The UTeach Observation Protocol (UTOP) is designed to capture what occurs in a classroom. The UTOP was developed for use in the nationally recognized UTeach program (uteach.utexas.edu) and has been validated nationally in the Gates Foundation Measures of Effective Teaching. (http://www.metproject.org/downloads/Preliminary_Findings-Research_Paper.pdf) Currently the UTOP has been used in both science and math classrooms and is being developed for use in English language arts and social studies classrooms as well. This report serves to begin the modification of the UTOP for use in an engineering classroom to evaluate engineering specific content. The UTOP has been described as a lens for reflection on teaching practices and the goal of this report is to help focus that lens more clearly on the engineering classroom. This tool was created for utilization in both educator and administrator roles. Teachers can use the UTOP to self-assess their own teaching practices as well as in observing other teachers and identify classroom best practices. Administrators and other classroom visitors can use the UTOP to understand and evaluate what occurs in a classroom for a multitude of outcomes. The methodology chosen in this report to create the engineering specific examples used real lessons that have been implemented in engineering classrooms and vetted in actual practice. Using both initial lessons from the teachers and their feedback along with language taken from the Next Generation Science Standard Framework and the UTeachEngineering Engineering Design Protocol, the examples were developed to show how to score each indicator on a scale of 1 to 5, with 1 being the lowest and 5 being the highest score, in a secondary engineering classroom. The next steps recommended for this work are to pilot the examples created in this report and test the usefulness of the examples created. This can be accomplished by field-testing it in UTOP training with teachers and modifying the information based on the feedback that they provide. The work described in this paper was made possible by a grant from the National Science Foundation (Award DUE-0831811). / text

AN ABSTRACT OF THE DISSERTATION OF Sharon Angella Hayden, for the Doctor of Philosophy degree in Education, presented on July, 25th, 2011, at Southern Illinois University Carbondale. TITLE: ENABLING CURRICULA: THE DEVELOPMENT OF A TEACHING OBSERVATION PROTOCOL TO ADDRESS STUDENTS' DIVERSE LEARNINNG NEEDS MAJOR PROFESSORS: Dr. Grant R. Miller and Dr. D. John McIntyre Diverse learning needs are students' learning needs in areas such as language, learning styles, background, disabilities, technology skills, motivation, engagement, and access. Teacher candidates must be aware of and plan to meet these needs. The Universal Design for Learning (UDL) provides guidelines that can increase the level of student engagement and variety in materials and activities incorporated in a lesson, and will improve the extent to which teacher candidates meet students' diverse learning needs. This research incorporated design research and systematic observation methodologies and was informed by data from lesson observations collected with the proposed observation protocol. It also relied on data from a focus group discussion with cooperating teachers, email feedback from university supervisors, and document analysis of lesson plans and materials. Analysis of this data showed that teacher candidates' perceptions about diverse learning needs were informed by the school's curriculum, the subject area they taught, their experiences, and theories such as multiple intelligences. Their perceptions were modified during the study which also resulted in changes in the way they planned and taught their lessons. Participants found the proposed observation protocol to be both clear and useful. It is proposed that teacher candidates, cooperating teachers, and university supervisors should be informed about the Universal Design for Learning. It is expected that the observation protocol will be incorporated into methodology courses, as well as in teacher candidate conferences with university supervisors. It is also expected that future research will incorporate university supervisors and cooperating teachers in the implementation of the observation protocol. Future research is also expected to explore the possibility of developing a subject-specific observation protocol for use at the secondary level.

Measuring Mathematics Instruction in Elementary Classrooms:Comprehensive Mathematics Instruction (CMI) Observation Protocol Development and Validation Sue A. Womack Department of Educational Leadership and Foundations Doctor of Philosophy despite the availability of reform standards in mathematics since 1989 (National Council of Teachers of Mathematics), teachers have not yet aligned instruction with reform ideals on a widespread basis. (Cohen & Hill, 2000; Hiebert, et al., 2005; Spillane & Zeuli, 1999; J. W. Stigler & Hiebert, 1999). Consequently, mathematics education in elementary schools has not produced students with strong mathematical understanding (Hiebert & Grouws, 2007).

