Effectiveness and perceived usefulness of follow-up classroom observations after school inspections in Northern Germany

2020 ◽  
Vol 67 ◽  
pp. 100913
Author(s):  
Inga Wagner
Keyword(s):  
Perceived Usefulness ◽  
After School ◽  
Classroom Observations ◽  
Northern Germany ◽  
School Inspections

scholarly journals Neuroscience Concepts Changed Teachers’ Views of Pedagogy and Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Zhengsi Chang ◽  
Marc S. Schwartz ◽  
Vicki Hinesley ◽  
Janet M. Dubinsky
Keyword(s):  
Science Teachers ◽  
Perceived Usefulness ◽  
Classroom Observations ◽  
Student Agency ◽  
Lesson Design ◽  
Graduate Course ◽  
Grade Levels ◽  
Cross Case Analysis

Advances in neuroscience reveal how individual brains change as learning occurs. Translating this neuroscience into practice has largely been unidirectional, from researchers to teachers. However, how teachers view and incorporate neuroscience ideas in their classroom practices remains relatively unexplored. Previously fourteen non-science teachers participated in a 3-week three credit graduate course focusing on foundational ideas in neuroscience. The current work was undertaken to gain insight into if and how individual teachers choose to later apply the proposed set of educational neuroscience concepts (ENCs) in their classrooms. This qualitative follow-up study examined commonalities in how teachers of diverse ages and subjects utilized their new neuroscience understandings. To this end, a year after the course, all participants assessed their perceived usefulness of the ENCs in a survey. Six of those teachers permitted classroom observations and participated in interviews that focused on how the ENCs may have influenced their lesson planning and teaching. The survey revealed that irrespective of subject areas or grade levels taught, teachers found the ENCs useful as organizing principles for their pedagogy now and in the future. Overall teachers estimated that the ENCs’ influence on lesson design had increased from 51% prior to the course to an estimated 90% for future lessons. A cross-case analysis of classroom observations and interviews revealed how teachers used ENCs to inform their pedagogical decisions, organize actions in their classroom, influence their understanding of students, and respond to individual contexts. Teachers recognized the importance of student agency for engaging them in the learning process. The ENCs also offered teachers explanations that affirmed known practices or helped justify exploring untried techniques. The foundational neuroscience concepts offered a small group of teachers a lens to reconsider, re-envision and re-design their lessons. Some teachers applied these ideas more broadly or frequently than others. This case study provided insights into how teachers can directly apply neuroscience knowledge to their practice and views of students.

scholarly journals Exercise and Academic Performance Among Children With Attention-Deficit Hyperactivity Disorder and Disruptive Behavior Disorders: A Randomized Controlled Trial

2020 ◽  
Vol 32 (3) ◽  
pp. 140-149
Author(s):  
Jared D. Ramer ◽  
María E. Santiago-Rodríguez ◽  
Catherine L. Davis ◽  
David X. Marquez ◽  
Stacy L. Frazier ◽  
...  
Keyword(s):  
Disruptive Behavior ◽  
Attention Control ◽  
After School ◽  
Classroom Observations ◽  
Hyperactivity Disorder ◽  
Group Time ◽  
Academic Records ◽  
Moderate Effect ◽  
Academic Assessments

Purpose: To examine effects of a 10-week after-school physical activity (PA) program on academic performance of 6- to 12-year-old African American children with behavior problems. Methods: Participants were randomized to PA (n = 19) or sedentary attention control (n = 16) programs. Academic records, curriculum-based measures, and classroom observations were obtained at baseline, postintervention, and/or follow-up. Mixed models tested group × time interactions on academic records and curriculum-based measures. One-way analysis of variance or Kruskal–Wallis tested for differences in postintervention classroom observations. Results: Intent-to-treat analyses demonstrated a moderate effect within groups from baseline to postintervention on disciplinary referrals (PA: d = −0.47; attention control: d = −0.36) and a null moderate effect on academic assessments (PA: d = 0.11 to 0.36; attention control: d = 0.05 to 0.40). No significant group × time interactions emerged on direct academic assessments (all Ps ≥ .05, d = −0.23 to 0.26) or academic records (all Ps ≥ .05, d = −0.28 to 0.16). Classroom observations revealed that intervention participants were off-task due to moving at twice the rate of comparative classmates (F = 15.74, P < .001) and were off-task due to talking 33% more often (F = 1.39, P = .257). Conclusion: Academic outcome improvements were small within and between groups and did not sustain at follow-up. Academic benefits of after-school PA programs for children with attention-deficit hyperactivity disorder and/or disruptive behavior disorders were smaller than neurobiological, behavioral, and cognitive outcomes as previously reported.

