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Search Results for 'Classroom observation' (Keyword)
19 items found 1 / 2
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1   |   From section Instruction in Teacher Training
Post-Lesson Observation Conferencing of University Supervisors and Physical Education Teacher Education Students
This study aimed to examine post-lesson observation conferencing discourse between university supervisors and physical education teacher education students. The authors conclude that the university supervisors demonstrated a collaborative style of conferencing that allowed preservice teachers plenty of opportunities to speak. Many factors impacted the time spent conferencing with the most important being time constraints. However, it was found that the supervisors recognized the importance of these constraints and have taken steps to allow for adequate time.
Publication Year: 2012    |    Updated in ITEC: January 11, 2018
2   |   From section Instruction in Teacher Training
Describing Profiles of Instructional Practice: A New Approach to Analyzing Classroom Observation Data
In this article, the authors outline the application of latent class analysis (LCA) to classroom observational instruments. This analysis offers diagnostic information about teachers’ instructional strengths and weaknesses, along with estimates of measurement error for individual teachers, while remaining relatively straightforward to implement and interpret.
Publication Year: 2015    |    Updated in ITEC: April 30, 2017
3   |   From section ICT & Teaching
Guidance for Technology Decisions from Classroom Observation
This study examined the observed relationships between students’ technology use and the technologies and classroom environments that teachers arrange for them. The results warrant three areas of discussion: interpretation of the correlations, the observation process, and the use of the NETS in evaluation. The authors argue that educational planners need to be aware of these pedagogical pressures and relate them to their own priorities, since a technology implemented in response to one need may have unintended consequences. Furthermore, these observations provided several guidelines for observation practice.
Publication Year: 2012    |    Updated in ITEC: August 28, 2016
4   |   From section Assessment & Evaluation
Say Cheese! A Snapshot of Elementary Teachers’ Engagement and Motivation for Classroom Assessment
This study aimed to add to the growing base of knowledge about teachers’ engagement with assessment data and their motivation for classroom assessment. The findings settled into four main categories: (1) teachers use for learning assessment to improve student achievement, (2) an imbalance of formative assessment – assessment as learning was not used consistently, (3) inconsistent formalization of observation into meaningful assessment data, and (4) the tension between internal and external motivators for student assessment. The author concludes with some recommendations for teacher preparation programs, professional development for teachers and school and district administration.
Publication Year: 2014    |    Updated in ITEC: June 9, 2015
5   |   From section ICT & Teaching
From Evaluation to Collaborative Reflection: Teacher Candidate Perceptions of a Digital Learner-Centered Classroom Observation Form
The goal of this study was to gather teacher candidates’ perceptions of a form that incorporated self-reflection, collaborative reflection, and quality feedback. The faculty members at a Midwestern U.S. university piloted a new digital classroom observation form to promote a more learner-centered approach to supervision. Results indicated that while teacher candidates felt that the form took more time to complete, most felt it helped promote reflective practices, and supervisor feedback was viewed favorably.
Publication Year: 2014    |    Updated in ITEC: February 16, 2015
6   |   From section Assessment & Evaluation
The Test Matters: The Relationship Between Classroom Observation Scores and Teacher Value Added on Multiple Types of Assessment
This study examined how the relationships between one observation protocol, the Protocol for Language Arts Teaching Observation (PLATO), and value-added measures shift when different tests are used to assess student achievement. The findings revealed that PLATO was more strongly related to the Stanford Achievement Test (SAT-9), the alternative assessment used by MET to assess more ambitious outcomes. Furthermore, the authors found that the SAT-9 is more instructionally sensitive to the PLATO factor of Cognitive and Disciplinary Demand than the state tests used in MET study.
Publication Year: 2014    |    Updated in ITEC: February 15, 2015
7   |   From section Instruction in Teacher Training
Promoting Communities of Practice and Parallel Process in Early Childhood Settings
This article presents a qualitative case study, which examined the relationship between conversations during formal collaborative experiences and the actual classroom practice of early childhood teachers in a district, Head Start, and university lab school. Three elements related to the development of communities of practice emerged from this study: (a) parallel processes that promoted the transfer of teacher talk into practices that enriched classroom environments; (b) administratively supported collective control of curriculum by teachers promotes a practice-based focus; and (c) use of protocols actively guides the content and process of teachers’ conversations. This study illustrates the importance of group routines and intentions, collective ownership of curriculum, and their role in the development of productive parallel processes.
Publication Year: 2012    |    Updated in ITEC: July 5, 2014
8   |   From section Professional Development
An Ongoing Professional Development Program and Its Impact on Teacher Effectiveness
The authors examined the degree to which ongoing professional development (PD) for school teachers is associated with more effective teaching practices as measured through teachers’ behaviors in the classroom. The effects of participation in this program on three domains of teacher effectiveness, measured through classroom observations. The domains of teacher effectiveness are planning and preparation, classroom environment, and instruction. The implications of this study indicate that high-quality professional development does not always address all domains of teaching.
Publication Year: 2011    |    Updated in ITEC: August 27, 2013
9   |   From section Preservice Teachers
Impact of a Content and Methods Course Sequence on Prospective Secondary Mathematics Teachers’ Beliefs
This article reports on a study of beliefs about mathematics, teaching, and proof. The study was conducted with six prospective secondary mathematics teachers. The findings reveal that while their beliefs about mathematics and proof appeared to be relatively stable, their beliefs about teaching shifted from a more teacher-centered view to beliefs that foreground the activities and understandings of the students.
Publication Year: 2011    |    Updated in ITEC: October 22, 2012
10   |   From section Preservice Teachers
Formative Conceptions of Assessment: Trainee Teachers’ Thinking about Assessment Issues in English Secondary Schools
In this article, the authors examine the developing thinking about assessment of graduate trainees preparing for secondary teaching in England. The authors interview a sample of trainee teachers at an early stage of preparation for teaching. The findings suggest that the preconceptions of trainee teachers about the nature and purpose of assessment, and their interpretations of classroom observations on school placement, offer a confused and complex basis for adopting recommended assessment practices in their own teaching.
Publication Year: 2011    |    Updated in ITEC: August 29, 2012
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