer (100 MHz processor, 1-Gb hard disk, 16 Mb RAM) with a PC-to-TV/video transfer card plugged into a slot. Computer-generated numerical data, texts, and graphics are transformed into analog signals displayed on TV/video. A Genlock interface (a special interface card) synchronizes digital and analog signals, to overlay surgical images to electronic illustrations. The presentation is stored as digital information or recorded on a tape. The proliferation of multimedia tools is leading us to adapt presentations to the objectives of lectures and to integrate conceptual analyses with dynamic image-based information. We describe a system that handles both digital and analog signals, production being recorded on a tape. Movies may be managed in a digital environment, with either an "on-line" or "off-line" approach. System requirements are high, but handling a single device optimizes editing without incurring such complexity that management becomes impractical to surgeons. Our experience suggests that computerized editing allows linking surgical scientific and didactic messages on a single communication medium, either a videotape or a CD-ROM.

  18. Teachers' scientific knowledge, teaching practice, and students' learning activities: Cases of three elementary classroom teachers

    Science.gov (United States)

    Jang, Shinho

    The purposes of this dissertation study are to better understand what specific types of scientific knowledge and practice three elementary teachers exhibit, and to examine how they use their scientific knowledge in their classroom teaching practice to provide students' opportunities to learn science when teaching condensation in the context of a unit on the water cycle. By comparing and contrasting three cases of elementary classroom teaching, this study discusses what kinds of scientific knowledge and practice are fundamental for teaching elementary science for scientific understanding. The data include structured interviews (content, pre- and post- observation, and stimulated recall), videotaped classroom observations, and collections of teachers' and students' written artifacts. Data were collected prior to, during, and after the three teachers taught condensation to fifth grade students. The data were analyzed in three contexts: interviews, teaching practices, and students' classroom activities. This made it possible to clarify which characteristics of teacher's scientific knowledge influenced which aspects of their teaching practice. Data analysis shows that teachers' scientific knowledge were closely associated with their teaching practice and students' classroom activities. Two characteristics of the teachers' scientific reasoning emerged as especially important. The first concerned how teachers connected observations of condensation with patterns in those observations (e.g., condensation occurs when warm moist air cools) and with explanations for those patterns (e.g., condensation is water vapor that changes to liquid water). Two teachers were careful to connect observations with patterns in their own thinking and in their classroom teaching. One of those teachers also connected the observations and patterns to scientific explanations. In contrast, the third teacher focused on listing scientific terms with little elaboration with specific observations and

  19. Peer Tutoring in the Regular Classroom: A Guide for School Psychologists.

    Science.gov (United States)

    Ehly, Stewart

    Written to accompany a videotape, the handbook is presented as a guide for school psychologists on peer tutoring in the regular classroom. A general overview of the peer tutoring process (including selecting and pairing students, supervising the process, and scheduling and feedback) is presented, followed by basic steps in developing a tutoring…

  20. WHEN SENSING TEACHES MORE THAN TEXT BOOKS: REVITALIZING TEAM, ICT AND OBSERVATIONAL LEARNING TO THRIVE SOCIO-AFFECTIVE CONSCIOUSNESS IN LANGUAGE CLASSROOM

    Directory of Open Access Journals (Sweden)

    Adi Suryani

    2017-04-01

    Full Text Available The flourish of ICT and complexity of today‘s social-cultural and technological issues entails a strong need for a change in education. Today‘s education should be more directed outward by observing what happens in the society instead of just inward by indoctrinating certain perspectives and memorizing facts. Thus, it is not classroomcentred education anymore, but it is now becoming society-centred and being the miniature of society. Today‘s classrooms are expected to facilitate broader and various learning process, dynamic mental process and provide autonomy and creativity for students to construct their own knowledge by observing, sensing and learning from society. Through this process, students can see society as place and source of learning. Learning from society can also trigger social learning. Together, the aspect of observing issues emerging in society and being able to accommodate various perspectives in jointlearning lay the foundation for creating socio-affective conscious learners. This study aims to explore how and what the students can learn by observing, thinking, feeling and proposing problem solving for social, cultural and technological issues in joint-learning and what challenges they encounter during their learning process. The data is grounded on students‘ reflective notes and the result of collaborated problem solving in groups in language classroom. The data shows that the students learn some constellations of socioaffective learning aspects. Those are the exercises of multiple sensory, social learning (awareness, coordination, affinity, sharing, respect, communication, emotional learning (regulation, awareness, positive emotional contagion in group, adaptive. Their sensory, social and affective learning are enhanced by ICT.

  1. Functions of Teacher and Student Code-Switching in an EFL Classroom and Pedagogical Focus: Observations and Implications

    Directory of Open Access Journals (Sweden)

    Stefan Rathert

    2012-11-01

    Full Text Available Code-switching (CS, the alternation between two or more languages within a stretch of language, is accepted as a valuable strategy of bilinguals in making linguistic choices for communicative purposes. Following different perspectives, CS can be understood either as an attempt to communicate meanings at the macro level (such as identity, solidarity etc., or to convey intended meaning to the listener within the boundaries of conversational interaction at the micro level. Accepted as a strategy of speakers in bilingual communities, CS in foreign language learning settings is still a contentious matter. However, its potential has been emphasized in recent studies. This small-scale study examines teacher and student CS occurrences in an EFL lesson at a Turkish state university. CS occurrences were transcribed and sample extracts were analyzed through conversational analysis. The results show that teachers and learners apply CS to generate access to language or as a tool in classroom management. This study also reveals that CS can be a learner strategy to avoid L2 when lesson content is of little relevance to learners. In such cases CS cannot fulfil its potential as a means in discourse strategy, and language learning is unlikely to be facilitated.

  2. Incremental Validity of Test Session and Classroom Observations in a Multimethod Assessment of Attention Deficit/Hyperactivity Disorder

    Science.gov (United States)

    McConaughy, Stephanie H.; Harder, Valerie S.; Antshel, Kevin M.; Gordon, Michael; Eiraldi, Ricardo; Dumenci, Levent

    2010-01-01

    This study tested the incremental validity of behavioral observations, over and above parent and teacher reports, for assessing symptoms of Attention Deficit/Hyperactivity Disorder (ADHD) in children ages 6 to 12, using the Test Observation Form (TOF) and Direct Observation Form (DOF) from the Achenbach System of Empirically Based Assessment. The…

  3. Classroom questioning strategies as indicators of inquiry based science instruction

    Science.gov (United States)

    Goossen, Linda Hale

    Inquiry teaching often rests upon the assumption that through the use of questioning and response strategies, teachers can stimulate students to actively construct knowledge. Based on this hypothesis, middle-school science lessons were observed and questioning and response strategies were identified that are related to inquiry-based instruction. Twenty-four science lessons were observed, videotaped, and ranked by inquiry characteristics other than questioning strategy. The video and audio portions of the recordings were analyzed to determine the student and teacher's questioning and response strategies in each classroom. These strategies were then compared to teaching style, along a continuum from traditional to inquiry, to identify questioning and response strategies that stimulate students to ask questions, solve problems, analyze evidence, consider alternative explanations, and other similar inquiry behaviors. The analyses indicated several questioning strategies of teachers that are related to inquiry teaching and learning and might be used as indicators of inquiry teaching in middle school science lessons. These include the number of content-related questions asked by teachers, the number of divergent questions asked by teachers, the number of times teachers probe for the intended response, the number of times teachers answer students' questions, and the number questions per concept asked by teachers. Perhaps more important was the observation that even after several decades of emphasizing the importance of inquiry methods in science education, neither students nor teachers participating in this study are asking higher-level cognitive questions deemed to be an important facet in the effective teaching and learning of science.

  4. The Classroom Animal: Mealworms.

    Science.gov (United States)

    Kramer, David C., Ed.

    1985-01-01

    Describes appearance, longevity, and changes in each step of the mealworm life cycle. Guidelines for starting a classroom colony are given with housing and care instructions. Suggested observations, activities, and questions for students are included. (DH)

  5. Classroom Observations and Reflections: Using Online Streaming Video as a Tool for Overcoming Barriers and Engaging in Critical Thinking

    Science.gov (United States)

    Barlow, Angela T.; McCrory, Michael R.; Blessing, Stephen

    2013-01-01

    In typical school settings, teachers are not afforded the opportunity to observe the instructional practices of their peers. Time constraints, opportunity, and willingness to participate in observational practices are just three of the factors that may limit teachers' engagement in this type of activity. To provide teachers with opportunities to…

  6. Producing Videotape Programs for Computer Training: An Example with AMA/NET

    Science.gov (United States)

    Novey, Donald W.

    1990-01-01

    To facilitate user proficiency with AMA/Net, an 80-minute training videotape has been produced. The production was designed to use videotape's advantages, where information and emotion are combined; and to accommodate its chief disadvantage, lack of resolution for fine text, with close-ups and graphics. Content of the videotape was conceived, outlined, demonstrated with simultaneous text capture, edited into script form, narration added, and scripts marked for videotaping and narrating. Videotaping was performed with actual keyboard sounds for realism. The recording was divided into four areas: office mock-up, keyboard close-ups, scan-conversion and screen close-ups. Once the footage was recorded, it was logged and rough-edited. Care was taken to balance the pace of the program with visual stimulation and amount of narration. The final edit was performed as a culmination of all scripts, video materials and rough edit, with graphics and steady change of visual information offsetting the static nature of the screen display. Carefully planned video programs can be a useful and economical adjunct in the training process for online services.

  7. (UNEXPLORED CONTEXTS IN THE TEACHING PRACTICUM IN ENGLISH LANGUAGE AND LITERATURE COURSES: THE PLACE OF CLASSROOM OBSERVATION IN THE REPORTS OF PRE-SERVICE TEACHERS

    Directory of Open Access Journals (Sweden)

    Juliana Reichert Assunção Tonelli

    2016-12-01

    Full Text Available Teaching contexts are essential to establish the relationships between theory and classroom practice. One of the stages in such process consists in observing movements that happens at schools, the actions executed by the teachers and the attitudes and behaviours of the students when contents are taught and the relationships are established. Hence, it was proposed to four pre-service teachers, after they had chosen the teaching context they most identified with and where they would develop their teaching practicum, a moment of reflexion about the role and the importance of previous observation. In this paper we aim at reflecting upon the place of that phase of the teaching practicum considering the chosen contexts: the teaching of English to kindergarteners and to students with special educational needs. Oral texts produced by the pre-service teachers were analyzed based on the theoretical and methodological assumptions of the Sociodiscursive Interactionism, which assumes that all textual production (written and/or oral is part of a socio-cultural-historical context, which determines the context of text production and its use by readers/listeners. Because it is an unexplored performance in English language teaching practicum in the English Language and Literature courses, previous observation of the context was essential for the pre-service teachers decision-making.

  8. Childhood videotaped social and neuromotor precursors of schizophrenia: a prospective investigation

    DEFF Research Database (Denmark)

    Schiffman, Jason; Walker, Elaine; Ekstrøm, Morten

    2004-01-01

    OBJECTIVE: The authors examined videotaped behaviors of children who developed schizophrenia as adults and of comparison subjects to disclose possible social and neuromotor deficits foreshadowing later development of schizophrenia. METHOD: In 1972, a sample of 265 11-13-year-old Danish children...... disorder. In 1991, adult psychiatric outcome data were obtained for 91.3% (N=242). This study systematically analyzed the videotapes to determine whether the children who developed schizophrenia as adults evidenced greater social and/or neuromotor deficits than children who did not develop a psychiatric...... disorder and children who developed other psychiatric disorders. RESULTS: The findings from this study suggest that the brief videotaped footage of children eating lunch was able to discriminate between the individuals who later developed schizophrenia and those who did not. Specifically...

  9. Constructivism in Practice: an Exploratory Study of Teaching Patterns and Student Motivation in Physics Classrooms in Finland, Germany and Switzerland

    Science.gov (United States)

    Beerenwinkel, Anne; von Arx, Matthias

    2017-04-01

    For the last three decades, moderate constructivism has become an increasingly prominent perspective in science education. Researchers have defined characteristics of constructivist-oriented science classrooms, but the implementation of such science teaching in daily classroom practice seems difficult. Against this background, we conducted a sub-study within the tri-national research project Quality of Instruction in Physics (QuIP) analysing 60 videotaped physics classes involving a large sample of students ( N = 1192) from Finland, Germany and Switzerland in order to investigate the kinds of constructivist components and teaching patterns that can be found in regular classrooms without any intervention. We applied a newly developed coding scheme to capture constructivist facets of science teaching and conducted principal component and cluster analyses to explore which components and patterns were most prominent in the classes observed. Two underlying components were found, resulting in two scales—Structured Knowledge Acquisition and Fostering Autonomy—which describe key aspects of constructivist teaching. Only the first scale was rather well established in the lessons investigated. Classes were clustered based on these scales. The analysis of the different clusters suggested that teaching physics in a structured way combined with fostering students' autonomy contributes to students' motivation. However, our regression models indicated that content knowledge is a more important predictor for students' motivation, and there was no homogeneous pattern for all gender- and country-specific subgroups investigated. The results are discussed in light of recent discussions on the feasibility of constructivism in practice.

  10. A Comparison of the Effectiveness of Interactive Laser Disc and Classroom Video Tape for Safety Instruction of General Motors Workers.

    Science.gov (United States)

    Bosco, James; Wagner, Jerry

    1988-01-01

    Describes evaluation that assessed the effectiveness of the Interactive Laser Disc System (ILDS) Training Program in comparison with classroom instruction with videotape for training of General Motors workers. Topics discussed include achievement test, attitude scales, opinion surveys, user preference questionnaires, interviews, and variables that…

  11. Disclosing Information about Epilepsy and Type 1 Diabetes Mellitus: The Effect on Teachers' Understanding of Classroom Behavior

    Science.gov (United States)

    Wodrich, David L.

    2005-01-01

    In an analog study, 122 continuing education and preservice teachers rated potential sources of one of two students' classroom problems. One student's behavior, described in a cumulative folder and a videotaped teacher/school psychologist conference, matched the symptoms of epilepsy, the other matched the symptoms of type 1 diabetes mellitus.…

  12. Evaluating first-year nursing students' ability to self-assess psychomotor skills using videotape.

    Science.gov (United States)

    Watts, Wilda Ellen; Rush, Kathy; Wright, Marjorie

    2009-01-01

    Developing confidence in self-assessment is an important skill in becoming a self-regulated learner. This article describes the process undertaken by a group of educators of incorporating self-assessment in combination with psychomotor skill development with freshman students. Students were videotaped performing a wound-dressing change; the videotaping was immediately followed by a self-assessment of their performance using a faculty-generated checklist. Comparison of faculty and student ratings revealed the tendency for students to overrate their performance and identified discordance between students and faculty on several steps of the procedure. These evaluation findings are discussed and future directions explored.

  13. A cultural study of a science classroom and graphing calculator-based technology

    Science.gov (United States)

    Casey, Dennis Alan

    Social, political, and technological events of the past two decades have had considerable bearing on science education. While sociological studies of scientists at work have seriously questioned traditional histories of science, national and state educational systemic reform initiatives have been enacted, stressing standards and accountability. Recently, powerful instructional technologies have become part of the landscape of the classroom. One example, graphing calculator-based technology, has found its way from commercial and domestic applications into the pedagogy of science and math education. The purpose of this study was to investigate the culture of an "alternative" science classroom and how it functions with graphing calculator-based technology. Using ethnographic methods, a case study of one secondary, team-taught, Environmental/Physical Science (EPS) classroom was conducted. Nearly half of the 23 students were identified as students with special education needs. Over a four-month period, field data was gathered from written observations, videotaped interactions, audio taped interviews, and document analyses to determine how technology was used and what meaning it had for the participants. Analysis indicated that the technology helped to keep students from getting frustrated with handling data and graphs. In a relatively short period of time, students were able to gather data, produce graphs, and to use inscriptions in meaningful classroom discussions. In addition, teachers used the technology as a means to involve and motivate students to want to learn science. By employing pedagogical skills and by utilizing a technology that might not otherwise be readily available to these students, an environment of appreciation, trust, and respect was fostered. Further, the use of technology by these teachers served to expand students' social capital---the benefits that come from an individual's social contacts, social skills, and social resources.

  14. 36 CFR 1280.44 - May I film, photograph, or videotape on NARA property for commercial purposes?

    Science.gov (United States)

    2010-07-01

    ... 36 Parks, Forests, and Public Property 3 2010-07-01 2010-07-01 false May I film, photograph, or videotape on NARA property for commercial purposes? 1280.44 Section 1280.44 Parks, Forests, and Public... Rules for Filming, Photographing, or Videotaping on NARA Property? § 1280.44 May I film, photograph, or...

  15. Merging the Power of the Computer and VCR: Interactive Videotape with the Mandell Instant-Active Interface.

    Science.gov (United States)

    Brown, Scott W.

    1991-01-01

    Describes the Mandell Instant-Active Device, a microcomputer-based system that enables teachers to add questions and/or statement prompts to an existing videotape without affecting the videotape itself. Applications, procedures, student feedback, and hardware requirements are discussed. Ordering information is included. (MES)

  16. Observation and analysis of a classroom teaching and learning practice based on augmented reality and serious games on mobile platforms

    Directory of Open Access Journals (Sweden)

    Sylvie Barma

    2015-06-01

    Full Text Available This qualitative research is part of a learning effort to better understand how serious games are exploited in a science education context. The research team examined this issue by focusing on augmented reality as a technological innovation imbedded on a tablet. Given the current state of knowledge related to serious games and augmented reality, and given the fact that its use in the context of teaching/learning is not extended, this paper focuses on an initial exploration of how a new teaching practice involving a serious game based on an interactive augmented reality solution would impact on students in a physics class. A Design Based Research methodology was applied in a real‑world context within a college‑level physics class. Two conceptual tests containing ten questions on spatial notions regarding electromagnetic fields were administered to two control groups and two groups using the proposed serious game. The latter groups were administrated a game evaluation questionnaire as well. Thematic interpretation of students written responses to the evaluation questionnaire as well as the lessons and observations we derived from the in-class experimentation are provided and discussed in the paper.

  17. Classroom Management

    OpenAIRE

    Jasmina Delceva – Dizdarevik

    2008-01-01

    This paper is aiming to discover the paths that enable teachers to manage their work with students in the classroom. To be an efficient teacher means to know with what and how to motivate students to learn. Teacher as an efficient classroom manager needs to have skills to plan and prepare the education process, know how to organize the teaching and how to guide the class. An efficient teacher moreover needs o establish positive classroom climate and working discipline. Also, teacher should be...

  18. Animal Classification. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

    Science.gov (United States)

    2000

    This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. They learn what the terms "kingdom", "phylum", and "order" mean, and discover how the 3.5 million-plus organisms found on Earth fit into…

  19. Marine & Other Invertebrates. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

    Science.gov (United States)

    2000

    This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. Invertebrate animals include a vast array of spineless creatures. In this video, students discover marine lifeforms such as jellyfish,…

  20. Real Talk: Interviews, Radio Broadcasts and Videotaping as Context in Advanced Italian Conversation Courses.

    Science.gov (United States)

    Orban, Clara

    1997-01-01

    Discusses the problems faced by teachers of third-year (i.e. advanced) Italian language courses, particularly in developing students' speaking skills. Stresses the importance of "real talk" and discusses relevant student activities such as interviewing native speakers, preparing live radio broadcasts, and videotaping students speeches and…

  1. Amphibians. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

    Science.gov (United States)

    2000

    This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. Students find out about the world of amphibians as they examine their physical characteristics, environments, and life cycles, as well as…

  2. Camera Perspective Bias in Videotaped Confessions: Experimental Evidence of Its Perceptual Basis

    Science.gov (United States)

    Ratcliff, Jennifer J.; Lassiter, G. Daniel; Schmidt, Heather C.; Snyder, Celeste J.

    2006-01-01

    The camera perspective from which a criminal confession is videotaped influences later assessments of its voluntariness and the suspect's guilt. Previous research has suggested that this camera perspective bias is rooted in perceptual rather than conceptual processes, but these data are strictly correlational. In 3 experiments, the authors…

  3. Robert Sylwester on Social Interaction and Brain Development. Windows to the Mind, Volume 1. [Videotape].

    Science.gov (United States)

    Sylwester, Robert

    This videotape explores the relationship between the child's social world and cognitive development. The first part of the video examines why the social environment is important to brain development. This section looks at the amount of time a child spends in a social environment, and the anatomy of the developing brain. The second part of the…

  4. Insects & Other Arthropods. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

    Science.gov (United States)

    2000

    This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. They also learn that there are more species of insects than any other animal class in the world. Insects are incredible creatures with many…

  5. The Importance of Child Development in Education: A Conservation with James Comer and Chip Wood. [Videotape].

    Science.gov (United States)

    Comer, James; Wood, Chip

    Taped before an audience of teachers from around the country, this 65-minute videotape presents a discussion between James Comer and Chip Wood, noted experts in child development and education, in which they converse and respond to questions about critical issues confronting educators today. During the first part of the video, Comer and Wood…

  6. Dancetime! 500 Years of Social Dance. Volume I: 15th-19th Centuries. [Videotape].

    Science.gov (United States)

    Teten, Carol

    This VHS videotape recording is the first in a two-volume series that presents 500 years of social dance, music, and fashion. It focuses on the 15th-19th centuries, including Renaissance nobility, Baroque extravagance, Regency refinement, and Victorian romanticism. Each era reflects the changing relationships between men and women through the…

  7. Dancetime! 500 Years of Social Dance. Volume II: 20th Century. [Videotape].

    Science.gov (United States)

    Teten, Carol

    This 50-minute VHS videotape is the second in a 2-volume series that presents 500 years of social dance, music, and fashion. It features dance and music of the 20th century, including; 1910s: animal dances, castle walk, apache, and tango; 1920s: black bottom and charleston; 1930s: marathon, movie musicals, big apple, and jitterbug; 1940s: rumba;…

  8. Video-Taped Instruction Creates Listening and Visual Memory Integration for Higher Reading and Math Scores.

    Science.gov (United States)

    Erland, Jan

    This pre-post quasi-experimental study was conducted in a public school 5th grade class to determine the effects of video-taped instruction in teaching analysis and pattern finding skills. Methodology included guidelines from Cognitive Behavior Modification, Suggestopedia, and Guilford's Structure of Intellect Model within the Kaufman and Kaufman…

  9. Birds. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

    Science.gov (United States)

    2000

    This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. There are many different types of birds, over 9,000 different species. While not all birds take to the air, they all have feathers. Students…

  10. A system for sampling changes in blood pressure from a videotape, using Finapres(TM)

    NARCIS (Netherlands)

    Näring, G.W.B.; Wittebrood, J.; Staak, C. van der; DeMey, H.; Schaap, C.