scholarly journals Do Adolescents Consider Mind-Body Skills Groups an Acceptable Treatment for Depression: Results from a Pilot Study.

2020 ◽  
Author(s):  
Lindsey Jones ◽  
Eduardo F. Salgado ◽  
Matthew C. Aalsma ◽  
Jennifer M. Garabrant ◽  
Julie K. Staples ◽  
...  
Keyword(s):  
Primary Care ◽  
Adolescent Depression ◽  
Treatment Preference ◽  
After School ◽  
Depression Symptoms ◽  
Post Intervention ◽  
Primary Care Settings ◽  
The Social ◽  
New Treatment

Abstract Background: Mind-Body Skills Groups (MBSGs) have shown promise in reducing adolescent depression symptoms; however, little is known about adolescents’ perspectives on this treatment. The objective of this study was to understand the acceptability of a new treatment for depressed adolescents in primary care settings. Methods: Adolescents participating in a 10-week MBSG treatment were interviewed to understand their perspectives on the acceptability and effectiveness of the treatment. Interviews were collected at post-intervention and at a 3-month follow-up visit. Results: A total of 39 adolescents completed both the post-intervention and 3-month follow-up interview. At post-intervention and follow-up, 84% of adolescents stated the MBSGs helped them. When asked how the MBSGs helped them, 3 areas were identified: learning new MBSG activities and skills, social connection with others within the group, and outcomes related to the group. Many adolescents reported no concerns with the MBSGs (49% at post- intervention; 62% at follow-up). Those with concerns identified certain activities as not being useful, wanting the group to be longer, and the time of group (after school) being inconvenient. Most adolescents reported that their life had changed because of the group (72% at post-intervention; 61% at follow-up), and when asked how, common responses included feeling less isolated and more hopeful. Conclusions: Adolescents found the MBSGs to be helpful and acceptable as a treatment option for depression in primary care. Given the strong emphasis on treatment preference autonomy and the social activities within the group, MBSGs appear well-suited for this age group. Trial Registration: NCT03363750

scholarly journals Active Play in ASP –A matched-pair cluster-randomized trial investigating the effectiveness of an intervention in After-school programs for supporting children’s physical activity

2020 ◽  
Author(s):  
Kirsti Riiser ◽  
Kåre Rønn Richardsen ◽  
Anders Lund Hage Haugen ◽  
Siv Lund ◽  
Knut Løndal
Keyword(s):  
Physical Activity ◽  
Sedentary Behavior ◽  
First Graders ◽  
After School Programs ◽  
Matched Pair ◽  
After School ◽  
School Programs ◽  
Cluster Randomized ◽  
Sedentary Behavior Time

Abstract Background: Interventions directed at after school programs (ASPs) have the potential to support physical activity (PA) in young children. Research has indicated that interventions that emphasize competence building among the ASP staff can lead to increased PA among the children. The present study evaluates the effectiveness of the Active Play in ASP intervention—a program for ASP staff aimed at supporting physical activity among first graders in ASP. Methods: We used a matched-pair cluster randomized design and included 456 first graders from 14 schools in Norway. From these, 7 ASPs received the intervention (N = 229), while 7 acted as controls (N = 227). Measurements were taken at baseline, immediately post intervention (7 month follow-up) and after a year (19 month follow-up). The primary outcome was moderate to vigorous physical activity (MVPA), which was estimated with predefined cut points of counts per minute (CPM) and expressed as minutes/hour. Secondary outcomes were vigorous and light intensity physical activity (VPA and LPA) and sedentary behavior. The analyses of intervention effects were based on between-group differences in outcome changes between the 3 measurement points and were conducted using a mixed-effects model for repeated measures using categorical time. In exploratory analyses, we investigated gender, baseline body mass index, and baseline CPM as potential effect modifiers. Results: No significant intervention effects was observed on MVPA (0.55 min/hour [99% CI -0.55:1.64]) or on the secondary outcomes, min/hour of LPA, VPA or sedentary behavior. Exploratory analyses indicated that among the 50% least physically active children at baseline, children in intervention ASPs reduced sedentary time from baseline to 19 months follow up by 1.67 min/hour (95% CI -3.12:-0.21) compared to the controls. Conclusions: Although the intervention did not significantly increase the mean MVPA among the children in the intervention ASPs compared to controls, it did seem to have a small effect by reducing sedentary behavior time among the least active children. An even stronger emphasis on how to identify less active children and support their activity may be needed in order to increase their PA and further reduce sedentary behavior time.

