...EFFECTIVE_CLASSROOM_PRACTICE_A_MIXED-METHOD_STUDY_OF_INFLUENCES_AND_OUTCOMES 1.0 DESIGNING A MIXED-METHOD STUDY This symposium reflects on a the two-year (2006-2008), ESRC-funded, multi-disciplinarystudy which used an integrated mixed-method design. The project investigated variations in teachers‟ classroom practice, and relationships with professional life phase, identity and school context (using value-added pupil attainment scores as indicators of schools‟ overall academic effectiveness) , which builds on and extends a four-year longitudinal research study (Day et al, 2006). The study sought to identify key factors that contribute to effective teaching and pupil outcomes in primary and secondary phases of schooling in a sample of 83 effective teachers (45 primary and 38 secondary), 39 school leaders, and approximately 3000 pupils from 39 schools in England. The project had three main aims: (1) To describe, analyse and explain the variation in primary and secondary school teachers‟ classroom behaviours and practice using two different observational instruments, detailed field notes and pupil and teachers‟ perceptions, focusing on English and mathematics teaching; (2) To explore typical and more effective classroom practice of teachers in Years 2, 6 and 9, across different school contexts, professional life phases and ages in relation to observation of practice and professional, situated and/or personal factors which are perceived to affect observed practice over time; and, (3) To draw out implications...
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...assess the wing's adherence with by-law requirements, Executive Orders, DOD Directives, and Air Force and MAJCOM instructions. The team is already fully operational however, because the majority of personnel only remain on the team for 2 to 3 years, keeping trained and certified inspectors is a priority. Recently, Headquarters Air Force has established new guidance requiring each MAJCOM IG to establish a training and certification program for all their inspectors. Identifying the needs of Headquarters AMC will consist of organization, person, and task analysis. The methods used to collect data will be focus groups, interviews, documentation, and observation. Because the team is already fully operational and budget cuts are affecting all government agencies, training needs should emphasize a concentration strategy focused on development of the existing workforce, skill, currency and reduced operating costs. Organizational Analysis The AMC Inspector General Team (IG) is one of many directorates within the HQ AMC staff. As such, the Inspector General reports directly to the AMC Commander. The mission of the IG directorate is to “Improve Readiness and Capabilities through Inspections and Complaint Resolution.” This mission statement captures the two main...
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...Qualitative Approaches to Classroom Research 1 Qualitative Approaches to Classroom Research with English Language Learners Patricia A. Duff University of British Columbia Address: Department of Language & Literacy Education University of British Columbia 2125 Main Mall Vancouver, BC V6T 1Z4 Canada Courier: 2034 Lower Mall Road University of British Columbia Vancouver, BC V6T 1Z2 Canada Qualitative Approaches to Classroom Research 2 ABSTRACT This chapter provides an overview of recent qualitative research in classrooms examining English language learners (ELLs). I first present common features of qualitative research and review debates regarding research paradigms in the social sciences and humanities. I also discuss the role of triangulation and capturing participants’ insider or emic perspectives in qualitative research and highlight various data collection methods and ways of combining macro-level and micro-level analyses, particularly in ethnographic research. Ethical issues, difficulties obtaining informed consent in classroom research, and criteria for evaluating qualitative research are then considered. Three qualitative studies that have been deemed exemplary and meritorious by scholars in English language education are then presented and some common themes in current qualitative classroom research with ELLs are identified. The chapter concludes with directions for future qualitative research. Introduction Over the past 2 decades, research...