    1996-01-01

    A system is described that measures blood pressure noninvasively and continuously during a videotaped verbal interaction. The system incorporates the use of the Finapres to nonintrusively and continuously measure BP during a verbal interaction. Segments from the interaction, in which blood pressure

  11. How To Dance through Time. Volume II: Dances of the Ragtime Era, 1910-1920. [Videotape].

    Science.gov (United States)

    Teten, Carol

    This 59-minute VHS videotape is the second in a series of "How To Dance Through Time" videos. It provides 44 step combinations and how-to instructions to help viewers learn to dance the most popular dances of the early 20th century (the ragtime era), including: the wild animal dances (fox trot, horse trot, kangaroo hop, duck waddle, squirrel,…

  12. Presenting Social Issues with Videotape [and] Teaming Up to Take a Risk.

    Science.gov (United States)

    Agosta, Diana; Jackson, Dick

    1991-01-01

    Two articles discuss the use of media in schools. One describes the use of videotapes to present social issues; the second describes the use of an integrated learning system with ninth and tenth grade at-risk students to improve their rate of attendance, academic achievement, and self-esteem. (LRW)

  13. Reptiles. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

    Science.gov (United States)

    1999

    This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. The ancestors of reptiles date back to the dinosaurs. After the dinosaurs died out, it was one of the best-adapted species that survived and…

  14. A Videotape Series for Teaching Physicians to Evaluate Sexually Abused Children

    Science.gov (United States)

    Jones, Jerry G.; Garrett, Judy; Worthington, Toss

    2004-01-01

    A free videotape subscription series was utilized to increase the knowledge of general physicians in clinical practice about the medical evaluation of sexually abused children. Of the 65 physicians who requested the first tape, 39 (60%) completed it. Fourteen of the 39 physicians who completed the first tape (36%) completed the 5-tape series.…

  15. Food Chains. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

    Science.gov (United States)

    2000

    This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. The food chain provides a clear example of how life continues year after year. Students learn how the cycle of energy starts with the sun,…

  16. PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes

    National Research Council Canada - National Science Library

    Eddy, Sarah L; Converse, Mercedes; Wenderoth, Mary Pat

    2015-01-01

    .... 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...

  17. Observation

    Science.gov (United States)

    Kripalani, Lakshmi A.

    2016-01-01

    The adult who is inexperienced in the art of observation may, even with the best intentions, react to a child's behavior in a way that hinders instead of helping the child's development. Kripalani outlines the need for training and practice in observation in order to "understand the needs of the children and...to understand how to remove…

  18. The effect of videotaping students' interviews with patients for interview skill education.

    Science.gov (United States)

    Lee, Woo Sung; Hwang, Ji Young; Lim, Ji Eun; Suh, Sang-Yeon; Park, Ki Heum; Sung, Nak-Jin

    2013-03-01

    The importance of communication between patients and physicians has been proven in many previous studies. The authors analyzed the effect of interview skill education through videotapes which recorded students' interviews with real patients in the outpatient department of family medicine. This study was conducted with all students who chose the elective course of family medicine and one randomly selected student every week from an 'infectious internal medicine' class at Dongguk University Ilsan Hospital during the period from December 2008 to March 2011. All students performed a preliminary examination of a new patient at the outpatient department of family medicine. All consultations were videotaped. Feedback to the student was given on the same day by viewing the videotape together. After feedback, all students performed another preliminary examination of one new patient at the department of family medicine the same week. Three family medicine residents scored all videotapes using 10-item interview skill checklists. Many parts of the checklists were modified using the Arizona Clinical Interview Rating Scales. Thirty-three students participated. Of 10 items, nine showed increased scores after feedback. There was a significant change in four items after feedback: 'type of question' (before 2.36 ± 0.60, after 2.73 ± 0.72), 'timeline' (before 2.82 ± 0.68, after 3.18 ± 0.73), 'positive verbal reinforcement' (before 2.24 ± 0.56, after 2.61 ± 0.90), and the total score (before 21.70 ± 2.62, after 23.39 ± 3.13) (P skills using videotapes of students' preliminary consultations with real patients in outpatient settings, was effective in improving the interview areas of 'type of question,' 'timeline,' 'positive verbal reinforcement,' and the total interview scores.

  19. Flipped classroom

    DEFF Research Database (Denmark)

    Skov, Tobias Kidde; Jørgensen, Søren

    2016-01-01

    Artiklen beskriver Flipped Classroom som et didaktisk princip, der kan være med til at organisere og tilrettelægge en undervisning, med fokus på forskellige læringsformer. Det handler om at forstå Flipped Classroom som en opdeling i 2 faser og 3 led, som samlet set skaber en didaktisk organisering....

  20. Classrooms as

    African Journals Online (AJOL)

    also supplied a means for students to develop relationships with their peers as ... promoting 'real world' skills they could transfer outside of the classroom and into their lives. ... Keywords: digital storytelling, classrooms as safe houses, personal writing, ...... British Journal of Educational Technology, DOI: 10.1111/bjet.12540.

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

    Science.gov (United States)

    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.

  2. Maximizing Learning Potential in the Communicative Classroom.

    Science.gov (United States)

    Kumaravadivelu, B.

    1993-01-01

    A classroom observational study is presented to assess whether a macrostrategies framework will help communicative language teaching teachers to maximize learner potential in the classroom. Analysis of two classroom episodes revealed that one episode was evidently more communicative than the other. (seven references) (VWL)

  3. Childhood videotaped social and neuromotor precursors of schizophrenia: a prospective investigation

    DEFF Research Database (Denmark)

    Schiffman, Jason; Walker, Elaine; Ekstrøm, Morten

    2004-01-01

    were filmed under standardized conditions while they were eating lunch. The examination was part of a larger study investigating early signs of schizophrenia spectrum disorders. Many of the subjects had a parent with schizophrenia, leaving them at high risk for developing a schizophrenia spectrum...... disorder and children who developed other psychiatric disorders. RESULTS: The findings from this study suggest that the brief videotaped footage of children eating lunch was able to discriminate between the individuals who later developed schizophrenia and those who did not. Specifically...... disorder. In 1991, adult psychiatric outcome data were obtained for 91.3% (N=242). This study systematically analyzed the videotapes to determine whether the children who developed schizophrenia as adults evidenced greater social and/or neuromotor deficits than children who did not develop a psychiatric...

  4. Pain, role play, and videotape. Pain management staff development in a community hospital.

    Science.gov (United States)

    Daroszewski, E B; Meehan, D A

    1997-01-01

    Videotaped role play was an effective staff development strategy used as an initial exercise in a five-part class to update the pain management skills of experienced nurses. It engaged the participants in learning and stimulated discussion and provided concrete feedback of current clinical practices for comparison with the Agency for Health Care Policy and Research pain management guidelines (Acute Pain Management Guideline Panel, 1992).

  5. CLASSROOM MANAGEMENT

    Directory of Open Access Journals (Sweden)

    Jasmina Delceva – Dizdarevik

    2014-06-01

    Full Text Available This paper is aiming to discover the paths that enable teachers to manage their work with students in the classroom. To be an efficient teacher means to know with what and how to motivate students to learn. Teacher as an efficient classroom manager needs to have skills to plan and prepare the education process, know how to organize the teaching and how to guide the class. An efficient teacher moreover needs o establish positive classroom climate and working discipline. Also, teacher should be able to evaluate the progress of the students and self-evaluate his own work.In order to examine classroom management skills of teachers in Republic of Macedonia, a research has been made for teachers in primary schools in Republic of Macedonia. Instruments which will be used in order to complete the research and analyses are the following: questionnaire for teachers and educational policy analyses in our country in order to discover whether there is concrete strategy for promotion and implementation of classroom management on local and national level.Analyses of results show that there is a deficit of classroom management skills among teachers, which is due moreover to some lapses in initial education of teachers.

  6. All Together Now: Measuring Staff Cohesion in Special Education Classrooms

    Science.gov (United States)

    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…

  7. Classroom Social Signal Analysis

    Science.gov (United States)

    Raca, Mirko; Dillenbourg, Pierre

    2014-01-01

    We present our efforts towards building an observational system for measuring classroom activity. The goal is to explore visual cues which can be acquired with a system of video cameras and automatically processed to enrich the teacher's perception of the audience. The paper will give a brief overview of our methodology, explored features, and…

  8. Different Gender Students' Participation in the High- and Low-achieving Middle School Questioning-orientated Biology Classrooms in Taiwan

    Science.gov (United States)

    She, Hsiao-Ching

    2001-02-01

    This case study investigated gender-based differences in classroom participation through examining teacher-student interactions between a female biology teacher and two groups of middle school students, namely high achievers and low achievers. The female teacher used a questioning-orientated instructional strategy as her major teaching style which creates greater opportunities for student participation in biology learning. Classroom sessions were videotaped for one school year, then analysed for gender differences in question-and-answer patterns. The results showed that more teacher-initiated questions, teacher-directed interactions, and teacher feedback were given to males than females in both groups, but a large difference was found between the two groups of students. Girls in the low-achieving biology class (LABC) were more likely to participate at a rate comparable with their male classmates; girls answered more procedure questions and an equal percentage of process questions, called out approximately the same percentage of answers to undirected teacher-initiated questions, and received more instances of praise and follow-up questions. Contrary to what was observed in the high-achieving biology class (HABC), LABC girls initiated more questions than LABC boys.

  9. Influence of using challenging tasks in biology classrooms on students' cognitive knowledge structure: an empirical video study

    Science.gov (United States)

    Nawani, Jigna; Rixius, Julia; Neuhaus, Birgit J.

    2016-08-01

    Empirical analysis of secondary biology classrooms revealed that, on average, 68% of teaching time in Germany revolved around processing tasks. Quality of instruction can thus be assessed by analyzing the quality of tasks used in classroom discourse. This quasi-experimental study analyzed how teachers used tasks in 38 videotaped biology lessons pertaining to the topic 'blood and circulatory system'. Two fundamental characteristics used to analyze tasks include: (1) required cognitive level of processing (e.g. low level information processing: repetiition, summary, define, classify and high level information processing: interpret-analyze data, formulate hypothesis, etc.) and (2) complexity of task content (e.g. if tasks require use of factual, linking or concept level content). Additionally, students' cognitive knowledge structure about the topic 'blood and circulatory system' was measured using student-drawn concept maps (N = 970 students). Finally, linear multilevel models were created with high-level cognitive processing tasks and higher content complexity tasks as class-level predictors and students' prior knowledge, students' interest in biology, and students' interest in biology activities as control covariates. Results showed a positive influence of high-level cognitive processing tasks (β = 0.07; p < .01) on students' cognitive knowledge structure. However, there was no observed effect of higher content complexity tasks on students' cognitive knowledge structure. Presented findings encourage the use of high-level cognitive processing tasks in biology instruction.

  10. Smart Classroom

    Science.gov (United States)

    Kelly, Rhea, Ed.

    2006-01-01

    What makes a classroom "smart"? Presentation technologies such as projectors, document cameras, and LCD panels clearly fit the bill, but when considering other technologies for teaching, learning, and developing content, the possibilities become limited only by the boundaries of an institution's innovation. This article presents 32 best practices…

  11. Classroom Antarctica

    Science.gov (United States)

    Gozzard, David

    Australian company Antarctica Flights runs summer sightseeing trips out of Australian capital cities to tour the Antarctic coast. The Laby Foundation of the University of Melbourne, through its "Classroom Antarctica" program, sponsored Kent Street High School science teacher, Ms Suzy Urbaniak and 18 of her students to take the trip, to…

  12. Virtual Classroom

    DEFF Research Database (Denmark)

    Christensen, Ove

    2013-01-01

    In the Scandinavian countries: Sweden, Norway and Denmark, the project GNU (Grænseoverskridende Nordisk Undervisning, i.e. Transnational Nordic Teaching) is experimenting with ways of conducting teaching across the borders in the elementary schools. The cloud classes are organised with one class ...... and benefits in regard to learning and pedagogy with virtual classroom....

  13. Profiles of classroom behavior in high schools: associations with teacher behavior management strategies and classroom composition.

    Science.gov (United States)

    Pas, Elise T; Cash, Anne H; O'Brennan, Lindsey; Debnam, Katrina J; Bradshaw, Catherine P

    2015-04-01

    Although there has been considerable attention to the issue of classroom management and processes in educational reform models, there has been relatively limited research on these factors in high schools. The current study utilized observational data from 1262 classrooms in 52 high schools to examine teacher classroom management strategies and ratings of student compliance, engagement, and social disruption. Latent profile analysis (LPA) was conducted to examine specific patterns of classroom-wide student behavior in relation to teachers' use of classroom management strategies and classroom composition. The LPA revealed three distinct classroom behavioral profiles where students consistently met behavioral expectations (71%), inconsistently met expectations (23%), and were noncompliant (6%). Analyses indicated a functional association between patterns of student behavior and teachers' classroom management. In classrooms where students consistently met expectations, teachers provided more opportunities to respond and less disapproval and reactive behavioral management. Classrooms with noncompliant students had teachers who used the most disapproval and reactive behavior management. In addition, classrooms characterized as consistent had fewer males and more White students than classrooms characterized by inconsistent and noncompliant behaviors. These findings highlight the link between student patterns of behavior and teacher classroom management and have important implications for screening and professional development. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  14. Constraints on communication in classrooms for the deaf.

    Science.gov (United States)

    Matthews, T J; Reich, C F

    1993-03-01

    One explanation for the relatively low scholastic achievement of deaf students is the character of communication in the classroom. Unlike aural communication methods, line-of-sight methods share the limitation that the receiver of the message must look at the sender. To assess the magnitude of this constraint, we measured the amount of time signers were looked at by potential receivers in typical secondary school classes for the deaf. Videotaped segments indicated that on average the messages sent by teachers and students were seen less than half the time. Students frequently engaged in collateral conversations. The constraints of line-of-sight communication are profound and should be addressed by teaching techniques, classroom layout, and possibly, the use of computer-communication technology.

  15. Quantification of video-taped images in microcirculation research using inexpensive imaging software (Adobe Photoshop).

    Science.gov (United States)

    Brunner, J; Krummenauer, F; Lehr, H A

    2000-04-01

    Study end-points in microcirculation research are usually video-taped images rather than numeric computer print-outs. Analysis of these video-taped images for the quantification of microcirculatory parameters usually requires computer-based image analysis systems. Most software programs for image analysis are custom-made, expensive, and limited in their applicability to selected parameters and study end-points. We demonstrate herein that an inexpensive, commercially available computer software (Adobe Photoshop), run on a Macintosh G3 computer with inbuilt graphic capture board provides versatile, easy to use tools for the quantification of digitized video images. Using images obtained by intravital fluorescence microscopy from the pre- and postischemic muscle microcirculation in the skinfold chamber model in hamsters, Photoshop allows simple and rapid quantification (i) of microvessel diameters, (ii) of the functional capillary density and (iii) of postischemic leakage of FITC-labeled high molecular weight dextran from postcapillary venules. We present evidence of the technical accuracy of the software tools and of a high degree of interobserver reliability. Inexpensive commercially available imaging programs (i.e., Adobe Photoshop) provide versatile tools for image analysis with a wide range of potential applications in microcirculation research.

  16. Beyond Lecture and Non-Lecture Classrooms: LA-student interactions in Active Learning Classrooms

    Science.gov (United States)

    Gonzalez, Dayana; Kornreich, Hagit; Rodriguez, Idaykis; Monslave, Camila; Pena-Flores, Norma

    Our expanded multi-site study on active learning classrooms supported by Learning Assistants (LAs) aims to understand the connections between three classroom elements: the activity, student learning, and how LAs support the learning process in the classroom. At FIU, LAs are used in a variety of active learning settings, from large auditorium settings to studio classroom with movable tables. Our study uses the COPUS observation protocol as a way to characterize LAs behaviors in these classrooms. With a focus on LA-student interactions, our analysis of how LAs interact with students during a 'learning session' generated new observational codes for specific new categories of LA roles. Preliminary results show that LAs spend more time interacting with students in some classes, regardless of the classroom setting, while in other classrooms, LA-student interactions are mostly brief. We discuss how LA-student interactions contribute to the dynamics and mechanism of the socially shared learning activity.

  17. Restraints to reform: The congruence of teacher and student actions in a chemistry classroom

    Science.gov (United States)

    McRobbie, Campbell; Tobin, Kenneth

    An interpretive methodology was employed to examine interrelations between teacher and student actions in a context of teaching and learning in an urban high school in Australia, a teacher of 20 years' experience, and a Grade 11 chemistry class. Data sources included teacher and student interviews, direct observation and videotapes of 4 weeks of lessons, and responses to a classroom environment survey. Three narratives were constructed for a typical lesson, the perspectives of the teacher, and the perspectives of a composite student. These narratives were used to describe what happened and communicate what we learned from the study. Initially, the teacher and students had difficulty describing their beliefs; however, as the study progressed they used language to describe their practices and construct mental models that fit with their practices and beliefs about learning. Teacher and student goals, beliefs about teacher and learner roles, and constructions of the context were coherent to such an extent that there was little impetus for change. These findings are discussed in terms of the difficulties of initiating and sustaining reform when the teacher and students are satisfied with what is happening and other sociocultural factors tend to support the status quo.Received: 26 April 1994; Revised: 8 September 1994;

  18. Use of videotape to assess mobility in a controlled randomized crossover trial of physiotherapy in chronic multiple sclerosis.

    Science.gov (United States)

    Wiles, C M; Newcombe, R G; Fuller, K J; Jones, A; Price, M

    2003-05-01

    To determine to what degree assessment of mobility based on comparison of videotape recordings before and after courses of physiotherapy in patients with chronic multiple sclerosis (MS) is reliable, correlates with 'live' assessments and indicates benefit. Prospective data collection within a randomized crossover controlled trial of physiotherapy at home, as an outpatient, or 'no therapy' in 40 patients. Hospital outpatients: outpatient and home physiotherapy. Mobility change based on a comparison of short video recordings before and after each treatment period was scored independently by two physiotherapists blinded to therapy type and other measures of outcome. Scores were compared with changes in the Rivermead Mobility Index (RMI) and other indices assessed by a physiotherapist in the patient's home. The two video observers agreed substantially on patient outcome. Changes in walking based on video correlated with RMI for home treatment (r = 0.41, p = 0.008) but not for hospital or no treatment periods (r = 0.14 and 0.15): video changes correlated with the 'live' assessor's global change score inconsistently ('no therapy' r = 0.48, p = 0.002, hospital r = 0.30, p = 0.06 and home r = 0.17, p = 0.30 treatment periods). Based on video data alone, improved mobility was evident following home therapy for only one observer but not for the other or the averaged scores of both. There was substantial agreement between two observers deciding on change in mobility based on independent blinded evaluation of short video sequences. However the correlations of these with 'live' assessments were variable. Physiotherapy had a less clear benefit on mobility based on video analysis alone compared with 'live' assessments. The study highlights the need for more objective measures of habitual mobility over longer periods.

  19. CLASSROOM MANAGEMENT

    OpenAIRE

    SAADAT BONAB, Habib; ESSMATI, Alavieh

    2015-01-01

    Abstract. The students’ greatest need both in and outside the classroom is to learn. Humans are intelligent beings who live in a complex, interdependent world in which their success or failure as individuals depends greatly on what they know about that word and about themselves. People need to learn and to develop the discipline needed to learn, and in most modern society's schools are the institutions in which young people focus their attention on this important task. Therefore, any class in...

  20. Patients, doctors, and videotape: a prescription for creating optimal healing environments?

    Science.gov (United States)

    Frankel, Richard M; Sung, Sue Hee; Hsu, John T

    2005-01-01

    Despite repeated calls for greater patient autonomy, shared decision making, and exploration of patient preferences, relatively little is known about how patients actually experience care as a face-to-face interactional process. A selected review of the literature in this area suggests that important asymmetries exist. Key among them is the tendency to report experiences from the point of view of only one member of the doctor-patient dyad. Thus, patients might report on their experiences of the system gone awry or professionals might attempt to understand the root cause(s) of an error by describing the conditions under which it occurred. Either way, information about the experience of care tends to be reported as a "my side" telling. Optimal healing environments are defined as health care contexts that are based upon mutual respect and build positive, resilient relationships among participants, using the qualities and resources of those relationships to enhance health. Understanding optimal healing environments also requires a knowledge of how doctors and patients share time and space together in the consultation (an etic or outsider perspective) and also a knowledge of the participants' experience of their time together (an emic or insider perspective). After reviewing its methodological roots, the IMPACT approach (Interactive Methodology for Preserving and Analyzing Clinical Transactions) using videotaped encounters along with independent commentaries by participants is described and applied in two different types of analyses: one in which the doctor-patient dyad is the unit of measure; the second in which physicians are stratified by having historically high or low satisfaction scores. In the latter approach, doctors' and patients' comments are compared across strata. At the dyadic level, and despite large gaps in income and social status, doctors and patients exhibit a strong tendency to cluster in terms of where they comment, so much so that in a pilot study

  1. Gathering the Dreamers: The Transformation Process to a Learner-Centered School. The Reinventing School Series. Part Two and Viewing Guide. Videotape.

