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

2015 ◽  
Vol 44 (6) ◽  
pp. 623-635 ◽  
Author(s):  
Beverly L. Alford ◽  
Kayla B. Rollins ◽  
Yolanda N. Padrón ◽  
Hersh C. Waxman
Keyword(s):  
Student Engagement ◽  
Instructional Practices ◽  
Classroom Observation ◽  
Developmentally Appropriate ◽  
Ethnically Diverse ◽  
Second Grade

IMPLEMENTING SIM-OVG MODEL IN LEARNING ECONOMICS AT SMA NEGERI 10 SAMARINDA

2019 ◽  
Vol 1 (2) ◽  
pp. 151-164
Author(s):  
Watini Watini
Keyword(s):  
Learning Outcomes ◽  
Classroom Observation ◽  
Second Grade ◽  
Learning Models ◽  
Group Presentation ◽  
Second Grade Students ◽  
High Level ◽  
Work Method ◽  
High Level Thinking ◽  
Passing Grade

The reason underlying the implementation of the present study was because there was a finding revealing that there were still several students from cross-economics class of XI MIPA having difficulties in understanding the lessons. In addition, the students also had a kind of thought that economics was just about memorizing things which was not interesting and challenging that resulted in their unsatisfied learning outcomes. Therefore, the SIM-OVG model needed to be implemented in the learning process. The instruments of the present study were observation and, students’ learning reports and work method. The population of the study was the second grade students (4 classes) who enrolled economics subject at SMA Negeri 10 Samarinda, whereas the samples of the study were the students of XI MIPA-1 class (cross-economics class) at SMA Negeri 10 Samarinda. The number of the population and samples was 101 and 23 students respectively. The study lasted for one semester. The description of the classroom observation, the students’ scores and the group presentation were obtained for the data analysis. After implementing the SIM-OVG model, the results showed that; 1) in the affective aspect, the students showed a better attitude, 2) in the cognitive aspect, there was an improvement on the students’ learning outcomes (before the implementation of SIM-OVG model in XI MIPA-1 class, 52,17% of the students did not reach the passing-grade, but after the implementation, 100% of the students reached the passing-grade, and they also looked enthusiastic in doing their assignments, and 3) in the psychomotor aspect, the students became more skillful, creative, and be able to perform high level thinking. The researcher suggested that the dissemination should be done through MGMP forum and SIM-OVG model workshop. In addition, the researcher also suggested the integration of SIM-OVG model with other learning models and hoped that every school provided adequate facilities to support the implementation of SIM-OVG model.

scholarly journals USING RAINBOW SONG TO INTRODUCE ENGLISH COLOR VOCABULARIES; A CASE OF THE SECOND GRADE STUDENTS OF KINDERGARTEN “TARBIYATUL ATHFAL 04 SABILUN NAJAH” PENJALIN BRANGSONG KENDAL

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Rofika Lestari
Keyword(s):  
Teaching Method ◽  
Classroom Observation ◽  
Field Research ◽  
Kindergarten Students ◽  
Second Grade ◽  
Second Grade Students ◽  
Main Activity ◽  
Group B ◽  
Teaching Learning ◽  
Day By Day

This research is based on the study which attempted to introduce English color vocabularies using rainbow song. The objectives of the study were: (1) To find out the teacher’s way in applying English color vocabularies through rainbow song. (2) To find out the teacher’s problems in applying rainbow song to introduce English color vocabularies. (3) To identify the teacher’s solution in solve the problems. This study is a descriptive qualitative research. The object of the research were the second grade students and teachers of Kindergarten “Tarbiyatul Athfal 04 Sabilun Najah” Penjalin Brangsong Kendal. The writer took 20 students and 2 teachers of group B as object of the research. The instruments of this research were observation sheet and questionnaire. In this study, the writer collected the data from field research. The writer conducted a classroom observation activity and gave questionnaires to the teachers after the lesson finished. The writer found that the teachers implemented the use of rainbow song as a media in introducing English color vocabularies through three activities, they were: pre-activity, main-activity, and post-activity. In main-activity, the teacher showed the material used video compact disc and gave pictures to paint by the students to match between pictures with the colors. In post-activity, the teachers asked the students one by one about colors in the picture that they have painted. The writer found some problems faced by the teachers. The students difficulty to concentrate in the teaching learning process. The students didn’t speak well. The students’ difficulties to understand English color vocabularies. The writer also found some possible solutions to overcome the problems faced by the teacher. The teachers should give example not only one, but also more than one. The teachers should ask the students to do some exercise of vocabulary to improve their proficiency in English skill. The teachers should be able to give attention to the students. The teachers should be creative to find or create the English teaching method especially vocabulary, that attracts the kindergarten students. The teachers should give the students different experience and reinforcement, and the teachers practice the teaching material vocabulary to students day by day. The teachers should encourage the students to learn vocabulary.

