Trends in Classroom Observation Scores Casabianca, Jodi M.; Lockwood, J. R.; McCaffrey, Daniel F.
Educational and psychological measurement,
04/2015, Volume:
75, Issue:
2
Journal Article
Peer reviewed
Open access
Observations and ratings of classroom teaching and interactions collected over time are susceptible to trends in both the quality of instruction and rater behavior. These trends have potential ...implications for inferences about teaching and for study design. We use scores on the Classroom Assessment Scoring System–Secondary (CLASS-S) protocol from 458 middle school teachers over a 2-year period to study changes over time in (a) the average quality of teaching for the population of teachers, (b) the average severity of the population of raters, and (c) the severity of individual raters. To obtain these estimates and assess them in the context of other factors that contribute to the variability in scores, we develop an augmented G study model that is broadly applicable for modeling sources of variability in classroom observation ratings data collected over time. In our data, we found that trends in teaching quality were small. Rater drift was very large during raters’ initial days of observation and persisted throughout nearly 2 years of scoring. Raters did not converge to a common level of severity; using our model we estimate that variability among raters actually increases over the course of the study. Variance decompositions based on the model find that trends are a modest source of variance relative to overall rater effects, rater errors on specific lessons, and residual error. The discussion provides possible explanations for trends and rater divergence as well as implications for designs collecting ratings over time.
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK, VSZLJ
This study examined the reliability and validity of the Classroom Assessment Scoring System–Secondary (CLASS-S) in Finnish classrooms. Trained observers coded classroom interactions based on video ...recordings of 46 Grade 6 classrooms (450 cycles). Concurrent associations were investigated with respect to teacher self-ratings (e.g., efficacy beliefs and teaching-related stress). Confirmatory factor analysis showed that the hypothesized three-factor structure of the original CLASS-S (Emotional Support, Organizational Support, and Instructional Support), with some modifications, provided a better fit for the data compared with one- and two-factor structures. Structural validity was demonstrated by mostly high factor loadings. Except for two interrater intraclass correlations, all item, scale, and interrater reliabilities were either acceptable or good. The study found some evidence for concurrent associations between the three CLASS-S factors and teacher self-ratings. The results provide evidence of the applicability of the CLASS-S instrument in educational contexts (Finland) outside the United States.
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
Classroom observation of teachers is a significant part of educational measurement; measurements of teacher practice are being used in teacher evaluation systems across the country. This research ...investigated whether observations made live in the classroom and from video recording of the same lessons yielded similar inferences about teaching. Using scores on the Classroom Assessment Scoring System–Secondary (CLASS-S) from 82 algebra classrooms, we explored the effect of observation mode on inferences about the level or ranking of teaching in a single lesson or in a classroom for a year. We estimated the correlation between scores from the two observation modes and tested for mode differences in the distribution of scores, the sources of variance in scores, and the reliability of scores using generalizability and decision studies for the latter comparisons. Inferences about teaching in a classroom for a year were relatively insensitive to observation mode. However, time trends in the raters’ use of the score scale were significant for two CLASS-S domains, leading to mode differences in the reliability and inferences drawn from individual lessons. Implications for different modes of classroom observation with the CLASS-S are discussed.
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK, VSZLJ
This research determines the effects of ICT (Information and Communication Technology) on the upcoming generation of urban and suburban communities. For this study, private schools in Hyderabad, ...Sindh, Pakistan are chosen. First of all, trainings are conducted at selected area. Based on the trainings, the tests are prepared and then students are examined. It was found that if proper management of ICT tools are put in place, the students exhibits more tendencies towards the understanding and application of ICT tools. Moreover, the interviews with different stakeholders are made to validate the findings.
The aim of the electron microscopy image classification is to categorize the projection images into different classes according to their similarities. Distinguishing images usually requires that ...these images are Migned first. However, alignment of images is a difficult task for a highly noisy data set. In this paper, we propose a translation and rotation invariant based on the Fourier transform for avoiding alignment. A novel classification method is therefore established. To accelerate the classification speed, secondary-classes are introduced in the classification process. The test results also show that our method is very efficient and effective. Classification results using our invariant are also compared with the results using other existing invariants, showing that our invariant leads to much better results.
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BFBNIB, DOBA, IZUM, KILJ, NMLJ, NUK, ODKLJ, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
This paper reports results of experiments on mass spectrometry database search results produced by Keller et al. This data set describes human proteins. Data mining was conducted using the LERS ...system. First, the data set was discretized by a cluster analysis algorithm based on agglomerative approach. Then the basic rule set was induced by the LEM2 algorithm. Finally, the rule set was refined using changing rule strength methodology and truncation of the rule set. Our results reach the level of sensitivity and specificity of competing methods. However, our results are explainable since they are in a form of rules and, additionally, we can interpret the role of important features.
Residues of Chern-Maslov classes IZAWA, Takeshi; NAKAJIMA, Katsunori
Journal of the Mathematical Society of Japan,
1/2005, Volume:
57, Issue:
1
Journal Article
Peer reviewed
Open access
We describe a localization theory for Maslov classes associated with two Lagrangian subbundles in a real symplectic vector bundle and give a definition of the residue of the Maslov classes. We also ...compute explicitly the residue of the first Maslov class in the case that the non-transversal set of the two Lagrangian subbundles have codimension 1.
To mitigate transmission of COVID-19, rapid changes in instructional delivery moved from in-person to remote instruction. Although literature from before the crisis suggests that online language ...learners fare at least as well as their face-to-face counterparts, the abrupt shift from face-to-face contexts to remote learning is fundamentally different from planned online learning. Understanding the nature of this shift can inform future online and remote teaching. This national survey study was guided by research questions that explore any substantive change in the practices and perceptions of PreK-12 and post-secondary language teachers’ instruction during COVID-19. It explores any change as related to classroom setting (PreK-12 vs post-secondary) and prior experience with distance education. Data suggest that few language educators reported experiences with or positive perceptions toward teaching online before COVID-19. However, they made numerous adjustments to their typical procedures/policies and expectations while engaged in remote teaching. Educators expressed concerns about student outcomes. PreK-12 teachers and those without prior experience with online teaching were least confident that instructional goals were met despite having reported well-designed courses. Implications for effective remote language teaching are presented for consideration.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Despite the predicted need for a more mathematically capable workforce, the proportion of students undertaking advanced mathematics courses in Australia and other comparable countries has stagnated ...or fallen, in part due to a lack of student engagement with mathematics in school. In society in general, technology use is commonplace, leading some educators to speculate that technology use for the teaching and learning of mathematics can improve student engagement. In this paper, using multiple case studies, we examine how teachers (n = 10), recognised by their peers as exemplary users of technology, take advantage of technological affordances to optimise student engagement with mathematics. Data was collected from three participant groups: Teachers, Leaders (n = 10), and student focus groups (n = 6). We examine both student and teacher perspectives, through the lens of the Framework for Engagement with Mathematics (FEM), to tease out the ways in which exemplary teachers use technology to enhance pedagogical relationships with students and their pedagogical repertoires. We find that the teachers and students reported evidence of all elements of the FEM, but to differing degrees. In particular, we identified that teachers used technological tools to enhance teacher awareness of individual student learning needs and to promote student-centred pedagogies leading to greater student engagement with mathematics. We contend that a greater awareness of the nuanced pedagogical affordances of a range of technological tools could lead teachers toward practices that enhance student engagement with mathematics, leading to an increase in students wishing to extend their mathematical knowledge beyond the compulsory school years.
Education; Secondary classrooms; Mathematics education; Student engagement; Educational technology; Primary classrooms; Technology and mathematics.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
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