scholarly journals Teachers’ visual processing of children’s off-task behaviors in class: A comparison between teachers and student teachers

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0259410
Author(s):  
Hirofumi Shinoda ◽  
Tsuyoshi Yamamoto ◽  
Kyoko Imai-Matsumura
Keyword(s):  
Student Teachers ◽  
Visual Processing ◽  
Classroom Teacher ◽  
Relevant Information ◽  
Instructional Decisions ◽  
Responsive Teaching ◽  
Student Behaviors ◽  
Teaching Purpose ◽  
Tracking Device ◽  
Task Behaviors

As teachers are responsible for responding instantaneously to students’ statements and actions, the progress of the class, and their teaching purpose, they need to be able to engage in responsive teaching. Teachers obtain information about students’ learning by observing them in the classroom, and subsequently make instructional decisions based on this information. Teachers need to be sensitive to student behaviors and respond accordingly, because there are students who follow the teacher’s instructions and those who do not in every classroom. Skilled teachers may distribute their gaze over the entire class and discover off-task behaviors. So how does a teacher’s visual processing and noticing ability develop? It is important to clarify this process for both experienced teachers and student teachers. Therefore, the purpose of this study was to investigate whether there is a difference in visual processing and the ability to notice off-task behaviors in class between teachers and student teachers through gaze analysis. Using an eye tracking device, 76 teachers and 147 student teachers were asked to watch a video, and gaze measurements were collected. In the video, students exhibiting off-task behaviors in class were prompted by their classroom teacher to participate in the lesson. After the video, the participants were asked if they could identify the students who had displayed off-task behaviors and whom the teachers had warned. The results showed that teachers gazed at students engaging in off-task behaviors in class more often and noticed them at a higher rate than student teachers did. These results may be attributed to differences in the experiences of visual processing of relevant information in the classroom between teachers and student teachers. Thus, the findings on teachers’ visual processing by direct measurement of gaze will be able to contribute to teachers’ development.

Creating Culturally and Linguistically Responsive Classroom Communities in Early Childhood Language Immersion Schools

2020 ◽  
pp. 77-93
Author(s):  
Alina Slapac ◽  
Sujin Kim
Keyword(s):  
Early Childhood ◽  
Classroom Teacher ◽  
Classroom Community ◽  
Study Data ◽  
Language Immersion ◽  
Responsive Teaching ◽  
Field Notes ◽  
Classroom Communities ◽  
Kindergarten Classroom

This chapter examined the development of a classroom community through a case study of a kindergarten teacher in a Spanish language immersion school. Case study data includes observational field notes, classroom artifacts, informal conversations, and interviews with an immersion kindergarten classroom teacher. Additionally, interviews with the two administrators from the Spanish and French immersion schools (networking schools) were collected and analyzed to learn about their perspectives regarding culturally and linguistically responsive teaching practices and their commitment to encouraging the creation of classroom communities within their schools. The results revealed both the administrators and the case teacher in the kindergarten classroom supported practices of drawing from their own and students' cultural identities and resources to create a culturally responsive learning and social environment, in partnership with students and families. Recommendations for future studies on diverse early childhood settings are discussed in regards to teacher preparation and policy enactment.

Effects of Tactile Prompting and Self-Monitoring on Teachers’ Use of Behavior-Specific Praise

2019 ◽  
Vol 85 (4) ◽  
pp. 471-489 ◽  
Author(s):  
Andrew M. Markelz ◽  
Jonte C. Taylor ◽  
Tom Kitchen ◽  
Paul J. Riccomini ◽  
Mary Catherine Scheeler ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Special Education Teachers ◽  
Future Research ◽  
Student Behaviors ◽  
Self Monitoring ◽  
Empirically Supported ◽  
Behavior Specific Praise ◽  
The Impact ◽  
Task Behaviors ◽  
Specific Praise

Effectively managing a classroom is crucial in promoting positive student outcomes. Behavior-specific praise is an empirically supported strategy to reinforce desirable student behaviors. Following a review of the literature, we identified tactile prompting and self-monitoring as effective methods to increase teachers’ use of behavior-specific praise while sustaining intervention long enough until teachers contacted natural maintaining contingencies. We created electronic tactile awareness prompting with self-monitoring (eTAPS) by combining two applications on an Apple Watch. Using a multiple-baseline-across-participants design, this study primarily investigated the effects of eTAPS on special education teachers’ use of behavior-specific praise. Secondarily, this study investigated the impact that behavior-specific praise would have on the on-task behaviors of targeted students with disabilities demonstrating frequent off-task behaviors. Results indicated that eTAPS was effective in increasing and maintaining behavior-specific praise rates. Furthermore, significant increases in student on-task behavior occurred. Implications of results and future research are discussed.

scholarly journals Scaffolding in a Medicine Education Intervention for Student Teachers Based on the PROFILES Three Stage Model

2014 ◽  
Vol 4 (1) ◽  
pp. 85-100
Author(s):  
Sirpa Kärkkäinen ◽  
Jari Kukkonen ◽  
Tuula Keinonen
Keyword(s):  
Decision Making ◽  
Student Teachers ◽  
Biology Education ◽  
Relevant Information ◽  
Case Based Reasoning ◽  
Education Intervention ◽  
Stage Model ◽  
Information And Communication ◽  
The Subject ◽  
Medicine Education

