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Large‐scale observational measures of classroom practice increasingly focus on opportunities for student participation as an indicator of instructional quality. Each observational measure necessitates making design and coding choices on how to best measure student participation. This study investigated variations of coding approaches that may be feasible in large‐scale studies, and the ramifications of these variations for drawing inferences about instructional quality. Using data from classroom videos, we found that decisions about whether to keep track of individual students in the coding, observe multiple contexts in the classroom (e.g., whole‐class and small‐group discussions), and capture nuances of student participation changed the resulting characterizations of classroom practice. Most importantly, simplifying the coding approach did not fully capture and even misrepresented the level and nature of student participation in many classrooms. 相似文献
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Noreen D. Willows Cynthia Strawson-Fawcett Shauna M. Downs 《Journal of Food Science Education》2008,7(2):30-34
ABSTRACT: Problem-based learning (PBL) can provide an enhanced appreciation of the relationship between culture and food for students who aspire to become dietitians or nutrition educators; however, large university classes often inhibit the use of PBL. A professor who specializes in research documenting the relationships among food and culture took 17 Canadian university students, many of whom were studying nutrition and food science, to southern Italy where they learned about Mediterranean diets and Italian food culture. PBL was implemented by encouraging students to work together to solve problems, and by the completion of assignments that promoted observation of and interaction with the local culture. Students evaluated the experience positively with majority agreement that the quality of course content was excellent, that knowledge of the subject areas increased, and that the courses challenged students to critically think about issues. Despite a focused effort on PBL in the courses, not all students agreed that the courses helped them to develop the ability to solve real problems in this field. This may have been due to unawareness of dietetic competencies by some students. Many of the assignments used in Italy could be adopted for use in food culture classes in North America, or by postsecondary instructors planning travel study programs in Italy. 相似文献
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Sandra Soliday Hong Noreen Yazejian Shannon Guss Amanda Stein Maia Connors Diane Horm 《Early education and development》2019,30(8):1084-1093
ABSTRACTResearch Findings: This article summarizes current peer-reviewed research and conceptualizations of collaboration and presents a new conceptual model. Authors found that the existing peer-reviewed literature does not adequately reflect emerging understandings of the nature of early childhood collaborations or the contributions such collaborations make to outcomes. The paper fills a gap in the literature by presenting a broader conceptualization of collaboration in which stakeholders work together and use data to achieve common goals through engaging in shared activities. Authors provide examples of how collaborations take place within a network of early care and education programs. Practice or Policy: Practitioners can use information presented in this to support collaborations at different levels of an early childhood system. More research needs to be conducted to identify and measure collaborative activities and outcomes across levels of collaboration to align with a broader definition of collaboration. 相似文献
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Noreen M. Carrocci 《Communication Studies》2013,64(4):215-228
This study explores the perceptions of and responses to the content and relationship levels of interpersonal conflict. Most subjects perceived both levels of the conflict. Gender and cognitive complexity were found to relate to the number and, in some cases, the types of responses produced by subjects. 相似文献
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Four early childhood education teachers, two veteran and two newer teachers, were asked to pilot the use of handheld Personal Data Assistants loaded with Childchart assessment software. The participants were observed in their use of the electronic devices for monitoring student performance and interviewed regarding the use of the devices and their implications for assessment of early childhood learners. Veteran teachers indicated differences in both the use of the software programs and the style in which assessment activities were completed compared to newer teachers. The results indicate the need for professional development of new technologies to focus beyond the utilization of software and hardware and that new technologies implementation may be the catalyst for improvements in assessment strategies. 相似文献
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