scholarly journals Observation manuals as lenses to classroom teaching: Pitfalls and possibilities

2017 ◽  
Vol 17 (1) ◽  
pp. 129-146 ◽  
Author(s):  
Kirsti Klette ◽  
Marte Blikstad-Balas
Keyword(s):  
Teaching And Learning ◽  
Classroom Teaching ◽  
Common Language ◽  
Local Production ◽  
Teaching Approaches ◽  
Subject Specific ◽  
Observation Instruments ◽  
Recent Developments ◽  
The Impact

The aim of this paper is to discuss the role of coding and observation manuals in classroom studies. While observation manuals have been a part of the methodological toolkit for measuring various aspects of instruction for decades, the field has also been suffering from ‘paradigm wars’, fragmentation and local production of instruments. Common frameworks for investigating teaching are needed, including observation instruments for teaching that are both generic and subject specific. Such common tools for research developed within an integrated methodological design could help researchers make progress in aggregating knowledge about the impact of different teaching approaches across settings and subjects. This article serves as one such integrative mechanism by summarizing and reviewing existing manuals targeted towards developing knowledge for and in teaching. The analysis provides status, overview and focus of the different observation manuals; additionally, the article discusses how recent developments in instruments and coding procedures might provide increased rigour and a shared vocabulary to talk about teaching. We discuss both pitfalls and possibilities of coding manuals, and argue that if used in a reflexive manner, coding manuals can provide a common language and vocabulary when talking about – and researching – classroom teaching and learning.

scholarly journals Qualitative Development of Construction Student’s Attitude in Ecological Teaching and Learning Process

2015 ◽  
Vol 1 ◽  
pp. 217
Author(s):  
Andris Bērziņš
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Ecological Education ◽  
Pedagogical Tool ◽  
Learning And Teaching ◽  
Quantitative And Qualitative Research ◽  
Teaching Content ◽  
The Impact ◽  
Student’S Attitude

<p>The publication reflects the qualitative development of construction students' ecological attitude in learning and teaching process in a vocational school. By facilitating the teaching and learning process, developing the content of education, introducing in teaching ecologically-oriented forms of work, methods, approaches and instruments; using the environment as a pedagogical tool and highlighting the important role of teacher as an ecological person in the accentuation of teaching content as students understand it. The author emphasizes the impact of the components of ecological education in the promotion of the reflection on the most essential attitude criteria – knowledge, skills and behaviour. Applying quantitative and qualitative research, the author sums up the experimantally obtained results showing that by the introduction of the components of ecological education, it is possible to foster the development of an ecological person.</p>

scholarly journals Data in Schools: (Changing) Practices and Blind Spots at a Glance

2021 ◽  
Vol 6 ◽  
Author(s):  
Ulrike Krein ◽  
Mandy Schiefner-Rohs
Keyword(s):  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Digital Data ◽  
Learning Assessment ◽  
Data Practices ◽  
Changing Practices ◽  
The Impact ◽  
Improving Teaching And Learning ◽  
Blind Spots

This review aims to provide a concise overview of the role of (digital) data and new data practices in schools. By focusing on the impact of data on pedagogical practices, it aims to shed light on how the everyday tasks of teachers and other pedagogical staff in schools are changing, particularly as a result of the generation and use of digital data. For this purpose, existing studies and previous theoretical debates on this topic are examined for their perspectives on data and data practices in schools. The pedagogical data practices of (improving) teaching and learning, assessment and counseling, (data-driven) decision-making, and cooperation and collaboration by “doing data” will be elaborated and discussed. Likewise, data practices that are missing from the studies are identified. We conclude with an overview of blind spots and further research needs.

