Researching One's Own Practice

2019 ◽  
pp. 305-323
Author(s):  
Ricardo Gonçalves ◽  
Cecília Costa
Keyword(s):  
Content Analysis ◽  
Linear Algebra ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Teaching Sequence ◽  
Research Results ◽  
Research On Teaching

This chapter aims to link the known research results on the teaching and learning of linear algebra to research on teaching practices. The same person, as a teacher and as a researcher, plans and implements a teaching sequence, constructs multimodal narratives (MNs) for some classes, and reflects on his own practice, based on the emerging categories from content analysis of the MNs. Regarding the methodology and focusing on the role of MNs in this research, it is worth highlighting the value attributed to MNs because they function as an instrument that embodies the practices of the teacher and aid him in reflecting on his own practice.

When Seeing Is Believing: Generalizability and Decision Studies for Observational Data in Evaluation and Research on Teaching

2021 ◽  
pp. 109821402093194
Author(s):  
Timothy J. Weston ◽  
Charles N. Hayward ◽  
Sandra L. Laursen
Keyword(s):  
Teaching Practices ◽  
Interrater Reliability ◽  
Teaching And Learning ◽  
Generalizability Theory ◽  
Learning Activities ◽  
Observation Data ◽  
Reliable Measure ◽  
Single Class ◽  
Research On Teaching ◽  
The One

Observations are widely used in research and evaluation to characterize teaching and learning activities. Because conducting observations is typically resource intensive, it is important that inferences from observation data are made confidently. While attention focuses on interrater reliability, the reliability of a single-class measure over the course of a semester receives less attention. We examined the use and limitations of observation for evaluating teaching practices, and how many observations are needed during a typical course to make confident inferences about teaching practices. We conducted two studies based on generalizability theory to calculate reliabilities given class-to-class variation in teaching over a semester. Eleven observations of class periods over the length of a semester were needed to achieve a reliable measure, many more than the one to four class periods typically observed in the literature. Findings suggest practitioners may need to devote more resources than anticipated to achieve reliable measures and comparisons.

scholarly journals A Note on Teaching and Learning Linear Algebra in Tribhuvan University

2019 ◽  
Vol 15 (2) ◽  
pp. 242-245
Author(s):  
Tulasi Prasad Nepal
Keyword(s):  
Linear Algebra ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Active Part ◽  
Primary Role ◽  
Group Discussions ◽  
Mathematical System ◽  
Traditional Lectures ◽  
Individual Opinion

The teaching of linear algebra has always been a challenge for teachers of mathematics, because it is extremely important that students become introduced into complex and abstract mathematical system of linear algebra and learn concepts which can be successfully applied later in other mathematical topics. It is necessary that teachers better understand how students learn, and recognize and allow that the appropriate content, methods and context could be different in different environments. As mathematicians, we are aware of the significant interconnections of different ideas and concepts, which is difficult to recognize and understand. We should not forget that understanding of these kinds of interconnections develops through active and hard exploration of mathematical topics through permanent discovering of new interconnections and relations. Thus, primary role of a teacher is to try to move students to take an active part during the class concerning important and difficult concepts, either through the form of individual opinion or through the form of group discussions. It is not easy to suggest teaching methods, especially in comparison to traditional lectures, which would be effective and would actively, engage students and generate stimulating learning.

scholarly journals IMPROVING STUDENTS’ INTEREST BY USING PICTURE MEDIA AT TK NUR ASSALAM

2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Nada Anis Ristyani ◽  
Nurhayati Nurhayati Nurhayati
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Education Level ◽  
Learning Activities ◽  
Research Results ◽  
Classroom Action Research

