Pet 735 harvey presentation week 3
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This document reviews research on time in physical education. It discusses how time has mainly been studied through the constructs of allocated learning time in PE (ALT-PE) and opportunities to respond (OTR). It also outlines some theoretical frameworks used in this research area, like Doyle's instructional management framework, and data collection methods like interval recording. The findings discussed indicate teaching behaviors impact student learning and achievement, and that teachers vary in how effectively they use instructional and managerial strategies. The conclusion discusses implications for future research on topics like games-based instruction, authentic assessment, and analyzing data by gender and skill level.
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This document provides an overview of educational research. It discusses five ways of knowing, including personal experience, tradition, experts/authorities, inductive reasoning, and deductive reasoning. The scientific method aims to explain, predict, and control phenomena through problem recognition, hypothesis formulation, data collection, analysis, and conclusions. Educational research applies this method to study educational problems. Research is classified by purpose, including basic, applied, evaluation, research and development, and action research. It is also classified by method, including quantitative and qualitative approaches. Quantitative methods use numerical data and large sample sizes to describe, investigate relationships, and study causes and effects. Common quantitative designs are descriptive, correlational, causal-comparative, experimental, and single
Educational Research.PPT
This document provides an overview of educational research. It discusses five ways of knowing, including personal experience, tradition, experts/authorities, inductive reasoning, and deductive reasoning. The scientific method aims to explain, predict, and control phenomena through problem recognition, hypothesis formulation, data collection, analysis, and conclusions. Educational research applies this method to study educational problems. Research is classified by purpose, including basic, applied, evaluation, research and development, and action research. It is also classified by method, including quantitative and qualitative approaches. Quantitative methods use numerical data and large sample sizes to describe, investigate relationships, and study causes and effects. Common quantitative designs are descriptive, correlational, causal-comparative, experimental, and single
educational research by Gay, Mils and Alrasian
This document provides an overview of educational research. It discusses five ways of knowing, including personal experience, tradition, experts/authorities, inductive reasoning, and deductive reasoning. The scientific method aims to explain, predict, and control phenomena through problem recognition, hypothesis formulation, data collection, analysis, and conclusions. Educational research applies this method to study educational problems. Research is classified by purpose, including basic, applied, evaluation, research and development, and action research. It is also classified by method, including quantitative and qualitative approaches. Quantitative methods use numerical data and large sample sizes to describe, investigate relationships, and study causes and effects. Common quantitative designs are descriptive, correlational, causal-comparative, experimental, and single
Wsu Ppt Building District Data Capacity
This document discusses using data to improve schools and student outcomes. It provides:
1) Nine characteristics of high-performing schools that focus on clear goals, high expectations, leadership, collaboration, aligned curriculum and frequent monitoring.
2) An eight-step process called "Data Wise" for using data to identify problems, examine instruction, develop plans and assess progress.
3) The importance of considering multiple data sources, such as demographics, perceptions, programs and student learning to understand different student experiences.
Descriptive Analytic Research
The document summarizes an article that reviewed descriptive-analytic research (DAR) in physical education. It identified characteristics of DAR and called for its increased use in physical education research to help guide improvements in teaching. The article outlined a five-stage framework for building a comprehensive research effort in physical education, beginning with developing analysis systems specific to PE, testing them in large-scale studies, and culminating in enriching teacher education programs.
Assessment 1 b
The document discusses a case study of a student in a Stage 3 classroom who was working at an Early Stage 1 level due to extremely low attendance. This presented challenges for classroom planning and assessment. Strategies implemented to help the student included differentiating instruction and seeking assistance from the Associate Teacher. Overall the document discusses the challenges of catering to diverse learners, particularly those with low attendance, and implications for classroom practice.
Ch01 intro
This document provides an overview of educational research methods. It discusses five ways of knowing, including personal experience, tradition, experts, logic, and the scientific method. The scientific method aims to explain, predict and control phenomena through problem recognition, hypothesis formulation, data collection, analysis and stating conclusions. Educational research applies this method to study educational problems. The document also classifies research by purpose, including basic, applied, evaluation, research and development, and action research. Additionally, it describes quantitative and qualitative research methods, and provides examples of descriptive, correlational, causal-comparative, experimental and single subject quantitative research designs.
Introduction to Universal Design for Learning
Presentation used as basis for 90-120 minute focus session on UDL. Does not include information related to UDL and technology, accessibility, or UDL Faculty Learning Community. These areas are covered in 1-2 day workshops on "UDL: Inclusive Excellence."
E assessment
This document provides an overview of e-assessment. It discusses the origins and evolution of assessment, as well as key concepts. It outlines different assessment methods like diagnostic, formative, and summative assessment. The document explores reasons for and advantages of e-assessment, such as increased frequency and objectivity. It also notes potential disadvantages like greater opportunity for cheating. It describes various e-assessment resources and approaches used in Pakistan. Finally, it stresses the important role technology can play in evaluating instruction and driving educational effectiveness.
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Pet 735 harvey presentation week 3
- 1. van Der Mars, H. (2006). Time and learning in physical education. In D. Kirk, D. MacDonald, & M. O’Sullivan (Eds.), The Handbook of Physical Education (pp. 191-213). Thousand Oaks, CA: SAGE Publications Ltd. Dr. Stephen Harvey
- 2. Purpose of review • Review the main findings from research into time in physical education • Main construct for this has been ALT-PE and / or Opportunities to Respond (OTR) • Directions for future research based on the importance of time variables studies so far
- 3. Background and significance of study…what did it report to add?
- 6. Theoretical Frameworks INSTRUCTIONAL MANAGEMENT SOCIAL DOYLE, 1984
- 7. Observation Tactics / Instruments • Recording methods – Duration – Interval – Event • Systems – a lot to keep you going – e.g. System for Observing Fitness Instruction Time
- 8. Observation Tactics / Instruments
- 10. Data generation sheet • Motor appropriate (MA). The pupil is engaged in a motor activity related to the subject matter in such a way as to produce a high degree of success. • Motor inappropriate (MI). The pupil is engaged in a motor activity related to the subject matter, but the task or activity is either too difficult for the pupil's capabilities or so easy that practising it could not contribute to the achievement of lesson objectives. • A: activity – motor engagement in assigned task (jumping rope, participating in 3 on 3) • O: off task – not doing assigned task, teacher addressing misbehavior
- 12. Data generation sheet for Mylan
- 15. Findings/Main arguments a) Teaching and student behaviors are highly related, and some teaching and student behaviors in a lesson impact student learning and some do not; b) In-class learning in turn effects student achievement; c) Teachers vary in their use of effective managerial and instructional behaviors and thus in their effectiveness as teachers Ward (2014)
- 16. Conclusions/implications for practice and/or future research • Games-based instruction • Authentic Assessment instruments • Observation tactics – Analysis of gender and skill level – Length of units
- 17. What did this paper mean to me? • It told me there was a legitimate research program in games-based instruction and this is grounded in the historical developments of physical education and sport pedagogy research
- 18. Questions?