scholarly journals Mapping Teaching Through Interactions and Pupils’ Learning in Mathematics

SAGE Open ◽  
2019 ◽  
Vol 9 (3) ◽  
pp. 215824401986148 ◽  
Author(s):  
Siv M. Gamlem
Keyword(s):  
National Curriculum ◽  
Teaching Quality ◽  
Classroom Organization ◽  
Instructional Content ◽  
Class Level ◽  
Before And After ◽  
Classroom Assessment Scoring System ◽  
Instructional Dialogue ◽  
Math Test ◽  
Positive Climate

The aim of the study is to map patterns of teaching quality through interactions in Mathematics lessons in lower secondary school classrooms. The sample is 10 ninth-grade classrooms in Norway (pupils’ age, 14-15 years). Reciprocal linkages between teaching through interactions in Mathematic lessons and pupils’ results on a standardized National Curriculum Mathematic Test, before and after observed lessons ( N = 115) over 7 months, are studied. To map quality of teacher–pupil interactions in classrooms, observations are video recorded and analyzed using Classroom Assessment Scoring System. Video analyses elicit that there is a variety in teacher–pupil interaction quality in the 10 classrooms concerning “emotional support,” “classroom organization,” and “instructional support.” The lowest quality is found for the dimensions “analysis and inquiry,” “instructional dialogue,” and “regard for adolescent perspectives,” which might preclude facilitation of cognitive and metacognitive strategies to enhance pupils’ learning and engagement in work with instructional content. Highest quality in teaching through interactions is found for the dimensions “behaviour management” and “productivity.” Analyses show that “positive climate” and “student engagement” both have strong effect sizes and are significant concerning pupils’ learning on class level when comparing classrooms with the highest and lowest improvement score on the standardized National Curriculum Math test over 7 months.

Examining Education Reforms of India in the Matrix of Rights and Biopolitics

2021 ◽  
Author(s):  
Jyoti Dalal
Keyword(s):  
National Curriculum ◽  
Legal Framework ◽  
The State ◽  
Regulatory Structure ◽  
Curriculum Framework ◽  
Before And After ◽  
The Matrix ◽  
Indian State ◽  
Education Act ◽  
The Right

Three significant reforms were established at the turn of the century in India: the National Curriculum Framework of 2005, the National Curriculum Framework for Teacher Education of 2009, and the Right to Education Act of 2009. All three reforms reflect a contradiction between the rights of citizens and the regulatory biopolitical inertia of the state. Indian State has undergone cyclical shifts in its orientation. In certain phases, rights became the fulcrum to guide policy and legal framework, and in other phases, the regulatory impulse of the state was at the center. The neoliberal turn of the 1990s marked a sharp shift in which the state left behind its welfare outlook and adopted a more regulatory structure. The rights-based agenda of the three reforms needs to be understood against the backdrop of the changing nature of the state. The three reforms stand apart from those instituted before and after, in that they were informed by a critique of the rights-based framework even while working within it. The three reforms and their social context provide an example of the tension between rights and biopolitics; the reforms emerged as a response to this tension. While proposing rights-based reforms in school education, the intent was much more ambitious, going beyond the immediate domain of education. Occurring in the middle of a neoliberal, market-driven discourse, these reforms critiqued the 21st-century state and pushed it to serve the role of a provider and not just a regulator.

Instructional Interactions and Literacy

2021 ◽  
pp. 261-282
Author(s):  
David A. Adams ◽  
Bridget K. Hamre ◽  
Lawrence Farmer
Keyword(s):  
Teacher Development ◽  
Diffusion Of Innovations ◽  
Teaching And Learning ◽  
Skill Development ◽  
Social Emotional ◽  
Classroom Organization ◽  
Instructional Interactions ◽  
Classroom Assessment Scoring System ◽  
Support Domain ◽  
Cue Recognition

Teacher social emotional competence has been connected to literacy development as well as broader academic outcomes through the domains of Emotional Support and Classroom Organization of the Classroom Assessment Scoring System (CLASS). Despite these findings, teacher development has yet to place an emphasis on social emotional skill development in line with such research. Drawing on diffusion of innovations literature, the authors offer a conceptual model that ties teacher social emotional skill development directly to the instructional support domain of the CLASS, thereby increasing the compatibility of social emotional learning to teaching and learning outcomes, including literacy. The analysis identified perspective-taking and social cue recognition as key opportunities for instructionally-aligned teacher social emotional skill development. The authors make recommendations for methods to increase these skills for teachers.