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...effect on student achievement. The researcher sought to answer two research questions “Does differentiated instruction have an impact on student achievement?” and “Are there components of differentiated instruction that have a greater impact on student achievement than others?” The study followed a mixed method design and consisted of two parts. First, a quantitative analysis of test scores from the Michigan Education Assessment Program (MEAP) and teacher and student survey results were analyzed as a means to outline broad relationships from the data. Results from the quantitative findings directed the researcher on how to frame the qualitative design. Second, a qualitative analysis of classroom observations and interviews with teachers was conducted. The qualitative portion of this study followed a social interactionism orientation adopted by social interactionism theorist (Blumer, 1969). This approach allowed the researcher to analyze relationships between the differentiation variables. The quantitative data methods of surveys and test scores, qualitative techniques of classroom observations, and teacher interviews were triangulated. Triangulation of data was used to support research findings through independent measures to point to the same conclusions (Webb et al., 1965). The conceptual framework (Hall, 2004) served as the foundation in the identification of the differentiation variables to be studied. The research findings supported the work of learning styles theorists (Dunn...
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...Culturally Responsive Teaching: Bridging the Gap Michael Warren University of Texas at El Paso Culturally Responsive Teaching: Bridging the Gap The changing demographics in classrooms are not often reflected in the pedagogies, curriculum and strategies used in represented grade levels and content areas by the education professionals that drive our education system. Recent research has considered the idea that culturally responsive or culturally pedagogical teaching may be the answer to closing the achievement gap created by the absence of cultural awareness. The concept of cultural awareness may be simply defined as an understanding and awareness of the diversity in the classroom (Villegas & Lucas, 2002); however, such a simplistic definition does not recognize the many dimensions involved in the pedagogy of culturally responsive teaching, which for students includes seeing germane links between subject matter and lessons and their experiences outside the context of the classroom and how those links influence what and how they learn. The purpose of this literature review is to examine the many facets that make up the term Culturally Responsive Teaching (CRT) and the impact and implications implementing such a broad concept may have on the education system. While the literature discusses several topics connected to CRT, I will confine this review to the following: (1) CRT Background/Definition (2) The methods of study, the participants involved and the significance...
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...The effect of learning environment factors on students' motivation and learning Mary Hanrahan, Centre for Mathematics and Science Education, Queensland University of Technology, Australia Copyright 1998 Taylor & Francis Published in: International Journal of Science Education 20 (6) p 737-753 This is the author's version of the work. It is posted here with permission of the publisher for your personal use. Not for redistribution. See publisher’s website for the definitive published version. http://www.tandf.co.uk/journals/titles/09500693.asp Abstract This paper reports a qualitative study of the learning environment of a Year 11 Biology class. The research was originally framed in a constructivist epistemology, but was also informed by an emancipatory interest. The main methods used for data gathering were participant observation, interviewing, and a written response survey (CES, Tobin, 1993a). It was found that, even though the students viewed the class positively, and described themselves as highly motivated to learn, the level of cognitive engagement was affected by two interrelated factors: the control the teacher had over almost all activities, and student beliefs about learning in this context. The data suggests that both intrinsic and extrinsic motivation which could lead to deep involvement in learning are constrained by a preponderance of teacher-centred methods of instruction. A model is proposed relating intrinsic and extrinsic interest to cognitive engagement. It...
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...student’s problem in connecting single Java was made through observation during Pdp process in the classroom. The researcher also analyzed the student’s answer from test that was conducted on them and it turns out to be 5 students who got the lowest marks in java’s subject. The researcher also arranged some interview to survey the student’s opinion towards teaching and learning java. Based on those interview and analysis, it was found out that students are not able to connect java’s alphabet correctly when it involves alphabet ‘Ya’ ( ), while the way of teacher’s conveying their knowledge was turns out to be affecting their student’s interest towards learning inside the classroom. In order to overcome this problem, “Tiru Macam Saya” method was introduced as one of the approach during PdP lesson. Data was collected through pretest and posttest, document analysis, observation, interviews, and questionnaires. The results of this research shows that “Tiru Macam Saya” method was successfully help all the research contestant master the skill of connecting java’s alphabet. One of the benefit when using “Tiru Macam Saya” method is it can make the students easier to remember and connect alphabet ‘Ya’ ( ) in a words correctly. Researcher also involves the use of colour so that the research contestant feels more enjoyable and more motivated to learn something. The results from data analysis of this research shows that “Tiru Macam Saya” method gives positive impact towards students achievement...