    Science.gov (United States)

    Burrello, Leonard C.; DiLaura, Nancy

    This videotape and viewing guide present an emerging learner-centered paradigm of teaching and learning and answer questions of why and how a staff changes its practices. The viewing guide describes the elementary school in the videotape, noting the full inclusion of 50 students identified as disabled, the team approach in which teachers are…

  2. Classroom interactions and science inquiry: A comparative study examining differential implementation of a science program in two middle school classrooms

    Science.gov (United States)

    Goldberg, Jennifer Sarah

    This dissertation explores two classroom communities during the implementation of a new environmental science curriculum. The classrooms are similar in that both are located in the same middle school and led by experienced classroom teachers. Despite these similarities, differences among learning outcomes are found in analyses of student pre- and post-science tests in the two rooms. Through videotape analysis of classroom interaction within parallel curricular activities, learning opportunities are contrasted in terms of the social and cognitive organization of science activities and the roles played by teachers, students, and scientists as manifested in their discourse. In one classroom, tasks flow between whole class discussions and small group work. Curricular activities are interwoven with transitions eased as goals are shared with students. Scientific concepts are connected through various activities and related to ideas outside of the classroom. Furthermore, the classroom community is united, established largely through the teacher's discourse patterns, such as deictics (specifically, inclusive personal pronouns). Moreover, the teacher emphasizes that she is learning alongside the students. In the other classroom, the focus of their science period is typically centered around whole class instruction or small group work depending on the particular lesson. This organization accompanied by a heavy use of directives leads to an implicit goal of completing the assigned task. Curricular activities are isolated, with an emphasis on following protocol instructions. Through discursive patterns, such as endearing address terms and exclusive pronouns, a dichotomy is created between the teacher and student. As the designated expert, this teacher imparts her knowledge of science to the students. Several implications emerge from this study. Although pre-packaged, curricular lessons appear identical on paper, the enacted curriculum differs, even in similar settings. Without

  3. Instructional Quality Features in Videotaped Biology Lessons: Content-Independent Description of Characteristics

    Science.gov (United States)

    Dorfner, Tobias; Förtsch, Christian; Boone, William; Neuhaus, Birgit J.

    2017-09-01

    A number of studies on single instructional quality features have been reported for mathematics and science instruction. For summarizing single instructional quality features, researchers have created a model of three basic dimensions (classroom management, supportive climate, and cognitive activation) of instructional quality mainly through observing mathematics instruction. Considering this model as valid for all subjects and as usable for describing instruction, we used it in this study which aimed to analyze characteristics of instructional quality in biology lessons of high-achieving and low-achieving classes, independently of content. Therefore, we used the data of three different previous video studies of biology instruction conducted in Germany. From each video study, we selected three high-achieving and three low-achieving classes (N = 18 teachers; 35 videos) for our multiple-case study, in which conspicuous characteristics of instructional quality features were qualitatively identified and qualitatively analyzed. The amount of these characteristics was counted in a quantitative way in all the videos. The characteristics we found could be categorized using the model of three basic dimensions of instructional quality despite some subject-specific differences for biology instruction. Our results revealed that many more characteristics were observable in high-achieving classes than in low-achieving classes. Thus, we believe that this model could be used to describe biology instruction independently of the content. We also make the claims about the qualities for biology instruction—working with concentration in a content-structured environment, getting challenged in higher order thinking, and getting praised for performance—that could have positive influence on students' achievement.

  4. Teaching Practices and Elementary Classroom Peer Ecologies

    Science.gov (United States)

    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…

  5. Continuous Classroom Assessment at Primary Level

    Science.gov (United States)

    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…

  6. Effective Factors in Interactions within Japanese EFL Classrooms

    Science.gov (United States)

    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…

  7. Actors', partners', and observers' perceptions of sarcasm.

    Science.gov (United States)

    Rockwell, P

    2000-10-01

    This study compared actors', partners', and observers' perceptions of the amount of sarcasm used by participants (n = 80) in videotaped conversations. Significant differences were found among perceptions of actors, partners, and observers. Of the three perspectives, actors perceived themselves as using the greatest amount of sarcasm, followed by partners' perceptions of actors. Observers perceived actors as using the least amount of sarcasm. Correlations conducted to assess whether partners and observers recognized actors' individual attempts at sarcasm during the conversations were generally low.

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

    Science.gov (United States)

    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…

  9. Examining the Validity of Ratings from a Classroom Observation Instrument for Use in a District's Teacher Evaluation System. REL 2016-135

    Science.gov (United States)

    Lash, Andrea; Tran, Loan; Huang, Min

    2016-01-01

    The purpose of this study was to examine the validity of teacher evaluation scores that are derived from an observation tool, adapted from Danielson's Framework for Teaching, designed to assess 22 teaching components from four teaching domains. The study analyzed principals' observations of 713 elementary, middle, and high school teachers in…

  10. Discouraging Students’ Academic Dishonesty in Flipped Classroom

    Directory of Open Access Journals (Sweden)

    Lucia Nino Widiasmoro Dewati

    2017-03-01

    Full Text Available Flipped Classroom presents teaching process at home through videos, handouts and listening passages before the class session. While in-class time is mostly devoted for questions and answers session, exercises, projects and discussion. The reason flipped classroom is needed for teachers in this era, simply because at the time students do the assignments inside the classroom, teachers would have the opportunities to observe students’ interaction, activities, improvement and even to solve students’ problem such as academic dishonesty. Thus, the question would be: to what extent is the urgency of implementing flipped classroom as one solution to discourage students’ academic dishonesty in writing classes? The study is conducted by employing Action Research. The findings confirm that performing Flipped Classroom is essential in order to discourage students’ academic dishonesty while assisting the teacher to observe students’ development in writing classes. DOI: https://doi.org/10.24071/llt.2017.200103

  11. All Together Now: Measuring Staff Cohesion in Special Education Classrooms

    Science.gov (United States)

    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

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  14. The Effects of Clinical Experiences on the Understanding of Classroom Management Techniques

    Science.gov (United States)

    Cushman, Carey Anne Aycock; Kempy, Andrew

    2012-01-01

    For teacher educators, classroom management education is one of the least researched aspects of the profession. The purpose of this study was to determine if classroom management was most effectively learned through textbook analysis coupled with classroom discussion, or the experience of observing and practicing classroom management in the…

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

    Science.gov (United States)

    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…

  16. Raising Beetles in a Classroom.

    Science.gov (United States)

    Hackett, Erla

    This guide is designed to provide elementary school teachers with a harmless, inexpensive, clean, odorless, and easy-to-care-for insect-rearing project for the classroom. The following topics are included: (1) instructions for the care and feeding of the beetle larvae; (2) student activities for observing larval characteristics and behavior…

  17. A Preliminary Analysis of a Behavioral Classrooms Needs Assessment

    Directory of Open Access Journals (Sweden)

    Justin B. LEAF

    2016-12-01

    Full Text Available Today many special education classrooms implement procedures based upon the principles of Applied Behavior Analysis (ABA to establish educationally relevant skills and decrease aberrant behaviors. However, it is difficult for school staff and consultants to evaluate the implementation of various components of ABA and general classroom set up. In the present study we developed the Behavioral Classroom Needs Assessment as a tool to measure the quality of implementation of principles derived from ABA, teaching, and classroom set up in special education classrooms. Experiment 1 evaluated the reliability of two observers using the Behavioral Classroom Needs Assessment during 128 different observations across 68 different special education classrooms. An Intraclass Correlation Coefficient and Cronbach Alpha Analysis were utilized to determine reliability, and the results showed a high f of reliability across the 40 questions of the assessment. Experiment 2 compared the quality of intervention using the Behavioral Classroom Needs Assessment in five classrooms who received behavioral consultation and five classrooms that did not receive behavioral consultation. The results showed an improvement in the scores on the Behavioral Classroom Needs Assessment for those classrooms in which consultation occurred.

  18. A preliminary analysis of a behavioral classrooms needs assessment

    Directory of Open Access Journals (Sweden)

    Justin B. Leaf

    2016-12-01

    Full Text Available Today many special education classrooms implement procedures based upon the principles of Applied Behavior Analysis (ABA to establish educationally relevant skills and decrease aberrant behaviors. However, it is difficult for school staff and consultants to evaluate the implementation of various components of ABA and general classroom set up. In the present study we developed the Behavioral Classroom Needs Assessment as a tool to measure the quality of implementation of principles derived from ABA, teaching, and classroom set up in special education classrooms. Experiment 1 evaluated the reliability of two observers using the Behavioral Classroom Needs Assessment during 128 different observations across 68 different special education classrooms. An Intraclass Correlation Coefficient and Cronbach Alpha Analysis were utilized to determine reliability, and the results showed a high f of reliability across the 40 questions of the assessment. Experiment 2 compared the quality of intervention using the Behavioral Classroom Needs Assessment in five classrooms who received behavioral consultation and five classrooms that did not receive behavioral consultation. The results showed an improvement in the scores on the Behavioral Classroom Needs Assessment for those classrooms in which consultation occurred.

  19. Tracing Growth of Teachers' Classroom Interactions with Representations of Functions in the Connected Classroom

    Science.gov (United States)

    Morton, Brian Lee

    The purpose of this study is to create an empirically based theoretic model of change of the use and treatment of representations of functions with the use of Connected Classroom Technology (CCT) using data previously collected for the Classroom Connectivity in Promoting Mathematics and Science Achievement (CCMS) project. Qualitative analysis of videotapes of three algebra teachers' instruction focused on different categories thought to influence teaching representations with technology: representations, discourse, technology, and decisions. Models for rating teachers low, medium, or high for each of these categories were created using a priori codes and grounded methodology. A cross case analysis was conducted after the completion of the case studies by comparing and contrasting the three cases. Data revealed that teachers' decisions shifted to incorporate the difference in student ideas/representations made visible by the CCT into their instruction and ultimately altered their orientation to mathematics teaching. The shift in orientation seemed to lead to the teachers' growth with regards to representations, discourse, and technology.

  20. Purposeful interaction and the professional development of content teachers : Observations of small-group teaching and learning in the international classroom

    NARCIS (Netherlands)

    Haines, Kevin; Valcke, Jennifer; Wilkinson, Robert

    2017-01-01

    This article discusses the development of a model of ‘purposeful interaction’, which can be used as a framework of reference when supporting the work of content teachers in ‘international classrooms’ in higher education. This model has been developed during observations of the work of content

  1. An Examination of Cooperating Teachers' Observations of Their Student Teachers in the Areas of Personal, Teaching, and Musical Skills in the Elementary Classroom

    Science.gov (United States)

    Cole, Mark R.

    2014-01-01

    The purpose of this descriptive study was to examine the observations of elementary school music teachers regarding the level of preparation of their most recent student teachers at the beginning of their student teaching experience. Twenty-seven elementary music teachers participated in a survey rating the preparedness of their student teacher in…

  2. A videotaped intervention to enhance child control and reduce anxiety of the pain of dental injections.

    Science.gov (United States)

    Weinstein, P; Raadal, M; Naidu, S; Yoshida, T; Kvale, G; Milgrom, P

    2003-12-01

    While the psychological literature shows that perceptions of uncontrollability contribute to anxiety and other pathologies, interventions that enhance perceived control have been shown to reduce anxiety. This study attempted to assess a brief videotape to enhance child perceived control in a dental setting. 101 children aged 7-9 years completed warm-up procedures and viewed either: a) the experimental intervention, a 2 minutes video of a dentist explaining what an injection will feel like and proposing hand raising as a signal mechanism; or b) the control condition, a 2 minutes video of Disneyland. Fear of dental injections was assessed on a 10 cm visual analogue scale before and after the intervention. In the experimental group there was a significant fear reduction from pre- to post-intervention, while this was not the case in the control group. Children with higher pre-existing levels of fear benefited more from the intervention than children with lower levels of fear. The results of this pilot study suggest that intervention packages that impact child control have promise in lowering anxiety.

  3. Provider Education about Glaucoma and Glaucoma Medications during Videotaped Medical Visits

    Directory of Open Access Journals (Sweden)

    Betsy Sleath

    2014-01-01

    Full Text Available Objective. The purpose of this study was to examine how patient, physician, and situational factors are associated with the extent to which providers educate patients about glaucoma and glaucoma medications, and which patient and provider characteristics are associated with whether providers educate patients about glaucoma and glaucoma medications. Methods. Patients with glaucoma who were newly prescribed or on glaucoma medications were recruited and a cross-sectional study was conducted at six ophthalmology clinics. Patients’ visits were videotape recorded and patients were interviewed after visits. Generalized estimating equations were used to analyze the data. Results. Two hundred and seventy-nine patients participated. Providers were significantly more likely to educate patients about glaucoma and glaucoma medications if they were newly prescribed glaucoma medications. Providers were significantly less likely to educate African American patients about glaucoma. Providers were significantly less likely to educate patients of lower health literacy about glaucoma medications. Conclusion. Eye care providers did not always educate patients about glaucoma or glaucoma medications. Practice Implications. Providers should consider educating more patients about what glaucoma is and how it is treated so that glaucoma patients can better understand their disease. Even if a patient has already been educated once, it is important to reinforce what has been taught before.

  4. Functions of code switching in multilingual classrooms

    National Research Council Canada - National Science Library

    Ondene van Dulm; Suzanne Rose

    2011-01-01

    .... Within each of these types of code switching, a number of specific functions of code switching in the classrooms observed are identified, such as expansion, clarification, and identity marking...

  5. Consolidation and Transfer of Learning after Observing Hand Gesture

    Science.gov (United States)

    Cook, Susan Wagner; Duffy, Ryan G.; Fenn, Kimberly M.

    2013-01-01

    Children who observe gesture while learning mathematics perform better than children who do not, when tested immediately after training. How does observing gesture influence learning over time? Children (n = 184, ages = 7-10) were instructed with a videotaped lesson on mathematical equivalence and tested immediately after training and 24 hr later.…

  6. Using case studies and videotaped vignettes to facilitate the development of critical thinking skills in new graduate nurses.

    Science.gov (United States)

    Hooper, Barbara L

    2014-01-01

    Critical thinking skills are an essential component of nursing and crucial to nursing practice. Case studies with videotaped vignettes were used to help facilitate the development of critical thinking skills in new graduate nurses. Results revealed a statistically significant increase (p = .041) on the overall Health Sciences Reasoning Test score. It is essential for educators to be aware of educational strategies that can affect the development of critical thinking skills.

  7. Collaborative Classroom Management in a Co-Taught Primary School Classroom

    Science.gov (United States)

    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…

  8. Jeff's Reef Oculina Banks Clelia Dive 607 2001 Digital Imagery - Captured from Videotapes taken during Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Digitial imagery, mpegs and jpegs, captured from mini-DV magnetic videotapes collected with an underwater 3-chip CCD color video camera, deployed from the research...

  9. Eau Gallie, Oculina Banks Clelia Dive 608 2001 Digital Imagery - Captured from Videotapes taken during Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Digitial imagery, mpegs and jpegs, captured from mini-DV magnetic videotapes collected with an underwater 3-chip CCD color video camera, deployed from the research...

  10. Sebastian Pinnacles Oculina Banks Clelia Dive 618 2001 Digital Imagery - Captured from Videotapes taken during Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Digitial imagery, mpegs and jpegs, captured from mini-DV magnetic videotapes collected with an underwater 3-chip CCD color video camera, deployed from the research...

  11. Cape Canaveral Oculina Banks Clelia Dive 616 2001 Digital Imagery - Captured from Videotapes taken during Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Digitial imagery, mpegs and jpegs, captured from mini-DV magnetic videotapes collected with an underwater 3-chip CCD color video camera, deployed from the research...

  12. Chapman's Reef Oculina Banks Clelia Dive 620 2001 Digital Imagery - Captured from Videotapes taken during Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Digitial imagery, mpegs and jpegs, captured from mini-DV magnetic videotapes collected with an underwater 3-chip CCD color video camera, deployed from the research...

  13. Sebastian Pinnacles, Oculina Banks Clelia Dive 614 2001 Digital Imagery - Captured from Videotapes taken during Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Digitial imagery, mpegs and jpegs, captured from mini-DV magnetic videotapes collected with an underwater 3-chip CCD color video camera, deployed from the research...

  14. Sebastian Pinnacles, Oculina Banks Clelia Dive 615 2001 Digital Imagery - Captured from Videotapes taken during Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Digitial imagery, mpegs and jpegs, captured from mini-DV magnetic videotapes collected with an underwater 3-chip CCD color video camera, deployed from the research...

  15. Eau Galllie Oculina Banks Clelia Dive 609 2001 Digital Imagery - Captured from Videotapes tken during Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Digitial imagery, mpegs and jpegs, captured from mini-DV magnetic videotapes collected with an underwater 3-chip CCD color video camera, deployed from the research...

  16. Chapman's Reef Oculina Banks Clelia Dive 621 2001 Digital Imagery - Captured from Videotapes taken during Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Digitial imagery, mpegs and jpegs, captured from mini-DV magnetic videotapes collected with an underwater 3-chip CCD color video camera, deployed from the research...

  17. Jeff's Reef Oculina Banks Clelia Dive 606 2001 Digital Imagery - Captured from Videotapes taken during Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Digitial imagery, mpegs and jpegs, captured from mini-DV magnetic videotapes collected with an underwater 3-chip CCD color video camera, deployed from the research...

  18. Cocoa Beach Oculina Banks Clelia Dive 617 2001 Digital Imagery - Captured from Videotapes taken during Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Digitial imagery, mpegs and jpegs, captured from mini-DV magnetic videotapes collected with an underwater 3-chip CCD color video camera, deployed from the research...

  19. Sebastian Pinnacles Oculina Banks Clelia Dive 619 2001 Digital Imagery - Captured from Videotapes taken during Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Digitial imagery, mpegs and jpegs, captured from mini-DV magnetic videotapes collected with an underwater 3-chip CCD color video camera, deployed from the research...

  20. Tips from the Classroom.

    Science.gov (United States)

    Hess, Natalie; And Others

    1995-01-01

    Six classroom tips for language teachers focus on creating a congenial classroom environment, integrating listening and reading skills, teaching idioms from tabloid newspapers, cooperative learning in honors courses, grammar games, and teaching culture through personalized automobile license plate messages. (MDM)

  1. Classroom Management. TESOL Classroom Practice Series

    Science.gov (United States)

    Farrell, Thomas S. C., Ed.

    2008-01-01

    This series captures the dynamics of the contemporary ESOL classroom. It showcases state-of-the-art curricula, materials, tasks, and activities reflecting emerging trends in language education and seeks to build localized language teaching and learning theories based on teachers' and students' unique experiences in and beyond the classroom. Each…

  2. Critical Classroom Discourse Analysis.

    Science.gov (United States)

    Kumaravadivelu, B.

    1999-01-01

    Conceptualizes a framework for conducting critical classroom-discourse analysis. Critiques the scope and method of current models of classroom-interaction analysis and classroom-discourse analysis and advocates using poststructuralist and postcolonialist understandings of discourse to develop a critical framework for understanding what actually…

  3. Encouraging Classroom Discussion

    Directory of Open Access Journals (Sweden)

    Robert Joseph McKee

    2014-10-01

    Full Text Available Classroom discussion has the potential to enhance the learning environment and encourages students to become active participants in the educational process. Student participation in classroom discussion has been shown to significantly improve the student learning experience. Research suggests that classroom discussion is an effective method for encouraging student classroom participation and for motivating student learning beyond the classroom. Participation in classroom discussion encourages students to become active collaborators in the learning process, while at the same time providing instructors with a practical method of assessing student learning. Classroom discussion is an effective tool for developing higher-level cognitive skills like critical thinking. Despite the potential discussion holds for student learning, many in academia lament the lack of participation in the classroom. The lack of student participation in classroom discussion is not a recent problem; it is one that has frustrated instructors for decades. Instructors report that some of the more current methods for encouraging classroom discussion can be exasperating and at times non-productive. This two-year study of 510 college and university students provides insight into the reasons why some students do not participate in classroom discussion. This study, which also elicited input from sixteen college and university professors and two high school teachers, offers some suggestions for creating and encouraging an environment conducive to student participation in the classroom.

  4. Using video-taped examples of standardized patient to teach medical students taking informed consent

    Directory of Open Access Journals (Sweden)

    SHIRIN HABIBI KHORASANI

    2015-04-01

    Full Text Available Introduction: Medical student should be trained in medical ethics and one of the most essential issues in this field is taking informed consents. In this research, we compared the effect of effectiveness of teaching methods on students’ ability in taking informed consent from patients. Methods: This semi-experimental study was carried out on fifty eight subjects from the 4th-year students of Shiraz University of Medical Sciences who attended in medical ethics course before their ‘clinical clerkship’training.Method of sampling was census and students were randomly allocated into two groups of control group (n=28 was trained in traditional lecture-based class and the case groupnamed as A1 (n=22 were taught by video-taped examples of standardized patient.Then A1 group attended in traditional lecture-based classes named as A2. The groups were evaluated in terms the ability of recognition of ethical issues through the scenario based ethical examination before and after each training. Scenarios were related to the topics of informed consent. Data were analyzed by SPSS 14 software using descriptive statistics and anova test. P-value less than 0.05 was considered as significant. Results: The mean scores results of A2, A1 and B group were found to be 7.21, 5.91 and 5.73 out of 8, respectively. Comparison between the groups demonstrated that the ability of taking informed consent was significantly higher in A2 group (p<0.001, followed by A1 group (p<0.05, while was the least in the B group (p=0.875. Conclusion: According to this research, lecture-based teaching is still of great value in teaching medical ethics, but when combined with standardized patient, the outcome will be much better. It should be considered that mixed methods of teaching should be used together for better result.

