Copyright © 2003‚ Lawrence Erlbaum Associates‚ Inc. Classroom Assessment‚ Student Motivation‚ and Achievement in High School Social Studies Classes Susan M. Brookhart School of Education Duquesne University Daniel T. Durkin School of Education Duquesne University The purpose of this case study was to describe a variety of classroom assessment events in high school social studies classes. This study included data from 12 classroom assessment events in the classes of a teacher–researcher
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Café Observation Sheet CAFÉ/COFFEE SHOP NAME: COFFEE CLUB ADDRESS: NORTHWEST PLAZA DATE OBSERVATIONS MADE: 22/2/15 EFFECTIVE NEEDS IMPROVEMENT COMMENTS LOCATION Eg. Is it accessible‚ is there parking? √ There was an underground car park and also a roof car park. Very accessible. FACILITIES Eg. Size‚ kitchen‚ number of grinders‚ styles of coffee machine‚ internet connection‚ magazines to read √ There was no Wi-Fi or any magazines or books to read so this could’ve had some improvement. There
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Monitoring cheating in classrooms has become much harder for teachers today. Most cell phones have standard features of video recording‚ voice recording‚ camera‚ text-messaging‚ email‚ calculator‚ games‚ and Internet access. A student using their cell phone as a calculator for a math test can easily use these other functions without the teacher noticing. In a classroom of 20 students or more it is easy for a student to use a device that is usually smaller than their hand to cheat. School officials
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Ways of Thinking About Students and Classrooms by More or Less Experienced Teachers. In J. Calderhead (Ed.). Exploring Teachers ’ Thinking. London: Cassell Educational Limited. 2. Congebsi‚ James. (1997). Classroom Management Strategies. White Plains‚ New York: Longman. 3. Doyle‚ Walter. 1986. "Classroom Organization and Management." In Handbook of Research on Teaching‚ 3rd edition‚ ed. Merlin Wittrock. New York: Macmillan. 4. Doyle‚ Walter. 1990. "Classroom Management Techniques." In Student Discipline
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CLASSROOM MANAGEMENT Chapter 1 THE PROBLEM AND ITS BACKGROUND Introduction The center of any educative process is the learner and the task of the teacher is to guide the learner in the learning process at various stages of his/her development. Managing classroom discipline is one of the most significant activities of teachers in school Classroom management strategies are of vital importance for the teachers who are looking for ways to tackle the chaos and indiscipline
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one may begin to acknowledge there is a less noticeable way of being watched. For instance‚ a classroom is a reoccurring‚ modern day example of the Foucault description of a panopticon. This example of a modern panopticon shows the growth and development of the ubiquitous acceptance of the panopticism that students seam to be subconsciously influence by. Based on the type of arrangement in the classroom there can be different set powers that can be established between the teacher and students. One
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Observation Child A went over to the home corner and picked up a brick and said it was a snake with a slight lisp she then came over to me and ‘hisst’. Child A then asked for more water by saying ‘I want more’ and holding her bottle to me. Child A then pulled up a stall and said ‘me sit’. Child A then herd the doorbell of the nursery and said ‘mummy here’ Child A then walked over to a pushchair and started to push it with ease. Child A then suddenly stops. Child A then walked with ease over
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SUBJECT ASSIGNMENT: CLASSROOM MANAGEMENT - TECHNIQUES AND REFLECTIONS ON PRACTICE Name and surname: Erica Spada. Blondiney Mendez. Rosmaria Martinez. Kattlyn Murillas. Login: EUFPMTFL1517311 COFPMTFL727491 ECFPMTFL839534 COFPMTFL1669231 Group: 2014-06 Date: September 27th 2014 Funiber Classroom Management 2014 Assignment: Do the following exercises and justify or explain your answers where appropriate. Task 1 Look at Ur’s
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Stress among Job Insecure Workers and Their Spouses Author(s): Stephan M. Wilson‚ Jeffry H. Larson and Katherine L. Stone Source: Family Relations‚ Vol. 42‚ No. 1 (Jan.‚ 1993)‚ pp. 74-80 Published by: National Council on Family Relations Stable URL: http://www.jstor.org/stable/584925 . Accessed: 17/08/2013 18:23 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use‚ available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit
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Chapter 3 Chapter 3 Research methodology Table of contents 3.1. Introduction................................................................................................................................79 3.2. The interpretive research approach...........................................................................................79 3.3. The case study strategy............................................................................................................83 3.4. Research
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