scholarly journals How Did Students Perceive Classroom Learning under Strict COVID-19 Pandemic Closures and Restrictions?

2021 ◽  
Vol 6 (2) ◽  
pp. 128-148
Author(s):  
Takayoshi Sako
Keyword(s):  
Collaborative Learning ◽  
English Language ◽  
Close Contact ◽  
School Closure ◽  
After School ◽  
Prevention Measures ◽  
Or Groups ◽  
Prevention Guidelines ◽  
The Impact

The COVID-19 pandemic of 2020 required strict infection prevention measures worldwide, including school closure. After school reopened, we implemented Japan’s strict COVID measures, under which close contact in pairs or groups, as well as vocalizing in unison, was proscribed, with students having to remain quiet and face the blackboard. This study’s aim is to answer the question of how students felt about learning under such extreme constraints. One of the most noticeable findings from the responses to the survey of the 2020 class was that they felt the lack of collaborative learning experiences; hence, in 2021, we implemented changes that would allow for more collaboration while still adhering to COVID prevention guidelines. Among the various collaborative learning activities in the classroom, students reported that they found value in debate activities that challenged their English language skills and critical thinking. Overall, however, students found comfort and value in a semblance of learning with their peers. It was concluded that even in a volatile and uncertain situation, such as a pandemic, it is crucial to improve environments for collaborative learning. In the future, quantitative study of the impact of collaborative learning on students’ English proficiency will be a useful follow-up study.

scholarly journals Food allergy management

2020 ◽  
Vol 2 (1) ◽  
pp. 59-63
Author(s):  
Eric M. Schauberger ◽  
Anne Marie Singh
Keyword(s):  
Food Allergy ◽  
Food Allergies ◽  
After School ◽  
Psychosocial Issues ◽  
Transitions To Adulthood ◽  
School Activities ◽  
Emerging Therapies ◽  
Proper Diagnosis ◽  
Natural Tolerance

Optimal management of food allergy is complex and multifaceted. Management of food allergy includes ensuring proper diagnosis, monitoring for the emergence of natural tolerance, screening for nutritional and psychosocial issues, and educating the patient and family on living with food allergies across childhood. Education must encompass successfully avoiding the trigger food, recognizing and treating allergic reactions, and navigating living with food allergies. Allergists can help families prepare for specific situations, such as working with daycares, schools, after-school activities and camps, traveling, and dining out. In addition, psychosocial issues such as anxiety and bullying should be addressed, and counseling with regard to emerging therapies discussed. Managing children with food allergies requires continual follow up with regard to these issues, and the needs of families will change over time. Allergists can guide the family as the child grows and transitions to adulthood when managing food allergy.