The Role of Data Analytics and Machine Learning in Resurrecting Inductive-Based Accounting Research

2021 ◽  
Vol 9 (2) ◽  
pp. 1-19
Author(s):  
Lawrence A. Gordon
Keyword(s):  
Machine Learning ◽  
Empirical Evidence ◽  
Data Analytics ◽  
Accounting Research ◽  
Recent Developments ◽  
Important Trend ◽  
The Impact ◽  
The Way

The objective of this paper is to assess the impact of data analytics (DA) and machine learning (ML) on accounting research.[1] As discussed in the paper, the inherent inductive nature of DA and ML is creating an important trend in the way accounting research is being conducted. That trend is the increasing utilization of inductive-based research among accounting researchers. Indeed, as a result of the recent developments with DA and ML, a rebalancing is taking place between inductive-based and deductive-based research in accounting.[2] In essence, we are witnessing the resurrection of inductive-based accounting research. A brief review of some empirical evidence to support the above argument is also provided in the paper.   

Peer Assessment for Development of Preservice Teachers

2011 ◽  
pp. 263-280
Author(s):  
Lorraine Gilpin ◽  
Yasar Bodur ◽  
Kathleen Crawford
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Classroom Teaching ◽  
Teacher Education Programs ◽  
Peer Observation ◽  
Education Programs ◽  
Scholarship Of Teaching ◽  
The Impact

Peer assessment holds tremendous potential to positively impact the development of preservice teachers. The purpose of this chapter is to describe our findings on the impact of different forms of peer observation and feedback on preservice teachers’ skills in analyzing classroom teaching and their perceptions of their experience with peer assessment. In addition to reporting our findings, we draw from the Scholarship of Teaching and Learning literature to present peer assessment as a medium to overcome structured isolation that is present in the practice of teaching. According to our study, peer observation and feedback is beneficial to preservice teachers’ learning. However, to maximize its effectiveness, a culture of peer assessment should be established in teacher education programs.

Designing for Teaching and Learning in an Open World

2017 ◽  
Vol 8 (3) ◽  
pp. 55-67
Author(s):  
Ani Derderian
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Open Architecture ◽  
Teaching Approaches ◽  
Open World ◽  
New Ideas ◽  
Based Instruction ◽  
Task Based Instruction

Concepts about tasks have been considered as the major part of analysis in different teaching approaches. Instructors are being more interested in the use of task-based instruction in foreign and second language teaching. Task-based instruction and teaching strategies are implemented by emphasizing meaning. The purpose of this paper is to introduce and discuss some major principles of open architecture in the application of task based instruction in areas such as second language vocabulary acquisition, grammatical rules, and expressing new ideas. This manuscript examines the following topics (a) Task based (supported) instruction, (b) Open Architecture teaching design, and (c) The role of technology in language learning.

Technology, Motivation and Autonomy, and Teacher Psychology in Language Learning: Exploring the Myths and Possibilities

2019 ◽  
Vol 39 ◽  
pp. 40-51 ◽  
Author(s):  
Glenn Stockwell ◽  
Hayo Reinders
Keyword(s):  
Language Learning ◽  
Technology Implementation ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Learner Motivation ◽  
Autonomous Behavior ◽  
Role Of Teachers ◽  
Impact Of Technology ◽  
The Impact

AbstractThe expectations of the impact of technology for language teaching and learning have often exceeded the actual results themselves, where emerging technologies are often believed to be more effective than existing ones simply because they are newer, with little consideration of the differences in associated pedagogies (see Bax, 2003; Levy & Stockwell, 2006). Technology is often believed to be inherently motivating for students and linked to the development of autonomy. The realities of technology and its influence on motivation are proving to be somewhat more complex than perceived for both language teachers and learners (Stockwell, 2013). Technology can provide opportunities for motivated learners but is unlikely to lead to motivation or autonomous behavior in many learners unless appropriate pedagogies are applied that capitalize on the affordances of the technologies and include sufficient training in how to use the technologies for language learning purposes (see Reinders, 2018a). At the same time, the role of teachers in the classroom and their attitudes toward their environment and the pressures that they face (Mercer & Kostoulas, 2018) can also impact technology implementation. This article brings together these three interrelated areas and explores how they link to technology: learner motivation and autonomy, teacher psychology, and pedagogical considerations.