Inquiry-based science education has been a topic of extensive study and discussion. In 2018, the National Science Teaching Association revised their recommendations about inquiry-based teaching, endorsing three-dimensional learning as a more comprehensive approach for students in science classes. This model, known as three-dimensional teaching and learning (3DT), integrates three key dimensions: 1) science and engineering practices, 2) cross-cutting concepts, and 3) disciplinary core ideas. Accordingly, this study investigated the feasibility of developing an observation protocol based on the science and engineering practice "Planning and Carrying Out Investigations." Participants included both science teachers and instructional leaders. Two research questions guided this investigation: (1) Is it feasible to utilize the Science and Engineering Practices as a framework for the development of an observation protocol intended for use by instructional leaders in secondary science classrooms? (2) How do instructional leaders and science teachers assess a science lesson differently, and what are the implications of these potential similarities or differences on the feasibility of the observation protocol outlined in Research Question 1? Data was collected over the course of three sequential phases: 1) soliciting feedback from expert reviewers, 2) conducting a focus group with secondary school science teachers and secondary school administrators, and 3) administering an online pilot study of secondary science teachers and secondary school administrators from Virginia, who tested the observation protocol using video recordings of science lessons. The findings that emerged from this investigation support the idea of using a Science and Engineering Practices-based observation protocol like the one tested in this study. Additionally, the data suggest potential avenues for future research, such as the degree to which administrators would benefit from having subject-specific observation forms. / Doctor of Philosophy / Inquiry-based science education has been a topic of extensive study and discussion. In 2018, the National Science Teaching Association revised their recommendations about inquiry-based teaching, endorsing three-dimensional learning as a more comprehensive approach for students in science classes. This model, known as three-dimensional teaching and learning (3DT), integrates three key dimensions: 1) science and engineering practices, 2) cross-cutting concepts, and 3) disciplinary core ideas. Accordingly, this study investigated the feasibility of developing an observation protocol based on the science and engineering practice "Planning and Carrying Out Investigations." Participants included both science teachers and instructional leaders. Two research questions guided this investigation: (1) Is it feasible to utilize the Science and Engineering Practices as a framework for the development of an observation protocol intended for use by instructional leaders in secondary science classrooms? (2) How do instructional leaders and science teachers assess a science lesson differently, and what are the implications of these potential similarities or differences on the feasibility of the observation protocol outlined in Research Question 1? Data was collected from expert reviewers, secondary school science teachers, and secondary school administrators in Virginia, and involved a focus group as well as rating video recordings of science lessons. Results suggest that using tools based on ideas that are specific to science could be helpful to both school administrators and teachers. There are many potential follow-up research studies that can be done in the future based on the results of this study.

No description available.

Secondary educators must be knowledgeable in their content while increasing the academic literacy of their students, a process further complicated when working with students who are long-term English learners (LTELs). This mixed-methods study explored the knowledge, practices, and perceptions of six secondary teachers working to develop the academic literacy of LTEL students in content-specific classrooms. Set within a sociocultural framework, the study provides a greater understanding of the challenges and successes educators experience when working at the secondary level with students with diverse learning needs. The data were collected in two phases. Phase I included a quantitative survey of teachers, designed to acquire demographic information from participants who met the inclusion criteria: educators who taught a content-specific course and had a minimum population of 10.7% LTEL students in at least one of their classes. These data were analyzed using descriptive statistics. Phase II consisted of qualitative one-on-one interviews, classroom observations, and follow-up interviews. Data analysis for Phase II included transcribing the interviews and taking notes on emerging themes. Qualitative data were also provided by the classroom observations using the Observation Protocol for Academic Literacies. Notes created in each of the classrooms were coded by themes and used in the creation of profiles for each educator. Themes that emerged through the one-on-one interviews and classroom observations were used to create questions for the follow-up interviews. Findings add to the body of research regarding content-specific secondary teachers’ knowledge and perceptions about the academic literacy development of their LTELs.