Teacher cognition of pronunciation teaching

2021 ◽  
Author(s):  
Graeme Couper
Keyword(s):  
Reflective Practice ◽  
Teacher Educators ◽  
Language Teachers ◽  
Classroom Observations ◽  
Structured Interviews ◽  
Teacher Behaviour ◽  
Knowledge And Beliefs ◽  
Awareness Raising

Abstract Recent advances in our empirically-based understanding of the role of instruction in pronunciation learning have been accompanied by growing recognition of the need for more knowledge about teachers’ cognitions of pronunciation teaching. That is, we want to know what they do and why because it informs teacher educators and researchers and provides a useful forum for teacher reflective practice. This paper draws on semi-structured interviews (N = 19), classroom observations (N = 6) and follow-up discussions to report on the pronunciation techniques the participants say they use, what they were observed using, and their related knowledge and beliefs. The following thematic areas emerged: Ways of presenting pronunciation; Listen-and-repeat practice; Explicit/analytic practice activities; Sounds and spelling; Use of phonemic symbols; Speech perception and awareness raising. The findings are discussed in terms of factors driving teacher behaviour, advice that can be given to language teachers and teacher educators and areas that need further research.

scholarly journals Evaluation and revision of an introduction to experiential rotations course

2014 ◽  
pp. 34-45 ◽  
Author(s):  
Eliza Anne Dy ◽  
Sarah A Nisly
Keyword(s):  
Learning Styles ◽  
Student Perceptions ◽  
Pharmacy Practice ◽  
Study Groups ◽  
Initial Study ◽  
Perceived Usefulness ◽  
Practice Experience ◽  
Survey Results ◽  
Initial Survey

ObjectiveThe objectives of this study were to evaluate the perceived student value of topics taught in a university’s Introduction to Experiential Rotations (RX500) course, implement course revisions to address any perceived weaknesses, and to reassess the course following implementation of those course revisions.MethodsAdvanced Pharmacy Practice Experience (APPE) students from the university’s 2012 doctorate of pharmacy class were initially surveyed to assess the perceived usefulness and design of RX500.  Based on the findings of the initial data, course revisions were developed and implemented for the following semester’s RX500 course.  In order to assess for potential changes in the perceived value of the course following implementation, a follow-up survey was sent to students completing the revised course in the fall of 2012.ResultsFifty-eight students completed the initial survey in the fall of 2011, and 34 completed the follow-up survey in the fall of 2012.  The majority of students in the both groups had completed at least four APPE experiences at the time of survey completion.  Both of the study groups rated hands-on activities and visual presentations as their most beneficial learning styles within a classroom setting.  Based on the initial survey findings, two topics were removed from the course, two topics were revised within the course, and three topics were added to the course.  The follow-up survey results indicated an increased perceived usefulness of the two revised topics; however, the three new topics added to the course had mixed results.ConclusionsData from the initial study period identified perceived areas for improvement in the course’s ability to prepare pharmacy students for the APPE year.  Following course revisions based on student perceptions, follow-up surveys indicated improvements in the perceived values of the revised topics.  Faculty can continue, however, to work on delivery of newer topics being added to the APPE preparation course.

Field Evaluation of an Intelligent Tutoring System for Teaching Problem-Solving Skills in Transfusion Medicine

2000 ◽  
Vol 44 (11) ◽  
pp. 338-341
Author(s):  
Jodi Heinz Obradovich ◽  
Philip J. Smith ◽  
Stephanie A. Guerlain ◽  
Sally Rudman ◽  
Jack W. Smith
Keyword(s):  
Intelligent Tutoring System ◽  
Field Evaluation ◽  
Perceived Usefulness ◽  
Transfusion Medicine ◽  
Identification Performance ◽  
Problem Solving Skills ◽  
Teachers And Students ◽  
Reported Study ◽  
Teaching Problem

A previously reported study indicated that, when used by an instructor as a tool to assist with tutoring in a class laboratory setting, use of the Transfusion Medicine Tutor (TMT) resulted in improvements in antibody identification performance of 87-93% (p<.001). Based on input from teachers requesting that TMT be designed for use without the presence of an instructor, a second study on the use of TMT without instructor assistance found that performance improved by 64-66% (p<.001). Thus, under “controlled” field study conditions, the data indicate that TMT can be used very effectively. As a follow-up, we therefore conducted a third study to assess the perceived usefulness and satisfaction with TMT of teachers and students in an “uncontrolled” setting, namely when they chose whether, when and how to use it on their own. TMT was mailed to 7 sites for this evaluation. In exchange for a free copy of the kit, the instructors (and their students) were asked to fill out questionnaires. Results of these questionnaires are summarized.

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