Teacher-Principal Trust

2020 ◽  
Author(s):  
Ismail Hussein Amzat
Keyword(s):  
Teaching And Learning ◽  
School Principal ◽  
Pivotal Role ◽  
School Teaching ◽  
Trust In Schools ◽  
Principal Trust ◽  
The Impact

Trust is the keystone to creating enduring relationships and interconnectedness among people. Trust also plays a pivotal role in human social and organizational interactions. Trust is needed for any organization to create good networks. It is an impetus for cressating relationships with employees, as well as for building healthy societies. To be trusted in an organization, a leader such as a school principal must possess integrity, truthfulness, and transparency. Therefore, when defining trust, the role of trust in schools and what a school principal must do to be trusted by teachers should be explored. It is worth knowing what a trusting principal does or means to a school and the impact on a school, teaching, and learning.

scholarly journals The role of leadership in developing and sustaining teachers' professional learning

2011 ◽  
Vol 25 (4) ◽  
pp. 149-155 ◽  
Author(s):  
Fiona King
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Prominent Feature ◽  
Disadvantaged Schools ◽  
Key Features ◽  
The Impact ◽  
Education Discourse ◽  
Specific Contribution

A prominent feature of education discourse relating to teachers' practice has been the call for increased emphasis on professional development (PD). This paper is part of a wider project which explored the impact of a collaborative PD initiative on teachers' teaching and learning in five urban disadvantaged schools in Ireland. It focused on the impact of PD and critically on sustainability from which emerged important issues of leadership. This article focuses on the specific contribution that leadership made to the sustainability of the practices in the schools. It aims to identify three key features of how principals contribute to sustaining PD practices.

scholarly journals Death by PowerPoint: alternatives for life

2016 ◽  
Vol 22 (6) ◽  
pp. 420-427
Author(s):  
Richard M. Duffy ◽  
Marian Henry
Keyword(s):  
Professional Development ◽  
Medical Education ◽  
Deep Learning ◽  
Data Protection ◽  
Teaching And Learning ◽  
Continuing Professional Development ◽  
Technology In Teaching ◽  
Pros And Cons ◽  
The Impact

SummaryThe use of PowerPoint has become nearly ubiquitous in medical education and continuing professional development; however, many alternatives are emerging that can be used in its place. These may confer some advantages, but they also have potential drawbacks. It is helpful that educators are aware of these new presentation options and their pros and cons, including any financial implications and issues of data protection. This article considers the role of technology in teaching and learning, identifying underlying assumptions that are often made. It identifies and appraises technology that can be used with or instead of PowerPoint to best facilitate deep learning. The potential pedagogical benefits and practical limitations of these technologies are considered, and strategies are highlighted to maximise the impact of PowerPoint where it is the software of choice.

scholarly journals Design and Construction of Multimedia Smart English Teaching Platform Based on RBF Algorithm

2021 ◽  
Vol 2021 ◽  
pp. 1-7
Author(s):  
Qianbo Li
Keyword(s):  
Teaching And Learning ◽  
Teaching Method ◽  
Classroom Teaching ◽  
English Learning ◽  
Teaching Approaches ◽  
English Teaching ◽  
Learning Platform ◽  
Short Algorithm ◽  
English Classroom ◽  
Design And Construction

With the economic development in our country, there are more and more international exchanges and communications. Hence, the ability to read, write, and communicate in English is essential and very necessary. In traditional English classroom teaching, teachers are the disseminators of knowledge, whereas students only receive knowledge passively. Due to the limitation of teaching hours and the lack of teaching approaches, it is necessary to make up for the insufficiency in the teaching activities through computer technology and multimedia technology. Abundant teaching approaches can cultivate the independent inquiry ability of students, and the establishment of such an English learning platform is conducive to improving the students’ ability to make full use of the information technology. Through teaching and learning, the students can become the main entity in the English teaching, which can stimulate their enthusiasm and form a good awareness for English learning. In this paper, the radial basis function (hereinafter referred to as RBF for short) algorithm is adopted. Combined with the constructive English teaching method, practical design and construction are carried out by analyzing the concepts, principles, and application strategies of smart classroom teaching in the multimedia background. The practice has proved that the method proposed in this paper is effective and has certain research value and positive significance for the research on English teaching.

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