Research ed2014
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This document discusses four examples of educational research: homework, memory and learning, formative assessment, and dialogue preceding writing. It summarizes John Hattie's meta-analysis of homework, finding small positive effects overall but larger effects for secondary students. It also summarizes research by Bjork on spacing and interleaving memory, showing their benefits. Additionally, it discusses research on formative assessment and teachers' beliefs influencing student autonomy and resilience to pressures. Finally, it summarizes an MA thesis examining dialogue preceding writing.
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This document outlines action research, including its definition, advantages, 4 steps, and threats to validity. Action research is conducted by educators to solve local problems. Its advantages include being done by anyone in any school to investigate problems and improve practice. The 4 steps are: 1) identifying the research question, 2) gathering information through methods like observations and interviews, 3) analyzing and interpreting the data, and 4) developing an action plan based on findings. Threats to validity include data collector bias and limited generalizability.
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Action research by Dr. Neha Deo
Action research is the small intervention conducted by any practitioner. So each & every person must know the way of conducting action research. How to conduct action research that is described in this presentation.
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This document outlines two plans for a research project on assessing the use of feedback as an assessment tool from teachers' perspectives. The first plan involves interviewing teachers, observing classrooms, and reviewing examples of teacher feedback. It aims to determine if teachers find feedback more effective than tests and if technology can help teachers provide feedback. The second plan also involves interviewing teachers and reviewing feedback examples. It seeks to compare teachers' views on assessment with their practices, identify gaps in their formative assessment knowledge, and help support teachers' roles in giving feedback. Both plans involve collecting and analyzing various qualitative data sources and comparing findings to theoretical frameworks on formative assessment and feedback.
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They test the student’s ability to find and apply information and knowledge. so are often used in subjects requiring direct reference to written materials like law students. statistics or acts to govt. rules.
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Project-based learning (PBL) is a student-centered pedagogical approach that involves students working in groups to solve an open-ended problem. This study examined the effects of PBL on 28 seventh-grade students' English speaking and writing skills in Indonesia. Quantitative data showed a significant improvement in students' speaking and writing abilities after PBL instruction. Qualitatively, PBL enhanced students' enthusiasm, confidence, creativity, collaboration skills, and self-directed learning. It also increased the teacher's motivation and satisfaction in teaching. The findings provide evidence that PBL has positive impacts on students' language skills and the overall teaching and learning process.
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The document discusses the open book examination system. It has several key advantages: it tests higher-order thinking skills like problem solving rather than memorization; reduces exam anxiety; and allows students freedom and flexibility in exams. There are two types - restricted allows limited materials, while unrestricted allows any materials. Implementing open book exams changes teaching strategies, shifting focus from information giving to facilitating understanding. It improves students' learning by discouraging copying and developing skills in knowledge application and self-learning. Potential disadvantages include students relying too heavily on materials or including irrelevant information in exams.
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1. Classroom research is defined as research that focuses on data collected from observing teachers and students in the classroom setting.
2. Teacher research refers to research conducted by teachers to investigate teaching and learning processes in order to improve their own instruction.
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Presentation for the HEA-funded workshop ‘Teaching Research Methods in Business and Management’.
Drawing on a mixture of practice and evidence, this one-day event provided an opportunity for those interested in the teaching of research methods in Business and Management – including qualitative, quantitative and mixed methods – to share experiences, insights, and good practice, and to discuss challenges and explore potential solutions.
This presentation forms part of a blog post reporting on the event which can be accessed via: http://bit.ly/1fcTwna
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh Case study
A case study is a comprehensive study of a social unit of society,which may be a person,family group, institution, community or event. A case study focuses attention on a single unit thoroughly. The aim is that to find out the influencing factors of a social unit and the relationship between these factors and a social unit.
Action research edu702
This document summarizes an action research study on integrating the arts into social studies lessons. The study aimed to see if this approach increased student participation, motivation, and achievement. It involved four 6th grade classes taught by the same teacher. Two groups received 14 lessons integrating art forms like pictures, music or drama, while two control groups received 6 traditional lessons. The study found higher levels of rated student participation and motivation in the arts-integrated lessons compared to the traditional lessons, as assessed through teacher observations and student feedback. Student achievement was also higher, as measured by term grades in the arts-integrated groups. The study demonstrated how action research can help teachers improve educational practices in their own classrooms.
