Classroom data collection for teachers’ data-informed practice

2021 ◽  
pp. 1-18
Author(s):  
Merike Saar ◽  
Luis P. Prieto ◽  
María Jesús Rodríguez Triana
Keyword(s):  
Data Collection ◽  
Data Informed ◽  
Classroom Data

Enacting Proof-Related Tasks in Middle School Mathematics: Challenges and Opportunities

2010 ◽  
Vol 41 (4) ◽  
pp. 351-382 ◽  
Author(s):  
Kristen N. Bieda
Keyword(s):  
Middle School ◽  
Data Collection ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Connected Mathematics Project ◽  
Challenges And Opportunities ◽  
Mathematical Justification ◽  
Connected Mathematics ◽  
Classroom Data

Discussions about school mathematics often address the importance of reasoning and proving for building students' understanding of mathematics. However, there is little research examining how teachers enact tasks designed to engage students in justifying and proving in the classroom. This article presents results of a study investigating the processes and outcomes of implementing proof-related tasks in the classroom. Data collection consisted of observations of 7 middle school classrooms during implementation of proof-related tasks—tasks providing opportunities for students to produce generalizations, conjectures, or proofs—in the Connected Mathematics Project (CMP) curriculum by teachers experienced in using the materials. The findings suggest that students' experiences with such tasks are insufficient for developing an understanding of what constitutes valid mathematical justification.

A program evaluation of classroom data collection with bar codes

1993 ◽  
Vol 14 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Muriel D. Saunders ◽  
Jay L. Saunders ◽  
Richard R. Saunders
Keyword(s):  
Program Evaluation ◽  
Data Collection ◽  
Bar Codes ◽  
Classroom Data

scholarly journals Contextualizing an EFL teacher's beliefs about grammar teaching

2007 ◽  
Vol 7 (2) ◽  
pp. 91-107
Author(s):  
Gloria Gil ◽  
Marcia Regina Pawlas Carazzai
Keyword(s):  
Data Collection ◽  
Qualitative Study ◽  
Learning Process ◽  
Questionnaire Data ◽  
Grammar Teaching ◽  
Second Stage ◽  
Data Collection And Analysis ◽  
Teacher's Beliefs ◽  
Classroom Data

This article reports on a qualitative study that focused on an EFL teacher's beliefs and her practices concerning grammar teaching. The study aimed at investigating how the teacher's beliefs could be contextualized with classroom data. In the first stage of data collection and analysis, an open questionnaire was given to the teacher. Then, as a means of contextualizing the beliefs found in the analysis of the questionnaire data, the second stage of data collection and analysis focused on episodes from the teacher's classes. The analysis of the data shows that, according to this teacher, grammar teaching should be used as a facilitative device in order to help students in their learning process. The results of this study also indicate that the teacher's beliefs are influenced by three interactive sources: cognitive, contextual and experiential.

scholarly journals Bias Gender Pembelajaran Pendidikan Agama di Aceh

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Mardin M Nur
Keyword(s):  
Data Collection ◽  
Gender Bias ◽  
Gender Inequality ◽  
Two Dimensions ◽  
Bivariate Analysis ◽  
Gender Inequities ◽  
And Gender ◽  
The Relationship ◽  
Classroom Data

This research would like to discuss about the behavior of teachers in the class against their behavior outside the classroom. Data collection techniques were obtained, unstructured interviews, documentary and triangulation studies using sexual theories. After doing research by using univariate and bivariate analysis, it can be concluded that the behavior of teachers in the class has a significant effect on their behavior outside the classroom. This is confirmed by data from the age of gender bias dimensions studied, eight dimensions (80%) occur in gender bias and two dimensions (20%) do not occur gender bias. There was a strong enough change between the two (100%). This means that the higher the gender bias in learning, the higher the gender bias and gender inequities in schools. This study discusses the relationship between gender bias of learning with bias and gender inequality in schools.

Electron Diffraction of Wet Biological Membranes

1974 ◽  
Vol 32 ◽  
pp. 158-159
Author(s):  
S.W. Hui ◽  
D.F. Parsons
Keyword(s):  
Electron Diffraction ◽  
Data Collection ◽  
Biological Membranes ◽  
Small Areas ◽  
Electron Diffraction Technique ◽  
Electron Microscopes ◽  
Collection Time ◽  
Camera Length

The development of the hydration stages for electron microscopes has opened up the application of electron diffraction in the study of biological membranes. Membrane specimen can now be observed without the artifacts introduced during drying, fixation and staining. The advantages of the electron diffraction technique, such as the abilities to observe small areas and thin specimens, to image and to screen impurities, to vary the camera length, and to reduce data collection time are fully utilized. Here we report our pioneering work in this area.

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