Classroom observations have been increasingly used for teacher evaluations, and thus it is important to examine the measurement quality and the use of observation ratings. When a teacher is observed in multiple classrooms, his or her observation ratings may vary across classrooms. In that case, using ratings from one classroom per teacher may not be adequate to represent a teacher’s quality of instruction. However, the fact that classrooms are nested within teachers is usually not considered while classroom observation data is analyzed. Drawing on the Measures of Effective Teaching dataset, this dissertation examined the variation of a teacher’s classroom observation ratings across his or her multiple classrooms. In order to account for the teacher-level, school-level, and rater-level variation, a cross-classified random effects model was used for the analysis. Two research questions were addressed: (1) What is the variation of a teacher’s classroom observation ratings across multiple classrooms? (2) To what extent is the classroom-level variation within teachers explained by observable classroom characteristics? The results suggested that the math classrooms shared 4.9% to 14.7% of the variance in the classroom observation ratings and English Language and Arts classrooms shared 6.7% to 15.5% of the variance in the ratings. The results also showed that the classroom characteristics (i.e., class size, percent of minority students, percent of male students, percent of English language learners, percent of students eligible for free or reduced lunch, and percent of students with disabilities) had limited contributions to explaining the classroom-level variation in the ratings. The results of this dissertation indicate that teachers’ multiple classrooms should be taken into consideration when classroom observation ratings are used to evaluate teachers in high-stakes settings. In addition, other classroom-level factors that could contribute to explaining the classroom-level variation in classroom observation ratings should be investigated in future research.

In this work, we develop an end-to-end neural network-based computer vision system to automatically identify where each person within a 2-D image of a school classroom is looking (“gaze following�), as well as who she/he is looking at. Automatic gaze following could help facilitate data-mining of large datasets of classroom observation videos that are collected routinely in schools around the world in order to understand social interactions between teachers and students. Our network is based on the architecture by Recasens, et al. (2015) but is extended to (1) predict not only where, but who the person is looking at; and (2) predict whether each person is looking at a target inside or outside the image. Since our focus is on classroom observation videos, we collect gaze dataset (48,907 gaze annotations over 2,263 classroom images) for students and teachers in classrooms. Results of our experiments indicate that the proposed neural network can estimate the gaze target - either the spatial location or the face of a person - with substantially higher accuracy compared to several baselines.

This study describes the reading ability of 26 middle school students, and the ways in which their reading development is supported in two different classrooms. In order to scrutinize results of students at different reading levels, three focus students were selected.This thesis has four aims. One is to use tests to examine the students’ reading ability as regards their decoding skills and reading comprehension as well as to study other cognitive skills related to reading ability. Another is to describe the students’ reading ability and attitudes towards reading from their own as well as their teachers’ perspectives. A third aim is to analyze how the results of different parts of the study are related to one another. The fourth and final aim is to analyze the classroom activities with a special focus on how reading ability is supported.The study combines quantitative analyses of the students’ reading ability with qualitative analyses of classroom activities. The quantitative sections of the study include various reading tests as well as the teachers’ assessment of the students’ reading development and their answers to selected questions in a student questionnaire concerning their view on reading.The results reveal that several of these students haven´t automated their decoding ability in Grade 4, but that nevertheless most of the students attain their grade level in a reading comprehension test in Grade 4 as well as the goals of a national reading test in Grade 5. However, most of the questions in these two tests require answers that can be explicitly found in the text and do not require any deeper reading comprehension such as inference making for instance. The results also show that these students are unable to assess whether reading is easy for them, but can assess their own reading ability if the purpose is to compare their reading skills with their classmates. The classroom observations indicate that despite quite extensive text work in the classrooms, students who need to develop their decoding abilities receive little support, and that although classroom work focusing on text comprehension is quite frequent, this does not often include deeper levels such as inference making.

The purpose of this study is to examine two components of a statewide professional development program designed to improve mathematics instruction in Texas: perceptions of train-the-participants and mathematics classroom processes during mathematics instruction. The dissertation utilized a multiple journal article format to explore each component as a stand-alone, yet connected, study using data from an evaluation of the statewide professional development program. The first study explored the impact of the train-the-trainer model used in the professional development program. An online survey was administered to participants to determine their attitudes about a new mathematics curriculum, as well as the potential impact of the curriculum on teacher knowledge and student achievement in mathematics. Descriptive statistics identified the number of trainers who provided professional development in Texas. Independent sample t-tests revealed no statistically significant differences in the attitudes of the participant groups. A content analysis identified themes related to conceptual knowledge, instructional strategies, and classroom interaction as possible impact on teacher content knowledge and student achievement. The second study examined the long-term effects of the statewide professional development program on mathematics classroom processes from one elementary school district in Texas. Quantitative analysis of the systematic classroom observation indicated significant differences in the classroom processes of teachers who participated versus those who did not participate in the professional development program. Descriptive statistics identified the most frequently observed Setting, Instructional Orientation, and Instructional Practice used by teachers, and t-test identified significant different in the classroom processes of teachers who participated versus those who did not participate in the professional development program. The findings from this dissertation have implications on mathematics education research. First, curriculum developers should monitor trainers' attitudes about curriculum materials on an on-going basis to establish differences over time. Second, classroom observations should follow professional development to determine the long term effects of the strategies used by teachers during mathematics instruction.