Action research
1. Educational research refers to the systematic study of education-related issues using scientific methods. It examines topics like student learning, teaching, teacher training, and classroom environments.
2. Research methods can vary and may study problems, test theories, and develop solutions related to real-life educational problems.
3. Action research specifically aims to address immediate issues in a local setting through collaborative inquiry and implementing plans for improvement. It is focused on both understanding an issue and enacting change.
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Educational Research : Meaning and Score
Meaning of Educational Research
According to Mouly, -
Educational Research is the systematic application of scientific method for solving educational problem.
Travers thinks, -
Educational Research is the activity for developing science of behavior in educational situations. It allows the educator to achieve his goals effectively.
According to Whitney, -
Educational Research aims at finding out solution of educational problems by using scientific philosophical method.
So Educational Research is-
- Process of Generating the New Knowledge
- To Solve the Educational Problems
- Which is Purposeful, Precise, Objective, Scientific and Systematic
- Through Organize the data Quantitatively and Qualitatively
- which depends on the Researchers Ability, Ingenuity and Experience
Scope of Educational Research
Being scientific study of Educational Process, it involves :
- Biotic Elements of Education (Student, teachers, educational managers, parents, etc.)
- Non-Biotic Elements of education (Schools, colleges, research institutes, curriculum etc.)
Action Research in Education- PPT
This document provides an overview of action research in education. It defines action research as a systematic inquiry conducted by educators to gather information and improve their own educational practices and student learning. The document discusses key characteristics of action research such as having a practical focus on the educator's own practices, involving collaboration, following a dynamic and cyclical process, developing a plan of action, and sharing research findings. It also outlines common steps to conducting action research and lists different techniques for collecting data, such as observation, questioning, and examining records.
2016 Conference - Teachers as researchers
1. The document discusses teachers taking on the role of researchers to improve their practice. It describes how teachers can develop focused research questions, collect classroom data, and make changes based on the findings.
2. Examples are provided of teacher-led research projects that examined classroom interactions and participation levels. The projects helped teachers refine their questioning techniques and increase student involvement.
3. Taking a research approach allows teachers to gain a deeper understanding of their classroom context and make evidence-based changes.
Classroom Action Research
Teachers need to be committed and possess initiative and high aspirations in implementing new approaches in the classroom in an effort to increase the quality of education. One of the efforts that can make the teacher profession oen that is praised by all is Classroom Action Research (CAR). However the main problem that exists is that many teachers argue that the process of conducting this classroom action research is burdensome as it increases their workload and thus affects their quality time in teaching (Veenman, 1984).This study focuses on efforts that can ensure a culture of implementing classroom action research to enhance the professional self-development of schoolteachers. It aims to show ways in which implementing this classroom action by school teachers can lead to better effectiveness in the teaching and learning process.
The research questions of the study are:
1. How can we make classroom action research a culture among the teachers in a school
2. What is the basic mechanism that can be implemented
3. What are the responses of teachers towards the concept of classroom action research
4. What are the ways in which CAR can lead to professional self-development
The research involved 200 primary school teachers district and questionnaires combined with observation, interviews and document analysis were utilized together with triangulation to gather the data needed. The major findings of the research will show as well its implications for teacher education and their professional self-development. It concludes that CAR can raise teacher’s awareness of important aspects in the teaching and learning process and that it can lead to a higher level of professional self-development.
Teachers need to be committed and possess initiative and high aspirations in implementing new approaches in the classroom in an effort to increase the quality of education. One of the efforts that can make the teacher profession oen that is praised by all is Classroom Action Research (CAR). However the main problem that exists is that many teachers argue that the process of conducting this classroom action research is burdensome as it increases their workload and thus affects their quality time in teaching (Veenman, 1984).This study focuses on efforts that can ensure a culture of implementing classroom action research to enhance the professional self-development of schoolteachers. It aims to show ways in which implementing this classroom action by school teachers can lead to better effectiveness in the teaching and learning process.
The research questions of the study are:
1. How can we make classroom action research a culture among the teachers in a school
2. What is the basic mechanism that can be implemented
3. What are the responses of teachers towards the concept of classroom action research
4. What are the ways in which CAR can lead to professional self-development
TSLB3143 Topic 1b Types of Educatioanal Research
- Basic research aims to expand knowledge without a direct commercial application. It seeks to develop and test theories through careful analysis.