  5. The Observation Scientist

    Science.gov (United States)

    O'Shaughnessy, Molly

    2016-01-01

    Once the reasons for habitual observation in the classroom have been established, and the intent to observe has been settled, the practical details of observation must be organized. In this article, O'Shaughnessy gives us a model for the implementation of observation. She thoroughly reviews Montessori's work curves and how they can be used to show…

  6. Design activism in the HCI classroom

    OpenAIRE

    Hauser, Sabrina; Desjardins, Audrey; Wakkary, Ron

    2013-01-01

    In HCI, design activism has been practiced but has not been well articulated or discussed. There are examples of activism in the HCI classroom, opening a new avenue of discussion and investigation for the role of design activism in HCI. We present two case studies that show design activism in the classroom as examples from which to learn. We highlight themes and observations to encourage future articulation and practice of design activism in HCI and HCI education.

  7. Video observations on the habitat association of demersal nekton in ...

    African Journals Online (AJOL)

    A semi-quantitative assessment is made of the animals observed in archived videotapes taken from the research submersible Jago, during diamond mining and exploratory surveys off the mouth of the Orange River on the west coast of southern Africa (28°15´S, 29°11´S) in November 1996. The seabed environment is ...

  8. Story Time From Space — Astronomy and Astronauts Together in the Classroom

    Science.gov (United States)

    Bennett, Jeffrey

    2015-08-01

    Story Time From Space is an exciting new program in which astronauts aboard the International Space Station combine two key educational activities: (1) reading aloud science-based stories for children and (2) conducting specially built science demonstrations designed to reinforce science lessons from the stories. Both activity types are videotaped, with the videos to be posted freely on the web for access by classrooms (and individuals) around the world. Longer term plans include the creation of downloadable activities to take the lessons further. While the stories tend to focus on elementary ages, the demos are more sophisticated and can be used for middle school, high school, and even college. The first set of five books has been aboard the ISS since January 2014, with readings videotaped so far for all books in English and selected books in German and Japanese; the science demos are scheduled for launch this summer, followed by a second set of books in the fall. The first set of books, written by the presenter, focus heavily on astronomy and space science. In this presentation, I will introduce the program, how it can be used in classrooms around the world, and plans for its future development. The in-progress web site is www.storytimefromspace.com.

  9. Explicit Reading Comprehension Instruction in Elementary Classrooms: Teacher Use of Reading Comprehension Strategies

    Science.gov (United States)

    Ness, Molly

    2011-01-01

    The purpose of this observational study was to identify the frequency of reading comprehension instruction in elementary classrooms. Additional objectives were to determine which reading comprehension instructional strategies were most employed by teachers in elementary classrooms. In 3,000 minutes of direct classroom observation in 20 first-…

  10. Looking for Attributes of Powerful Teaching for Numeracy in Tasmanian K-7 Classrooms

    Science.gov (United States)

    Beswick, Kim; Swabey, Karen; Andrew, Rob

    2008-01-01

    This paper reports on the development and use of a classroom observation reflection tool designed to measure the extent to which pedagogies acknowledged in the literature as contributing to effective teaching of mathematics for numeracy are present in classrooms. The observation schedule was used in conjunction with a record of classroom activity…

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

    Science.gov (United States)

    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…

  12. Examining the content of weight, nutrition and physical activity advices provided by Dutch practice nurses in primary care: analysis of videotaped consultations.

    Science.gov (United States)

    van Dillen, S M E; Noordman, J; van Dulmen, S; Hiddink, G J

    2014-01-01

    To examine the content of Dutch practice nurses' (PNs') advices about weight, nutrition and physical activity to overweight and obese patients. A 100 videotaped real-life PN consultations (The Netherlands, 2010/2011) with overweight or obese patients were selected. An observational checklist was developed to assess frequency and content. Personalization of advices was scored, as also the guidelines on which PNs based their advices. Content analysis was used to identify different categories of advices. About one quarter of advices concerned weight, over two-thirds nutrition and one-third physical activity. Lose weight, eat less fat and be more physically active in general were the main categories for each type of advice. Despite high clarity of advices, lower scores were found for specificity and personalization. Very few nutrition advices were provided in combination with physical activity advices. Weight advices often related to the patient's complaint. PNs seldom set a concrete weight goal. Although benefits of physical activity were discussed, often no practical advices were provided about how to achieve this. Integrated lifestyle advice was not common: advices about nutrition and physical activity were fragmented throughout the consultation. Obesity prevention needs more emphasis in PNs' educational programs.

  13. Classroom Management through English

    OpenAIRE

    Doyle, Shane

    2009-01-01

    This article aims to examine the problems both foreign and Japanese English Language teachers may have in the classroom. Classroom management through English can be a daunting prospect for both Japanese and non-Japanese language teachers. How to clearly put boundaries in place that students will understand and respect is a problem many educators face. This article deals with problematic issues in classroom management and offers advice and guidance on how these issues can be solved.

  14. Functions of code switching in multilingual classrooms

    Directory of Open Access Journals (Sweden)

    Ondene van Dulm

    2011-08-01

    Full Text Available The research reported in this paper focuses on the functions of code switching between English and Afrikaans in the classroom interactions of a secondary school in the Western Cape. The data comprising audio recordings of classroom interactions are analysed within the framework of Myers-Scotton’s (1993a Markedness Model, according to which there are four types of code switching, namely marked, unmarked, sequential unmarked, and exploratory code switching. Within each of these types of code switching, a number of specific functions of code switching in the classrooms observed are identified, such as expansion, clarification, and identity marking. The study concludes that the Markedness Model offers a useful framework within which to analyse types of code switching, and that code switching has a specific functional role to play within multicultural and multilingual classrooms.

  15. Flipped Classroom Approach

    Directory of Open Access Journals (Sweden)

    Fezile Ozdamli

    2016-07-01

    Full Text Available Flipped classroom is an active, student-centered approach that was formed to increase the quality of period within class. Generally this approach whose applications are done mostly in Physical Sciences, also attracts the attention of educators and researchers in different disciplines recently. Flipped classroom learning which wide-spreads rapidly in the world, is not well recognized in our country. That is why the aim of study is to attract attention to its potential in education field and provide to make it recognize more by educators and researchers. With this aim, in the study what flipped classroom approach is, flipped classroom technology models, its advantages and limitations were explained.

  16. An Investigation of Teacher Candidates' Perceptions About Physical Dimension of Classroom Management

    OpenAIRE

    Ozsezer, M. Sencer Bulut; Saban, Ayten Iflazoglu

    2016-01-01

    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 were guided both to tell about the actual classroom they observed and to tell about their dream classroom. Thus, this study aims to discover student...

  17. Flipped Classroom Approach

    Science.gov (United States)

    Ozdamli, Fezile; Asiksoy, Gulsum

    2016-01-01

    Flipped classroom is an active, student-centered approach that was formed to increase the quality of period within class. Generally this approach whose applications are done mostly in Physical Sciences, also attracts the attention of educators and researchers in different disciplines recently. Flipped classroom learning which wide-spreads rapidly…

  18. Relationships in Inclusive Classrooms

    Science.gov (United States)

    Santos, Graça Duarte; Sardinha, Susana; Reis, Silvia

    2016-01-01

    Climate in the classroom is one of the determining factors in the development of practices in Inclusive Education. Many factors contribute to the climate in the classroom. However, there are predominance on affective-relational factors, with impact on action, norms and values, social interactions and learning processes. In this paper, the authors…

  19. Classroom -RE-SONANCE

    Indian Academy of Sciences (India)

    in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to· teaching and learning science. Logarithm and agM. In [1] we had discussed the evaluation.

  20. Defining Authentic Classroom Assessment

    Science.gov (United States)

    Frey, Bruce B.; Schmitt, Vicki L.; Allen, Justin P.

    2012-01-01

    A commonly advocated best practice for classroom assessment is to make the assessments authentic. Authentic is often used as meaning the mirroring of real-world tasks or expectations. There is no consensus, however, in the actual definition of the term or the characteristics of an authentic classroom assessment. Sometimes, the realistic component…

  1. Classroom Assessment in Action

    Science.gov (United States)

    Shermis, Mark D.; DiVesta, Francis J.

    2011-01-01

    "Classroom Assessment in Action" clarifies the multi-faceted roles of measurement and assessment and their applications in a classroom setting. Comprehensive in scope, Shermis and Di Vesta explain basic measurement concepts and show students how to interpret the results of standardized tests. From these basic concepts, the authors then…

  2. Acoustics and sociolinguistics: Patterns of communication in hearing impairing classrooms

    Science.gov (United States)

    McKellin, William; Shahin, Kimary; Jamieson, Janet; Hodgson, Murray; Pichora-Fuller, Kathleen

    2005-04-01

    In elementary school classes, noise during student led activities is often taken as evidence of successful interaction and learning. In this complex social environment of elementary school classrooms, acquisition of complex language and social skills-the focus of activities in early education-is expected to take place in hearing-hostile environments. Communication and language processing in these contexts requires interactive strategies, discourse forms, and syntactic structures different from the educationally desired forms used in acoustically advantageous environments. Recordings were made of the interaction of groups of students in grades 1-3, 5, and 7 during collaborative group work in their regular classrooms. Each student wore microphones at the ear level and head-mounted video cameras. Each group as a whole was also audio- and videotaped and noise level readings were recorded. Analysis of the acoustical and phonological properties of language heard by each student has demonstrated that the language variety used in these noisy and reverberant settings is similar to that of individuals with hearing impairments. This paper reports similarities between the syntactic structures and pragmatic strategies used by hearing impaired children and normally hearing children in noisy contexts. [Work supported by Peter Wall Institute for Advanced Studies, University of British Columbia.

  3. Mathematics difficulties & classroom leadership

    DEFF Research Database (Denmark)

    Schmidt, Maria Christina Secher

    2016-01-01

    . The findings suggest that the teachers’ pedagogical choices and actions support an active learning environment for students in diverse learning needs, and that the teachers practise dimensions of inclusive classroom leadership that are known to be successful for teaching mathematics to all students. Despite......This article investigates possible links between inclusion, students, for whom mathematics is extensively difficult, and classroom leadership through a case study on teaching strategies and student participation in four classrooms at two different primary schools in Denmark. Three sets of results...... are presented: 1) descriptions of the teachers’ classroom leadership to include all their students in the learning community, 2) the learning community produced by stated and practiced rules for teaching and learning behavior, 3) the classroom behavior of students who experience difficulties with mathematics...

  4. Mathematics and Science Learning Opportunities in Preschool Classrooms

    Science.gov (United States)

    Piasta, Shayne B.; Pelatti, Christina Yeager; Miller, Heather Lynnine

    2014-01-01

    Research Findings: The present study observed and coded instruction in 65 preschool classrooms to examine (a) overall amounts and (b) types of mathematics and science learning opportunities experienced by preschool children as well as (c) the extent to which these opportunities were associated with classroom and program characteristics. Results…

  5. Clashes in the Classroom: The Importance of Norms for Authority.

    Science.gov (United States)

    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,…

  6. A Behavior Game for the Reduction of Inappropriate Classroom Behaviors.

    Science.gov (United States)

    Hegerle, Dana R.; And Others

    1979-01-01

    A group-contingency behavior game significantly decreased disruptive classroom behavior after five weeks. The classroom observers gradually phased themselves out of the program, while training the teacher to continue the game unaided. Further analysis of the relative influences of peer pressure and competition v social reinforcement is needed. (CP)

  7. Preliminary Lessons about Supporting Participation and Learning in Inclusive Classrooms

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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,…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  13. Children's Agreement on Classroom Social Networks: Cross-Level Predictors in Urban Elementary Schools

    Science.gov (United States)

    Cappella, Elise; Neal, Jennifer Watling; Sahu, Neha

    2012-01-01

    Informed by research on interpersonal perception, peer relationships, and classroom climate, this study examines predictors of children's agreement with classmates on their classroom social networks. Social network data, peer nominations of positive behavior, and classroom observations were collected from 418 second-grade to fourth-grade children…

  14. Progress in Language Classroom Research: Evidence from "The Modern Language Journal," 1916-2000.

    Science.gov (United States)

    Chaudron, Craig

    2001-01-01

    Reviews topical and methodological trends in the past 85 years of research on language classrooms in "The Modern Language Journal." Focus is on empirical investigations into oral classroom instruction in post-secondary classes, which include comparisons of language teaching methodology, observational procedures in classrooms, examinations of…

  15. A Study of Classroom Inquiry and Reflection among Preservice Teachers Candidates

    Science.gov (United States)

    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…

  16. Classroom Management and the Librarian

    Science.gov (United States)

    Blackburn, Heidi; Hays, Lauren

    2014-01-01

    As librarians take on more instructional responsibilities, the need for classroom management skills becomes vital. Unfortunately, classroom management skills are not taught in library school and therefore, many librarians are forced to learn how to manage a classroom on the job. Different classroom settings such as one-shot instruction sessions…

  17. Female Students of Color in Special Education: Classroom Behaviors and Perceptions in Single-Gender and Coeducational Classrooms.

    Science.gov (United States)

    Madigan, Jennifer C.

    This qualitative research examined classroom behaviors and school perceptions of female students of color (Latina and African American) in single-gender and coeducational secondary-level special education placements for students with mild to moderate learning disabilities. Classroom observations and interviews were conducted with eight female…

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

    Science.gov (United States)

    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…

  19. Mind the Gap: Accountability, Observation and Special Education

    Science.gov (United States)

    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…

  20. Implementing Technology in a Fifth Grade Classroom: School and Home Perspectives

    OpenAIRE

    Matusevich, Melissa Nabbe

    1999-01-01

    This descriptive case study investigated the effects of widespread availability of information technology in a fifth grade classroom using a constructivist paradigm. The same computer configuration that students used in the classroom was provided for them at home, along with an Internet dial-up connection. The technology was used as an adjunct to the classroom and was utilized when appropriate. In addition to general classroom observations, four students were chosen for closer study. Their pr...

  1. Reading comprehension through group work activities in an EFL classroom: An action research report

    OpenAIRE

    Rahaman, Arafat

    2014-01-01

    This classroom action research study approaches the issue of reading skills based on the role of group work in the classroom. Group work is one of the major activities for generating ideas of any written piece of text. It facilitates EFL learners to read in social perspective, which makes their learning more diverse and informative. Classroom activities should reach learner’s needs and understanding and this action research is performed to make a change of classroom activities since we observ...

  2. Flipping the Classroom

    Science.gov (United States)

    Riendeau, Diane

    2012-11-01

    A recent trend in education is the ``flipped'' or ``reversed'' classroom. In this educational model, students view videos of the lectures as their homework and class time is used for activities and solving problems that might have been assigned as homework in a traditional classroom. Although far from an expert on flipping the classroom, I can see some merit in the idea. When students watch the videos at home, they can start and restart the lecture as often as they like. The lectures are also available for review before the exam. Class time can be used for higher-order questioning, experiments, and problem solving.

  3. Flipped Classroom, active Learning?

    DEFF Research Database (Denmark)

    Andersen, Thomas Dyreborg; Levinsen, Henrik; Philipps, Morten

    2015-01-01

    Action research is conducted in three physics classes over a period of eighteen weeks with the aim of studying the effect of flipped classroom on the pupils agency and learning processes. The hypothesis is that flipped classroom teaching will potentially allocate more time to work actively...... are conducted in three different phases corresponding to different teaching sequences During the first phase the classes are taught as they are usually taught. During the next two phases classes are taught on the basis of a common understanding of the flipped classroom teaching model obtained during a 4 day...

  4. The efficacy of videotape feedback for enhancing the effects of exposure-based treatment for social anxiety disorder: A controlled investigation

    NARCIS (Netherlands)

    Smits, J.A.J.; Powers, M.B.; Buxkamper, R.; Telch, M.J.

    2006-01-01

    Correcting patients' faulty beliefs concerning social evaluative threats is the hallmark of cognitive-behavioral treatment of social anxiety disorder. The current study examined the efficacy of two videotape feedback procedures as adjuncts to exposure-based treatment. Participants suffering from

  5. Examining the content of weight, nutrition and physical activity advices provided by Dutch practice nurses in primary care: analysis of videotaped consultations

    NARCIS (Netherlands)

    Dillen, S.M. van; Noordman, J.; Dulmen, S. van; Hiddink, G.J.

    2014-01-01

    BACKGROUND/OBJECTIVE: To examine the content of Dutch practice nurses' (PNs') advices about weight, nutrition and physical activity to overweight and obese patients. SUBJECTS/METHODS: A 100 videotaped real-life PN consultations (The Netherlands, 2010/2011) with overweight or obese patients were

  6. Examining the content of weight, nutrition and physical activity advices provided by Dutch practice nurses in primary care: analysis of videotaped consultations.

    NARCIS (Netherlands)

    Dillen, S.M.E. van; Noordman, J.; Dulmen, S. van; Hiddink, G.J.

    2014-01-01

    Background/Objective: To examine the content of Dutch practice nurses’ (PNs’) advices about weight, nutrition and physical activity to overweight and obese patients. Subjects/Methods: A 100 videotaped real-life PN consultations (The Netherlands, 2010/2011) with overweight or obese patients were

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

    Science.gov (United States)

    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

  8. Teaching and Learning Science in Authoritative Classrooms: Teachers' Power and Students' Approval in Korean Elementary Classrooms

    Science.gov (United States)

    Lee, Jeong-A.; Kim, Chan-Jong

    2017-09-01

    This study aims to understand interactions in Korean elementary science classrooms, which are heavily influenced by Confucianism. Ethnographic observations of two elementary science teachers' classrooms in Korea are provided. Their classes are fairly traditional teaching, which mean teacher-centered interactions are dominant. To understand the power and approval in science classroom discourse, we have adopted Critical Discourse Analysis (CDA). Based on CDA, form and function analysis was adopted. After the form and function analysis, all episodes were analyzed in terms of social distance. The results showed that both teachers exercised their power while teaching. However, their classes were quite different in terms of getting approval by students. When a teacher got students' approval, he could conduct the science lesson more effectively. This study highlights the importance of getting approval by students in Korean science classrooms.

  9. In the Classroom

    Science.gov (United States)

    History and Social Science Teacher, 1975

    1975-01-01

    Using cartoons and comic strips to teach the concept of social class and newspapers to teach economic principles are suggested classroom activities for elementary and secondary courses. A lesson plan for teaching democratic values is also included. (JR)

  10. Culture in the Classroom

    Science.gov (United States)

    Medin, Douglas L.; Bang, Megan

    2014-01-01

    Culture plays a large but often unnoticeable role in what we teach and how we teach children. We are a country of immense diversity, but in classrooms the dominant European-American culture has become the language of learning.

  11. Boardgames in the Classroom.

    Science.gov (United States)

    Boucher, Robert F.

    1979-01-01

    The article describes the program at Wellesley (Massachusetts) High School's Academic Resource Center, a program in which game-playing is used to improve the academic functioning of special needs students in preparation for reintegration into the regular classroom. (SBH)

  12. The Classroom Animal.

    Science.gov (United States)

    Kramer, David C., Ed.

    1985-01-01

    Discusses the behavior, housing, care, diet, and feeding of painted turtles. Also suggests several classroom activities and provides guidelines related to long-term captivity and human disease prevention. (DH)

  13. DISCIPLINE OR CLASSROOM MANAGEMENT

    Directory of Open Access Journals (Sweden)

    Bulent Tarman

    2016-07-01

    Full Text Available The purposes of this literature review are twofold. Firstly, it explains discipline and causes of students’ misbehavior and classroom management. In this sense, this review focuses on discipline in the conflict of the educational platform elements; and related the philosophic literature. Secondly, this review draws a conclusion by summarizing the opinions and influencing of discipline upon school environment and students’ learning. In this regard, this study discusses two models for dealing with classroom discipline: psychoanalytic method and behavior modification. Although two models apply different methods for dealing with classroom discipline, this study suggests that, to create a successful classroom management, educators should use both of them instead of applying only the one.

  14. Critters in the Classroom.

    Science.gov (United States)

    Smith, Robert W.; Fleisher, Paul

    1984-01-01

    The use of invertebrates as classroom "pets" can develop students' skills in scientific inquiry and instill respect for science. Few materials are needed for projects involving invertebrates. Suggested activities using snails, crickets, earthworms, crayfish, and guppies are offered. (DF)

  15. Modifying Classroom Behavior

    Science.gov (United States)

    Heifetz, Louis J.; Farber, Barry A.

    1976-01-01

    An introductory framework for analyzing and modifying classroom behavior...is followed by presentation of illustrative case materials, discussion of philosophical and ethical issues, analysis of pitfalls to be avoided, and consideration of limitations inherent in behavioral approaches. (Author)

  16. Bridging Classroom Language Ethnography

    OpenAIRE

    Grenfell, Michael James

    2012-01-01

    PUBLISHED Paper #5: Bridging Classroom Language Ethnography, New Literacy Studies and Bourdieu?s Social Philosophy: Principles and Practice The purpose of this paper is to analyze and synthesize the various ways that classroom language ethnography, NLS, and Bourdieu?s social philosophy, were integrated. The goal of the analysis and synthesis is to provide a fresh perspective and fruitful insights on literacy in all its manifestations that provides the foundations for a more robust...

  17. Flipped Classroom Approach

    OpenAIRE

    Fezile Ozdamli; Gulsum Asiksoy

    2016-01-01

    Flipped classroom is an active, student-centered approach that was formed to increase the quality of period within class. Generally this approach whose applications are done mostly in Physical Sciences, also attracts the attention of educators and researchers in different disciplines recently. Flipped classroom learning which wide-spreads rapidly in the world, is not well recognized in our country. That is why the aim of study is to attract attention to its potential in education field and pr...

  18. Classroom Management Information Technology

    OpenAIRE

    Haq, Mohammad Syahidul

    2017-01-01

    Development of Information Technology in the field of education today can not be avoided. In the learning process is now not limited to space and time with the presence of information technology. To realize quality of learning, information technology is one aspect of classroom management. Many strategies are offered in classroom management To realize learning objectives. E-learning is a solution in the management of information technology-based classes are much used in various educational ins...