The purpose of this study is to improve students' interest in English vocabulary through picture media in TK Nur Assalam. This research is a Classroom Action Research (CAR). The participants of this research were 6 students. The results obtained from efforts to the improving students interest in English vocabulary using the picture media involving active learners in the learning process. The role of picture media in learning activities is very important for children, especially in the next education level. Teaching and learning activities in early childhood will quickly develop if parents and teachers intensive to develop it. There are several attempts to create a sense of pleasure in early childhood by using picture media in the learning process. From the result of research indicate that when pre-action take result (15%). In cycle I, it increased to (55%) sufficient criteria. In cycle II, it increased again to (85%) good criteria. So, the increase that occurred from the pre-action to the cycle I that is (40%). The increase from cycle I to cycle II that is (30%). And increase from pre-action to cycle II that is (70%). From the research results obtained, then to the improving students interest in English vocabulary can be improved by using picture media in the learning process.Keywords : Students’ Interest, Vocabulary and Picture Media

scholarly journals Opetuksen ja oppimisen digiloikka kieltenopiskelijoiden silmin

2018 ◽  
pp. 61-76
Author(s):  
Anne Huhtala
Keyword(s):  
Content Analysis ◽  
Digital Technology ◽  
Teaching And Learning ◽  
New Technologies ◽  
Sedentary Lifestyle ◽  
Qualitative Content Analysis ◽  
Open Questions ◽  
Technology In Teaching ◽  
Digital Skills

This article focuses on how university language students reflect on digitalisation and their own digital skills, and what kinds of benefits and risks they see in the increasing use of digital technology in teaching and learning. The data used for this study are of two kinds: 25 students filled in a questionnaire consisting of open questions about digitalisation, and 10 students wrote an essay where they reflected on the role of digital technology in their lives. The data were analysed by using qualitative content analysis. According to the results, university students experience their digital skills as good, and rely on their ability to learn new skills when needed. They describe the role of ICT in their lives as important, but seem to use digital technology with deliberation. They see several benefits in the use of new technologies, e.g., versatility, but also many risks, including problems caused by a sedentary lifestyle.

DIGITAL ENGINES AT WORK: PROMOTING RESEARCH SKILLS IN STUDENTS

2021 ◽  
pp. 196-206
Author(s):  
Olga Suleimanova ◽  
◽  
Marina Fomina ◽  
Albina Vodyanitskaya ◽  
◽  
...  
Keyword(s):  
Content Analysis ◽  
Search Engine ◽  
Teaching Practices ◽  
Digital Natives ◽  
Research Practices ◽  
Teaching And Research ◽  
Research Results ◽  
Linguistic Research ◽  
Traditional Approaches ◽  
Relevant Education

The paper focuses on the digital teaching and research practices which make an indispensable integral component of upscale education. The authors compare traditional approaches to education against the much demanded by the society, promising approaches which heavily rely on the digital engines. Most relevant –education-wise –features of centennials / millennials, also referred to as “digital natives”, are taken into account. The digital teaching practices and digital research practices that can be used in teaching are outlined; teaching and research potential of some digital engines is examined. Corpus-based experiment along with the analysis of search engine results, cultural-linguistic research through Google and Yandex searching, Tropes Zoom’s content analysis and some other methodological novelties that can be used in the classroom as well as facilitate and substantiate the research results are analysed.

scholarly journals Unpacking the Role of Boundaries in Computer-Supported Collaborative Teaching

2020 ◽  
Vol 29 (6) ◽  
pp. 743-767
Author(s):  
Sara Willermark ◽  
Lena Pareto
Keyword(s):  
Collaborative Learning ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Work Practice ◽  
Collaborative Teaching ◽  
Virtual Classroom ◽  
Development Project ◽  
Action Research Project ◽  
Field Notes