The Instructional Challenge in Improving Teaching Quality: Lessons from a Classroom Observation Protocol

2014 ◽  
Vol 116 (6) ◽  
pp. 1-32
Author(s):  
Drew Gitomer ◽  
Courtney Bell ◽  
Yi Qi ◽  
Daniel Mccaffrey ◽  
Bridget K. Hamre ◽  
...  
Keyword(s):  
Teacher Evaluation ◽  
Emotional Support ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Classroom Observation ◽  
Instructional Support ◽  
Teaching Quality ◽  
Self Report ◽  
Classroom Organization ◽  
Observation Protocol

Background/Context Teacher evaluation is a major policy initiative intended to improve the quality of classroom instruction. This study documents a fundamental challenge to using teacher evaluation to improve teaching and learning. Purpose Using an observation instrument (CLASS-S), we evaluate evidence on different aspects of instructional practice in algebra classrooms to consider how much scores vary, how well observers are able to judge practice, and how well teachers are able to evaluate their own practice. Participants The study includes 82 Algebra I teachers in middle and high schools. Five observers completed almost all observations. Research Design Each classroom was observed 4–5 times over the school year. Each observation was coded and scored live and by video. All videos were coded by two independent observers, as were 36% of the live observations. Observers assigned scores to each of 10 dimensions. Observer scores were also compared with master coders for a subset of videos. Participating teachers also completed a self-report instrument (CLASS-T) to assess their own skills on dimensions of CLASS-S. Data Collection and Analysis For each lesson, data were aggregated into three domain scores, Emotional Support, Classroom Organization, and Instructional Support, and then averaged across lessons to create scores for each classroom. Findings/Results Classroom Observation scores fell in the high range of the protocol. Scores for Emotional Support were in the midlevel range, and the lowest scores were for Instructional Support. Scores for each domain were clustered in narrow ranges. Observers were more consistent over time and agreed more when judging Classroom Organization than the other two domains. Teacher ratings of their own strengths and weaknesses were positively related to observation scores for Classroom Organization and unrelated to observation scores for Instructional Support. Conclusions/Recommendations This study identifies a critical challenge for teacher evaluation policy if it is to improve teaching and learning. Aspects of teaching and learning in the observation protocol that appear most in need of improvement are those that are the hardest for observers to agree on, and teachers and external observers view most differently. Reliability is a marker of common understanding about important constructs and observation protocols are intended to provide a common language and structure to inform teaching practice. This study suggests the need to focus our efforts on the instructional and interactional aspects of classrooms through shared conversations and clear images of what teaching quality looks like.

Assessing Teachers’ Classroom Management Competency: A Case Study of the Classroom Assessment Scoring System–Secondary

2019 ◽  
Vol 38 (4) ◽  
pp. 475-492
Author(s):  
Tanner LeBaron Wallace ◽  
Alyssa K. Parr ◽  
Richard J. Correnti
Keyword(s):  
Classroom Management ◽  
Scoring System ◽  
Management Practices ◽  
Classroom Assessment ◽  
Classroom Organization ◽  
Instructional Interactions ◽  
Management Quality ◽  
Video Viewing ◽  
Classroom Assessment Scoring System ◽  
Effectiveness Studies

One popular observational instrument to evaluate teaching is the Classroom Assessment Scoring System–Secondary (CLASS-S). Yet, the secondary version of the CLASS poorly discriminates classroom management quality beyond identifying extremely chaotic classrooms with teachers’ scores clustering in the most positive ranges of effectiveness. Studies of adolescents’ perceptions of teachers’ classroom management practices, however, clearly suggest more nuance and complexity. Assuming this discrepancy between results (i.e., lack of differentiation vs. nuanced complexity) might be an artifact of this particular observational protocol rather than a reflection of reality, this study microanalyzed the source material influencing adolescent and adult evaluative assessments of classroom management, using transcripts generated from video viewing sessions. Comparisons between (a) adolescents’ indigenous interpretations, and (b) adults’ trained interpretations of CLASS-S classroom management instructional interactions suggest that adolescents view student engagement and positive climate as particularly relevant to assessments of classroom management, whereas the CLASS-S does not include these as dimensions of effective teaching assessed as part of the Classroom Organization domain.

Key Technology of Physical Dynamic Simulation Based on Virtual Reality

2014 ◽  
Vol 608-609 ◽  
pp. 119-123
Author(s):  
Qian Li ◽  
Wei Li
Keyword(s):  
Creative Thinking ◽  
Teaching Method ◽  
Teaching Quality ◽  
Test Results ◽  
Experimental Teaching ◽  
Simulation Based ◽  
Before And After ◽  
Comprehensive Development ◽  
Teaching Efficiency ◽  
Elective Course

