Brief Report: Teaching Practices Associated With the Authoritative Proof Scheme

2010 ◽  
Vol 41 (1) ◽  
pp. 14-19 ◽  
Author(s):  
Guershon Harel ◽  
Jeffrey M. Rabin
Keyword(s):  
Student Learning ◽  
Case Studies ◽  
Teacher Change ◽  
Teaching Practices ◽  
Classroom Teaching ◽  
Future Research ◽  
Classroom Observations ◽  
Proof Scheme ◽  
Specific Teaching ◽  
Academic Year

This Brief Report summarizes case studies of the classroom teaching practices of 2 algebra teachers. The data consist of videotaped classroom observations during 1 academic year. The study identifies and characterizes specific teaching practices that establish the norm that the teacher is the sole arbiter of mathematical correctness in the classroom. The authors suggest that these practices are likely to promote the development of the authoritative proof scheme in students. The results can provide a basis for future research investigating the prevalence of these teaching practices and their impact on student learning, and they can be used as parameters to investigate teacher change.

Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam

2021 ◽  
Author(s):  
Joan DeJaeghere ◽  
Bich-Hang Duong ◽  
Vu Dao
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Teaching Practices ◽  
National Curriculum ◽  
Student Learning Outcomes ◽  
National Standards ◽  
Drop Out ◽  
Pedagogical Practices ◽  
Classroom Observations ◽  
Development Literature

This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.

scholarly journals The More Things Change, the More They Stay the Same: Teaching Philosophy Statements and the State of Student Learning

2020 ◽  
Vol 44 (5) ◽  
pp. 533-542
Author(s):  
Joy E. Beatty ◽  
Jennifer Leigh ◽  
Kathy Lund Dean
Keyword(s):  
Student Learning ◽  
Teaching Practices ◽  
The State ◽  
Future Research ◽  
Teaching Philosophy ◽  
Teaching Technology ◽  
The Core ◽  
Learning Contexts ◽  
Research On Teaching ◽  
Rapid Changes

In association with the republishing of our 2009 papers, we revisit the core ideas about teaching philosophy papers, considering how the ideas have evolved and offering possible questions for future research on teaching philosophy statements. We note that the role and importance of teaching philosophy statements endures and describe some of the changes that have enriched the learning contexts of today such as the expansion of teaching technology. The rapid changes initiated by the COVID-19 pandemic offer a timely opportunity to revisit and reflect upon one’s teaching philosophy statement, since some of the improvisations faculty develop are likely to stimulate new teaching practices.

Integrating generic and content-specific teaching practices in exploring teaching quality in primary physical education

2017 ◽  
Vol 24 (4) ◽  
pp. 418-448 ◽  
Author(s):  
Ermis Kyriakides ◽  
Niki Tsangaridou ◽  
Charalambos Charalambous ◽  
Leonidas Kyriakides
Keyword(s):  
Physical Education ◽  
Effective Teaching ◽  
Primary Schools ◽  
Teaching Practices ◽  
Teaching Quality ◽  
Future Research ◽  
Unique Contribution ◽  
Teaching Behaviors ◽  
Potential Benefits ◽  
Specific Teaching

The vast majority of research in physical education (PE) has focused on teaching and teacher effectiveness. Despite the fact that this research strand is fast growing, what effective teaching is and how it contributes to student learning still remains an open issue. Aiming to contribute toward moving the research of effective teaching in the field of PE a step forward, in this paper, we conduct a review of studies on effective PE teaching in primary schools. An examination of this literature suggests that scholars have largely pursued two distinct paths. One group has focused on generic teaching practices, namely teaching behaviors that cut across different subject matters; other scholars have focused on content-specific teaching practices, namely teaching behaviors which are more pertinent to teaching PE. The unique contribution of generic and content-specific teaching practices on student psychomotor learning in primary PE is examined and the potential benefits of integrating these two types of practices in studying teaching quality in PE are discussed. The theoretical, methodological, and practical implications of this review are outlined and suggestions for future research in primary PE are offered.

