teacher observations
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2022 ◽  
pp. 136216882110670
Author(s):  
Sheila Busteed

The Covid-19 pandemic creates physical barriers and raises issues about online learning and course design. These must be overcome in order to continue teaching three English language support papers in a transnational education programme. This autoethnography explores online communication strategies and their effect on students’ learning experience. Moodle logs, teacher observations and other qualitative data from the first year of emergency online teaching were evaluated. This analysis prompted several improvements to communication strategies. Additional forum activities, scaffolding and feedback have had a positive effect, and increased use of informal communication via WeChat has bolstered learner persistence. These findings can be applied to the design of other online and blended courses, especially those linked to English language teaching in China.


2022 ◽  
Vol 9 (1) ◽  
pp. 150
Author(s):  
H. Lalu Suwarno

The purpose of this study is to improve the pedagogic competence of teachers in the learning process in the classroom through the implementation of academic supervision. This research uses the school action research method which is carried out in two cycles, each cycle of which has four stages, namely planning, implementation, observation, and reflection. The subjects of this study were 8 teachers of SMPN 18 Mataram. This research instrument uses observation sheets and documentation. The data analysis technique used descriptive analysis. The results of this study are: 1) the results of principal observations and teacher observations during the mentoring process have obtained an average score of 4.0, 2) the results of the average value of teachers in the learning process reach 85% with an average score of 70 ,00 (good category). The results of the research in the first cycle of principal observations were average (3.80), teacher observations were averaged (3.00) and the results of academic supervision were on average score points (66.12). In cycle II, the average school supervisor's observations (4.40) with the percentage of achievement (100%), the teacher's observations on the average (4.25) with the percentage of achievement (100%) and the results of academic supervision in the target average value (84,92) with the percentage of achievement (100%). The conclusion obtained from the results of this study is that academic supervision can improve the pedagogic competence of teachers in the learning process in the classroom.


2021 ◽  
Author(s):  
Mehrasa Alizadeh ◽  
Neil Cowie

Advancements in immersive virtual reality (VR) have encouraged educators to start looking for ways to leverage the potentials of this technology. This concise paper reports the preliminary findings of a study where VR was used in an educational setting. A small group of teachers and students explored free VR apps and investigated their usefulness for learning. Through this activity, they not only compiled a list of VR apps that could potentially be used by teachers but also co-investigated the benefits and challenges of implementing VR-powered activities. The study was backed up by student app reviews, teacher observations, and focus group interviews. The results revealed that students found VR engaging and stimulating and successfully explored the educational values of multiple apps; however, they experienced some degree of cybersickness. As a response to this concern, the next phase of the study will focus on desktop VR and learner-generated content.


2021 ◽  
Vol 21 (2) ◽  
pp. 107-113
Author(s):  
Yullia Susilaningtyas ◽  
M. Bahri Musthofa

This study aims to determine the application of the Treffinger learning model to improve the understanding of grade VI students. This research is a Classroom Action Research (CAR) with Kurt Lewin's model. The results showed that the results of teacher observations in the first cycle were 72.2%, increasing to 91.6% in the second cycle. This increase also occurred in the observation of student activity in the first cycle, namely 68.75%, increasing to 90.62% in the second cycle. Increasing the learning process has an impact on increasing students' understanding of the natural and social appearance material of neighboring countries. This can be seen from the increase in the average score of students in the first cycle from 74.76 to 82.80 in the second cycle which was classically complete. Likewise, student learning completeness in the first cycle was 65.38% to 92.30% in the second cycle with a good category.