This paper take university students as the investigation group on the selection of basketball elective course, and randomly selected two classes as the contrast experimental teaching, at the same time using t test to do statistical analysis of two experiment class on the before and after final test results. The results show the competition teaching method helps improve students' interest in elective course of basketball, but also conducive to cultivating students creative thinking, but also strengthen teamwork between students. This method can not only effectively create a good teaching atmosphere, to maximize the teaching effect of university basketball elective course, but also the optimization of teaching quality, improve the teaching efficiency of university sports teaching, while contribute to the comprehensive development of students, improve the physical quality.

scholarly journals ELEMENTOS METODOLÓGICOS QUE INCIDEN EN LA ENSEÑANZA –APRENDIZAJE DEL ESPAÑOL EN ESTUDIANTES DE PRIMER GRADO, BILWI, RAAN

2012 ◽  
Vol 10 (1) ◽  
pp. 8-20
Author(s):  
Petronila Bello Fenly ◽  
Maritza Gutiérrez Guillermo
Keyword(s):  
Special Education ◽  
Qualitative Methodology ◽  
First Grade ◽  
Teaching Quality ◽  
Synthetic Methods ◽  
Cross Sectional ◽  
Classroom Organization ◽  
Educacion Especial ◽  
Descriptive Qualitative

Este estudio se realizó en la escuela de Educación Especial “Hermana Maureen Courtney”, año 2010, Bilwi, RAAN, Nicaragua. Aporta información respecto a los elementos metodológicos que inciden en la enseñanza del español en los estudiantes del primer grado de la Escuela de Educación Especial. Se utilizó la metodología descriptivo- cualitativa, de corte transversal porque es un estudio sincrónico. Se observó el desarrollo de algunas clases de español, se aplicaron entrevistas abiertas a estudiantes, docentes y subdirectora. Entre los resultado se observó que la docente utilizó una metodología tradicional basada en el método silábico y parte del método fonético-analítico-sintético (FAS), incluyendo la tradicionalidad en la organización del aula, es decir una formación de estudiantes sentados en hileras. Además es poca la utilización de medios y materiales didácticos y casi ausencia en la motivación. Consideramos de importancia esta investigación para el fortalecimiento de la enseñanza del español en Educación Especial. Por esta razón se recomienda profundizar en esta temática en futuras investigaciones, lo que ayudará a una mayor sensibilización y mejora de la calidad en la docencia. SUMMARY This study was conducted at the Special Educational School "Sister Maureen Courtney", during the year 2010, in Bilwi, RAAN, Nicaragua. It provides information regarding the methodological elements that affects the teaching of Spanish in the first grade students of the Special Educational School. We used a descriptive-qualitative methodology, cross-sectional because it is a synchronic study. We observed the development of some Spanish lessons and interviews were applied to students, teachers and subdirector. Among the results it showed that the teacher used a traditional methodology based on the syllable and phonics-analytic-synthetic methods (FAS), including traditionality in classroom organization, namely, making students to sit in rows. Furthermore there is little use of media and materials and almost no motivation. We consider this research important for strengthening the teaching of Spanish in Special Education. For this reason it is recommended to deepen this issue in future researches, which will help raise awareness and improve the teaching quality.

scholarly journals Surgeon educator perspectives of implementing a National Undergraduate Curriculum in otolaryngology

2019 ◽  
Author(s):  
Andrew Hall ◽  
Huw Jones ◽  
Alam Hannan
Keyword(s):  
National Curriculum ◽  
National Level ◽  
Student Experience ◽  
Teaching Experience ◽  
Teaching Quality ◽  
Undergraduate Teaching ◽  
Medical Council ◽  
Teaching Content ◽  
The Future ◽  
Educator Perspectives

Abstract BackgroundThe General Medical Council will be implementing a national examination for all UK medical students in 2022. Our aim was to review surgeon educator perceptions on the future implementation of an associated undergraduate national curriculum in otolaryngology within a UK School of Surgery. MethodsA mixed methods study was performed to assess ENT surgeon educator perspectives of a change to a national curriculum in ENT. Responses were reviewed with respect to teaching content, quality and student experience with degree of agreement assessed with Likert scoring. Associated qualitative focus group sessions were performed and responses underwent detailed thematic analysis according to grounded theory.ResultsA response rate of 50% was achieved with twenty-one participants analysed working in fourteen hospitals. These held an average of eight years undergraduate teaching experience. These showed strong agreement believing implementation of a national curriculum would improve the standard of teaching delivered at a personal, institutional and national level. There was also agreement on a minimum baseline for teaching exposure by students. 95% of surgeon educators in otolaryngology were in support of future adoption of a change to a centralized national otolaryngology curriculum in contrast to conventional expectations of resistance. Further related themes were identified relating to the personal, institutional and specialty related factors influencing practical delivery of a national curriculum that can help shape this delivery. ConclusionsEvaluating the future implementation of a national curriculum in ENT from those involved in the regular practical delivery of undergraduate medical education was previously unassessed within the medical literature. A series of practical recommendations are made to assist the implementation of a national ENT curriculum in contrast to the current locally led system. These were divided into areas of teaching content, teaching quality and student experience. A national curriculum appears to offer a philosophically accessible and popular re-imagining for future undergraduate otolaryngology training. Our findings aim to offer assistence to other similar surgical sub-specialties facing similar challenges internationally.