- Applied research seeks practical solutions to problems through applying existing theories or data collection. It has a direct value to practitioners.
- Action research is conducted by educators to address practical problems in schools and classrooms. It follows a cycle of identifying problems, planning interventions, implementing actions, evaluating outcomes, and revising plans.
- Evaluation research assesses the effectiveness, quality, or value of programs, products, policies, or practices. It answers questions about what works and how well interventions achieve their goals.
Action research report idulsa, vanessa (edl 241) CMU-2nd Sem
Action research (AR) allows educators to reflect on and improve their teaching practices. It involves selecting an area of focus, reviewing relevant theories, asking research questions, collecting and analyzing data, reporting results, and taking informed action. The AR process follows specific steps and produces a written report. Conducting AR helps address problems in the classroom or school and leads to continuous improvement of educational practices.
TSL3133 Topic 12 Quantitative Data Analysis
This document discusses descriptive statistics and how it can be used to summarize quantitative data from educational research. Descriptive statistics presents data using measures like percentages, frequencies, means, standard deviations, and graphs/charts. These summaries provide powerful overviews that allow comparisons across groups. Specific measures mentioned include the mode, median, mean, range, variance, and standard deviation. Examples are given of how descriptive statistics could be used to summarize student performance data through tables, line graphs, bar diagrams and pie charts. The document concludes with examples of surveys and tests where descriptive statistics measures could analyze and present the results.
Action research
Action research is defined as a process for studying problems scientifically to improve current practices. It is conducted by practitioners, such as teachers, to solve immediate problems in their setting. The goals of action research are to improve conditions, develop scientific and democratic attitudes, and bring excellence to the school environment through constructive change. The steps of action research include identifying a problem, analyzing its causes, formulating a hypothesis, designing a test, and drawing a conclusion.
Research aptitude
This document provides an overview of research aptitude and methodology. It defines research as a careful investigation or inquiry to discover new facts in any field of knowledge. Research aptitude is the ability to systematically examine a situation for developing theories. The document outlines the objectives, types, and steps of research. It discusses topics like literature review, variable identification, hypothesis formulation, research design, sampling, and data collection methods.
Lecture 9.7.10
This document discusses how to develop strong research questions. It explains that research questions should be clearly stated, significant, ethical, feasible, and indicate relationships between variables. Good questions can be answered through data collection and avoid value judgments. Examples of well-constructed questions are provided. The document also discusses how to define variables operationally and identifies characteristics of researchable versus non-researchable questions. Overall, the document provides guidance on formulating focused, meaningful research questions.
Action Research In Montessori Classrooms
This document provides an overview of action research, which involves teachers systematically studying their own classroom practices to improve student outcomes. Key points:
- Action research enables teachers to reflect on and test new teaching methods and materials on a small scale.
- It differs from traditional research in that it focuses on generating local knowledge for positive classroom change rather than generalizable findings.
- Action research follows a cycle of identifying problems, planning interventions, collecting data, analyzing results, and reflecting on changes made.
- It is well-suited for Montessori education as it is participatory, context-specific, and aims to enhance student and teacher learning.
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Action research
Action research refers to a variety of methods designed by educators to diagnose and address problems in organizational, academic, or instructional areas quickly and efficiently. It focuses on real, practical problems in local contexts. The key objectives of action research include improving infrastructure and raising student and teacher performance. Action research is collaborative, reflective, and leads to positive changes in practice. The typical steps involve identifying a problem, analyzing and defining it, diagnosing causes, formulating a hypothesis, testing it, and evaluating results to determine if the goal was achieved.
Action research, teacher research and classroom research
1. Classroom research is defined as research that focuses on data collected from observing teachers and students in the classroom setting.
2. Teacher research refers to research conducted by teachers to investigate teaching and learning processes in order to improve their own instruction.
3. Action research involves a cyclical process of planning an action to address a problem, systematically observing the outcomes of that action, and reflecting on the results to plan subsequent actions. It is an approach that can be used for classroom or teacher research.
The Educator as a Researcher: A Practical Guide to Writing an Action Research
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Teaching the teachers: Faculty as students on quantitative methods courses - ...
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Presentation for the HEA-funded workshop ‘Teaching Research Methods in Business and Management’.
Drawing on a mixture of practice and evidence, this one-day event provided an opportunity for those interested in the teaching of research methods in Business and Management – including qualitative, quantitative and mixed methods – to share experiences, insights, and good practice, and to discuss challenges and explore potential solutions.