Idag är många branscher beroende av ett gediget teamwork. Det finns dock ett behov av objektiva mätsystem för teamwork och därför har detta projekt som syfte att skapa och testa ett observationsprotokoll utifrån den teoretiska modellen ’The Big Five of Teamwork’ framtagen av Salas, Sims & Burke (2005). Observationsprotokollet användes för att observera teamwork mellan två flygledare på Arlanda ATCC. Därefter fick flygledarna svara på en enkät för att bidra med subjektiva aspekter från modellen. Totalt genomfördes 15 stycken strukturerade observationer. Resultatet visade att det är möjligt att skatta teamwork på flygledare med hjälp av ett observationsprotokoll baserat på sex av åtta komponenter, där inte teamorientering och gemensam mental modell ingick. Komponenterna visade sig vara mer än bara ett observerbart beteende och enbart observationer frambringar inte en rättvis bild över komponenten. Resultatet visade också på att flygledarna själva upplever samtliga komponenter som en del av arbetet. Observationerna visade att samarbetet kunde se olika ut och skilja sig från team till team, och att flygledarna anpassar sig efter varandras behov. / Today, many industries are dependent on a solid teamwork. However, there is a need for objective measurement assessment for teamwork and therefore this project aims to create and test an observation protocol based on the theoretical model ’The Big Five of Teamwork’ compiled by Salas, Sims & Burke (2005). The observation protocol was used to observe teamwork between two air traffic controllers at Arlanda ATCC. After the observations the air traffic controllers answered a survey to receive subjective aspects from the model. A total of 15 structured observations were conducted. The results revealed that it’s possible to estimate teamwork on air traffic controllers using an observation protocol based on six of eight components, where team orientation and shared mental model were not included. The components appeared to be more than just an observable behavior, thus only observations does not give a fair picture of the component. The result also showed that air traffic controllers themselves perceive all components as a part of the work. The observations showed that the cooperation could look different and differ from team to team, and that air traffic controllers adapt to each other’s needs.

Made available in DSpace on 2016-03-15T19:40:20Z (GMT). No. of bitstreams: 1 Alisson Rogerio Caetano de Siqueira.pdf: 1217726 bytes, checksum: 1361665d59b670b77eeaf91912135a0b (MD5) Previous issue date: 2015-02-03 / Igreja Presbiteriana do Brasil / The Attention Deficit Hyperactivity Disorder (ADHD) is described by the DSM-5 as a persistent pattern of inattention and / or hyperactivity-impulsivity that interferes with the functioning or development. ADHD have their signals observed in at least two of child living environments (home and school mostly). The disorder s prevalence is estimated in 5% of children. The children's school development is frequently affected by the disorder. This study aims to analyze the effects of behavioral management procedures in the classroom, in order to reduce behaviors of inattention and hyperactivity, using an intervention guide by the teacher. This work gone along with 64 students, from 6 to 12 years old, students of the 2nd and 4th year of a Center of Entire Education of Curitiba, consisting of 4 classes distributed two in an Experimental Group (EG) and two a Control Group (GC). The behavioral profile was assessed, using the CBCL/6-18 for parents and the TRF/6-18 for teachers that were applied before and after the intervention, along with a teacher's observation protocol with targets characteristic behaviors of the ADHD signs. The intervention guide was developed in previous works according to the basic principles of behavior analysis, was implemented with the classes through the teacher in a total of 28 weeks. The implementation guide was well accepted by the teachers who filled the weekly record in a Checklist on its implementation and participated in weekly support meetings. It was observed by teachers a reduced frequency behavior of inattention and hyperactivity in students in the classroom, through the responses of teachers to TRF/6-18 and the observation protocol, and also reported by parents in filling the CBCL/6-18. / O Transtorno do Déficit de Atenção e Hiperatividade (TDAH) é descrito pelo DSM-5 como um padrão persistente de desatenção e/ou hiperatividade-impulsividade que interfere no funcionamento ou no desenvolvimento. O TDAH deve ter seus sinais observados em pelo menos dois ambientes de convívio da criança (casa e escola principalmente). A prevalência do transtorno é estimada em 5% em crianças. O desenvolvimento escolar da criança é geralmente um dos que mais são prejudicados com o transtorno. O presente trabalho tem como objetivo analisar os efeitos de procedimentos de manejo comportamental em sala de aula, para redução de comportamentos de desatenção e hiperatividade, através de orientação ao professor e implementação de um guia de intervenção. Neste trabalho foi realizado o acompanhamento de 64 alunos, entre 6 a 12 anos, estudantes do 2º e 4º ano de um Centro de Educação Integral de Curitiba, constituídas por 4 turmas distribuídas duas em um Grupo Experimental(GE) e duas um Grupo Controle (GC). O perfil comportamental dos participantes foi avaliado utilizando o CBCL/6-18 para pais e o TRF/6-18 para os professores, que foram aplicados antes e após a intervenção, juntamente a um protocolo de observação do professor com comportamentos alvos característicos dos sinais de TDAH. O guia de intervenção foi elaborado em trabalhos anteriores segundo os princípios básicos da Análise do Comportamento, foi implementado junto às turmas por intermédio do professor em um total de 28 semanas. A implementação do guia foi bem aceita pelos professores que realizam o registro semanal em um Checklist sobre sua implementação e participaram de reuniões de acompanhamento e suporte semanal. Foi verificada, pelos professores, a redução da frequência de comportamentos de desatenção e hiperatividade nos alunos em sala de aula, por meio das respostas dos professores ao TRF/6- 18 e ao protocolo de observação, e também relatados pelos pais no preenchimento do CBCL/6-18.