The purpose of the study was to observe pre-kindergarten through second-grade public school classrooms, specifically noting child-centered and teacher-directed pedagogical approaches, by simultaneously examining: student behavior and activity structure, teacher instructional orientation and rationale, and overall classroom environment. The quantitative study built upon the work of Pianta, examining classroom instruction and its effect on student engagement and educational quality; however, unlike previous studies, researchers in the current study observed the nature of activity structure and various student demographic variables. Additionally, dissimilar to prior classroom observation studies, which typically included an overwhelming percentage of White students, Hispanic and African American students comprised a large percentage of the sample. And because policy-makers have called for more research-based information on classroom instruction in the early childhood setting, an additional contribution is the use of systematic observation and analysis of young learners’ experiences within their classrooms. The multi-faceted approach to classroom observation yielded one critical result: Little to no variation existed in the activities in which young children were engaged in their classrooms, nor in the instructional practices utilized by their early childhood teachers. Accordingly, the study revealed few differences in student behavior and teacher practices by student sex, student ethnicity, grade-level, English language proficiency, and/or economic status. Instruction in these classrooms was almost entirely standardized; however, three statistically significant findings showed that: (a) students taught by teachers rated as having a higher developmentally appropriate instructional practices (DAIP) score were more likely to be on-task and less likely to be off-task; (b) students taught by teachers with a higher DAIP score were significantly more likely to be working kinesthetically, answering teacher-posed questions, and freely exploring; and (c) students taught by teachers with a lower DAIP score were significantly more likely to be distracted and/or not engaging in activity. Study findings were significant, as, despite research showing the unfavorable effects that highly teacher-centered, scripted classrooms have on young students’ engagement and subsequent learning outcomes, students continue to be taught in the same way—one in which reaching a designated test score appears to be the singular, ultimate objective.

ABSTRACT ANALYSIS OF ANALOGY USE ON FUNCTION CONCEPT IN THE NINTH GRADE MATHEMATICS TEXTBOOK AND CLASSROOMS &Uuml / nver, Emel M.S., Department of Secondary Science and Mathematics Education Supervisor: Assoc.Prof. Dr Behiye UBUZ December 2009, 64 pages The primary objective of the current study was to examine how analogies are used on function concept in the ninth grade mathematics textbook and classrooms. Using qualitative research procedure comprising textbook analysis and classroom observations, a picture was developed of how analogies used on function concept in ninth grade mathematics textbook and classrooms. One mathematics textbook, the primary source for observed classes was selected and analyzed for the study. Chapter entitled as &ldquo / functions&rdquo / in the selected textbook was closely examined for use of analogies therein. Subtitles of the chapter used in the analysis were identified according to the subtitles taught in observed classes. Moreover, the data were obtained from the observation of two teachers&rsquo / 9th grade mathematics clasess during the 7-week data collection period. Totally, twenty-five lessons were videorecorded. Having determined which comparisons would be counted as analogies, each of the textbook and classroom analogies was classified according to an analogy classification framework including eight criteria, modified from that of Thiele and Treagust&rsquo / s (1994). Analysis of the textbook suggested that all the analogies were enriched and functional, majority of them presented in both verbal and pictorial formats, most of them were advance organizers or post-synthesizers and some of them were embedded activators. However, none of them was explained completely and contained any limitations. On the other side, analysis of classroom analogies revealed that nearly all the analogies were functional, enriched or extended presented verbally as embedded activators, and all of them explained absolutely without any stated limitations.