This presentation forms part of a blog post reporting on the event which can be accessed via: http://bit.ly/1fcTwna
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A case study is a comprehensive study of a social unit of society,which may be a person,family group, institution, community or event. A case study focuses attention on a single unit thoroughly. The aim is that to find out the influencing factors of a social unit and the relationship between these factors and a social unit.
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This document summarizes an action research study on integrating the arts into social studies lessons. The study aimed to see if this approach increased student participation, motivation, and achievement. It involved four 6th grade classes taught by the same teacher. Two groups received 14 lessons integrating art forms like pictures, music or drama, while two control groups received 6 traditional lessons. The study found higher levels of rated student participation and motivation in the arts-integrated lessons compared to the traditional lessons, as assessed through teacher observations and student feedback. Student achievement was also higher, as measured by term grades in the arts-integrated groups. The study demonstrated how action research can help teachers improve educational practices in their own classrooms.
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1. Educational research refers to the systematic study of education-related issues using scientific methods. It examines topics like student learning, teaching, teacher training, and classroom environments.
2. Research methods can vary and may study problems, test theories, and develop solutions related to real-life educational problems.
3. Action research specifically aims to address immediate issues in a local setting through collaborative inquiry and implementing plans for improvement. It is focused on both understanding an issue and enacting change.
Journal Club: Role of Active Learning on Closing Attainment Gap
Slides from a Biological Sciences Scholarship of Learning & Teaching journal club held at the University of Leicester (UK) in May 2021. We discussed Theobald et al. (2020) Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math PNAS 117:6476-6483. Note slides relating to Fig 2 have been edited after the meeting to better reflect the discussion on the day.
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The document discusses open book examinations and provides guidance on their design and implementation. It begins by outlining the session objectives, which include concepts of teaching and learning, examination issues, and types of open book exams. Empirical research findings suggest open book exams reduce stress but may not lead to higher achievement. They encourage higher-order thinking over memorization. Well-designed open book questions focus on applying, analyzing, evaluating, and synthesizing knowledge rather than recall. Guidelines are provided for question types, materials permitted, and how to structure questions according to Bloom's Taxonomy to assess different cognitive levels.
TSLB3143 Topic 1f Case Study
This case study examines the use of Facebook to engage students in understanding Shakespearean drama. Specifically, it involves 20 students in a drama course who will use Facebook to discuss and make meaning from Shakespeare's plays. The study aims to see how an online social network can facilitate learning literary texts. It is limited to this small group but could provide insights for how teachers can integrate technology into teaching. The case study will collect data on students' Facebook discussions and interpret how this platform supports comprehending difficult aspects of Shakespearean works.
Educational Research : Meaning and Score
Meaning of Educational Research
According to Mouly, -
Educational Research is the systematic application of scientific method for solving educational problem.
Travers thinks, -
Educational Research is the activity for developing science of behavior in educational situations. It allows the educator to achieve his goals effectively.
According to Whitney, -
Educational Research aims at finding out solution of educational problems by using scientific philosophical method.
So Educational Research is-
- Process of Generating the New Knowledge
- To Solve the Educational Problems
- Which is Purposeful, Precise, Objective, Scientific and Systematic
- Through Organize the data Quantitatively and Qualitatively
- which depends on the Researchers Ability, Ingenuity and Experience
Scope of Educational Research
Being scientific study of Educational Process, it involves :
- Biotic Elements of Education (Student, teachers, educational managers, parents, etc.)
- Non-Biotic Elements of education (Schools, colleges, research institutes, curriculum etc.)
Action Research in Education- PPT
This document provides an overview of action research in education. It defines action research as a systematic inquiry conducted by educators to gather information and improve their own educational practices and student learning. The document discusses key characteristics of action research such as having a practical focus on the educator's own practices, involving collaboration, following a dynamic and cyclical process, developing a plan of action, and sharing research findings. It also outlines common steps to conducting action research and lists different techniques for collecting data, such as observation, questioning, and examining records.
2016 Conference - Teachers as researchers
1. The document discusses teachers taking on the role of researchers to improve their practice. It describes how teachers can develop focused research questions, collect classroom data, and make changes based on the findings.
2. Examples are provided of teacher-led research projects that examined classroom interactions and participation levels. The projects helped teachers refine their questioning techniques and increase student involvement.