  19. Everyday classroom assessment practices in science classrooms in Sweden

    Science.gov (United States)

    Gómez, María del Carmen; Jakobsson, Anders

    2014-12-01

    The focus of this study is to examine to what extent and in what ways science teachers practice assessment during classroom interactions in everyday activities in an upper-secondary school in Sweden. We are science teachers working now with a larger research project on assessment in science education that seeks to examine teachers' assessment practices in the upper-secondary school. Framing questions include: are teachers performing an integrated assessment of students' skills as the national curriculum mandates? If so, what do the instructional discourses look like in those situations and what are students' experiences regarding their agency on learning and assessment? We emphasize the social, cultural and historic character of assessment and sustain a situated character of learning instead of the notion that learning is "stored inside the head". Teacher led lessons in three science classrooms were video-recorded and analyzed by combining ethnographic and discourse methods of analysis. Both methods are appropriate to the theoretical foundation of our approach on learning and can give some answers to questions about how individuals interact socially, how their experience is passed on to next generations through language and how language use may reveal cultural changes in the studied context. Making the study of action in a classroom the focal point of sociocultural analysis supports the examination of assessment processes and identification of the social roles in which teachers and students are immersed. Such an approach requires observations of how teachers act in authentic teaching situations when they interact with their students in classroom making possible to observe negotiation processes, agencies when both teachers and students are involved in every-day activities. Our study showed that teachers mostly ignored students' questions and that students solved their own problems by helping each other. Teachers did not provide opportunities for students to discuss

  20. Interactions Between Classroom Discourse, Teacher Questioning, and Student Cognitive Engagement in Middle School Science

    Science.gov (United States)

    Smart, Julie B.; Marshall, Jeff C.

    2013-03-01

    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 the Electronic Quality of Inquiry Protocol, which is designed, among other things, to measure observable aspects of student cognitive engagement and discourse factors during science instruction. Results from these observations indicate positive correlations between students' cognitive engagement and the following aspects of classroom discourse: questioning level, complexity of questions, questioning ecology, communication patterns, and classroom interactions. A sequential explanatory mixed-methods design provides a detailed look at each aspect of classroom discourse which showed a positive effect on student cognitive level during science instruction. Implications for classroom practice, teacher education, and professional development are discussed.

  1. Oral Language Usage in Prekindergarten Classrooms

    Science.gov (United States)

    Ratcliff, Nancy; Carroll, Kimberly; Savage-Davis, Emma; Costner, Richard; Jones, Cathy; Pritchard, Nicholas; Hunt, Gilbert

    2017-01-01

    Providing young children with appropriate language models is crucial when developing a high quality learning environment. This article shares findings from an observational study designed to gain insight into how teachers and paraprofessionals modeled language in federally funded prekindergarten classrooms and how the four-year-old students…

  2. Homotolerance and Heteronormativity in Norwegian Classrooms

    Science.gov (United States)

    Rothing, Ase

    2008-01-01

    This article is based on classroom observations and discusses sexual education that addresses homosexuality. Tolerance of queer lifestyles as well as support for judicial equality between heterosexual and homosexual couples is generally perceived as being high in the Norwegian political context. Norwegian sexual politics is, however, based on a…

  3. Designing User Centred Intelligent Classroom Lighting

    DEFF Research Database (Denmark)

    Georgieva, Diana Zdravkova; Schledermann, Kathrine Marie; Nielsen, Stine Maria Louring

    2018-01-01

    Through a case study, this paper presents a new way of designing intelligent classroom lighting to meet the users’ needs. A mix of ethnographic methods (field observations and interviews) were used to investigate the everyday learning activities at a middle school in Copenhagen in order to determ...

  4. Physique-Personality Relationships: Classroom Demonstration of Sheldon's "Constitutional" Psychology.

    Science.gov (United States)

    Davidson, William B.

    1979-01-01

    Presents method for introducing William Sheldon's approach to psychology through a classroom demonstration using student observations. Sheldon contends that three general body types relate to three types of personality. (KC)

  5. Classroom listening assessment: strategies for speech-language pathologists.

    Science.gov (United States)

    Johnson, Cheryl DeConde

    2012-11-01

    Emphasis on classroom listening has gained importance for all children and especially for those with hearing loss and special listening needs. The rationale can be supported from trends in educational placements, the Response to Intervention initiative, student performance and accountability, the role of audition in reading, and improvement in hearing technologies. Speech-language pathologists have an instrumental role advocating for the accommodations that are necessary for effective listening for these children in school. To identify individual listening needs and make relevant recommendations for accommodations, a classroom listening assessment is suggested. Components of the classroom listening assessment include observation, behavioral assessment, self-assessment, and classroom acoustics measurements. Together, with a strong rationale, the results can be used to implement a plan that results in effective classroom listening for these children. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

  6. Reliability and validity of videotaped functional performance tests in ACL-injured subjects

    DEFF Research Database (Denmark)

    von Porat, Anette; Holmström, Eva; Roos, Ewa

    2008-01-01

    during five functional tests in subjects with an anterior cruciate ligament (ACL) injury. METHOD: Twelve ACL-injured men, mean age 40 years, were video filmed before and after 12 weeks of knee-specific training when performing five different functional tests: walking, knee bending, step activity......, crossover hop on one leg and one-leg hop. The videos were observed by four physiotherapists, and the knee movement pattern quality, a feature of the loading strategy of the lower extremity, was scored on an 11-point rating scale. To assess the criterion validity, the observational rating was correlated...... validity found indicate that the knee movement pattern quality in ACL-injured subjects can be determined by visual observation of more demanding functional tests such as crossover hop on one leg and one-leg hop for distance....

  7. Beyond Words: A Program for Movement Observation and Analysis. Final Report.

    Science.gov (United States)

    Laban/Bartenieff Inst. of Movement Studies, New York, NY.

    The "Beyond Words" project developed and tested multi-media curricular materials in movement observation and analysis. The resulting 12 chapter text is integrated with two 1 hour videotapes to offer a theoretical and practical approach to movement study that can be utilized in classes ranging from physical education, athletics, dance, and theater,…

  8. Classroom Teachers and Classroom Research. JALT Applied Materials.

    Science.gov (United States)

    Griffee, Dale T., Ed.; Nunan, David, Ed.

    This collection of papers leads classroom language teachers through the process of developing and completing a classroom research project. Arranged in four sections, they include: "Language Teaching and Research" (David Nunan); "Where Are We Now? Trends, Teachers, and Classroom Research" (Dale T. Griffee); "First Things First: Writing the Research…

  9. Classroom Discussions: Possibilities and Limitations for Democratic Classroom Practices

    Science.gov (United States)

    Aasebø, Turid Skarre

    2017-01-01

    Are students offered possibilities to experience democratic practice in classrooms? Using an analysis of empirical data from classroom discussions in lower secondary school, this article identifies and explores two different types of classroom discussions which give students different positions: a conversation in which students are positioned as…

  10. Classroom context, school engagement, and academic achievement in early adolescence.

    Science.gov (United States)

    Dotterer, Aryn M; Lowe, Katie

    2011-12-01

    Classroom context and school engagement are significant predictors of academic achievement. These factors are especially important for academically at-risk students. Grounded in an ecological systems perspective, this study examined links between classroom context, school engagement, and academic achievement among early adolescents. We took a multidimensional approach to the measurement of classroom context and school engagement, incorporating both observational and self-reported assessments of various dimensions of classroom context (instruction quality, social/emotional climate, and student-teacher relationship) and school engagement (psychological and behavioral engagement). Using data from the NICHD Study of Early Child Care and Youth Development, we tested whether school engagement mediated the link between classroom context and academic achievement among 5th grade students, and whether these pathways were the same for students with previous achievement difficulties identified in 3rd grade. Participants included 1,014 children (50% female) in 5th grade (mean age = 11). The majority of the participants were white (77%) and 23% were children of color. Results indicated that psychological and behavioral engagement mediated the link between classroom context and academic achievement for students without previous achievement difficulties. However, for students with previous achievement difficulties psychological and behavioral engagement did not mediate the link between classroom context and academic achievement. These results suggest that improving classroom quality may not be sufficient to improve student engagement and achievement for students with previous achievement difficulties. Additional strategies may be needed for these students.

  11. The flipped classroom

    DEFF Research Database (Denmark)

    Triantafyllou, Evangelia

    2015-01-01

    class time is devoted to clarifications and application of this knowledge. The hypothesis is that there could be deep and creative discussions when teacher and students physically meet. This paper presents design considerations for flipped classrooms, and discusses how Moodle can facilitate......One of the novel ideas in teaching that heavily relies on current technology is the “flipped classroom” approach. In a flipped classroom the traditional lecture and homework sessions are inverted. Students are provided with online material in order to gain necessary knowledge before class, while...... communication and information sharing in such classrooms. Furthermore, it provides guidelines for supporting out-of-class instruction in the flipped model by using quizzes and feedback in Moodle, and comments on the potential to follow student use of resources by using Moodle reports. This paper concludes...

  12. When classroom becomes school

    DEFF Research Database (Denmark)

    Noer, Vibeke Røn

    of the studies primarily focus on the clinical learning context. Based upon educational ethnographic studies following nursing students in and out of both learning contexts (Noer, 2016) and by drawing on concepts of formation (Benner, 2011), learning strategies (Borgnakke, 2008) and positioning strategies...... (Christensen, 2013), this presentation will focus on ‘what’s happening in the classroom’ when classroom is ‘school’ among fellow students opposed to ‘real nursing practice’ among future colleagues. Focusing on student strategies in the classroom, the presentation will further elaborate on the inherent...... & Perrenoud, 2006). In Denmark alone changes have been made numerously times in the last two decades. Concurrently, a considerable amount of studies has been published focusing on the nursing education, stressing a call for transformation. Division of learning contexts into clinical and classroom settings...

  13. Inverting the Linear Algebra Classroom

    Science.gov (United States)

    Talbert, Robert

    2014-01-01

    The inverted classroom is a course design model in which students' initial contact with new information takes place outside of class meetings, and students spend class time on high-level sense-making activities. The inverted classroom model is so called because it inverts or "flips" the usual classroom design where typically class…

  14. Corrective feedback, learner uptake, and feedback perception in a Chinese as a foreign language classroom

    Directory of Open Access Journals (Sweden)

    Tingfeng Fu

    2016-03-01

    Full Text Available The role of corrective feedback in second language classrooms has received considerable research attention in the past few decades. However, most of this research has been conducted in English-teaching settings, either ESL or EFL. This study examined teacher feedback, learner uptake as well as learner and teacher perception of feedback in an adult Chinese as a foreign language classroom. Ten hours of classroom interactions were videotaped, transcribed and coded for analysis. Lyster and Ranta’s (1997 coding system involving six types of feedback was initially used to identify feedback frequency and learner uptake. However, the teacher was found to use a number of additional feedback types. Altogether, 12 types of feedback were identified: recasts, delayed recasts, clarification requests, translation, metalinguistic feedback, elicitation, explicit correction, asking a direct question, repetition, directing question to other students, re-asks, and using L1-English. Differences were noted in the frequency of some of the feedback types as well as learner uptake compared to what had been reported in some previous ESL and EFL studies. With respect to the new feedback types, some led to noticeable uptake. As for the students’ and teacher’s perceptions, they did not match and both the teacher and the students were generally not accurate in perceiving the frequency of each feedback type. The findings are discussed in terms of the role of context in affecting the provision and effectiveness of feedback and its relationship to student and teacher perception of feedback.

  15. South Experimental Oculina Research Reserve, Clelia Dive 610 2001 Digital Imagery - Captured from Videotapes taken during Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Digitial imagery, mpegs and jpegs, captured from mini-DV magnetic videotapes collected with an underwater 3-chip CCD color video camera, deployed from the research...

  16. Central Experimental Oculina Research Reserve, Clelia Dive 612 2001 Digital Imagery - Captured from Videotapes taken during Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Digitial imagery, mpegs and jpegs, captured from mini-DV magnetic videotapes collected with an underwater 3-chip CCD color video camera, deployed from the research...

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

    Science.gov (United States)

    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'…

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

    Science.gov (United States)

    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…

  19. Classroom Contexts for Creativity

    Science.gov (United States)

    Beghetto, Ronald A.; Kaufman, James C.

    2014-01-01

    Various factors influence the development of creative potential, including everything from individual differences to the kinds of experiences and opportunities that creators experience throughout the lifespan. When it comes to nurturing creativity in the classroom, the learning environment is one of the most important factors--determining, in…

  20. THE CLASSROOM AIDE.

    Science.gov (United States)

    FITZPATRICK, MILDRED

    TO RELIEVE THE NON-INSTRUCTIONAL BURDEN UPON THE CLASSROOM TEACHER, THE QUEMADO PUBLIC SCHOOLS EXPERIMENTED WITH A TEACHER AIDE PROGRAM, UTILIZING A SINGLE TEACHER AIDE IN ELEMENTARY LANGUAGE ARTS AND HIGH SCHOOL PROGRAMED MATHEMATICS THE FIRST YEAR OF THE PROJECT. AS A RESULT OF THE EXPERIMENT'S SUCCESS, THE FOLLOWING SCHOOL YEAR (1963-1964)…

  1. In the Classroom.

    Science.gov (United States)

    1997

    Fourteen conference papers on classroom techniques for second language teaching are presented, including: "Cooperative Learning at the Post-Secondary Level in Japan" (Steve McGuire, Patricia Thornton, David Kluge); "Shared Inquiry Fosters Critical Thinking Skills in EFL Students" (Carol Browning, Jerold Halvorsen, Denise…

  2. Singing Smoothes Classroom Transitions

    Science.gov (United States)

    Mathews, Sarah E.

    2012-01-01

    Just as humming a merry tune helped Snow White and her furry animal friends to quickly clean a filthy cottage in the movie "Snow White and the Seven Dwarfs" (Disney & Cottrell, 1937), singing can be an effective way to help keep young children fully engaged during classroom transitions. The purposes of this article are to: (1) consider why…

  3. Creating a Smart Classroom

    Science.gov (United States)

    Domermuth, David

    2005-01-01

    This article provides a description of an affordable, smart classroom built for the Technology Department at Appalachian State university. The system consists of three basic components: a home theater combo, a tablet PC, and a digital projector, costing a total of $7,300, or $8,800 if a podium, screen, and projector mount are purchased. The…

  4. The Classroom Animal: Snails.

    Science.gov (United States)

    Kramer, David S.

    1985-01-01

    Points out that snails are interesting and easily-managed classroom animals. One advantage of this animal is that it requires no special attention over weekends or holidays. Background information, anatomy, reproduction, and feeding are discussed, along with suggestions for housing aquatic and/or land snails. (DH)

  5. The Paperless Music Classroom

    Science.gov (United States)

    Giebelhausen, Robin

    2016-01-01

    In an age where the world is becoming ever more aware of paper consumption, educators are turning toward technology to cut back on paper waste. Besides the environmental reasons, a paperless music classroom helps students develop their musicianship in new and exciting ways. This article will look at the considerations for setting up a paperless…

  6. Flipping the Classroom Revisited

    Science.gov (United States)

    Riendeau, Diane

    2013-02-01

    I received many emails following the first column on flipping the classroom. Many of my local colleagues also approached me at our physics alliance, Physics Northwest. Teachers are very interested in this new pedagogy. As I result, I wanted to share some more videos to inspire you.

  7. Animals in the Classroom

    Science.gov (United States)

    Roy, Ken

    2011-01-01

    Use of animals in middle school science classrooms is a curriculum component worthy of consideration, providing proper investigation and planning are addressed. A responsible approach to this action, including safety, must be adopted for success. In this month's column, the author provides some suggestions on incorporating animals into the…

  8. Tips from the Classroom.

    Science.gov (United States)

    Shiffman, Doris Yaffe; And Others

    1992-01-01

    Discusses setting up conversation tables on campus in cross-cultural interaction among native and nonnative speakers, presents ways to teach proverbs in the advanced classroom, describes how to use Aesop's fables to integrate all learning skills, tells how to teach make/do, and suggests ways to improve communicative skills for better accuracy and…

  9. Flexible Classroom Furniture

    Science.gov (United States)

    Kim Hassell,

    2011-01-01

    Classroom design for the 21st-century learning environment should accommodate a variety of learning skills and needs. The space should be large enough so it can be configured to accommodate a number of learning activities. This also includes furniture that provides flexibility and accommodates collaboration and interactive work among students and…

  10. My Classroom: Philippines

    Science.gov (United States)

    Santoro, Cerise

    2017-01-01

    In his first teaching assignment, as a fifth-grade English teacher, Edgar Manaran had only 20 desks for 48 students. Yet he was able to apply productive classroom strategies throughout his 25-hour teaching week. Some of his students sat on plastic chairs due to the shortage of desks, but that did not change the dynamic of Mr. Manaran's classes. He…

  11. Effective Classroom Management

    Science.gov (United States)

    Mansor, Azlin Norhaini; Eng, Wong Kim; Rasul, Mohamad Sattar; Hamzah, Mohd Izham Mohd; Hamid, Aida Hanim A.

    2012-01-01

    This paper attempts to explore and identify the characteristics of an effective teacher who teaches English as a second language to 10 year old students from different ethnics, various social economic background and multi-level language ability, at a private primary school in Malaysia. The study focused on classroom management using a case study…

  12. A Monopoly Classroom Experiment.

    Science.gov (United States)

    Oxoby, Robert J.

    2001-01-01

    Uses a simple classroom experiment to develop the economic model of monopoly. Introduces students to the nature of the monopoly problem and motivates them to think of the associated effects. Highlights the role of information and fairness ideals in determining economic outcomes. (RLH)

  13. Bibliotherapy for Classroom Management

    Science.gov (United States)

    Elsenman, Gordon; Harper, Rebecca

    2016-01-01

    The focus and goal of classroom management should be first and foremost learning. When trying to prevent interruptions to learning, or dealing with interruptions to learning when they occur, teachers need to move beyond simply imposing a consequence and assuming students have learned from the interaction. Students need to be taught the skills and…

  14. CONSERVATION AND THE CLASSROOM

    African Journals Online (AJOL)

    field work but who don't attempt it. I can also understand ... Neglected Outdoor Classroom' by Frank Opie in the. May 1986 issue of this ... Group A consited of Biology teachers who went with Mr. A. Gubb, an ecological botanist on the museum staff. Worksheets had been carefully prepared by Miss. Tietz and Mrs. Lloyd to ...

  15. The Flipped Classroom

    National Research Council Canada - National Science Library

    Bill Tucker

    2012-01-01

    ... class time. It's called "the flipped classroom." While there is no one model, the core idea is to flip the common instructional approach: With teacher-created videos and interactive lessons, instruction that used to occur in class is now accessed at home, in advance of class. Class becomes the place to work through problems, advance co...

  16. Assessing Classroom Assessment Techniques

    Science.gov (United States)

    Simpson-Beck, Victoria

    2011-01-01

    Classroom assessment techniques (CATs) are teaching strategies that provide formative assessments of student learning. It has been argued that the use of CATs enhances and improves student learning. Although the various types of CATs have been extensively documented and qualitatively studied, there appears to be little quantitative research…

  17. Teachers' Classroom Assessment Practices

    Science.gov (United States)

    Frey, Bruce B.; Schmitt, Vicki L.

    2010-01-01

    This study examined classroom assessment practices of 3rd- through 12th-grade teachers in a Midwestern state. In addition to determining the frequency with which specific assessment item formats were utilized, the level of use of selected "best practice" approaches to assessment was considered ("performance-based assessment,…

  18. Comparative effectiveness of videotape and handout mode of instructions for teaching exercises: skill retention in normal children

    Directory of Open Access Journals (Sweden)

    Gupta Garima

    2012-01-01

    Full Text Available Abstract Background Teaching of motor skills is fundamental to physical therapy practice. In order to optimize the benefits of these teaching and training efforts, various forms of patient education material are developed and handed out to patients. One very important fact has been overlooked. While comparative effectiveness of various modes of instruction has been studied in adults, attention has not been paid to the fact that learning capabilities of children are different from that of adults. The intent of the present study is to compare the effectiveness of video and handout mode of instructions specifically on children. Methods A total of 115 normal elementary-age children aged 10 to 12 years of age were studied. The children were randomized into two groups: A the video group, and B the handout group. The video group viewed the video for physical therapy exercises while the handout group was provided with paper handouts especially designed according to the readability of their age group. Results Statistical analysis using the student's't' test showed that subjects of both the video and handout groups exhibited equal overall performance accuracy. There was no significant difference between the groups both in acquisition and retention accuracy tests. Conclusion The findings of the present study suggest that if the readability and instructional principles applicable to different target age groups are strictly adhered to, then both video as well as handout modes of instructions result in similar feedback and memory recall in ten to twelve year-old children. Principles of readability related to the patient age are of utmost importance when designing the patient education material. These findings suggest that the less expensive handouts can be an effective instructional aid for teaching exercises to children with various neuromuscular, rheumatic, and orthopedics conditions and the most costly videotape techniques are not necessarily better.

  19. What do people appreciate in physicians' communication? An international study with focus groups using videotaped medical consultations.