scholarly journals Variability in Preschool CLASS Scores and Children’s School Readiness

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110389
Author(s):  
Jennifer K. Finders ◽  
Adassa Budrevich ◽  
Robert J. Duncan ◽  
David J. Purpura ◽  
James Elicker ◽  
...  
Keyword(s):  
School Readiness ◽  
Emotional Support ◽  
Instructional Support ◽  
Classroom Quality ◽  
Observational Period ◽  
High Stakes ◽  
Classroom Organization ◽  
Low Incomes ◽  
Classroom Assessment Scoring System ◽  
Preschool Class

The Classroom Assessment Scoring System (CLASS) is a widely administered measure of classroom quality that assesses teacher-child interactions in the domains of Emotional Support, Classroom Organization, and Instructional Support. We use data from an evaluation of state-funded prekindergarten provided to 684 children from families with low incomes (Mage = 57.56 months, 48% female) to examine the extent to which CLASS scores vary over the course of an observational period within a single day and investigate whether this variability is related to children’s school readiness at the end of the preschool year, holding constant two additional measures of quality. Teacher-child interactions in all three domains were moderately stable. Mean Classroom Organization was positively related to math, and variability in Classroom Organization was negatively related to literacy. Mean Instructional Support was negatively associated with language. Findings have implications for programs that utilize the CLASS to make high-stakes decision and inform professional development.

scholarly journals Building Moderate Islamic Thoughts in Indonesian Students Through Dialogue-Argumentative Methods

2021 ◽  
Vol 10 (3) ◽  
pp. 288
Author(s):  
M. Wildan Bin H.M. Yahya ◽  
Munawar Rahmat
Keyword(s):  
Religious Education ◽  
Experimental Research ◽  
Research Method ◽  
National Curriculum ◽  
Effective Alternative ◽  
Freedom Of Religion ◽  
Research Results ◽  
Before And After ◽  
Quasi Experimental ◽  
And Control

Although the Indonesian Constitution guarantees freedom of religion for every citizen, the problem of religious harmony is still existent. Intolerant Islamic groups are very active in voicing that non-Muslims and minority schools of thought are deviants and infidels. The term ‘religious harmony’ is one of the competencies in the national curriculum of universities but is unfortunately weak in implementation. These research results showed that most students have an exclusive and intolerant religious mindset. Therefore, this study aims to test the effectiveness of the dialogue-argumentative method in Islamic Religious Education (PAI) to build moderate thinking patterns among students by employing a quasi-experimental research method. The research sample, which comprised 300 students participating in the PAI course, was divided into 150 persons, each placed into the four experimental and control classes. Before and after the lecture, pre-tests and post-tests were provided for both groups of students. The research proved that the dialogue-argumentative method was a more effective alternative in building moderate Islamic thinking patterns among students. However, the researchers also need to find models, methods, or other means that are much more effective than these findings.   Received: 25 January 2021 / Accepted: 24 March 2021 / Published: 10 May 2021

Developing Science Observation Skills

2015 ◽  
Vol 77 (7) ◽  
pp. 517-525 ◽  
Author(s):  
Rebecca Sammet ◽  
Daniel Dreesmann
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Model Organism ◽  
School Students ◽  
Time Period ◽  
Class Level ◽  
Before And After ◽  
Learning Enjoyment ◽  
Students Attitudes ◽  
Science Classes

Acorn ants (genus Temnothorax) are a powerful model organism for illustrating the variety of interactions in an ecosystem. We developed five teaching units with acorn ants as the exemplary insect. The aim of this study was to provide a quantitative and qualitative analysis of secondary school students’ attitudes before and after teaching units. Students (N = 459) from 22 classes participated in the study. Students’ attitudes were measured using a two-stage test design. We investigated the influence of class level, gender, teaching units, and time period of participation on students’ attitudes. Additionally, we surveyed a subsample of students on their learning enjoyment in 10-minute interviews. The findings suggest that students’ previous investigations with insects in science classes had been few. The results indicate an influence of gender, time period, and the autonomous keeping of ants on attitudes toward the social insects. Although no changes in attitudes were observed for students of lower and higher secondary school, students at the intermediate level had slightly higher attitude scores on the posttest than on the pretest. The majority of students evaluated teaching units positively. Our findings suggest that ant research may offer new opportunities for directing students’ attention to native woodland inhabitants.

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