PENINGKATAN HASIL BELAJAR SISWA KELAS X MIPA SMAN 1 LUBUKLINGGAU MELALUI PENGGUNAAN MEDIA POWERPOINT

2020 ◽  
Vol 2 (2) ◽  
pp. 64-72
Author(s):  
Yetri Ningsih
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Average Score ◽  
Research Subjects ◽  
Learning Mathematics ◽  
And Mathematics ◽  
Academic Year ◽  
Improve Student Learning

This research conducted caused by students' score at class X MIPA 4 very low in the vector material. The avarage of score of the daily test obtained by students was 60,5 and it had not yet reached mastery learning. One of the efforts to improve learning outcomes was to use powerpoint as a learning media. The purpose of this study was to determine the increase in activity and mathematics learning outcomes on vector material in learning using PowerPoint.This research design used the classroom action research. The research subjects were 36 students of class X MIPA 4 SMA Negeri 1 Lubuklinggau in the 2019/2020 academic year. Data collected by using tests and observations.The test used to obtain student learning outcomes in each cycle, while observation used to determine the learning process in each cycle. Data were analyzed using descriptive statistics. The results showed that the average score of student learning outcomes in the first cycle was 62.2 and 77.3 in the second cycle. The percentage of student learning completeness in the first cycle was 52.8%, in the second cycle it was 80.6%. The percentage of improvement in student learning outcomes after being given action was 15.29%. So it can be concluded that learning mathematics by using powerpoint media can improve student learning outcomes in class X MIPA 4 SMA Negeri 1 Lubuklinggau in the 2019/2020 academic year.

scholarly journals The Participation of Senior Citizens in Policy-Making: Patterning Initiatives in Europe

2020 ◽  
Vol 18 (1) ◽  
pp. 34
Author(s):  
Roberto Falanga ◽  
Andreas Cebulla ◽  
Andrea Principi ◽  
Marco Socci
Keyword(s):  
Case Studies ◽  
Policy Making ◽  
Civic Participation ◽  
Policy Design ◽  
Senior Citizens ◽  
National Policy ◽  
Future Research ◽  
Participatory Approaches ◽  
Aging Policy ◽  
Older Citizens

Worldwide, active aging policy calls for greater participation of senior citizens in the social, economic, and political realms. Despite emerging evidence of initiatives engaging senior citizens in social activities, little is known about the use of participatory approaches in the design and/or implementation of policies that matter to older citizens. This article identifies initiatives facilitating the civic participation of older people in policy-making in European Union member and associate states, drawing on a review of the literature, consultation of national policy experts, and exemplary case studies. Four main patterns of senior civic participation are identified: adopting consultative or co-decisional participatory approaches in policy design or policy implementation. The four are represented to varying degrees at different geographical levels (national, regional, local), with different actor configurations (appointed, elected/nominated, corporate representation), and with varying degree of institutionalization (temporary/permanent). Case studies illustrate approaches taken to enhance the quality and effectiveness of public services for senior citizens. Future research should strengthen this line of enquiry to cast further light on conditions facilitating the civic participation of senior citizens.

scholarly journals Chiming In: A Computer-Assisted Analysis of Popular Musicians’ Political Engagement on Twitter

2021 ◽  
Vol 7 (2) ◽  
pp. 205630512110190
Author(s):  
Josephine Lukito ◽  
Luis Loya ◽  
Carlos Dávalos ◽  
Jianing Li ◽  
Chau Tong ◽  
...  
Keyword(s):  
Case Studies ◽  
Hip Hop ◽  
Political Engagement ◽  
Future Research ◽  
Computer Assisted ◽  
Christian Music ◽  
Political Issues ◽  
Qualitative Case Studies ◽  
Systematic Examination ◽  
Assisted Analysis