O livro didático é um dos recursos mais disponíveis e utilizados no ensino de inglês. Analisar de forma reflexiva os papéis desta ferramenta no processo de ensino e aprendizagem é fundamental para o sucesso do seu uso. Por este motivo, o objetivo principal desta pesquisa é compreender como o LD é usado pelos professores na prática, que adaptações são realizadas e quais os papéis desempenhados e atribuídos a este material dentro da sala de aula. Para mapear os assuntos predominantes nas pesquisas sobre livros didáticos, foi conduzida uma análise de publicações nacionais em periódicos da área de Letras/Linguística com índices Qualis A1 e A2 e internacionais no Portal de Periódicos CAPES/MEC. Constatamos que a maioria dos assuntos pesquisados sobre livros didáticos aborda a análise do material, sendo a minoria sobre o uso desta ferramenta. Analisamos também os conteúdos referentes a livros didáticos em livros de metodologia para ensino de inglês. Partimos das ideias propostas por Greenwood (1987), Graves (2003), Harmer (2001), McDonough e Shaw (1993), Nunan (1991) e Ur (1996) para listar as possíveis adaptações ao livro didático. Como procedimento metodológico para geração de dados, foram realizadas observações de aula e entrevistas com os professores. Nas observações, utilizamos sete turmas do Programa Idiomas sem Fronteiras-Inglês na UFRGS. Os professores observados foram entrevistados com o objetivo de conhecer sua opinião sobre o uso do livro didático para o ensino de inglês. Os dados gerados nas observações foram analisados partindo-se das possíveis adaptações ao material. Com as análises, percebemos, entre outros aspectos, que: os professores adaptam o livro didático com frequência e de forma variada; o livro didático ocupa um papel central na escolha dos conteúdos e das tarefas mesmo quando o professor adiciona material ao livro; há predominância de conteúdo gramatical; e a maior parte do tempo de aula é dedicada à utilização do material. Nas entrevistas, os professores afirmaram conferir ao livro didático a função de guia, assim como fazer uso restrito do manual do professor, fatos comprovados nas observações. Esta pesquisa visa a contribuir para ampliar o conhecimento sobre o uso do livro didático, auxiliando professores a refletirem sobre suas práticas e usarem o material de forma consciente, adaptando ao contexto e priorizando as reais necessidades dos seus alunos. / The textbook is one of the most available and used resources for teaching English. Analyzing its roles in the process of teaching and learning is essential for the contribution of the material use in the success of this process. Therefore, the main objective of this research is to understand the use of the textbook made by the teachers in practice, verifying if the material is adapted in some way and the changes made. With the intention of mapping the predominant topics in researches about textbooks, we analyzed Qualis A1 and A2 national publications in Languages/Linguistics Brazilian academic journals and international publications using the search tool of Portal de Periódicos CAPES/MEC website. We also analyzed the contents related to the use of textbooks in methodology books for teaching English. A research on possible adaptations to the textbook was carried out taking the ideas of Greenwood (1987), Graves (2003), Harmer (2001), McDonough e Shaw (1993), Nunan (1991) e Ur (1996) as a starting point. The methodological procedures for data generation were classroom observations and interviews with the teachers. For the observations, seven groups of the Languages without Boarders-English Program were selected. The same teachers who were observed were also interviewed in order to get to know their opinion about the use of textbooks to teach English. The data generated from the observations were analyzed based on the possible adaptations to the material. Through the analysis it was possible to perceive, among other aspects, that: the teachers frequently adapt the textbook and in a diverse way; the textbook has a central role in the choice of contents and types of tasks, even when the teacher complements the book bringing extra material; and most of the classroom time is dedicated to the use of the material. In the interviews, the teachers stated that they consider the textbook as a guide, and affirmed that they use the teacher’s book very little, which was confirmed in the observations. This research aims at contributing to expand empiric studies about the use of textbooks, thus helping teachers reflect on their practices and consciously use the material, adapting it to the context where it is/will be used and prioritizing their students’ interests and needs.