Made available in DSpace on 2016-03-15T19:41:13Z (GMT). No. of bitstreams: 1 Marcos Vinicius de Araujo.pdf: 2207447 bytes, checksum: 0cac9ac58d73322d49f6f7c799eac0ac (MD5) Previous issue date: 2012-02-01 / Fundo Mackenzie de Pesquisa / Attention Deficit Hyperactivity Disorder (ADHD) is described, according to DSM-IV TR, as a persistent pattern of inattention and/or hyperactivity that is more frequently displayed and is more severe than observed in individuals of the same age. Such condition often impairs the individual‟s educational process. This research aimed at developing and implementing behavioral management procedures in classroom context and assessing their effects in ADHD students. To do so, we resorted to the theory of Behavior Analysis. To assess the behavioral profile of participants, specific inventories were used (CBCL/6-18 for parents and TRF/6-18 and Benczik scale for teachers), as well as classroom observation based on a protocol elaborated by the researcher himself. Eight children participated in the study. All of them are Elementary School students from São Paulo and have been diagnosed with ADHD. A training program for teachers was elaborated to classroom behavioral management on the form of a Guide, which was used with four of the children (Experimental Group EG). Results were subsequently compared to Control Group (CG), formed by remaining four children. The Guide was based on the use of stimulus control strategies and reinforcers. The results show that observation sessions added by parents and teachers reports are significantly useful for establishing the participants‟ behavioral profile. When comparing EG and CG it was verified that most EG students had a decrease of the frequency of inattention and hyperactivity behaviors, which are incompatible with learning process at school; on the other hand, CG presented an increase in the frequency of such behaviors. These results indicate the efficiency of the Guide through simple changes in classroom procedures. After the implementation of these procedures it was verified, along the weeks, a gradual increase of its use by the teacher. We conclude that the application of the Guide, in the cases described in this work, has proved feasible and effective for the management of several behaviors related to inattention and hyperactivity, as well as of other behavioral problems commonly associated to ADHD. / O Transtorno do Déficit de Atenção e Hiperatividade (TDAH) é descrito, segundo o DSM-IV TR, como um padrão persistente de desatenção e/ou hiperatividade mais frequente e grave do que o observado em indivíduos de mesma faixa etária. Tal condição, muitas vezes, pode prejudicar o processo educacional dessas pessoas. O presente trabalho teve como objetivo desenvolver e implementar procedimentos de manejo comportamental no contexto de sala de aula e avaliar seus efeitos em alunos com TDAH. Para isso, foi utilizado o referencial teórico da Análise do Comportamento. Para avaliar o perfil comportamental dos participantes, foram utilizados inventários específicos (CBCL/6-18, para pais e TRF/6-18 e Escala Benczik de TDAH para professores), além de observação em sala de aula, a partir de um protocolo elaborado pelo próprio pesquisador. Participaram do estudo oito crianças do Ensino Fundamental da cidade de São Paulo diagnosticadas com TDAH. Foi elaborado um programa de treinamento com os professores para manejo comportamental em sala de aula, sob a forma de um Guia que foi aplicado em quatro dessas crianças (Grupo Experimental - GE). Os resultados foram posteriormente comparados ao grupo controle (GC), formado pelas outras quatro crianças. O Guia baseou-se na utilização de estratégias de controle de estímulos e de reforçadores. Como resultado, verificou-se que a realização de sessões de observação, somada aos relatos de pais e professores, trouxe grande contribuição para o estabelecimento do perfil comportamental dos participantes deste estudo. Ao se comparar o GE com o GC, verificou-se, na maioria dos alunos do GE, diminuição da frequência de comportamentos relacionados à desatenção e à hiperatividade, considerados incompatíveis com o processo de aprendizagem na escola; em contrapartida, no GC verificou-se aumento da frequência desses comportamentos. Tais resultados indicam a eficácia do Guia, mediante mudanças simples em procedimentos em sala de aula. Após a implementação desses procedimentos verificou-se, no decorrer das semanas, um aumento gradual na sua utilização pelo professor. Conclui-se que a aplicação do Guia, nos casos descritos neste trabalho, se mostrou viável e eficaz no manejo de diversos comportamentos relacionados à desatenção e à hiperatividade, assim como de outros problemas de comportamento comumente associados ao TDAH.