3. Taking a research approach allows teachers to gain a deeper understanding of their classroom context and make evidence-based changes.
Classroom Action Research
Teachers need to be committed and possess initiative and high aspirations in implementing new approaches in the classroom in an effort to increase the quality of education. One of the efforts that can make the teacher profession oen that is praised by all is Classroom Action Research (CAR). However the main problem that exists is that many teachers argue that the process of conducting this classroom action research is burdensome as it increases their workload and thus affects their quality time in teaching (Veenman, 1984).This study focuses on efforts that can ensure a culture of implementing classroom action research to enhance the professional self-development of schoolteachers. It aims to show ways in which implementing this classroom action by school teachers can lead to better effectiveness in the teaching and learning process.
The research questions of the study are:
1. How can we make classroom action research a culture among the teachers in a school
2. What is the basic mechanism that can be implemented
3. What are the responses of teachers towards the concept of classroom action research
4. What are the ways in which CAR can lead to professional self-development
The research involved 200 primary school teachers district and questionnaires combined with observation, interviews and document analysis were utilized together with triangulation to gather the data needed. The major findings of the research will show as well its implications for teacher education and their professional self-development. It concludes that CAR can raise teacher’s awareness of important aspects in the teaching and learning process and that it can lead to a higher level of professional self-development.
Teachers need to be committed and possess initiative and high aspirations in implementing new approaches in the classroom in an effort to increase the quality of education. One of the efforts that can make the teacher profession oen that is praised by all is Classroom Action Research (CAR). However the main problem that exists is that many teachers argue that the process of conducting this classroom action research is burdensome as it increases their workload and thus affects their quality time in teaching (Veenman, 1984).This study focuses on efforts that can ensure a culture of implementing classroom action research to enhance the professional self-development of schoolteachers. It aims to show ways in which implementing this classroom action by school teachers can lead to better effectiveness in the teaching and learning process.
The research questions of the study are:
1. How can we make classroom action research a culture among the teachers in a school
2. What is the basic mechanism that can be implemented
3. What are the responses of teachers towards the concept of classroom action research
4. What are the ways in which CAR can lead to professional self-development
TSLB3143 Topic 1b Types of Educatioanal Research
- Basic research aims to expand knowledge without a direct commercial application. It seeks to develop and test theories through careful analysis.
- Applied research seeks practical solutions to problems through applying existing theories or data collection. It has a direct value to practitioners.
- Action research is conducted by educators to address practical problems in schools and classrooms. It follows a cycle of identifying problems, planning interventions, implementing actions, evaluating outcomes, and revising plans.
- Evaluation research assesses the effectiveness, quality, or value of programs, products, policies, or practices. It answers questions about what works and how well interventions achieve their goals.
Action research report idulsa, vanessa (edl 241) CMU-2nd Sem
Action research (AR) allows educators to reflect on and improve their teaching practices. It involves selecting an area of focus, reviewing relevant theories, asking research questions, collecting and analyzing data, reporting results, and taking informed action. The AR process follows specific steps and produces a written report. Conducting AR helps address problems in the classroom or school and leads to continuous improvement of educational practices.
TSL3133 Topic 12 Quantitative Data Analysis
This document discusses descriptive statistics and how it can be used to summarize quantitative data from educational research. Descriptive statistics presents data using measures like percentages, frequencies, means, standard deviations, and graphs/charts. These summaries provide powerful overviews that allow comparisons across groups. Specific measures mentioned include the mode, median, mean, range, variance, and standard deviation. Examples are given of how descriptive statistics could be used to summarize student performance data through tables, line graphs, bar diagrams and pie charts. The document concludes with examples of surveys and tests where descriptive statistics measures could analyze and present the results.
Action research
Action research is defined as a process for studying problems scientifically to improve current practices. It is conducted by practitioners, such as teachers, to solve immediate problems in their setting. The goals of action research are to improve conditions, develop scientific and democratic attitudes, and bring excellence to the school environment through constructive change. The steps of action research include identifying a problem, analyzing its causes, formulating a hypothesis, designing a test, and drawing a conclusion.
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This document provides an overview of research aptitude and methodology. It defines research as a careful investigation or inquiry to discover new facts in any field of knowledge. Research aptitude is the ability to systematically examine a situation for developing theories. The document outlines the objectives, types, and steps of research. It discusses topics like literature review, variable identification, hypothesis formulation, research design, sampling, and data collection methods.