scholarly journals How Professional Development in Co-teaching Impacts Self-Efficacy Among Rural High School Teachers

2021 ◽  
Vol 42 (1) ◽  
pp. 20-31
Author(s):  
Tori Colson ◽  
Yajuan Xiang ◽  
Moriah Smothers
Keyword(s):  
Professional Development ◽  
High School ◽  
Student Engagement ◽  
Classroom Management ◽  
Instructional Practices ◽  
High School Teachers ◽  
Self Efficacy ◽  
School Teachers ◽  
Rural High School ◽  
Significant Difference

The purpose of this study is to examine the impact of professional development in co-teaching on teacher self-efficacy among general and special education rural high school teachers. A causal-comparative research design was used to survey 256 rural high school teachers from the South and Midwest regions of the U.S. to measure their self-efficacy in student engagement, instructional practices, and classroom management. One-way analysis and independent samples t-test was used to analyze these data using SPSS statistical software. The results indicated a significant difference between teachers with and without experience in a co-teaching classroom regarding their efficacy in using instructional practices. Furthermore, ANOVA results indicated a significant difference in the number of hours of professional development a teacher received in co-teaching as it relates to their efficacy in student engagement, instructional practices, and classroom management. Further discussion and recommendations are also included.

Supporting Girls' Computational Thinking Skillsets

2021 ◽  
pp. 216-235
Author(s):  
Amanda Sullivan
Keyword(s):  
Instructional Strategies ◽  
Developmentally Appropriate ◽  
Computational Thinking ◽  
The United States ◽  
Thinking Skills ◽  
Second Grade ◽  
Science And Engineering ◽  
Representation Of Women ◽  
Bureau Of Labor Statistics

The representation of women in technical fields such as computer science and engineering continues to be an issue in the United States, despite decades of research and interventions. According to the most recent Bureau of Labor Statistics reports, only 21.1% of computer programmers are women, and only 16.5% of engineering and architecture positions are filled by women. This chapter discusses the long-term importance of exposing girls to computational thinking during their formative early childhood years (Kindergarten through second grade) in order to set them up for equal opportunities in technical fields throughout their later educational and career years. This chapter presents a case example of a K-2nd grade robotics and coding curriculum in order to highlight examples of developmentally appropriate technologies, activities, and strategies that educators can implement to foster young girls' computational thinking skills. Best practices and instructional strategies to support girls—as well as young children of any gender identity—are discussed.

Randomizing multiple contingency components to decrease disruptive behaviors and increase student engagement in an urban second-grade classroom

2010 ◽  
Vol 47 (9) ◽  
pp. 944-959 ◽  
Author(s):  
Chele McKissick ◽  
Renee O. Hawkins ◽  
Francis E. Lentz ◽  
Jennifer Hailley ◽  
Shannon McGuire
Keyword(s):  
Student Engagement ◽  
Disruptive Behaviors ◽  
Second Grade ◽  
Grade Classroom

Structured Observation Instruments Assessing Instructional Practices With Gifted and Talented Students: A Review of the Literature

2018 ◽  
Vol 62 (3) ◽  
pp. 276-288 ◽  
Author(s):  
Yara N. Farah ◽  
Kimberley L. Chandler
Keyword(s):  
Instructional Practices ◽  
Gifted And Talented ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Rating Scale ◽  
Classroom Observation ◽  
Complex Interaction ◽  
Systematic Search ◽  
Observation Instruments ◽  
Talented Students

Teaching and learning are part of a complex interaction between teachers and students. Educational leaders cannot improve the teaching and learning process without quality measurement of effective teaching. One way to capture this complex interaction is by using structured observations. However, the extant literature on classroom observation instruments in the field of gifted education is limited. For that reason, a systematic search was undertaken to identify the observation instruments for assessing instructional practices used with gifted and talented students. In this article, eight observation instruments were identified: (a) Rating Scale of Significant Behaviors in Teachers of the Gifted, (b) Kulieke’s adaptation of the Rating Scale of Significant Behaviors in Teachers of the Gifted, (c) Teaching Observation Form (TOF; also known as Purdue Observation Form), (d) Classroom Practices Record (CPR), (e) Classroom Practices Record–Form VA (CPR-Form VA), (f) Classroom Instructional Practices Scale (CIPS), (g) Classroom Observation Scales–Revised (COS-R), and (h) Differentiated Classroom Observation Scale (DCOS). The instruments are described in terms of developmental process, purpose, and any reliability and validity evidence reported. This systematic search has shown the need for a new observation instrument that is comprehensive and closely tied to professional standards.

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