While music as an artistic form is well studied, the individuals behind the art receive relatively less attention. In this article, we provide evidence of celebrity advocacy with a systematic examination of musicians’ political engagement on Twitter. This study estimates the extent to which musicians use Twitter for political purposes, with particular attention to whether such engagement varies across music genres. Through a computational-assisted analysis of 2,286,434 tweets, we group 881 musicians into three categories of political engagement on Twitter: not engaged (comprising the majority of artists), circumstantial engagement, and active political engagement. We examine the latter categories in detail with two qualitative case studies. The findings indicate that musicians from different genres have distinct patterns of political engagement. The Christian music genre shows the most engagement as a whole, especially in philanthropy. On the contrary, the most active accounts are rock and hip-hop artists, some of whom discuss political issues and call for mobilization. We conclude with suggestions for future research.

scholarly journals IoT Cloud Security Review

2021 ◽  
Vol 54 (4) ◽  
pp. 1-36
Author(s):  
Fei Chen ◽  
Duming Luo ◽  
Tao Xiang ◽  
Ping Chen ◽  
Junfeng Fan ◽  
...  
Keyword(s):  
Case Studies ◽  
Service Providers ◽  
Risk Mitigation ◽  
Rapid Development ◽  
Security Analysis ◽  
Cloud Security ◽  
Future Research ◽  
Security Risk ◽  
Research Attention ◽  
Cloud Systems

Recent years have seen the rapid development and integration of the Internet of Things (IoT) and cloud computing. The market is providing various consumer-oriented smart IoT devices; the mainstream cloud service providers are building their software stacks to support IoT services. With this emerging trend even growing, the security of such smart IoT cloud systems has drawn much research attention in recent years. To better understand the emerging consumer-oriented smart IoT cloud systems for practical engineers and new researchers, this article presents a review of the most recent research efforts on existing, real, already deployed consumer-oriented IoT cloud applications in the past five years using typical case studies. Specifically, we first present a general model for the IoT cloud ecosystem. Then, using the model, we review and summarize recent, representative research works on emerging smart IoT cloud system security using 10 detailed case studies, with the aim that the case studies together provide insights into the insecurity of current emerging IoT cloud systems. We further present a systematic approach to conduct a security analysis for IoT cloud systems. Based on the proposed security analysis approach, we review and suggest potential security risk mitigation methods to protect IoT cloud systems. We also discuss future research challenges for the IoT cloud security area.

Classroom observations and supervision – essential dimensions of pedagogical leadership

2014 ◽  
Vol 28 (7) ◽  
pp. 856-868 ◽  
Author(s):  
Helene Ärlestig ◽  
Monika Törnsen
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
First Century ◽  
Classroom Observations ◽  
Main Task ◽  
Teacher Capacity ◽  
Content Type ◽  
Democratic Leadership ◽  
Core Mission ◽  
Learning Issues

Purpose – The main task of every school is to contribute to student learning and achievement. In the twenty-first century, national and international evaluations and comparisons have focussed on measurable student and school results. Not only teachers but also principals are held accountable for school results, which increase expectations of principals to work to enhance student learning and improve outcomes. In Sweden, a principal's work with a given school's core mission is labeled as pedagogical leadership, a concept that includes diverse activities related to national goals and school results. Aspects of pedagogical leadership include principals’ classroom observations and communication about teaching and learning issues. The purpose of this paper is to describe a model of pedagogical leadership as a base for principals’ experience with the aim to develop their understanding of pedagogical leadership. Design/methodology/approach – The paper builds on data from three groups of principals who participated in a course to learn more about pedagogical leadership. Findings – The participating principals performed their pedagogical leadership in different manners and with varying quality. During the course, there was a shift in what activities and duties the principals prioritized. The findings highlight the importance of democratic leadership and the improvement of teacher capacity and student outcomes. Practical implications – The paper gives practical examples on how principals can improve their understanding of pedagogical leadership. Originality/value – There are few articles on how pedagogical leadership is understood and practiced. The paper provides a model for pedagogical leadership and empirical data that shows that the concept deserves to be viewed as a qualitative concept that need interpretation.