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Action research, teacher research and classroom research
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The Educator as a Researcher: A Practical Guide to Writing an Action Research
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Action research report idulsa, vanessa (edl 241) CMU-2nd Sem
Action research report idulsa, vanessa (edl 241) CMU-2nd Sem
Similar to Research ed2014
Lecture 9.7.10
This document discusses how to develop strong research questions. It explains that research questions should be clearly stated, significant, ethical, feasible, and indicate relationships between variables. Good questions can be answered through data collection and avoid value judgments. Examples of well-constructed questions are provided. The document also discusses how to define variables operationally and identifies characteristics of researchable versus non-researchable questions. Overall, the document provides guidance on formulating focused, meaningful research questions.
Action Research In Montessori Classrooms
This document provides an overview of action research, which involves teachers systematically studying their own classroom practices to improve student outcomes. Key points:
- Action research enables teachers to reflect on and test new teaching methods and materials on a small scale.
- It differs from traditional research in that it focuses on generating local knowledge for positive classroom change rather than generalizable findings.
- Action research follows a cycle of identifying problems, planning interventions, collecting data, analyzing results, and reflecting on changes made.
- It is well-suited for Montessori education as it is participatory, context-specific, and aims to enhance student and teacher learning.
TESTA Masterclass AHE Conference 2015
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through innovative assessment practices.
2) Key findings from the TESTA audit, student surveys, and focus groups showed that students experienced a high volume of summative assessments with little formative assessment and feedback that did not effectively support future learning.
3) Modular course structures and competition for student time and effort between assessments were found to reduce opportunities for formative tasks and meaningful feedback interactions between students and staff.
TESTA, AHE Conference Masterclass (June 2015)
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through better assessment practices.
2) Key findings included that students experienced too much high-stakes summative assessment leaving little time for formative tasks or deeper learning. Feedback was often untimely and not aligned with learning.
3) Students reported being confused about learning goals and standards due to inconsistent marking between staff. The modular system hindered integrated, connected learning across modules.
Evrim Baran EDS 220 Week 2
This document provides an overview of topics covered in Week 2 of an educational psychology course, including self-concept, characteristics of good and bad teachers, research methods, and teacher decision making. Students are assigned to interview peers and education faculty about characteristics of good teachers and compare responses. The document outlines descriptive, correlational, and experimental research methods and discusses applying research findings to teaching practice through reflective teaching.
assignment
Traditional assessments measure abilities using multiple choice and true/false questions, while authentic assessments use real-world situations. Authentic assessment can be designed by teachers or collaboratively to measure meaningful accomplishments beyond just knowledge. Assignments are an important teaching technique that guide self-learning, writing, and report preparation. They have various functions including setting learning goals, stimulating thinking, and developing regular study habits. While homework is controversial, some research links it positively to achievement when assignments include meaningful, higher-level thinking and flexible grading policies are used.
Formative assessment and increased student involvement increases grades in Bi...
Formative assessment and increased student involvement were found to increase grades in a biology gene technology course. A study found students had significantly higher grades on oral exams compared to written exams. Focus group interviews with former students sought to explain this finding. Students reported that defining their own assessment criteria and having variation in learning methods, such as labs, discussions, films and self-guided study, better engaged them in the material. While student involvement may not directly cause higher grades, variation in teaching approaches seems to be an important factor for students.
Final presentation ppt(final)
This document discusses teaching dynamics and methodologies in schools. It begins with an abstract that outlines the aims of investigating teaching methods, classroom assessment techniques, and how methodology has changed over time. It then reviews literature on effective teaching styles and techniques, and different teaching methods like lecturing, cooperative learning, and inquiry-based learning. The document also analyzes results from a questionnaire finding that students prefer a democratic relationship with teachers and group discussions over lectures. It concludes that teachers should adopt innovative teaching methods to engage students and improve interactions.
Final presentation ppt(final)
This document discusses teaching dynamics and methodologies in schools. It begins with an abstract that outlines the aims of investigating teaching methods, classroom assessment techniques, how methodologies have changed over time, and findings on teacher effectiveness. It then reviews literature on different teaching styles and techniques, and provides examples of classroom assessment tools. The document presents research methodology used in a study based on questionnaires. It analyzes results finding students prefer democratic teacher-student relationships and discussion over lectures, and teachers need to improve methods to effectively engage students. It concludes teachers should adopt innovative ideas and techniques to avoid boring students and enhance learning.