    Science.gov (United States)

    Mazzi, Maria A; Rimondini, Michela; Deveugele, Myriam; Zimmermann, Christa; Moretti, Francesca; van Vliet, Liesbeth; Deledda, Giuseppe; Fletcher, Ian; Bensing, Jozien

    2015-10-01

    The literature shows that the quality of communication is usually determined from a professional perspective. Patients or lay people are seldom involved in the development of quality indicators or communication. To give voice to the lay people perspective on what constitutes 'good communication' by evoking their reactions to variations in physician communication. Lay people from four different countries watched the same videotaped standardized medical encounters and discussed their preferences in gender-specific focus groups who were balanced in age groups. Two hundred and fifty-nine lay people (64 NL, 72 IT, 75 UK and 48 BE) distributed over 35 focus groups of 6-8 persons each. Comments on doctors' behaviours were classified by the GULiVer framework in terms of contents and preferences. Participants prevalently discussed 'task-oriented expressions' (39%: competency, self-confident, providing solutions), 'affective oriented/emotional expressions' (25%: empathy, listening, reassuring) and 'process-oriented expressions' (23%: flexibility, summarizing, verifying). 'Showing an affective attitude' was most appreciated (positive percentage within category: 93%, particularly facilitations and inviting attitude), followed by 'providing solution' (85%). Among disfavoured behaviour, repetitions (88%), 'writing and reading' (54%) and asking permission (42%) were found. Although an affective attitude is appreciated by nearly everybody, people may vary widely in their communication needs and preferences: what is 'good communication' for one person may be disliked or even a source of irritation for another. A physician should be flexible and capable of adapting the consultation to the different needs of different patients. This challenges the idea of general communication guidelines. © 2013 John Wiley & Sons Ltd.

  20. Comparative effectiveness of videotape and handout mode of instructions for teaching exercises: skill retention in normal children.

    Science.gov (United States)

    Gupta, Garima; Sehgal, Stuti

    2012-01-30

    Teaching of motor skills is fundamental to physical therapy practice. In order to optimize the benefits of these teaching and training efforts, various forms of patient education material are developed and handed out to patients. One very important fact has been overlooked. While comparative effectiveness of various modes of instruction has been studied in adults, attention has not been paid to the fact that learning capabilities of children are different from that of adults. The intent of the present study is to compare the effectiveness of video and handout mode of instructions specifically on children. A total of 115 normal elementary-age children aged 10 to 12 years of age were studied. The children were randomized into two groups: A) the video group, and B) the handout group. The video group viewed the video for physical therapy exercises while the handout group was provided with paper handouts especially designed according to the readability of their age group. Statistical analysis using the student's't' test showed that subjects of both the video and handout groups exhibited equal overall performance accuracy. There was no significant difference between the groups both in acquisition and retention accuracy tests. The findings of the present study suggest that if the readability and instructional principles applicable to different target age groups are strictly adhered to, then both video as well as handout modes of instructions result in similar feedback and memory recall in ten to twelve year-old children. Principles of readability related to the patient age are of utmost importance when designing the patient education material. These findings suggest that the less expensive handouts can be an effective instructional aid for teaching exercises to children with various neuromuscular, rheumatic, and orthopedics conditions and the most costly videotape techniques are not necessarily better.

  1. Characterizing Teaching in Introductory Geology Courses: Measuring Classroom Practices

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  4. CLASSROOM CULTURE OF PERFORMANCE

    Directory of Open Access Journals (Sweden)

    Silvia FĂT

    2015-12-01

    Full Text Available This article presents the results obtained during an enquiry based on a questionnaire about the classroom culture. This concept it is understood as a micro-society with its own characteristics derived from the dynamic of socialization and training process. This research aims to investigate certain specific aspects of micro-sociology and emphasis on classroom culture. A relatively new concept is reflected by the normative consensus or the integrated system of values that belongs to the teachers, pupils and school, as a social entity. The integrative ensemble of values, class cohesion degree and training strategies are only a few of the aspects described by 62 pupils aged 17-18 years old, from a very prestigious school in Bucharest. The perception of pupils regarding our concept is the effect of the relational practices and training used constantly by the teachers. Those practices reflect the school’s focus mostly on cognitive performance.

  5. How Students and Field Geologists Reason in Integrating Spatial Observations from Outcrops to Visualize a 3-D Geological Structure

    Science.gov (United States)

    Kastens, Kim A.; Agrawal, Shruti; Liben, Lynn S.

    2009-01-01

    Geologists and undergraduate students observed eight artificial "rock outcrops" in a realistically scaled field area, and then tried to envision a geological structure that might plausibly be formed by the layered rocks in the set of outcrops. Students were videotaped as they selected which of fourteen 3-D models they thought best…

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

    Science.gov (United States)

    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.

  7. DISCIPLINE OR CLASSROOM MANAGEMENT

    OpenAIRE

    Bulent Tarman

    2016-01-01

    The purposes of this literature review are twofold. Firstly, it explains discipline and causes of students’ misbehavior and classroom management. In this sense, this review focuses on discipline in the conflict of the educational platform elements; and related the philosophic literature. Secondly, this review draws a conclusion by summarizing the opinions and influencing of discipline upon school environment and students’ learning. In this regard, this study discusses two models for dealing w...

  8. Emotions and classroom management

    OpenAIRE

    Santamaría García, M. Carmen

    2016-01-01

    This article explores the emotional consequences of (im)politeness and evaluative language in teacher-student interaction at higher education level together with their influence in learning. In recent years, we have been experiencing an increase in students' challenging attitudes. There seems to be a direct relationship between a good atmosphere in the classroom and an increase in students' and teacher' performances. Therefore, it will be in teachers and students" interest to foster a positiv...

  9. Classroom social climate

    OpenAIRE

    Sivevska, Despina

    2015-01-01

    One of the important factors which effects the educational process is the climate that reigns in the school. School climate is defined as the sum of all the circumstances in which the educational process is realized, as a network of relationships which exist between participants in the educational process. Social climate is part of school climate created in the classroom through general atmosphere in school, in the manner that overall work organization in a school functions and the way tea...

  10. Classroom Texting in College Students

    Science.gov (United States)

    Pettijohn, Terry F.; Frazier, Erik; Rieser, Elizabeth; Vaughn, Nicholas; Hupp-Wilds, Bobbi

    2015-01-01

    A 21-item survey on texting in the classroom was given to 235 college students. Overall, 99.6% of students owned a cellphone and 98% texted daily. Of the 138 students who texted in the classroom, most texted friends or significant others, and indicate the reason for classroom texting is boredom or work. Students who texted sent a mean of 12.21…

  11. Classroom management in physical education

    OpenAIRE

    Hüseyin Ünlü

    2008-01-01

    In schools, classrooms are the first and the most important places in where the interaction of student-teacher is experienced intensively and education-teaching activities are carried out. Classroom is also considered as places where the physical education lessons are taught. In physical education lessons, it is possible to have success in teaching activities and demanded behavior changes with the classrooms where the students can feel themselves comfort and untroubled, meet their needs easil...

  12. Bug City: Ants [Videotape].

    Science.gov (United States)

    1998

    "Bug City" is a video series created to help children (grades 1-6) learn about insects and other small critters. All aspects of bug life are touched upon including body structure, food, habitat, life cycle, mating habits, camouflage, mutualism (symbiosis), adaptations, social behavior, and more. Each program features dramatic microscopic…

  13. Weather Fundamentals: Clouds. [Videotape].

    Science.gov (United States)

    1998

    The videos in this educational series, for grades 4-7, help students understand the science behind weather phenomena through dramatic live-action footage, vivid animated graphics, detailed weather maps, and hands-on experiments. This episode (23 minutes) discusses how clouds form, the different types of clouds, and the important role they play in…

  14. Bug City: Beetles [Videotape].

    Science.gov (United States)

    1998

    "Bug City" is a video series created to help children learn about insects and other small critters. All aspects of bug life are touched upon including body structure, food, habitat, life cycle, mating habits, camouflage, mutualism (symbiosis), adaptations, social behavior, and more. Each program features dramatic microscopic photography,…

  15. Teachers’ development in a flipped classroom for applied mathematics

    DEFF Research Database (Denmark)

    Triantafyllou, Evangelia; Timcenko, Olga; Kofoed, Lise

    2016-01-01

    In this paper, we discuss how the flipped classroom approach promoted teacher reflection and development. We look at the teaching cycle from a flipped instruction model perspective and we adjust it to cater for the reflection loops teachers are involved when designing, implementing and re......-designing a flipped classroom. Interview and observational data showed that the flipped classroom design and implementation forced the teachers to reflect on their own practice, and reconsider the learning objectives of specific activities and the course in general. Another aspect that promotes teacher reflection...... flipped session (out-of-class, in-class) and adjusted the next one throughout the semester. At the end of the semester they reflected on this experience as a whole. These reflections promoted the redesign of their flipped classroom approach for the next year. In this paper, we propos the use of the Cowan...

  16. How Students Learn: Mathematics in the Classroom

    National Research Council Canada - National Science Library

    Donovan, Suzanne; Bransford, John

    .... Each volume begins with the Introductory Chapter from the main text, then focuses on either the "History in the Classroom, Math in the Classroom, or Science in the Classroom segments of the book...

  17. Synchronous distance interactive classroom conferencing.

    Science.gov (United States)

    Oz, Halit Hami

    2005-01-01

    New medical schools have been opened in the eastern and southeastern regions of the country. They are also in great need of basic medical science teachers. However, due to security reasons over the past two decades, teachers from the established universities do not desire to travel to these medical schools for lectures. The objective of this study was to develop a synchronous classroom conferencing system to teach basic science courses between two general purpose technology enhanced classrooms of two different universities--Istanbul University (IU) and Istanbul and Harran University (HU), Urfa--located 1,500 miles apart in Turkey. I videostreamed the instructor, content from document camera, Power Point presentations at IU, and the students at both places, IU and HU. In addition, I synchronously broadcast two whiteboards by attaching two mimio devices to the two blackboards in the IU classroom to capture and convert everything written or drawn on them into broadcasting over the intranet. This technique is called "boardcasting," which allows users to stream ink and audio together over the Internet or intranet live. A total of 260 students at IU and 150 students at HU were involved. Off-campus HU students also have asynchronous access to the stored lecture video materials at any time. Midterm and final examinations were administered simultaneously using the same questions at both sites in two universities under the observation of the teaching faculty using the very same system. This system permitted interaction between the students in the class at IU and remote-campus students at HU and the instructor in real time. The instructors at IU were able to maintain a significant level of spontaneity in using their multimedia materials and electronic whiteboards. The mean midterm and final exam scores of students at both universities were similar. The system developed in this study can be used by the medical faculty at the main teaching hospitals to deliver their lectures in

  18. Impact of Multi-Night Experimentally Induced Short Sleep on Adolescent Performance in a Simulated Classroom.

    Science.gov (United States)

    Beebe, Dean W; Field, Julie; Milller, Megan M; Miller, Lauren E; LeBlond, Elizabeth

    2017-02-01

    Investigate whether a realistic "dose" of shortened sleep, relative to a well-rested state, causes a decline in adolescents' learning and an increase in inattentive and sleepy behaviors in a simulated classroom setting. Eighty-seven healthy 14.0- to 16.9-year olds underwent a 3-week sleep manipulation protocol, including two 5-night sleep manipulation conditions presented in a randomly counterbalanced within-subjects cross-over design. Wake time was held constant. Bedtimes were set to induce Short Sleep (SS; 6.5 hours in bed) versus Healthy Sleep (HS; 10 hours in bed). During the morning at the end of each condition, participants underwent a simulated classroom procedure in which they viewed lecture-based educational videotapes and completed relevant quizzes. Their behaviors in the simulated classroom were later coded by condition-blind raters for evidence of inattention and sleepiness. Adolescents had a longer average sleep period during HS (9.1 hours) than SS (6.5 hours). Compared to scores during HS, adolescents scored significantly lower on the quiz, showed more behaviors suggestive of inattention and sleepiness in the simulated classroom, and were reported by adolescents themselves and by their parents to be more inattentive and sleepy during SS. However, the impact of the manipulation on quiz scores was not mediated by changes in attention or sleepiness. Although effect sizes were modest, these findings suggest that previously-reported correlations between sleep duration and academic performance reflect true cause-effect relationships. Findings add to the growing evidence that the chronically shortened sleep experienced by many adolescents on school nights adversely impacts their functioning and health.

  19. Observer Effects on Teacher Behavior.

    Science.gov (United States)

    Samph, Thomas

    A study was designed to determine whether the presence or absence of a classroom observer and the prior knowledge or lack of knowledge that an observation was to occur would affect the verbal behavior of teachers as measured by the Flanders System of Interaction Analysis. The variables were dichotomized yielding a 2 x 2 x 2 experimental design…

  20. Does burnout among doctors affect their involvement in patients' mental health problems? A study of videotaped consultations

    Directory of Open Access Journals (Sweden)

    de Bakker Dinny H

    2009-08-01

    Full Text Available Abstract Background General practitioners' (GPs' feelings of burnout or dissatisfaction may affect their patient care negatively, but it is unknown if these negative feelings also affect their mental health care. GPs' available time, together with specific communication tools, are important conditions for providing mental health care. We investigated if GPs who feel burnt out or dissatisfied with the time available for their patients, are less inclined to encourage their patients to disclose their distress, and have shorter consultations, in order to gain time and energy. This may result in less psychological evaluations of patients' complaints. Methods We used 1890 videotaped consultations from a nationally representative sample of 126 Dutch GPs to analyse GPs' communication and the duration of their consultations. Burnout was subdivided into emotional exhaustion, depersonalisation and reduced accomplishment. Multilevel regression analyses were used to investigate which subgroups of GPs differed significantly. Results GPs with feelings of exhaustion or dissatisfaction with the available time have longer consultations compared to GPs without these feelings. Exhausted GPs, and GPs with feelings of depersonalisation, talk more about psychological or social topics in their consultations. GPs with feelings of reduced accomplishment are an exception: they communicate less affectively, are less patient-centred and have less eye contact with their patients compared to GPs without reduced accomplishment. We found no relationship between GPs' feelings of burnout or dissatisfaction with the available time and their psychological evaluations of patients' problems. Conclusion GPs' feelings of burnout or dissatisfaction with the time available for their patients do not obstruct their diagnosis and awareness of patients' psychological problems. On the contrary, GPs with high levels of exhaustion or depersonalisation, and GPs who are dissatisfied with the

  1. Global Classroom - videokonference i undervisning

    Directory of Open Access Journals (Sweden)

    Flemming Nielsen

    2013-11-01

    Full Text Available Efter fem år med videokonference gør VUC Storstrøm status for udvikling og implementering. Visionen peger i retning af yderligere digitalisering og satsning på kvalitetsudviklin og fleksibilitet via investeringer i teknologi og kompetenceudvikling. I 2011 kon en ny avanceret teknologisk platform til, som giver studerende mulighed for at vælge frit mellem fysisk tilstedeværelse og tilstedeværelse via individuel videokonference hjemmefra eller en andet ekstern lokation. I artiklen redegøres for baggrund og formål, forudsætninger for indførelse af fleksibel videokonference, samt for udbyttet for de studerende og underviserne. Artiklen er baseret på interne evalueringer, en artikel fra forskere på Aalborg Universitet, indtryk fra 2 specialer fra hhv. Århus Universitet og IT-U / Aalborg Universitet, samt forfatterens egne i agttagelser som projektleder i organisationen. English abstract After five years of using videoconferencing in teaching the Adult Education Centre Storstroem (VUC Storstroem looks back on the development and implementation of the new ICT based learning platform. The vision suggests further digitization and focus on quality and flexibility through investment in technology and skills. Since 2011 VUC Storstroem has used a didactic organization called Global Classroom which gives students the opportunity to choose freely between physical presence and presence through individual video conference from home or another remote site. This article explains the background and purpose and the preconditions for the introduction of flexible video conferencing in classroom teaching, as well as the benefits for the students and teachers. The article is based on internal evaluations, two articles from researchers at Aalborg University, impressions from a thesis from the IT-U / Aalborg University, and author's own observations as a project manager in the organization.

  2. Banzhuren and Classrooming: Democracy in the Chinese Classroom

    Science.gov (United States)

    Li, Jiacheng; Chen, Jing

    2013-01-01

    The issue of education and democracy has become more and more important in China. This paper firstly explains the theory of democracy in Chinese classrooms, and then focuses on the Chinese banzhuren who is responsible for classrooming, an important educational area equal to instruction. We illustrate how Chinese students achieve development…

  3. Observing participating observation

    DEFF Research Database (Denmark)

    Keiding, Tina Bering

    2010-01-01

    Current methodology concerning participating observation in general leaves the act of observation unobserved. Approaching participating observation from systems theory offers fundamental new insights into the topic. Observation is always participation. There is no way to escape becoming a partici......Current methodology concerning participating observation in general leaves the act of observation unobserved. Approaching participating observation from systems theory offers fundamental new insights into the topic. Observation is always participation. There is no way to escape becoming...... as the idea of the naïve observer becomes a void. Not recognizing and observing oneself as observer and co-producer of empirical data simply leaves the process of observation as the major unobserved absorber of contingency in data production based on participating observation....

  4. Observing participating observation

    DEFF Research Database (Denmark)

    Keiding, Tina Bering

    2011-01-01

    Current methodology concerning participating observation in general leaves the act of observation unobserved. Approaching participating observation from systems theory offers fundamental new insights into the topic. Observation is always participation. There is no way to escape becoming a partici......Current methodology concerning participating observation in general leaves the act of observation unobserved. Approaching participating observation from systems theory offers fundamental new insights into the topic. Observation is always participation. There is no way to escape becoming...... as the idea of the naïve observer becomes a void. Not recognizing and observing oneself as observer and co-producer of empirical data simply leaves the process of observation as the major unobserved absorber of contingency in data production based on participating observation....

  5. Technology and At-Risk Young Readers and Their Classrooms

    Science.gov (United States)

    Blachowicz, Camille L. Z.; Bates, Ann; Berne, Jennifer; Bridgman, Teresa; Chaney, Jeanne; Perney, Jan

    2009-01-01

    This study examined the ways in which 18 first-grade teachers and their students in 11 high-risk urban schools began to use literacy-focused technology. The goal of the study was to observe the technology in use by the students, to observe the classroom dynamics and teachers' instructional choices centered around technology use, to look at student…

  6. Sebastian Pinnacles, Oculina Banks Clelia Dive 619 Narrative 2001 - Videotape and Visual Observations from Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — These data are from one of fourteen 2001 submersible "Clelia" dives. Narratives including habitat descriptions and estimates of megafaunal species abundance were...

  7. Jeff's Reef, Oculina Banks Clelia Dive 606 Narrative 2001 - Videotape and Visual Observations from Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — These are data from one of fourteen 2001 submersible "Clelia" dives. Narratives including habitat descriptions and estimates of megafaunal species abundance were...

  8. Sebastian Pinnacles, Oculina Banks Clelia Dive 615 Narrative 2001 - Videotape and Visual Observations from Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — These data are from one of fourteen 2001 submersible "Clelia" dives. Narratives including habitat descriptions and estimates of megafaunal species abundance were...

  9. Eau Gallie, Oculina Banks Clelia Dive 609 Narrative 2001 - Videotape and Visual Observations from Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — These data are from one of fourteen 2001 submersible "Clelia" dives. Narratives including habitat descriptions and estimates of megafaunal species abundance were...

  10. Sebastian Pinnacles, Oculina Banks Clelia Dive 614 Narrative 2001 - Videotape and Visual Observations from Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — These data are from one of fourteen 2001 submersible "Clelia" dives. Narratives including habitat descriptions and estimates of megafaunal species abundance were...

  11. Chapman's Reef, Oculina Banks Clelia Dive 620 Narrative 2001 - Videotape and Visual Observations from Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — These data are from one of fourteen 2001 submersible "Clelia" dives. Narratives including habitat descriptions and estimates of megafaunal species abundance were...

  12. Cocoa Beach, Oculina Banks Clelia Dive 617 Narrative 2001 - Videotape and Visual Observations from Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — These data are from one of from fourteen 2001 submersible "Clelia" dives. Narratives including habitat descriptions and estimates of megafaunal species abundance...

  13. Cape Canaveral, Oculina Banks Clelia Dive 616 Narrative 2001 - Videotape and Visual Observations from Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — These are data from one of fourteen 2001 submersible "Clelia" dives. Narratives including habitat descriptions and estimates of megafaunal species abundance were...

  14. Eau Gallie, Oculina Banks Clelia Dive 608 Narrative 2001 - Videotape and Visual Observations from Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — These data are from one of fourteen 2001 submersible "Clelia" dives. Narratives including habitat descriptions and estimates of megafaunal species abundance were...

  15. Sebastian Pinnacles, Oculina Banks Clelia Dive 618 Narrative 2001 - Videotape and Visual Observations from Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — These data are from one of fourteen 2001 submersible "Clelia" dives. Narratives including habitat descriptions and estimates of megafaunal species abundance were...

  16. Chapman's Reef, Oculina Banks Clelia Dive 621 Narrative 2001 - Videotape and Visual Observations from Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — These data are from one of fourteen 2001 submersible "Clelia" dives. Narratives including habitat descriptions and estimates of megafaunal species abundance were...

  17. Jeff's Reef Oculina Banks Clelia Dive 607 Narrative 2001 - Videotape and Visual Observations from Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — These are data from one of fourteen 2001 submersible "Clelia" dives. Narratives including habitat descriptions and estimates of megafaunal species abundance were...

  18. HTML5 digital classroom

    CERN Document Server

    Osborn, Jeremy

    2011-01-01

    This training package - complete with full-color book and instructional video - is the easiest way to learn HTML5!HTML5 boasts extensive new features that allow you to create dynamic web pages and present users with amazing multimedia experiences, and this one-of-a-kind training package is your guide to creating websites that wow! HTML5 Digital Classroom provides step-by-step instruction to help you gain the essential HTML5 knowledge you need to master the latest HTML5 specifications. This book-and-video package will have you creating web pages and web applications using HTML5, styling using

  19. Muuntojoustava opetustila - Flipped Classroom

    OpenAIRE

    Ruohonen, Maiju

    2016-01-01

    Tämän opinnäytetyön tarkoituksena oli dokumentoida ja suunnitella muuntojoustava luokkatila, joka tukee Flipped Classroom opetustapaa. Opinnäytetyö on tehty yhteistyössä Itä-Suomen Yliopiston Soveltavan fysiikan laitoksen kanssa Kuopiossa. Suunnitteluprosessiin osallistui suunnittelijan lisäksi monialainen ryhmä, joka koostui muun muassa tilankäyttäjistä. Tilan ensisijaisia käyttökohteita olivat lähiopetus 20 henkilölle ja luennot 30 henkilölle. Näiden lisäksi tilaan haluttiin sijoittaa n...