xvi, 115 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / There is convincing evidence that many students struggle to learn mathematics proficiently. One plausible contributor to the low math achievement is the quantity and quality of learning opportunities provided in classrooms. These opportunities may fall short of addressing the learning needs of students, especially those at risk for failure in mathematics. Against this backdrop, the purpose of the dissertation was to validate a direct observation instrument. The Coding of Academic Teacher-Student interactions (CATS) observation instrument systematically measures the instructional interactions that occur between teachers and students during kindergarten mathematics instruction. The dissertation harvested data from the Early Learning in Mathematics: Efficacy Trials in Kindergarten Classrooms (ELM-ETKC) project, a randomized control efficacy trial. ELM-ETKC is investigating the efficacy of the Early Learning in Mathematics curriculum within 65 kindergarten classrooms across three school districts in the state of Oregon. The dissertation utilized student and classroom-level information collected in 65 ELM-ETKC kindergarten classrooms across the 2008-2009 school year. At the student level, data included scores from 929 kindergarten students on the Test of Early Mathematics Ability-Third Edition (TEMA) and two curriculum-based measures: Oral Counting and Number Identification. Information at the classroom level included observational data from 191 classroom observations. Utilizing the extant data, the dissertation addressed research questions related to content validity, discriminant validity, and criterion-predictive validity. Additionally, the study examined if observers could reliably use the CATS instrument in classrooms. To address two of the research questions, the dissertation employed a hierarchical design and fit multilevel models that nested (a) observations within classrooms and (b) student posttest TEMA scores within classrooms. Predictors of the models included student risk status and rates of observed instructional behaviors. The study found promising evidence for using the CATS instrument to collect information about the quantity and quality of kindergarten mathematics instruction. Independent observers reached acceptable interobserver agreement across the observations. The CATS instrument demonstrated high levels of content validity, as well as sensitivity to treatment conditions. Results also found statistically significant relationships between the mean rate of instructional behaviors and student posttest TEMA scores. Implications for future research and practice are provided. / Committee in charge: Robert Homer, Chairperson, Special Education and Clinical Sciences; Christopher Murray, Member, Special Education and Clinical Sciences; Scott Baker, Member, Special Education and Clinical Sciences; Joe Stevens, Member, Educational Methodology, Policy, and Leadership; Thomas Dishion, Outside Member, Psychology

O livro didático é um dos recursos mais disponíveis e utilizados no ensino de inglês. Analisar de forma reflexiva os papéis desta ferramenta no processo de ensino e aprendizagem é fundamental para o sucesso do seu uso. Por este motivo, o objetivo principal desta pesquisa é compreender como o LD é usado pelos professores na prática, que adaptações são realizadas e quais os papéis desempenhados e atribuídos a este material dentro da sala de aula. Para mapear os assuntos predominantes nas pesquisas sobre livros didáticos, foi conduzida uma análise de publicações nacionais em periódicos da área de Letras/Linguística com índices Qualis A1 e A2 e internacionais no Portal de Periódicos CAPES/MEC. Constatamos que a maioria dos assuntos pesquisados sobre livros didáticos aborda a análise do material, sendo a minoria sobre o uso desta ferramenta. Analisamos também os conteúdos referentes a livros didáticos em livros de metodologia para ensino de inglês. Partimos das ideias propostas por Greenwood (1987), Graves (2003), Harmer (2001), McDonough e Shaw (1993), Nunan (1991) e Ur (1996) para listar as possíveis adaptações ao livro didático. Como procedimento metodológico para geração de dados, foram realizadas observações de aula e entrevistas com os professores. Nas observações, utilizamos sete turmas do Programa Idiomas sem Fronteiras-Inglês na UFRGS. Os professores observados foram entrevistados com o objetivo de conhecer sua opinião sobre o uso do livro didático para o ensino de inglês. Os dados gerados nas observações foram analisados partindo-se das possíveis adaptações ao material. Com as análises, percebemos, entre outros aspectos, que: os professores adaptam o livro didático com frequência e de forma variada; o livro didático ocupa um papel central na escolha dos conteúdos e das tarefas mesmo quando o professor adiciona material ao livro; há predominância de conteúdo gramatical; e a maior parte do tempo de aula é dedicada à utilização do material. Nas entrevistas, os professores afirmaram conferir ao livro didático a função de guia, assim como fazer uso restrito do manual do professor, fatos comprovados nas observações. Esta pesquisa visa a contribuir para ampliar o conhecimento sobre o uso do livro didático, auxiliando professores a refletirem sobre suas práticas e usarem o material de forma consciente, adaptando ao contexto e priorizando as reais necessidades dos seus alunos. / The textbook is one of the most available and used resources for teaching English. Analyzing its roles in the process of teaching and learning is essential for the contribution of the material use in the success of this process. Therefore, the main objective of this research is to understand the use of the textbook made by the teachers in practice, verifying if the material is adapted in some way and the changes made. With the intention of mapping the predominant topics in researches about textbooks, we analyzed Qualis A1 and A2 national publications in Languages/Linguistics Brazilian academic journals and international publications using the search tool of Portal de Periódicos CAPES/MEC website. We also analyzed the contents related to the use of textbooks in methodology books for teaching English. A research on possible adaptations to the textbook was carried out taking the ideas of Greenwood (1987), Graves (2003), Harmer (2001), McDonough e Shaw (1993), Nunan (1991) e Ur (1996) as a starting point. The methodological procedures for data generation were classroom observations and interviews with the teachers. For the observations, seven groups of the Languages without Boarders-English Program were selected. The same teachers who were observed were also interviewed in order to get to know their opinion about the use of textbooks to teach English. The data generated from the observations were analyzed based on the possible adaptations to the material. Through the analysis it was possible to perceive, among other aspects, that: the teachers frequently adapt the textbook and in a diverse way; the textbook has a central role in the choice of contents and types of tasks, even when the teacher complements the book bringing extra material; and most of the classroom time is dedicated to the use of the material. In the interviews, the teachers stated that they consider the textbook as a guide, and affirmed that they use the teacher’s book very little, which was confirmed in the observations. This research aims at contributing to expand empiric studies about the use of textbooks, thus helping teachers reflect on their practices and consciously use the material, adapting it to the context where it is/will be used and prioritizing their students’ interests and needs.

