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Focus groups as a tool to reveal causes of resistance or openness to non-binary gender norms among kindergarten teachers
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In: 11th European Feminist Research Conference: Social change in a feminist perspective ; https://hal.univ-lorraine.fr/hal-03573494 ; 11th European Feminist Research Conference: Social change in a feminist perspective, University of Milano, Bicocca, Jun 2022, Milan, Italy ; https://11efrc.unimib.it/ (2022)
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| 2 |
A Comparative Study of Mathematics Classroom Practices in Chile, Colombia, and Mexico
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Abstract:
The expansion of education systems across Latin America has failed to decrease education inequality. An important mechanism driving educational inequality relates to the distribution of classroom practices. This dissertation studied the distribution of classroom practices in Chile, Colombia, and Mexico, the three Latin American countries taking part in the Teaching and Learning Survey (TALIS) Video Study (TVS). Specifically, I focused on the evidence provided by classroom observations and student survey responses. The overarching research purpose of this study was to further our understanding of how classroom practices are distributed between and within these three Latin American countries, in particular centering on the inequities between the classroom experiences of students from different socioeconomic backgrounds. Specifically, this dissertation centered around the following research questions: first, I analyzed the key similarities and differences between the educational systems, of Chile, Colombia, and Mexico, particularly as it refers to teaching standards and frameworks to evaluate teachers and teaching; second, I explored the factorial structures of measures of classroom practice derived from the TVS observation system and student surveys in Chile, Colombia, and Mexico, and the extent to which this were invariant across contexts; and finally, I investigated the extent to which the distribution of classroom practices (for each measure) related to student, family, teacher, and school characteristics. The findings of this dissertation showed that observation scores of classroom practice were not invariant across countries, but student ratings were, highlighting the complementarity of both measures and fostering the use of multiple measures for the assessment of classroom practices. In addition, observation scores in Latin America were lower than student ratings of classroom practices, especially comparing to averages in the rest of participating jurisdictions in the TVS. Finally, few characteristics were correlated with said scores of classroom practices and these correlations varied by country. However, residual variances in both sets of models remained large, indicating the need for exploring further factors that can explain different scores of classroom practices. The findings of this dissertation provide context for future research that seeks to understand how other measures of student, classroom, and teacher characteristics are related to classroom practices. Additionally, this study provides evidence for the use of both, observation systems and student surveys for the assessment of classroom practices depending on the purpose and intended use of the assessment.
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Keyword:
classroom practices; Education; measurement invariance; teaching
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URL: https://escholarship.org/uc/item/91r8m44r
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| 3 |
Language Socialization in a Two-Way Immersion Classroom During the COVID-19 Pandemic: Translanguaging of Spanish-English Bilingual Learners and Their Teachers
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| 4 |
A Path to Decolonizing the Online Classroom
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In: Northwest Journal of Teacher Education (2022)
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| 5 |
Effective Teaching Practices and Competences of Students with Special Educational Needs in Basic Education Classrooms in Rwanda ...
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Effective Teaching Practices and Competences of Students with Special Educational Needs in Basic Education Classrooms in Rwanda ...
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| 7 |
Case study: Co-creating a flipped feed-in approach to a virtual biochemistry lab assessment: increasing student achievement and engagement in a large, diverse cohort
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| 8 |
EFL undergraduate students' perspectives and experiences of the flipped classroom at a Vietnamese university
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Bui, Thi Hien. - : Edith Cowan University, Research Online, Perth, Western Australia, 2022
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In: Theses: Doctorates and Masters (2022)
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| 9 |
Learning Analytics: A Classroom Response System’s impact on Summative Assessment
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In: SoTL Commons Conference (2022)
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| 10 |
Discourse in Inquiry Science Classrooms, DiISC Version 2.0 (User’s manual for an observation research instrument)
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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| 11 |
Improving EFL ninth graders’ reading comprehension through thieves learning strategy
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 232-258 (2022) (2022)
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| 12 |
Building a Positive Teacher and Student Identity in the Chinese DLI Context
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In: All Graduate Plan B and other Reports (2022)
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| 13 |
Can tests improve learning in real university classrooms?
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In: ISSN: 2044-5911 ; EISSN: 2044-592X ; Journal of Cognitive Psychology ; https://hal.archives-ouvertes.fr/hal-03403654 ; Journal of Cognitive Psychology, Taylor & Francis edition, 2021, pp.1-19. ⟨10.1080/20445911.2021.1956939⟩ (2021)
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| 14 |
Integrating L1 in L2 Classrooms: The Case of Arabic as a Foreign Language in US Universities
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In: Faculty Journal Articles (2021)
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| 15 |
Translating translanguaging into our classrooms: Possibilities and challenges
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| 16 |
Rambling and Wobbling in English: Ecocriticism in Outdoor Classrooms
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| 17 |
Supporting teachers in arts integration strategies to foster foundational literacy skills of emergent bilinguals
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In: Journal of Pedagogy, Pluralism and Practice, vol 9, iss 1 (2021)
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Effect of a performing arts program on the oral language skills of young English learners
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| 19 |
How Arts Integration Has Helped K–2 Teachers to Boost the Language Development of English-Language Learners
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| 20 |
Les classes virtuelles du projet DISTUTOLANG : Quelle pertinence pour un centre de langues ?
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In: ISSN: 0077-2712 ; EISSN: 1952-4250 ; Mélanges CRAPEL ; https://hal.archives-ouvertes.fr/hal-03632539 ; Mélanges CRAPEL, Centre de recherches et d'applications pédagogiques en langues, 2021, 42 (1), pp.77-105 (2021)
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