AbstractIn this study, we explore the role of boundaries for collaborative learning and transformation of work practices to occur. We report from a three-year action research project including well over 1800 h of participation by the authors. The empirical data are based on project participation work including observations and field notes, project reports, interviews and a questionnaire, within a school development project in Nordic elementary school. In the project, teachers and researchers from three Nordic countries, Norway, Sweden and Denmark, collaborated to develop novel, on-line teaching models for a Nordic Virtual Classroom. The virtual classroom refers to an educational setting where teaching and learning activities are conducted collaboratively in cross-national teams “in the cloud” by means of information technology. During the project, teachers were challenged in their current teaching practices and the project resulted in collaborative learning and transformation of work practice. In this paper, we explore underlying reasons for such transformation to occur by unpacking how and why boundaries can play a role in computer-supported collaborative teaching and stimulate a transformation towards digitalized teaching practices. The paper contributes with an explanation of how the composition of boundaries of a technological, organizational, and cultural nature operates and constitutes a resource for learning and principles for how boundaries can be used for such purpose.

scholarly journals Astrolabe alternative learning based on software and interactive application

2021 ◽  
Vol 8 (6) ◽  
pp. 103-109
Author(s):  
Safiai et al. ◽  
Keyword(s):  
Qualitative Research ◽  
Content Analysis ◽  
Teaching And Learning ◽  
Alternative Learning ◽  
Research Results ◽  
Interactive Application

Technology-based Teaching and Learning (T&L) is currently a highly discussed matter. Using technology as optimally and maximally as possible in the T&L process is seen to be greatly effective for both students and teachers. This research discusses alternative learning of astrolabe science using software and interactive application. This is qualitative research using content analysis and observation approach. Research results find that some software and interactive application, free or with fees payable, may be used in the T&L process relating to the astrolabe. It is hoped that this research may be helpful for students to understand the use of astrolabe for observation activities and calculations in astronomy, at once improving progress in the development of astronomy in Malaysia.

A Review of Entrepreneurial Higher Education Institution Activities Across the Dimensions of HEInnovate

2022 ◽  
pp. 222-257
Author(s):  
Ester Bernadó-Mansilla ◽  
Davy Vercruysse
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Case Studies ◽  
Teaching And Learning ◽  
Knowledge Exchange ◽  
Education Institution ◽  
Systematic Analysis ◽  
Organisational Capacity ◽  
Future Challenges

This study provides an overview of the important initiatives higher education institutions (HEIs) are implementing to develop their entrepreneurial and innovative potential. The authors performed a systematic analysis of the 62 case studies reported on the HEInnovate website. The initiatives described within these case studies are classified under the eight dimensions of the HEInnovate framework and further grouped under new sub-dimensions which emerged inductively during content analysis. For each sub-dimension, the study analyses the similarities and specificities of the initiatives taken by universities and identifies key learnings and future challenges. The most frequently highlighted dimensions include entrepreneurial teaching and learning, knowledge exchange and collaboration, leadership and governance, and organisational capacity. Findings reveal the key role of strategy and organisational resources and capacities in developing the entrepreneurial agenda and the strong alignment of the entrepreneurial university to its three missions.

Looking at Linear Algebra Teaching Practices Through Multimodal Narratives

2019 ◽  
pp. 126-146
Author(s):  
Cecília Costa ◽  
Ricardo Gonçalves
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Linear Algebra ◽  
Teaching Practices ◽  
Geometric Approach ◽  
Teaching Sequence ◽  
Use Of Technology ◽  
Research Studies

There is a lack of research studies on teaching practices in higher education, which does not contribute to a greater and better reflection on the failure in some disciplines, namely in linear algebra. Multimodal narrative (MN) is a facilitator of research in this field. This chapter describes how the use of MN of linear algebra classes was done and allowed reflection on and modification of the practices. Formative situations are presented: 1) planned and successful, 2) planned and less achieved, 3) unexpected and successful, and 4) unexpected and less achieved. Two transversal aspects to the teaching sequence are also presented: use of technology and geometric approach. This study made it possible to recognize the MN's potential as a tool to “observe” and analyze linear algebra teaching practices in diverse aspects. It also shows that MN analysis allowed linear algebra teachers to promote their professional development regardless of the teacher's experience.

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