Research questions
The document discusses research questions in education research. It explains that research questions provide focus and direction for a research project by identifying what is being studied, such as the causes and consequences of bullying in schools. Good research questions are developed through reflection, extensive reading, discussion, drafting initial questions, and refinement. The type of research question depends on the type of research being conducted, such as descriptive questions for exploring phenomena or causal questions for determining relationships between variables.
Implications of a Reflective Framework on Student Teachers' Future Practice
This is my presentation of a small-scale study carried out on my students teachers' reflective practice process and how it had created an initial impact on their future role.
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This document discusses various techniques teachers can use to understand students' current level of knowledge and thinking in order to plan effective instruction. It emphasizes the importance of exploring students' ideas before instruction rather than making assumptions. Specific techniques discussed include asking diagnostic questions, using wait time after posing questions, and implementing all-student response systems to gather real-time feedback from all learners. The document stresses using this feedback to make adjustments to instruction that meet students' current learning needs.
Open book examination
This document discusses open book examinations. It begins by defining open book exams as exams where students are allowed to bring and consult course materials like textbooks, notes, and other resources. The document then discusses advantages like emphasizing higher-order thinking over memorization and disadvantages like increased workload. It provides details on the types of open book exams, why they are used, misconceptions about them, and the kinds of questions they may involve like application questions. Overall, the document provides an overview of open book exams, their purpose, and considerations around their use.
FMA2_Cepeda
The document discusses a paper titled "Teachers Make A Difference" which aims to establish the profile of an expert teacher. It reviews literature on the influences on student achievement and identifies five dimensions of excellent teachers: identifying essential representations, guiding learning through interactions, monitoring learning and providing feedback, attending to affective attributes, and influencing student outcomes. The key finding is that teachers have the greatest impact on student achievement and expert teachers demonstrate attributes like challenge, deep representation, and feedback.
Classification of research
This document classifies research into three main categories: basic research, applied research, and action research. It also describes strategies for research, dividing them into quantitative and qualitative methods. Basic research aims to develop and refine theory, while applied research focuses on problem solving. Action research involves practitioners studying their own problems. Quantitative research uses statistical analysis and large sample sizes, while qualitative research relies on collecting stories and developing narratives from smaller samples. The document provides examples of studies conducted with these different approaches.
Research methodology
This document classifies research into three main categories: basic research, applied research, and action research. It also describes strategies for research, dividing them into quantitative and qualitative methods. Basic research aims to develop and refine theory, while applied research focuses on problem solving. Action research involves practitioners studying their own problems. Quantitative research uses statistical analysis and large sample sizes, while qualitative research relies on collecting stories and developing narratives from smaller samples. The document provides examples of studies conducted with these different approaches.
Lecture 1 Course Overview Research and Teacher Effectiveness.pptx
This document provides an overview of a graduate course on effective teaching and discusses research on teacher effectiveness. It introduces the course syllabus, platforms, assignments, and assessments. Research objectives are defined as understanding effective teaching and how it influences learning. Questions are posed about defining teacher effectiveness and the role of research in improving teaching practices. Different perspectives on teaching and learning are examined, including behaviorism, constructivism, and criticisms of those views. Common views emphasize the active role of learners in constructing knowledge with teacher facilitation.
Evidence-Based School Leadership and Management - Are we missing a trick
The document discusses evidence-based school leadership and management. It argues that while the current educational system encourages the use of evidence by schools and teachers, not enough attention has been paid to applying evidence-based practices to school leadership and management. Evidence-Based Management may help school leaders make better informed decisions. However, EBM is a contested concept that should be considered critically. The effective use of evidence could improve student and staff outcomes, but more research is still needed.
Unisa odl conference wessels and binza september 2012
This document summarizes a longitudinal study conducted from 2007-2009 on the use of case studies in teaching public administration at an open distance learning university. The study found that students generally had positive experiences with case studies, finding that they helped apply theory to practice, develop skills, and gain a deeper understanding of course content. While some students found case studies difficult, the majority felt they were a useful and rewarding teaching method, especially for distance learning environments. The researchers concluded that incorporating student feedback into teaching methods can help academics adapt to changing educational needs.
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This presentation shared what neuroscience, cognitive science, and biology have to tell us about developing a learner centered approach to teaching. Originally presented at the Upper Peninsula of Michigan Conference on Teaching and Learning, May 11, 2018.