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...Teacher Training and Classroom Integration Journal article by Robin D. Groce; Reading Improvement, Vol. 41, 2004 | | | | | |An Experiential Study of Elementary Teachers with the Storytelling Process: Interdisciplinary Benefits Associated with Teacher Training | | | |and Classroom Integration. | | | | | | | |by Robin D. Groce | | | |The purpose of this manuscript is to describe how elementary teachers used their experiences in a storytelling inservice training to teach| | | |lessons in language arts, science, social studies, and bilingual education. Qualitative research methods were used in simultaneously | | | |collecting and analyzing data. Storytelling was found to be a valuable tool for motivating students to listen and engage in content area | | | |lessons, improve reading skills in the content areas, and as a springboard for beginning units and skill development. Teachers' | | | |understandings and implementation of classroom storytelling were heightened...
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...with increasingly diverse learning characteristics have access to and achieve high academic performance in the general education curriculum. The changing demographics of the United States have also played a role in diverse learning characteristics of the American learners in classrooms today. With an educational system that serves approximately 76,355,000 students, 30,982,000 or 40.58% are of an ethnically diverse background and 5% of school age children have a disability (U.S. Census Bureau, 2008). These changing legal requirements and student demographics in United States educational systems combine pointing to the need for increased collaborative planning and teaching among school personnel attempting to comply with these legal mandates to serve all students fairly and equitably in general education classrooms. Co-teaching is an approach that helps educators meet both IDEIA and NCLB mandates, and is defined as “two or more people sharing responsibility for teaching some or all of the students assigned to a classroom” (Villa, Thousand, & Nevin, 2008, p. 5). In schools within the United States, co-teaching often involves general education and special education teachers working together in one classroom and used as a supplementary aid and service that can be brought to general education to serve the needs of students with (and without) disabilities through IDEIA. Co-teaching requires a re-conceptualization and revision for traditional teacher preparation. Recent studies...
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...YORK UNIVERSITY S E N AT E C O M M I T T E E O N T E A C H I N G A N D L E A R N I N G ’ S G U I D E T O TEACHING ASSESSMENT & EVALUATION INTRODUCTION NEED FOR THE GUIDE The Teaching Assessment and Evaluation Guide provides instructors with starting-points for reflecting on their teaching, and with advice on how to gather feedback on their teaching practices and effectiveness as part of a systematic program of teaching development. As well, the Guide provides guidance on how teaching might be fairly and effectively evaluated, which characteristics of teaching might be considered, and which evaluation techniques are best suited for different purposes. The Teaching Assessment and Evaluation Guide is a companion to the Teaching Documentation Guide (1993), also prepared by the Senate Committee on Teaching and Learning (SCOTL). The Documentation Guide (available at the Centre for the Support of Teaching and on the SCOTL website) aims to provide instructors with advice and concrete suggestions on how to document the variety and complexity of their teaching contributions. Teaching is a complex and personal activity that is best assessed and evaluated using multiple techniques and broadly-based criteria. Assessment for formative purposes is designed to stimulate growth, change and improvement in teaching through reflective practice. Evaluation, in contrast, is used for summative purposes to give an overview of a particular instructor’s teaching in a ...
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...evaluating its focus on the study, the research questions or hypotheses, the method and instrument used, the procedure, the findings and the conclusion at the end of the article. Overall, the article was well written, clear and relevant. I. Statement of the Problem a. Research Topic The topic of the study is to focus attention on the teachers’ experiences of leadership. The authors state, “teacher leadership has been positioned as a central component in discourses on educational change and improvement.” This sets the context for more specific research problem. b. Research Problem As the title of the article suggests, teacher leadership is from teachers to experienced teacher-leaders. In this study, the authors offer an analysis of a province-wide teacher leadership initiative that was administered by 2Learn.ca Society. The purpose is to introduce the innovation and technology infusion in K-12 curricula. The concept of teacher leadership is the central to this initiative. TLM or Teacher-Leader Model is built on the potential of teachers who had interest in technology and leadership in their own school districts. c....