Author(s):  
Niklas Humble

AbstractWith future shortage of professionals with programming and computing skills, many countries have made programming part of kindergarten – grade 12 curriculum (K-12). A possible approach is to make programming part of an already existing subject. Sweden has chosen this approach and in 2017 programming was integrated in the subject content of K-12 mathematics and technology. Integrating programming is at the expense of extra workload on teachers. Teachers affected by these changes will face new challenges in their teaching and learning activities. The aim of the study is to examine K-12 teachers’ use and perceived affordances of programming as a tool for teaching and learning activities in mathematics and technology. Data were collected through focus group discussions with three teacher teams in mathematics and technology from three K-12 schools in the mid Sweden region. 21 teachers participated in the study. Thematic analysis with a mixture of deductive and inductive coding were used to analyse the data. Theory of affordances was used to structure findings in themes of interests and answer the study’s aim and research questions. Results show that the teachers use a variety of programming tools in their teaching and learning activities. The use of programming in mathematics and technology can be understood in five main perceived affordances: 1) Play, 2) Discovery, 3) Adaptation, 4) Control, and 5) Freedom; which relate to both student motivation and subject content. Teachers also perceive obstacles and opportunities in using programming, that relates to different programming tools’ ability to support teaching and learning activities. The findings of this study can be drawn upon by teachers and other stakeholders in the integration of programming in K-12 education, and in the design of teaching and learning activities with programming.


2021 ◽  
Vol 14 (2) ◽  
pp. 220
Author(s):  
Athik Hidayatul Ummah

Women have some part in the pandemic Covid-19, especially in providing true information. This article tends to describe how Lombok woman empower themselves through managing community radio during Pandemic Covid-19. Related to the role of community radio is increasing especially in providing the true information needed by the public. These women manage the radio community called “Nina Bayan” in North Lombok Regency. This phenomenon is interesting to be studied since the people in this area have been facing long-standing difficulties, from the Lombok earthquake that occurred in 2018 to the Covid-19 pandemic in 2020. The resilience of society, especially women's groups, in facing this difficult situation is to form a media broadcast which is community radio. The purpose of the research is to explore the role and strategy of the radio community “Nina Bayan” in building pandemic communication during the digital era managed by these women. This study uses a qualitative approach to describe the phenomenon of the study in depth and detail. Research data obtained from interviews (three interviewees: founder, program manager, announcer or teacher), observations and literature review to strengthen the study in theory and methodology. The results show that (1) Dissemination of pandemic communication was packed through the communication media of the radio based on community needs and local wisdom so that it was easily accepted and accessed by the community. (2) The strategy carried out by the radio community to survive amid the challenges of the broadcasting world is capacity building for radio managers and broadcasters, using an inclusiveness approach, creating programs based on community needs and broadcasting digitalization.


2021 ◽  
Vol 5 (5) ◽  
pp. 1461
Author(s):  
Lismameriati Hutagaol

Learning during the pandemic that supports 21st century learning uses online learning and the media in the form of YouTube which has been prepared by the teacher in advance. The aim of this research was to improve the students’ reading comprehension at grade VII of SMPN 3 Bukit Batu. This research used classroom action research in two cycles consisting of 2 lessons per cycle with a total of 27 students. The results of the research before the action obtained an average of 65.81 with the number of students completed the KKM were 13, classically 48%. In the first cycle, learning was carried out by using youtube learning media so that an average of 70.2 was obtained with the number of students who completed were 20 people, with the percentage of classical completeness reaching 74.1%. Meanwhile, in the second cycle, an average of 83.5 was obtained with the number of students who completed were 26 people with the percentage of classical completeness reached 96.3%. The results of teacher observations found that the average cumulative results of the assessment on learning observation activities in the first cycle was 66.7 and increased in the second cycle by 91.7. Thus, it was concluded that the use of youtube media was able to improve students' reading comprehension.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Seth B. Hunter ◽  
Luis A. Rodriguez

PurposeRecent teacher evaluation reforms around the globe substantially increased the number of teacher observations, consequently raising observers' (typically school administrators') observational loads. The purpose of this study is to examine associations between observational loads and school administrator turnover, reported time use and strain.Design/methodology/approachThe study uses education administrative data from the state of Tennessee to examine the link between observational loads and school administrator outcomes of interest. The results present credible regression estimates that isolate variation in observational loads within schools over time and within observers over time.FindingsThe evidence suggests individual school administrators allocate a set amount of time to observations that is insensitive to observational load and seemingly assign observations to colleagues strategically. School administrator reports do not suggest observational loads are associated with negative unintended consequences on administrator strain or observer turnover.Originality/valueThe study contributes to the literature on teacher evaluation by shedding light on how the constraints posed by an evaluation system may affect the work of school administrators. It also extends the job demands-resources theory that describes worker responses to new job demands.


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