Doctor of Philosophy / Department of Physics / Dean Zollman / As part of a collaborative study of the science preparation of elementary school teachers, we investigated the quality of students’ reasoning and explored the relationship between sophistication of reasoning and the degree to which the courses were considered inquiry oriented. To probe students’ reasoning, we developed open-ended written content questions with the distinguishing feature of applying recently learned concepts in a new context. We devised a protocol for developing written content questions that provided a common structure for probing and classifying students’ sophistication level of reasoning. In designing our protocol, we considered several distinct criteria, and classified students’ responses based on their performance for each criterion. First, we classified concepts into three types: Descriptive, Hypothetical, and Theoretical and categorized the abstraction levels of the responses in terms of the types of concepts and the inter-relationship between the concepts. Second, we devised a rubric based on Bloom’s revised taxonomy with seven traits (both knowledge types and cognitive processes) and a defined set of criteria to evaluate each trait. Along with analyzing students’ reasoning, we visited universities and observed the courses in which the students were enrolled. We used the Reformed Teaching Observation Protocol (RTOP) to rank the courses with respect to characteristics that are valued for the inquiry courses. We conducted logistic regression for a sample of 18 courses with about 900 students and reported the results for performing logistic regression to estimate the relationship between traits of reasoning and RTOP score. In addition, we analyzed conceptual structure of students’ responses, based on conceptual classification schemes, and clustered students’ responses into six categories. We derived regression model, to estimate the relationship between the sophistication of the categories of conceptual structure and RTOP scores. However, the outcome variable with six categories required a more complicated regression model, known as multinomial logistic regression, generalized from binary logistic regression. With the large amount of collected data, we found that the likelihood of the higher cognitive processes were in favor of classes with higher measures on inquiry. However, the usage of more abstract concepts with higher order conceptual structures was less prevalent in higher RTOP courses.