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... Language June 2011—Volume 15, Number 1 Classrooms as Complex Adaptive Systems: A Relational Model Anne Burns Aston University, Birmingham, UK, and University of New South Wales, Australia John S. Knox Department of Linguistics, Macquarie University, Sydney, Australia Abstract In this article, we describe and model the language classroom as a complex adaptive system (see Logan & Schumann, 2005). We argue that linear, categorical descriptions of classroom processes and interactions do not sufficiently explain the complex nature of classrooms, and cannot account for how classroom change occurs (or does not occur), over time. A relational model of classrooms is proposed which focuses on the relations between different elements (physical, environmental, cognitive, social) in the classroom and on how their interaction is crucial in understanding and describing classroom action. Introduction Diane Larsen-‐Freeman’s...
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...problem……………………………………………………4-5 The purpose of the study………………………………………………………………………5-6 Research questions……………………………………………………………………………6 Operational Definitions………………………………………………………………………6-7 Delimitations……………………………………………………………………………………7 Limitations…………………………………………………………………………………….7 Significance of the study……………………………………………………………………7-8 Theoretical base……………………………………………………………………………….8-9 Chapter 2: Review of literature….…………………………………………………..………10-14 Chapter 3: Methodology and procedure……………………………………..…………………15 Role of the researcher…………………………………………………………..………………16 Population and sample………………………………………………………………………16-17 Description of action plan………………………………………………………………….17-18 Data collection………………………………………………………………………………18 Data presentation analysis……………………………………………………………………19 Methods of verification………………………………………………………………………19 Ethical issues…………………………………………………………………………………19 Time line……………………………………………………………………………………..20 Summary…………………………………………………………………………….………21 List of references……………………………………………………………………………22-25 Appendices…………………………………………………………………………………26-27 CHAPTER 1 Overview "What good are critical thinking, reasoning, and problem-solving skills if your learners cannot apply them in interaction with others? (Borich 2004)” Building a learning community that emphasizes cooperative learning activities instill in learners important behaviours that prepare them to reason...
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... Limitations in teachers’ grammatical content knowledge can generate student misconceptions. Teachers’ ‘applied’ knowledge is more significant than declarative knowledge. a r t i c l e i n f o a b s t r a c t Article history: Received 27 June 2012 Received in revised form 17 July 2013 Accepted 19 July 2013 Teaching grammar has been mandated in statutory curriculum documents in England since 1988. Yet despite this, research evidence continues to suggest that metalinguistic knowledge is an area of challenge for many teachers. Drawing on data from a larger study, this paper considers the role of teachers’ grammatical knowledge, both content and pedagogical content knowledge, in mediating learning about writing in the classroom. It also illustrates how students’ learning about writing is influenced by teachers’ metalinguistic knowledge. The study highlights that grammatical pedagogical content knowledge is more significant than grammatical content knowledge in supporting meaningful teaching and learning about writing. Ó 2013 Elsevier Ltd. All rights reserved. Keywords: Metalinguistic Grammar Writing Content knowledge Pedagogical content knowledge 1. Introduction: framing the problem The importance of subject knowledge in teachers’ professional development has been the focus for a substantive body of research in teacher education. Shulman’s (1987)...
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...Value Beyond School a. Problem Connected to the world beyond the classroom: I have the children each conducting interviews of their family members. I want the students to ask their family members if they have had obstacles or problems with celebrating their culture in their community. If their family member has not maybe a neighbor or a family friend has. I want the children to share these interviews and talk about the problems that people may face because they live life differently than the majority. They will share these interviews with people who attend the family food fair. b. Audience We will be having a family food fair. We will be inviting family, friends, and students in the school. Each child will have a table to teach the community about their family and culture. The children will bring in a dish that represents their culture or something that represents their families. Their storybook will be at their table for people to read and learn about their families. They will also have their family photo and their artifact. This...
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