students at ordinary secondary schools in Zanzibar. Chemistry graduate teachers are core participants of this study to be investigated in classroom and laboratory practices. These teachers are expected to have greater influence on enhancing acquisition of chemistry practical skill at schools. They are expert and responsible for implementing chemistry syllabus in classroom level which has direct contact with the learner. Chemistry students are the centre of learning process. Any teaching activity at school
university in Louisville, Kentucky. There is not much information about the author found from the searching of internet. Summary of article In this study, the author, Sherretz employ a qualitative case study by using the methods of observations, interviews, and analyzing classroom artifacts to answer her research questions. It is an explanatory case study investigating the teaching practices of mindful teachers. Sherretz (2011, p.79) initiates the intention of her study by drawing the argument “public
functioning in the classroom and permeant records will be examined such as grades, benchmark screening, and office referrals. This will be collected at the end of each grading quarter. Initially, SESAMM was observed in Language Arts class for at least thirty minutes. A structured observation was utilized using a five-second interval recording of SESAMM’s on task, scanning/daydreaming, restless movement, and distracting behaviors. His behavior was compared to a control group within the classroom. A tally mark
Faculty of Literature and Humanities Department of English Language and Literature Master’s Thesis Developing a Critical Classroom Discourse Analysis (CCDA) Framework for Interaction Analysis in an Iranian EFL Context By: Amin Davoodi Supervisor: Mostafa Hasrati, PhD Advisor: Nouroddin Yousofi, PhD February, 2015 Acknowledgment I would like to express my special appreciation and thanks to all those who contributed to this thesis. First of all, I would like to express my immense gratitude
students and the availability of resources and facilities. Concerning this, the results from the questionnaire, interviews, and classroom observations were found to show that teachers were not in a position to practise reflective teaching in their classrooms. Of course, the findings from the questionnaire seemed to indicate as teachers were attempting to conduct their actual classroom practices in light of reflective teaching
in the EvoRoom via its tablet computer. The axis of work follows these steps: First, a general introduction of the activity and an explanation of the historical context. Second, asking students to record their observations about various species within the EvoRoom and enter these observations from their tablet computers to be automatically represented at the interactive whiteboard in real time as they enter it. The interactive whiteboards show the changes in sea level that broke Sundaland into islands
process, a camcorder was set up at the back of the classroom. It was done in order not to interfere with the students’ concentration during the lesson. There was also a concern regarding the possibility of unnatural behaviour which might occur if the camera was set up in front of the class. Therefore, the camera was mainly directed at the teacher. With such a position of the camera, however, the researcher could only have a partial view of the classroom. As a consequence, it was very difficult to identify
“POLITICAL PERSPECTIVES” IN THE CLASSROOM - RESULTS OF VIDEO ANALYSIS IN HISTORY AND CIVIC EDUCATION Beatrice Buergler and Jan Hodel ABSTRACT: Civic education is not taught as a separate subject at Swiss schools. In this context, it is of great interest to look for specific characteristics of how civic education can be observed as a cross-disciplinary subject in schools through video recordings. The empirical analysis is based on classroom observation in ninth grade classes in various Swiss cantons
should be strengthened. For this reason this project is focused on observations on issues regarding classroom instructions. These would encompass the importance of effective instructions, teacher’s roles in delivering the instructions well and checking on the students’ needs and understanding on the instructions. To start the analysis it is important to recognize the Roles of Instructions in the Classroom. The issue of classroom instructions falls mostly on the teachers’ role that they are the ones
to identify through careful observation the events and conditions that occur before the target behaviour − antecedents, as well as identifying the results that follow the behaviour or consequences. This simple analysis, when paired with keen observation skills and creative problem-solving, will help us clarify the