O livro didático é um dos recursos mais disponíveis e utilizados no ensino de inglês. Analisar de forma reflexiva os papéis desta ferramenta no processo de ensino e aprendizagem é fundamental para o sucesso do seu uso. Por este motivo, o objetivo principal desta pesquisa é compreender como o LD é usado pelos professores na prática, que adaptações são realizadas e quais os papéis desempenhados e atribuídos a este material dentro da sala de aula. Para mapear os assuntos predominantes nas pesquisas sobre livros didáticos, foi conduzida uma análise de publicações nacionais em periódicos da área de Letras/Linguística com índices Qualis A1 e A2 e internacionais no Portal de Periódicos CAPES/MEC. Constatamos que a maioria dos assuntos pesquisados sobre livros didáticos aborda a análise do material, sendo a minoria sobre o uso desta ferramenta. Analisamos também os conteúdos referentes a livros didáticos em livros de metodologia para ensino de inglês. Partimos das ideias propostas por Greenwood (1987), Graves (2003), Harmer (2001), McDonough e Shaw (1993), Nunan (1991) e Ur (1996) para listar as possíveis adaptações ao livro didático. Como procedimento metodológico para geração de dados, foram realizadas observações de aula e entrevistas com os professores. Nas observações, utilizamos sete turmas do Programa Idiomas sem Fronteiras-Inglês na UFRGS. Os professores observados foram entrevistados com o objetivo de conhecer sua opinião sobre o uso do livro didático para o ensino de inglês. Os dados gerados nas observações foram analisados partindo-se das possíveis adaptações ao material. Com as análises, percebemos, entre outros aspectos, que: os professores adaptam o livro didático com frequência e de forma variada; o livro didático ocupa um papel central na escolha dos conteúdos e das tarefas mesmo quando o professor adiciona material ao livro; há predominância de conteúdo gramatical; e a maior parte do tempo de aula é dedicada à utilização do material. Nas entrevistas, os professores afirmaram conferir ao livro didático a função de guia, assim como fazer uso restrito do manual do professor, fatos comprovados nas observações. Esta pesquisa visa a contribuir para ampliar o conhecimento sobre o uso do livro didático, auxiliando professores a refletirem sobre suas práticas e usarem o material de forma consciente, adaptando ao contexto e priorizando as reais necessidades dos seus alunos. / The textbook is one of the most available and used resources for teaching English. Analyzing its roles in the process of teaching and learning is essential for the contribution of the material use in the success of this process. Therefore, the main objective of this research is to understand the use of the textbook made by the teachers in practice, verifying if the material is adapted in some way and the changes made. With the intention of mapping the predominant topics in researches about textbooks, we analyzed Qualis A1 and A2 national publications in Languages/Linguistics Brazilian academic journals and international publications using the search tool of Portal de Periódicos CAPES/MEC website. We also analyzed the contents related to the use of textbooks in methodology books for teaching English. A research on possible adaptations to the textbook was carried out taking the ideas of Greenwood (1987), Graves (2003), Harmer (2001), McDonough e Shaw (1993), Nunan (1991) e Ur (1996) as a starting point. The methodological procedures for data generation were classroom observations and interviews with the teachers. For the observations, seven groups of the Languages without Boarders-English Program were selected. The same teachers who were observed were also interviewed in order to get to know their opinion about the use of textbooks to teach English. The data generated from the observations were analyzed based on the possible adaptations to the material. Through the analysis it was possible to perceive, among other aspects, that: the teachers frequently adapt the textbook and in a diverse way; the textbook has a central role in the choice of contents and types of tasks, even when the teacher complements the book bringing extra material; and most of the classroom time is dedicated to the use of the material. In the interviews, the teachers stated that they consider the textbook as a guide, and affirmed that they use the teacher’s book very little, which was confirmed in the observations. This research aims at contributing to expand empiric studies about the use of textbooks, thus helping teachers reflect on their practices and consciously use the material, adapting it to the context where it is/will be used and prioritizing their students’ interests and needs.