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This document discusses priorities and best practices for teaching and learning. It contains:
1. A list of teaching priorities at Highbury Grove School, including explicit knowledge, reading, cultural capital, questioning, feedback, and excellence exhibitions.
2. A list of contemporary educational ideas and research that teachers should be aware of, such as visible learning, formative assessment, cognitive science, and growth mindset.
3. Key findings from research on improving student attainment, including teachers' content knowledge and ability to identify misconceptions, as well as effective instructional strategies like questioning and assessment.
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The document discusses moving away from an Accelerated Reader program for literacy research due to mixed evidence of its effectiveness, too many variables in implementation, and lack of progress for some students given the resources. It will instead adopt a Thinking Reading program which teaches reading skills directly rather than just encouraging reading, can accurately track student progress and evaluate the program, and has shown promising evidence even if limited as an individualized approach.
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The document discusses different frameworks and conceptions of the Trivium - the three basic subjects of grammar, dialectic, and rhetoric. It presents the Trivium approaches of various philosophers and educators such as Francis Bacon, Dorothy L. Sayers, C.S. Peirce, Karl Popper, and Marshall McLuhan. It then describes the school's framework for teaching and learning based on the Trivium, emphasizing grammar (knowledge), dialectic (exploration), and rhetoric (communication). The framework aims to develop "Philosopher Kids" who know, explore, and communicate effectively.
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This document discusses creating the optimal conditions for great teachers. It argues that schools should focus on getting the basics right while cultivating a culture of continuous learning and improvement. This includes implementing intelligent performance reviews, tailored professional development, and fostering a research-engaged community. Teachers should engage with research by reading it and sharing learning. They should also engage in research by undertaking projects to test ideas, collect evidence, and disseminate conclusions. The goal is to help teachers thrive through purpose, challenge, autonomy, growth and recognition.
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Research ed2014
- 1. Do Your Homework?! Acting on Evidence from Educational Research Tom Sherrington Headteacher at Highbury Grove School @headguruteacher
- 2. Four examples • Homework – Hattie’s meta-analysis • Memory, Spacing and Interleaving – Bjork’s experiments • The Spirit of AfL and CPD – Bethan Marshall (Kings) et al • Dialogue as precursor to writing – Emma Barton MA Thesis.
- 3. Hattie on Homework • Methodology: 5 meta-analyses of 161 studies involving 100, 000 students • Effect size: 0.29 average but 0.64 for secondary and 0.15 for primary • Different outcomes depending on tasks set, method of measurement, age of students, ability profile…..
- 4. Conclusions from Hattie What Hattie actually says about homework is complex. There is no meaningful sense in which it could be stated that “the research says X about homework” in a simple soundbite. There are some lessons to learn: • The more specific and precise the task is, the more likely it is to make an impact for all learners. Homework that is more open, more complex is more appropriate for able and older students. • Teacher monitoring and involvement is key – so putting students in a position where their learning is too complex, extended or unstructured to be done unsupervised is not healthy. This is more likely for young children, hence the very low effect size for primary age students.
- 6. Bjork et al on Memory
- 7. Bjork on Memory • Methodology: controlled trials with ~ 100 subjects • Statistical analysis with repeat experiments based on blocking and spacing sets of information. • Universal claims about fundamental nature of learning with implications for planning
- 11. The Spirit of AfL
- 13. Teachers with the ‘spirit of AfL’ also more likely to hold themselves responsible for impediments to learning and to value student autonomy.
- 14. …teachers who hold incremental views of learning are better equipped to deal with external pressures…. The implication is that beliefs and practices need to be developed together.
- 15. Dialogue as Precursor to Writing • KEGS Teacher writing an MA Thesis • Methodology section and literature review. • Evidence: Transcripts of a series of interviews with three students chosen as case-study subjects; assessment of students’ work plus some survey data from the class. • Conclusions focused on value of specific intervention in improving outcomes on specific task.
- 16. Questions • Is the initial research valid enough to base decisions on? How specific were the conditions? How well-defined were the parameters of the measures? Has the nuance been averaged out? • Is there a specific values-system at work that informs of dominates the measured outcomes? • Does the outcome have general significance suggesting specific actions that should be taken? • Does the outcome provide insights and/or raise questions that practitioners should ask about the learning in their context?