  20. Mendel in the Modern Classroom

    Science.gov (United States)

    Smith, Mike U.; Gericke, Niklas M.

    2015-01-01

    Mendel is an icon in the history of genetics and part of our common culture and modern biology instruction. The aim of this paper is to summarize the place of Mendel in the modern biology classroom. In the present article we will identify key issues that make Mendel relevant in the classroom today. First, we recount some of the historical…

  1. Nurturing Creativity in the Classroom

    Science.gov (United States)

    Beghetto, Ronald A., Ed.; Kaufman, James C., Ed.

    2010-01-01

    "Nurturing Creativity in the Classroom" is a groundbreaking collection of essays by leading scholars, who examine and respond to the tension that many educators face in valuing student creativity but believing that they cannot support it given the curricular constraints of the classroom. Is it possible for teachers to nurture creative…

  2. Classroom -70-------------------------------~-----------RESONANCEISep-te ...

    Indian Academy of Sciences (India)

    in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. Soubhik Chakraborty. Lecturer,. Department of Statistics.

  3. Inverting an Introductory Statistics Classroom

    Science.gov (United States)

    Kraut, Gertrud L.

    2015-01-01

    The inverted classroom allows more in-class time for inquiry-based learning and for working through more advanced problem-solving activities than does the traditional lecture class. The skills acquired in this learning environment offer benefits far beyond the statistics classroom. This paper discusses four ways that can make the inverted…

  4. Reinvention of Classroom Practice Innovations

    Science.gov (United States)

    Sansom, David W.

    2017-01-01

    Experienced teachers are introduced to classroom practice innovations during in-service education and training (INSET) programmes. Teachers return to particular teaching contexts in schools and other institutions after INSET and it is here teachers implement innovations and change classroom practice. However, this implementation is not certain;…

  5. Classroom Furniture: The Mod Squad

    Science.gov (United States)

    Raths, David

    2012-01-01

    This is the first article in a six-part series on the elements of a collaborative classroom: furniture, social media, video/web conferencing tools, collaborative software, interactive devices, and mobile devices. With most universities facing tight budgets, convincing administrators to invest in expensive new classrooms is a challenge. Many higher…

  6. Sharing Power in the Classroom.

    Science.gov (United States)

    Richard-Amato, Patricia

    2002-01-01

    Suggests that be sharing power in the classroom teachers allow the development of participatory classrooms in which all students can thrive. Examines participatory teaching and critical pedagogy, components of the participatory learning experience, manifestations of participatory teaching, an application of the language experience approach,…

  7. Effective Communication in Multicultural Classrooms.

    Science.gov (United States)

    Liao, Xiaofan

    This research tries to determine effective intercultural classroom communication in the American higher education setting. Theories on classroom communication and intercultural communication (Uncertainty Reduction and Communication Accommodation) are used to build the framework. Subjects were four professors from three different academic…

  8. Encouraging Friendships in Preschool Classrooms

    Science.gov (United States)

    Pasnak, Robert; Perez, Karla; Romero, Sandy

    2009-01-01

    This article reviews the findings from our research in Head Start classrooms and their potential theoretical importance. Practical suggestions are offered to administrators and teachers as to ways to promote friendships in classroom settings. Some approaches are likely to work better for boys and others for girls. Understanding how children select…

  9. Fight Obesity in the Classroom

    Science.gov (United States)

    Bratsis, Michael E.

    2012-01-01

    U.S. health experts declared obesity an epidemic over a decade ago. Schools have tried to implement prevention programs for students, but as budgets shrink, educating students about obesity is increasingly falling to classroom instructors, including science teachers. The good news is that obesity-related classroom activities can be engaging, and…

  10. Acoustical evaluation of preschool classrooms

    Science.gov (United States)

    Yang, Wonyoung; Hodgson, Murray

    2003-10-01

    An investigation was made of the acoustical environments in the Berwick Preschool, Vancouver, in response to complaints by the teachers. Reverberation times (RT), background noise levels (BNL), and in-class sound levels (Leq) were measured for acoustical evaluation in the classrooms. With respect to the measured RT and BNL, none of the classrooms in the preschool were acceptable according to the criteria relevant to this study. A questionnaire was administered to the teachers to assess their subjective responses to the acoustical and nonacoustical environments of the classrooms. Teachers agreed that the nonacoustical environments in the classrooms were fair, but that the acoustical environments had problems. Eight different classroom configurations were simulated to improve the acoustical environments, using the CATT room acoustical simulation program. When the surface absorption was increased, both the RT and speech levels decreased. RASTI was dependent on the volumes of the classrooms when the background noise levels were high; however, it depended on the total absorption of the classrooms when the background noise levels were low. Ceiling heights are critical as well. It is recommended that decreasing the volume of the classrooms is effective. Sound absorptive materials should be added to the walls or ceiling.

  11. Analysis of scientific argumentation in two physical chemistry classrooms using the POGIL approach

    Science.gov (United States)

    Moon, Alena C.

    The benefits of facilitating argumentation in science education have been well reported (Jimenez-Aleixandre & Erduran, 2007). Engaging in argumentation has shown to model authentic scientific inquiry as well as promote development of content knowledge. However, less emphasis has been placed on facilitating argumentation in upper level undergraduate courses, though it is important for evaluating undergraduate curricula to characterize upper level students' scientific reasoning. This work considers two implementations of the POGIL physical chemistry curriculum and evaluates the classroom argumentation. The researchers aimed to consider the content of the arguments and dialectical features characteristic of socially constructed arguments (Nielson, 2013). To do this, whole class sessions were videotaped and Toulmin's Argument Pattern (TAP) was used to identify the arguments generated during the class (Erduran, Simon, & Osborne, 2004). A learning progression on chemical thinking (Sevian & Talanquer, 2014) was used as a domain-specific measure of argument quality. Results show differences in argumentation between and across both classrooms that can be explained by analysis of instructor facilitation and the POGIL curriculum. The results from this work will be used to make recommendations for instructor facilitation of argumentation and reform of the POGIL curriculum.

  12. What Goes On Inside Latin American Math and Science Classrooms: A Video Study of Teaching Practices

    Directory of Open Access Journals (Sweden)

    Emma Näslund-Hadley

    2014-09-01

    Full Text Available Beyond common associated factors, such as teacher characteristics and socio-economic background of students, little is known about how student achievement in math and science is related to differences in the teaching approaches used in Latin American classrooms. This paper highlights the main findings of a qualitative study on cross-country differences in teaching practices in three Latin American countries. Of the three countries selected for the study, Paraguay and the Dominican Republic perform at the bottom of the regional comparative test, Second Regional Comparative and Explanatory Study (SERCE, and the Mexican state of Nuevo Leon is one of the top performers. Our findings, based on a large sample of videotape recordings from sixth-grade classrooms in the three countries, indicate that inquiry based instruction appears to be associated with higher levels of learning. Teachers who actively engage students in activities that promote analytical and critical-thinking skills and move beyond a procedural understanding may lead to better performance on the SERCE assessments. However, drill, practice, and memorization predominate in all three countries.

  13. The flipped classroom, putting learning back into the hands of students

    Science.gov (United States)

    Torkelson, Virginia

    Flipping the classroom is a new style of teaching that puts learning back into the hands of the student and allows the teacher to facilitate each child's learning based on their individual needs. Three units of Chemistry were flipped to give the researcher experience and skill in this new ideology. Technology was used to create podcasts for student's to watch outside of the classroom. Student's used classroom time for problem-solving, activities, discussions and labs. From this experience as well as conferences, classroom observations of the flipping process in action and discussions with other teachers also using this new style of teaching, a handbook was written.

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

    Science.gov (United States)

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

    2010-01-01

    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 high poverty urban schools. Results demonstrate that variation in teacher-student agreement on the structure of students’ peer networks can be explained, in part, by developmental factors and classroom characteristics. Developmental increases in network density partially mediated the positive relationship between grade level and teacher-student agreement. Larger class sizes and higher levels of normative aggressive behavior resulted in lower levels of teacher-student agreement. Teachers’ levels of classroom organization had mixed influences, with behavior management negatively predicting agreement, and productivity positively predicting agreement. These results underscore the importance of the classroom context in shaping teacher and student perceptions of peer networks. PMID:21666768

  15. Preliminary Evidence on the Efficacy of Mindfulness Combined with Traditional Classroom Management Strategies.

    Science.gov (United States)

    Kasson, Erin M; Wilson, Alyssa N

    2017-09-01

    The current case study combined mindfulness-based strategies with a classroom behavior management treatment package, to assist teachers with managing 3rd grade student behaviors. Two teachers (Classroom teacher and Specials teacher) and six students within the same classroom were observed using a 5-min momentary time sampling procedure. A delayed multiple baseline across settings (e.g., Classroom teacher, Specials teacher) design was used to assess student behaviors across baseline (A), classroom behavior management treatment package (CBM) (B), CBM plus mindfulness (C), and CBM plus mindfulness and self-monitoring (D). Behavioral treatment alone increased on-task behaviors for four of six (66%) students compared to baseline; however, five of six (83%) students increased and sustained high rates of on-task behaviors when mindfulness exercises were added to the behavior analytic techniques. These preliminary results support the combination of mindfulness-based strategies with traditional behavior analytic interventions for increasing student on-task behaviors in classroom settings.

  16. Development and Piloting of a Classroom-focused Measurement Feedback System

    Science.gov (United States)

    Nadeem, Erum; Cappella, Elise; Holland, Sibyl; Coccaro, Candace; Crisonino, Gerard

    2015-01-01

    The present study used a community partnered research method to develop and pilot a classroom-focused measurement feedback system (MFS) for school mental health providers to support teachers’ use of effective universal and target classroom practices related to student emotional and behavioral issues. School personnel from seven urban elementary and middle school classrooms participated. Phase I involved development and refinement of the system through a baseline needs assessment and rapid-cycle feedback. Phase II involved detailed case study analysis of pre-to-post quantitative and implementation process data. Results suggest that teachers who used the dashboard along with consultation showed improvement in observed classroom organization and emotional support. Results also suggest that MFS use was tied closely to consultation dose, and that broader support at the school level was critical. Classroom-focused MFSs are a promising tool to support classroom improvement, and warrant future research focused on their effectiveness and broad applicability. PMID:25894312

  17. Classroom Interaction in Teaching English as Foreign Language at Lower Secondary Schools in Indonesia

    Directory of Open Access Journals (Sweden)

    Hanna Sundari

    2017-12-01

    Full Text Available The aim of this study was to develop a deep understanding of interaction in language classroom in foreign language context. Interviews, as major instrument, to twenty experienced English language teachers from eight lower secondary schools (SMP were conducted in Jakarta, completed by focus group discussions and class observation/recordings. The gathered data was analyzed according to systematic design of grounded theory analysis method through 3-phase coding. A model of classroom interaction was formulated defining several dimensions in interaction. Classroom interaction can be more comprehended under the background of interrelated factors: interaction practices, teacher and student factors, learning objectives, materials, classroom contexts, and outer contexts surrounding the interaction practices. The developed model of interaction for language classroom is notably to give deep descriptions on how interaction substantially occurs and what factors affect it in foreign language classrooms at lower secondary schools from teachers’ perspectives.

  18. Young Scientist in Classroom

    Science.gov (United States)

    Doran, Rosa

    Bringing space exploration recent results and future challenges and opportunities to the knowledge of students has been a preoccupation of educators and space agencies for quite some time. The will to foster student’s interest and reawaken their interest for science topics and in particular research is something occupying the minds of educators in all corners of the globe. But the challenge is growing literally at the speed of light. We are in the age of “Big Data”. Information is available, opportunities to build smart algorithms flourishing. The problem at hand is how we are going to make use of all this possibilities. How can we prepare students to the challenges already upon them? How can we create a scientifically literate and conscious new generation? They are the future of mankind and therefore this is a priority and should quickly be recognized as such. Empowering teachers for this challenge is the key to face the challenges and hold the opportunities. Teachers and students need to learn how to establish fruitful collaboration in the pursuit of meaningful teaching and learning experiences. Teachers need to embrace the opportunities this ICT world is offering and accompany student’s path as tutors and not as explorers themselves. In this training session we intend to explore tools and repositories that bring real cutting edge science to the hands of educators and their students. A full space exploration will be revealed. Planetarium Software - Some tools tailored to prepare an observing session or to explore space mission’s results will be presented in this topic. Participants will also have the opportunity to learn how to plan an observing session. This reveals to be an excellent tool to teach about celestial movements and give students a sense of what it means to explore for instance the Solar System. Robotic Telescopes and Radio Antennas - Having planned an observing session the participants will be introduced to the use of robotic telescopes, a

  19. Fostering Ecological Literacy: A Case Study of the Saint John Harbour in Two High School English Language Arts Classrooms

    Science.gov (United States)

    Douglas, Velta

    Integrating environmental education into curriculum in a way that tackles the holistic and complicated nature of multi-dimensional issues continues to be a challenge for educators and administrators. There is potential in using ecological literacy to introduce local environmental case studies into English Language Arts high school classrooms. This research examines the experiences of two ELA classrooms in one Saint John, NB, high school with a two-week unit based on stakeholder relationships within the Saint John Harbour. Through presentations by guest speakers and research sourced from local community groups, students learned about the highly complex environmental issues that inform management decisions for the Harbour. Using these materials as background, students participated in a mock stakeholders meeting. Case study methodology was used to explore student learning in both a higher-level and a lower-level grade 10 ELA class. Data for the analysis included: cognitive mapping exercises; oral and written classroom assignments and activities; a videotape of the mock stakeholder meetings; a focus group interview with selected students; and researcher field notes. Data demonstrated significant student learning about environmental issues including increased sophistication in describing links between and among environmental issues affecting the harbour, and much more complex understandings of the positions and roles of the various stakeholder groups. Some important areas of resistance to new learning were also evident. Implications for practice and policy and recommendations for future research are discussed.

  20. Mathematics and Science Learning Opportunities in Preschool Classrooms

    Science.gov (United States)

    Piasta, Shayne B.; Pelatti, Christina Yeager; Miller, Heather Lynnine

    2014-01-01

    Research findings The present study observed and coded instruction in 65 preschool classrooms to examine (a) overall amounts and (b) types of mathematics and science learning opportunities experienced by preschool children as well as (c) the extent to which these opportunities were associated with classroom and program characteristics. Results indicated that children were afforded an average of 24 and 26 minutes of mathematics and science learning opportunities, respectively, corresponding to spending approximately 25% of total instructional time in each domain. Considerable variability existed, however, in the amounts and types of mathematics and science opportunities provided to children in their classrooms; to some extent, this variability was associated with teachers’ years of experience, teachers’ levels of education, and the socioeconomic status of children served in the program. Practice/policy Although results suggest greater integration of mathematics and science in preschool classrooms than previously established, there was considerable diversity in the amounts and types of learning opportunities provided in preschool classrooms. Affording mathematics and science experiences to all preschool children, as outlined in professional and state standards, may require additional professional development aimed at increasing preschool teachers’ understanding and implementation of learning opportunities in these two domains in their classrooms. PMID:25489205

  1. Classroom climate in Serbia: The perspective of primary school teachers

    Directory of Open Access Journals (Sweden)

    Ševkušić Slavica

    2014-01-01

    Full Text Available The goal of this research is to gain insight into the classroom climate in schools in Serbia from the perspective of teachers. To realize this goal, we set up two research questions: (1 How do teachers assess the importance of certain aspects of the classroom climate and their own engagement in creating favourable climate, and (2 which factors determine the quality of classroom climate. We considered four dimensions of classroom climate: equality in communication, social relationships between students, respect for students’ feelings and the organizing group work. The sample consisted of primary school teachers in Serbia (N=1441, who completed a questionnaire made for our research needs. The results of factor analysis confirmed the initial assumption that the selected dimensions are related in terms of their belonging to the same construct and sufficiently different to be considered as selfcontained. The obtained results show that teachers in Serbia highly value the importance of all researched aspects of the classroom climate and believe that they are engaged to a large extent in creating a positive classroom climate. Also, it was shown that teachers’ gender and the teaching level are the most important determinants of classroom climate quality. Bearing in mind the limitations of the applied instrument it is concluded that the results should be considered with caution and that future research should include students’ perspective, direct class observation and qualitative methods to gain a more objective and more comprehensive understanding of the classroom climate. [Projekat Ministarstva nauke Republike Srbije, br. 179034: From encouraging initiative, cooperation and creativity in education to new roles and identities in society i br. 47008: Improving the quality and accessibility of education in modernization processes in Serbia

  2. Optimizing the use of video-tapes of clinical sessions: the data-mining approach for scale construction and theory building for bereaved persons in Hong Kong.

    Science.gov (United States)

    Chow, Amy Yin Man

    2010-01-01

    Video-taping clinical sessions is a common practice among social workers so that the tapes may be used for clinical supervision and reviewed with the individuals or families involved. They are usually underused for research purposes. This article reports on an innovative research method using such tapes as a basis for clinical data mining to explore the bereavement experience of Chinese people in Hong Kong. Using this data, a rich item pool, containing both negative and positive reactions, was generated to allow the development of a culturally relevant measurement tool of grief reactions. The data also facilitated theory building in the area of grief and bereavement. This study extended the use of video-tapes in clinical sessions for research purposes and helped to collect reliable and timely data in a non-intrusive way. It has also advanced the use of quantitative data in the clinical data-mining approach. The study encouraged collaboration between clinicians and researchers to develop knowledge and skills about their special target group of clients.

  3. The Emergence of Student Creativity in Classroom Settings: A Case Study of Elementary Schools in Korea

    Science.gov (United States)

    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…

  4. Generative Routinized Practices and the Production of Classroom Cultures and Identities

    Science.gov (United States)

    Kamberelis, George

    2013-01-01

    In this article, I share results from a year-long qualitative study that focused on the emergent production of a classroom culture and the social identities most valued in that culture. I collected observational data, interview data and archival data throughout the school year in one self-contained fourth-grade classroom. Using a combination of…

  5. Pre Business College Freshman Perception of Classroom Behavior: An Analysis among and between Genders

    Science.gov (United States)

    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…

  6. An Inquiry-Based Approach to Critical Literacy: Pedagogical Nuances of a Second Grade Classroom

    Science.gov (United States)

    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…

  7. Alternative Assessment Practices of a Classroom Teacher: Alignment with Reform-Based Science Curriculum

    Science.gov (United States)

    Serin, Gökhan

    2015-01-01

    The purpose of this study was to explore alignment between reform-based Turkish primary science curriculum and alternative assessment practices of a classroom teacher. Observational case study approach was utilized. A classroom teacher with 32 years of experience and his 31 students participated in the study. The data were collected during one…

  8. Exploring Bilinguals' Social Use of Language inside and out of the Minority Language Classroom

    Science.gov (United States)

    Thomas, Enlli Mon; Roberts, Dylan Bryn

    2011-01-01

    This paper examines bilingual children's use of language inside and out of the minority language classroom. A total of 145 children between 8 and 11 years of age, attending 16 bilingual Welsh-English primary schools in North Wales, responded to questionnaires (supplemented by classroom observations) requesting information about their language…

  9. Using the ICOT Instrument to Improve Instructional Technology Usage in the ABE Classroom

    Science.gov (United States)

    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…

  10. Teacher Management of Elementary Classroom Social Dynamics: Associations with Changes in Student Adjustment

    Science.gov (United States)

    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…

  11. A Vision of Improvement of Learning: South African Teachers' Conceptions of Classroom Assessment

    Science.gov (United States)

    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…

  12. Peer-Assisted Learning and Interactions in Inclusive Music Classrooms: Benefits, Research, and Applications

    Science.gov (United States)

    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…

  13. Learning to Estimate Slide Comprehension in Classrooms with Support Vector Machines

    Science.gov (United States)

    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…

  14. Factors Affecting Learners' Attention to Teacher Talk in Nine ESL Classrooms

    Science.gov (United States)

    Wang, Weiqing

    2015-01-01

    With classroom observation and stimulated recall interviews as research instruments, the present study investigated some of the factors that affected learners' attention to teacher talk in nine English as a Second Language (ESL) classrooms. The results revealed five such factors, namely, learners' self evaluation of their language knowledge, the…

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

    Science.gov (United States)

    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…

  16. The Moving Image in Education Research: Reassembling the Body in Classroom Video Data

    Science.gov (United States)

    de Freitas, Elizabeth

    2016-01-01

    While audio recordings and observation might have dominated past decades of classroom research, video data is now the dominant form of data in the field. Ubiquitous videography is standard practice today in archiving the body of both the teacher and the student, and vast amounts of classroom and experiment clips are stored in online archives. Yet…

  17. The Utility of Interaction Analysis for Generalizing Characteristics of Science Classrooms

    Science.gov (United States)

    Crippen, Kent J.; Sangueza, Cheryl R.