Implementation Of Direct Learning Model In Group To Improve Mathematics Achievement In Fifth Grade Students At Sdn 06 Perawang Barat In Academic Year 2012/2013

2018 ◽  
Vol 1 (3) ◽  
pp. 71-78
Author(s):  
Maiharti Hadijah
Keyword(s):  
Action Research ◽  
Student Learning ◽  
Subject Matter ◽  
Mathematics Learning ◽  
Learning Model ◽  
Learning Achievement ◽  
The Subject ◽  
Direct Learning ◽  
Classroom Action Research ◽  
Academic Year

Teacher has a very important role in creating an exciting and enjoyable learning environment in math lessons.Learning atmosphere is not exciting and fun for students usually to create learning activities that are less harmonious.As in SD 06 Perawang Barat is still low learning achievement of mathematics students, especially VD class with the number of students 32 people.Based on the mathematical repetition value of grade VD students contained in table 1 can be concluded that most students have not reached the established KKM that is 60 in 2012/2013           Another effort that teachers do is to provide practice questions (PR). Then the teacher also repeats the material that the students have not understood. But the effort made by the teacher has not achieved the expected result; low student learning achievement to mathematics is a material for researchers, that the need for mathematics learning that can improve the results of learning mathematics.               The formulation of the problem in this study is whether the application of direct learning model in groups can improve student achievement on the subject matter of the fractional matter in the VD SDN 06 Perawang Barat class in the even semester of the academic year 2012/2013?       The form of this research is collaborative classroom action research, in collaborative classroom action research involving teachers, principals, and outsiders in one team simultaneously, with the aim of improving learning outcomes, the development of theory and teacher performance improvement. This team relationship is a partnership, meaning that the position of team members with each other is the same that aims to think about the issues to be studied in classroom action research. In this case the researcher serves as a teacher. Action will be done is in order to improve the results of teaching mathematics at class VD SDN 06 in Perawang Barat.               The data in this study were collected with observation sheet and mathematics learning result test. Observations were made to the activities of the students and teachers during the learning process for each meeting by filling out the observation sheets that have been filled in by observing the observation sheets of each teacher and student behavior on the observation sheet. While data is about mathematics learning result collected through daily test (UH1) and daily test (UH2) which contains problem based on indicator that will be achieved based on lattice test result of learning.               The data obtained in this research is then analyzed through descriptive analysis.Descriptive data analysis aims to describe data about student learning outcomes on subject matter using in problem solving.               Based on the results of research and discussion concluded that the application of direct learning model in groups can improve student learning achievement at VD SDN 06 in Perawang Barat class on the subject matter using fractions in problem solving.      

scholarly journals Journal Club: a group of research experience

2018 ◽  
Vol 71 (2) ◽  
pp. 446-450 ◽  
Author(s):  
Patricia Bover Draganov ◽  
Maria Regina Guimarães Silva ◽  
Vanessa Ribeiro Neves ◽  
Maria Cristina Sanna
Keyword(s):  
Health Services ◽  
Case Studies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Journal Club ◽  
Practical Experience ◽  
Future Research ◽  
Research Experience ◽  
Nursing Management ◽  
Health Services Administration

ABSTRACT Introduction: the Journal Club (JC) is a teaching and learning strategy developed by individuals who meet to discuss scientific articles in periodicals. Objective: to describe the experience of the JC strategy at the Group for Studies and Research in Health Services Administration and Nursing Management (Gepag). Method: case studies or scientific research demonstration mode of practical experience for the understanding and justification of facts. Results: Gepag JC emerged in 2008 and, in 2014, was computerized with the Google Drive®, in order to increase its scope and optimize the Group›s meetings. From April to May 2014, the instrument was tested and adjusted, resulting in advancements. Final considerations: the advantages involved optimizing the time of meetings, facilitation of access to publications of interest to the Group and creating the database to support future research.

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