    2013-01-01

    Validating and generalizing from holistic observation protocols of classroom practice have proven difficult. These tools miss crucial classroom characteristics, like the type of instruction, the organization of learners, and the level of cognitive engagement that occur differentially in the time span of a lesson. As a result, this study examined…

  18. Classroom Assessment Preference of Indonesian Junior High School Teachers in English as Foreign Language Classes

    Science.gov (United States)

    Saefurrohman

    2015-01-01

    This study was conducted using a mix method design with 24 Indonesian junior high school English teachers as respondents who completed the questionnaire on classroom assessment practices. Six respondents participated in an interview and observation to further clarify their practices on classroom assessment. The study found that an Indonesian…

  19. An Investigation of Teacher Candidates' Perceptions about Physical Dimension of Classroom Management

    Science.gov (United States)

    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…

  20. High School Students' Attitudes and Experiences in EFL Classrooms Equipped with Interactive Whiteboards

    Science.gov (United States)

    Han, Turgay; Okatan, Semih

    2016-01-01

    The purpose of this study was to examine ninth grade EFL students' experiences and attitudes towards classrooms equipped with interactive whiteboards (IWB). The data were collected with a questionnaire about attitudes towards IWB use in EFL classes, and observations from three different classrooms in three different high schools. The study…

  1. Observation of a First-Year Amish Teacher.

    Science.gov (United States)

    Ammon, Richard

    1994-01-01

    Presents observations of a newly appointed Amish teacher in an Amish school and reveals classroom procedures in elementary-level education during several periods in the school year. Observations reveal no classroom competition, yet successful student learning. There were few significant differences between the practices of experienced and…

  2. Second Language Classroom Research. ERIC Digest.

    Science.gov (United States)

    Nunan, David

    The purpose of second (or foreign) language classroom research is to answer important questions about the learning and teaching of foreign languages. This kind of research collects data from genuine language classrooms or from experimental settings sometimes established to replicate what takes place in the classroom. Classroom research can focus…

  3. Classroom Management: What Does Research Tell Us?

    Science.gov (United States)

    Postholm, May Britt

    2013-01-01

    The article reviews studies that focus on classroom management. The aim of classroom management is twofold. The first is to establish a quiet and calm environment in the classroom so that the pupils can take part in meaningful learning in a subject. The second aim is that classroom management contributes to the pupils' social and moral…

  4. Examining the Flipped Classroom through Action Research

    Science.gov (United States)

    Lo, Chung Kwan

    2017-01-01

    There is a growing interest in using a flipped classroom format in day-to-day teaching. Direct computer-based individual instruction outside the classroom and interactive group learning activities inside the classroom are the two essential components of the flipped classroom model. By watching instructional videos, students can work through some…

  5. The Web@classroom project: portables computers and wireless technology in the classroom

    OpenAIRE

    Ramos, Jose Luis; Carvalho, Jose Luis; Blasquez, F.; Luengo, R.; Casas, G. L.; Younie, S.; Bryn, H.; Savage, T.; Brendan, T.; Arnedillo, I. S.

    2010-01-01

    The study was carried out in four European schools (pupils age 9 to13 years old) within four countries (Portugal, Spain, UK and Ireland). The adopted methodology was based in action-research procedures and it included multiple methods and techniques: systematic classroom observation of teachers and pupil work and learning activities; documentary evidence (teachers working sheets, schemes of work) interviews (with selected pupils); questionnaires to all pupils and staff at intervals. This meth...

  6. Recent meteor observing activities in Japan

    Science.gov (United States)

    Yamamoto, M.

    2005-02-01

    The meteor train observation (METRO) campaign is described as an example of recent meteor observing activity in Japan. Other topics of meteor observing activities in Japan, including Ham-band radio meteor observation, the ``Japan Fireball Network'', the automatic video-capture software ``UFOCapture'', and the Astro-classroom programme are also briefly introduced.

  7. Trout in the Classroom

    Science.gov (United States)

    Heath, Thomas

    2014-05-01

    Trout in the Classroom (TIC) is a conservation-oriented environmental education program for elementary, middle, and high school students. During the year each teacher tailors the program to fit his or her curricular needs. Therefore, each TIC program is unique. TIC has interdisciplinary applications in science, social studies, mathematics, language arts, fine arts, and physical education. In the program, students and teachers raise trout from fertilized eggs supplied by Virginia Department of Game and Inland Fisheries (VGIF) hatcheries, in aquariums equipped with special chillers designed to keep the water near 50 degrees F. The students make daily temperature measurements, and monitor pH, dissolved oxygen, conductivity, and ammonia levels. They record their data, plot trends, and make sure that the water quality is sufficient to support trout development. The fingerlings, which hatch in late October, are almost an inch and a half long by mid-January. And towards the end of the school year, students will release the fry into VGIF approved watersheds. TIC programs have been in place all across the country for more than 20 years, and are the result of numerous collaborations between teachers, volunteers, government agencies, and local organizations like Trout Unlimited. The programs were designed specifically for teachers who wanted to incorporate more environmental education into their curriculum. While the immediate goal of Trout in the Classroom is to increase student knowledge of water quality and cold water conservation, its long-term goal is to reconnect an increasingly urbanized population of youth to the system of streams, rivers, and watersheds that sustain them. Successful programs have helped: connect students to their local environments and their local watersheds; teach about watershed health and water quality, and; get students to care about fish and the environment. In Virginia, the TIC program is now in its 8th year. Over the past year, the program

  8. The effects of acoustical refurbishment of classrooms on teachers’ perceived noise exposure and noise-related health symptoms

    DEFF Research Database (Denmark)

    Kristiansen, Jesper; Lund, Søren Peter; Persson, Roger

    2015-01-01

    Objectives: To investigate whether acoustical refurbishment of classrooms for elementary and lower secondary grade pupils affected teachers’ perceived noise exposure during teaching and noise-related health symptoms. Methods: Two schools (A and B) with a total of 102 teachers were subjected...... to an acoustical intervention. Accordingly, 36 classrooms (20 and 16 in school A and school B, respectively) were acoustically refurbished and 31 classrooms (16 and 15 in school A and school B, respectively) were not changed. Thirteen classrooms in school A were interim “sham” refurbished. Control measurements...... classrooms were associated with lower perceived noise exposure and lower ratings of disturbance attributed to noise from equipment in the class compared with unrefurbished classrooms. No associations between the classroom refurbishment and health symptoms were observed. Before acoustical refurbishment...

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

    Science.gov (United States)

    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.

  10. The Social Network Classroom

    Science.gov (United States)

    Bunus, Peter

    Online social networking is an important part in the everyday life of college students. Despite the increasing popularity of online social networking among students and faculty members, its educational benefits are largely untested. This paper presents our experience in using social networking applications and video content distribution websites as a complement of traditional classroom education. In particular, the solution has been based on effective adaptation, extension and integration of Facebook, Twitter, Blogger YouTube and iTunes services for delivering educational material to students on mobile platforms like iPods and 3 rd generation mobile phones. The goals of the proposed educational platform, described in this paper, are to make the learning experience more engaging, to encourage collaborative work and knowledge sharing among students, and to provide an interactive platform for the educators to reach students and deliver lecture material in a totally new way.

  11. Green space as classroom

    DEFF Research Database (Denmark)

    Bentsen, Peter; Schipperijn, Jasper; Jensen, Frank Søndergaard

    2013-01-01

    More and more Danish teachers have started introducing curriculum-based outdoor learning as a weekly or biweekly ‘outdoor school’ day for school children. This move towards schooling in non-classroom spaces presents a challenge for green space managers. Basic managerial knowledge related to what......, who, when and where has thus far only been supported by anecdotal evidence, but seems fundamental to the decision-making of a range of green space providers. The present study aims to describe, characterise and discuss outdoor teachers’ use, preferences and ecostrategies in relation to green space....... A nationwide survey was conducted among Danish teachers practising outdoor teaching (107 respondents), and it showed that a majority used and preferred forest areas. The outdoor teachers used mainly school grounds and local green space for their outdoor teaching with a majority using the same place or mostly...

  12. Are Virtual Classrooms Colorblind?

    Science.gov (United States)

    Killion, Cheryl M; Gallagher-Lepak, Susan; Reilly, Janet

    2015-01-01

    E-learning, increasingly employed in nursing education, has been embraced as a means to enhance options for all students, particularly those with limited educational opportunities. Although a desire to increase access for underserved students is often cited, disparities in availability, usage, and quality of e-learning persist among diverse households and student populations when compared to the general population. In this article, these issues will be examined along with reflection on the extent to which culture has been integrated into on-line design and instruction. Historical and cultural aspects, circumscribing virtual classrooms, are discussed using African Americans as an exemplar. The imperative to harness the democratizing potential of this educational format is underscored. In this article, culture will be examined in light of the significant growth in on-line nursing education over the past several decades. Copyright © 2015 Elsevier Inc. All rights reserved.

  13. Classroom Management to Support Active Middle Level Classrooms

    Directory of Open Access Journals (Sweden)

    Bryan Lloyd McCoy

    2012-09-01

    Full Text Available

    This article presents a discussion of connections between middle level concepts of teaching and learning and managing a classroom through creating opportunities for active and engaged learning. The article argues and concludes that classroom management is more about managing learning than managing behavior and that one effective way to manage student behavior is to create an environment where students continuously engage in active learning (Haydon, Borders, Embury, & Clarke, 2009.

  14. Classroom Management to Support Active Middle Level Classrooms

    Directory of Open Access Journals (Sweden)

    Bryan Lloyd McCoy

    2012-09-01

    Full Text Available This article presents a discussion of connections between middle level concepts of teaching and learning and managing a classroom through creating opportunities for active and engaged learning. The article argues and concludes that classroom management is more about managing learning than managing behavior and that one effective way to manage student behavior is to create an environment where students continuously engage in active learning (Haydon, Borders, Embury, & Clarke, 2009.

  15. Streaming Seismograms into Earth-Science Classrooms

    Science.gov (United States)

    Ammon, C. J.

    2011-12-01

    Seismograms are the fundamental observations upon which seismology is based; they are central to any course in seismology and important for any discussion of earthquake-related phenomena based on seismic observations. Advances in the collection and distribution of seismic data have made the use of research-quality seismograms in any network capable classroom feasible. The development of large, deep seismogram archives place an unprecedented quantity of high-quality data within reach of the modern classroom environment. I describe and discuss several computer tools and classroom activities that I use in introductory (general education) and advanced undergraduate courses that present near real-time research-quality seismic observations in the classroom. The Earth Motion Monitor Application (EMMA), is a MacOS application that presents a visually clear seismogram display that can be projected in classrooms with internet access. Seismic signals from thousands of station are available from the IRIS data center and the bandwidth can be tailored to the particular type of signal of interest (large event, low frequencies; small event, high frequencies). In introductory classes for non-science students, the near realtime display routinely shows magnitude 4.0-5.0 earthquake-generated signals, demonstrating to students the frequency of earthquake occurrence. Over the next few minutes as the waves travel through and across the planet, their arrival on the seismogram display provides some basic data for a qualitative estimate of the event's general location. When a major or great earthquake occurs, a broad-band display of signals from nearby stations can dramatically and dynamically illuminate the frequent activity associated with the aftershock sequence. Routine use of the display (while continuing the traditional classroom activities) provides students with a significant dose of seismogram study. Students generally find all the signals, including variations in seismic

  16. A Review of Classroom Management Studies of Teachers’ Teaching and Students’ Learning about Classroom Rules

    OpenAIRE

    笹屋, 孝允

    2016-01-01

    This paper reviewed classroom management studies of teachers ’ teaching and students ’ learning about classroom rules since 1990s. Teachers decide classroom rules and teach them to students in class in the beginning time of the school year. Classroom rules divide students into students in primary adjustment and students in secondary adjustment. Misbehavior of Students in secondary adjustment provides opportunities to learn classroom rules, to negotiate modification of classroom rules with a t...

  17. Rap Music in the Classroom?

    Science.gov (United States)

    Anderson, Edward

    1993-01-01

    Discusses the background of rap music, its definition, its themes and messages, and rap as a blend of language and music. Offers ideas for its use in the classroom as a way to motivate and instruct students. (SR)

  18. Skinner and the Open Classroom

    Science.gov (United States)

    Madden, Peter C.

    1972-01-01

    Author examines the implications of a major scientific work of behavioral ressearch and concludes that positive reinforcement techniques will make possible the creation of an open classroom, that, in itself, will minimize the negative effects of control. (Author/RK)

  19. Concussion Management in the Classroom.

    Science.gov (United States)

    Graff, Danielle M; Caperell, Kerry S

    2016-12-01

    There is a new emphasis on the team approach to pediatric concussion management, particularly in the classroom. However, it is expected that educators are unfamiliar with the "Returning to Learning" recommendations. The authors' primary objective was to assess and improve high school educators' knowledge regarding concussions and management interventions using an online education tool. A total of 247 high school educators completed a 12 question pretest to assess core knowledge of concussions and classroom management followed by a 20-minute online literature-based education module. Participants then completed an identical posttest. The improvement in core knowledge was statistically significant (P classroom management also showed a statistically significant increase in scores (P classroom management as well as the significant improvement after an online educational module. © The Author(s) 2016.

  20. Behavior Modification in the Classroom

    Science.gov (United States)

    Whitman, Mryon; Whitman, Joan

    1971-01-01

    This article presents the theoretical rationale for behavior modification, principally through its comparison with traditional psychotherapies, and suggests some behavior modification techniques for the classroom management of maladaptive behavior. (Author)

  1. Making Rainbows in the Classroom.

    Science.gov (United States)

    Royalty, Fred B.

    1984-01-01

    Procedures for demonstrating rainbows in the classroom are provided. Materials required include a clear plastic box (the size of a shoebox), water, and an overhead projector. Also tells how to make a rainbow on the chalkboard using colored chalk. (JN)

  2. THE USE OF MOTHER TONGUE IN EFL CLASSROOMS WITH YOUNG ENGLISH LEARNERS IN KORÇA, ALBANIA

    Directory of Open Access Journals (Sweden)

    Dorela KAÇAUNI KONOMI

    2015-05-01

    Full Text Available The aim of this article is to show to what extent English teachers speak the MT (Albanian in the EFL classrooms when they teach Young English Learners in a public school in Korça, Albania. To achieve this, the researcher analyzed the data collected from four classroom observations in grades 3 up to 6. Three English teachers were interviewed and compared to show how much they used Albanian and reasons why they used it. The data obtained from the classroom observations and interviews showed that all the teachers used Albanian in the EFL classrooms in different extents and for different reasons.

  3. Promoting Health Literacy in the Classroom

    DEFF Research Database (Denmark)

    Bruselius-Jensen, Maria; Bonde, Ane Høstgaard; Christensen, Julie Hellesøe

    2017-01-01

    in Copenhagen, Denmark, during the autumn and winter of 2013–2014. Participants numbered 281 pupils and nine teachers. Method: We used Nutbeam’s conceptualisation of health literacy as a theoretical framework to assess which levels of health literacy the programme would promote; we assessed these using data...... school pupils develop health literacy related to physical activity. It discusses curriculum-integrated health education’s contribution to promoting health literacy. Design: Qualitative classroom observation. Setting: IMOVE was implemented in 12 school classes (grades 5–7) in four public schools...

  4. Designing User Centred Intelligent Classroom Lighting

    DEFF Research Database (Denmark)

    Georgieva, Diana Zdravkova; Schledermann, Kathrine Marie; Nielsen, Stine Maria Louring

    2018-01-01

    Through a case study, this paper presents a new way of designing intelligent classroom lighting to meet the users’ needs. A mix of ethnographic methods (field observations and interviews) were used to investigate the everyday learning activities at a middle school in Copenhagen in order...... to determine how lighting can support the learning environment. Based on the investigations, lighting design criteria and three predefined lighting scenes are proposed as a new design for meeting the needs of students and teachers during three types of activities. The scenes focus on smartboard visibility...

  5. Mapping Science in Discourse-based Inquiry Classrooms

    Science.gov (United States)

    Yeneayhu, Demeke Gesesse

    Abstract The purpose of this study was to investigate how discourse-based inquiry science lessons provided opportunities for students to develop a network of semantic relations among core ideas and concepts in science. It was a naturalistic inquiry classroom lessons observation study on three science teachers--- a middle school science teacher and two high school physics teachers in an urban school district located in the Western New York region. Discourse and thematic analysis drawn from the theory of Systemic Functional Linguistics were utilized as guiding framework and analysis tools. Analysis of the pre-observation and post-observation interviews of the participant teachers revealed that all of the three teachers participated in at least one inquiry-based science teaching teacher professional development program and they all thought their classroom teaching practice was inquiry-based. Analysis of their classroom lesson videos that each participant teacher taught on a specific science topic revealed that the middle school teacher was found to be a traditional teacher-dominated classroom whereas the two high school physics teachers' classroom teaching approach was found to be discourse-based inquiry. One of the physics teachers who taught on a topic of Magnetic Interaction used relatively structured and guided-inquiry classroom investigations. The other physics teacher who taught on a topic of Color Mixing utilized open-ended classroom investigations where the students planned and executed the series of classroom science investigations with minimal guidance from the teacher. The traditional teacher-based classroom communicative pattern was found to be dominated by Triadic Dialogue and most of the science thematics were jointly developed by the teacher and the students, but the students' role was limited to providing responses to the teacher's series questions. In the guided-inquiry classroom, the common communicative pattern was found to be True Dialogue and most

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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

  8. Technology Integration in Elementary Classrooms: Teaching Practices of Student Teachers

    Science.gov (United States)

    Liu, Ping

    2016-01-01

    This study examines how and why student teachers integrated technology to enhance instruction in elementary classrooms. The participants were 31 student teachers who completed an assignment of eight weeks. Multiple data sets including observation notes of 347 lessons were obtained from three key groups for data triangulation. Results reveal that…

  9. Transactional Analysis in the Classroom, Staffroom and Beyond

    Science.gov (United States)

    Barrow, Giles

    2015-01-01

    The author considers the application of transactional analysis (TA) in the field of education. Initially, the focus is on the use of TA in reducing conflict in the classroom and staffroom before offering observations about its broader relevance to contemporary UK schooling. Concepts covered include the egostate model of personality, functional…

  10. Effective Teaching Practices that Promote a Positive Classroom Environment

    Science.gov (United States)

    MacSuga-Gage, Ashley S.; Simonsen, Brandi; Briere, Donald E.

    2012-01-01

    Establishing effective academic instruction, effective classroom management, and building relationships can all be accomplished with the application of observable and measurable practices. How an individual applies these practices will vary, yet common components of effective teaching are omnipresent. Across academic instruction, behavior…

  11. Japanese Lesson Study Sustaining Teacher Learning in the Classroom Context

    Science.gov (United States)

    Loose, Crystal Corle

    2014-01-01

    The purposes of this action research study were first to explore teacher perceptions of Japanese lesson study as a method of professional development, and second to take teachers through an action research process as they observed the implementation of a literacy lesson in the classroom. Situated Learning Theory, particularly related to teacher…

  12. Critique and Process: Signature Pedagogies in the Graphic Design Classroom

    Science.gov (United States)

    Motley, Phillip

    2017-01-01

    Like many disciplines in design and the visual fine arts, critique is a signature pedagogy in the graphic design classroom. It serves as both a formative and summative assessment while also giving students the opportunity to practice the habits of graphic design. Critiques help students become keen observers of relevant disciplinary criteria;…

  13. Evaluating Classroom Time through Systematic Analysis and Student Feedback

    Science.gov (United States)

    Achen, Rebecca M.; Lumpkin, Angela

    2015-01-01

    The purpose of this action research was to examine the use of class time through classroom observation and student feedback. Students', the teacher's, and whole class activities during class were categorized every two minutes. Students also were given pre- and post-course surveys to assess perceptions on lecture time, impact of learning…

  14. Domain Independent Assessment of Dialogic Properties of Classroom Discourse

    Science.gov (United States)

    Samei, Borhan; Olney, Andrew M.; Kelly, Sean; Nystrand, Martin; D'Mello, Sidney; Blanchard, Nathan; Sun, Xiaoyi; Glaus, Marcy; Graesser, Art

    2014-01-01

    We present a machine learning model that uses particular attributes of individual questions asked by teachers and students to predict two properties of classroom discourse that have previously been linked to improved student achievement. These properties, uptake and authenticity, have previously been studied by using trained observers to live-code…

  15. The Relationship between Kindergarten Classroom Environment and Children's Engagement

    Science.gov (United States)

    Aydogan, Canan; Farran, Dale C.; Sagsöz, Gülseren

    2015-01-01

    The primary aim of the present study was to examine the way in which instructional and emotional aspects of teacher support combined to predict children's engagement in learning-related activities in kindergarten classrooms that served a socio-economically diverse population of children. Observations were conducted on teachers and children in 45…

  16. Genre-Based Teaching and Assessment in Secondary English Classrooms

    Science.gov (United States)

    Lee, Icy

    2012-01-01

    This study investigates how genre can be used as an organisational principle to interweave teaching and assessment in the L2 school context. Relying on data from interviews and lesson observations gathered from two Secondary 1 (that is, Grade 7) Hong Kong classrooms, the study sought to discover how teachers implemented genre-based teaching and…

  17. Implementation Strategies of Inclusive Education in Cypriot Classrooms

    Science.gov (United States)

    Angelides, Panayiotis; Hajisoteriou, Christina

    2013-01-01

    This research examined the implementation strategies used by the participant teachers in order to practice inclusion in their classrooms. To this end, we investigated the participant teachers' perceptions of their roles and the barriers faced in the implementation of inclusion. Interviews and observations were carried out with four teachers in…

  18. Fighting the Rip: Using Digital Texts in Classrooms

    Science.gov (United States)

    Honan, Eileen

    2009-01-01

    This paper reports on a study investigating the use of digital texts in schools serving low and middle/upper socioeconomic communities. It draws on theoretical notions of rhizomes from the work of Deleuze and Guattari to explain the network of relations that are formed in classrooms, and that form the context for a set of patterns observed when…

  19. A Chinese EFL Teacher's Classroom Assessment Practices

    Science.gov (United States)

    Wang, Xiaoying

    2017-01-01

    This article reports on a case study of how an experienced EFL teacher assessed her students in her oral English course at a university in China. Data were collected over one semester through document analysis, classroom observation and recording, interviews, and student journals. Analysis revealed that the teacher assessed her students through…

  20. Children of Divorce: The Impact on Classroom Behavior.

    Science.gov (United States)

    Shinoda, Kevin Seiji

    This paper presents research on the influence of divorce on the classroom behavior of school-aged children. It attempts to uncover some contributing factors that may play a role in how a child deals with divorce. It explores the role of the teacher and school in the intervention and discusses what teachers have observed in working with children of…