This paper focuses on describing the effects of scaffolding on the student  teachers’ learning process. The scaffolding is based on using information and communication technology in the PROFILES Three Stage Model; Scenario, Inquiry and Decision-making Stages. Six hours of medicine education intervention is conducted as a part of the student teachers’ program in biology education. The scaffolded group is encouraged to work with the case and presentation templates, online, in Google Sites; the unscaffolded group work only with Word documents. During the Scenario Phase, student teachers discuss the important symptoms of flu, its prevention, and sources from which to find reliable information. In the Inquiry Phase, in the light of online materials and resources, student teachers recall  and elaborate on these symptoms. In the Decision-making Phase, student teachers conclude their investigation by making a presentation with suggestions for treatment, and justify it with respect to reliable sources. The learning design is mainly based on the existing Internet site (Teaching children about the proper use of medicines). After their presentations, students reflect on questions that arise and discuss the subject. Results show that both groups discuss the reliability of different websites in the same way. However, the scaffolded group is quite effective in searching for information for their presentation, whereas the unscaffolded group has difficulties in finding relevant information. This suggests that by structuring the activity with Google Sites and presentation templates, scaffolding helps student teachers to work intensively and to prepare their presentations. Presentation modelling seems to be beneficial to the students’ sense  making process during the investigation, and it also supports them in coping with the collaborative case-based reasoning process.

scholarly journals When Politics Drive Program Innovation

2018 ◽  
Vol 2 (2) ◽  
pp. 10
Author(s):  
Judith Zamir ◽  
Khaled Al-Sayed ◽  
Ibrahim Elbadour ◽  
Saleem Abu Jaber
Keyword(s):  
Student Teachers ◽  
Social Issues ◽  
Classroom Teacher ◽  
Policy Decision ◽  
Training Programme ◽  
Social Protest ◽  
Ministry Of Education ◽  
The Social ◽  
Program Innovation ◽  
Education Decision

This article presents a discussion of the evaluation of an educational intervention introduced by the Ministry ofEducation in response to social and political pressure. The social protest that started in Israel during the summerof 2011 addressed a variety of social issues, lasted through 2016 and led to the Ministry of Education decision toopen a new training programme for teachers. One of the aims of the intervention was to provide an additionaladult in classrooms of more than 32 pupils. To meet this goal, the Ministry required third-year student teachers towork at schools co-teaching with the classroom teacher three days a week. Twenty-five institutions of higherlearning representing 81 cities and communities responded “yes” to the call for a pilot programme. Using mixedmethods, the evaluation of the pilot was attentive to the voices of all participants and revealed the complexity ofthe programme. The conclusions and suggestions of the evaluation were supposed to feed into a policy decision,but unfortunately did not. Through a presentation of the evaluation of the programme and the issues it raised, thearticle contributes a significant example of how political constraints prevent institutions from dealing withevaluation conclusions and unintended outcomes of programs.

scholarly journals Digital Competence and Computational Thinking of Student Teachers

2020 ◽  
Vol 15 (02) ◽  
pp. 29
Author(s):  
Francesc M. Esteve-Mon ◽  
M. Ángeles Llopis ◽  
Jordi Adell-Segura
Keyword(s):  
University Students ◽  
Student Teachers ◽  
Communication Skills ◽  
Computational Thinking ◽  
Relevant Information ◽  
The Other ◽  
Digital Competence ◽  
Gender Gaps ◽  
High Level ◽  
The Relationship

Digital competence is one of the most demanded skills, and includes, among other aspects, the use of technological, informational, multimedia or communication skills and knowledge. In recent years, different institutions have included computational thinking among the different areas that make up this digital competence. However, there are few publications that deepen the relationship between computational thinking and digital competence. The present study analyzes the level of digital competence and computa-tional thinking of 248 Spanish university students, exploring the relation-ships between both abilities and the existing differences. According to the results, the majority of the students perceive themselves with a medium to a high level of digital competence, highlighting the multimedia and commu-nicative dimensions, as opposed to the more technological aspects. On the other hand, there is a correlation between computational thinking and digi-tal competence, especially with the communicative and technological areas. Likewise, the results indicate that women obtain lower results in their computational thinking and are perceived to be digitally less competent than men, especially in regard to the technological dimension. These results provide relevant information in terms of research and open the door to the development of training actions in student teachers to overcome the still-existing gender gaps.

The Impact of Accompanying Text on Visual Processing and Hedonic Evaluation of Art

2017 ◽  
Vol 36 (2) ◽  
pp. 180-198 ◽  
Author(s):  
Fen Lin ◽  
Mike Yao
Keyword(s):  
Cognitive Processes ◽  
Visual Processing ◽  
Contextual Information ◽  
Background Information ◽  
Factual Information ◽  
Hedonic Evaluation ◽  
Tracking Device ◽  
Visual Gaze ◽  
Sociological Studies ◽  
The Impact

This study explores how accompanying text affects the way an individual views and interprets a painting. We randomly assigned participants to view 20 paintings from the classical era with factual information, contextualized background information, or no information displayed next to them. We then recorded their visual gaze using an eye-tracking device and asked them to evaluate the paintings. The results show that how people view a painting and how they evaluate a painting are two distinct cognitive processes. The contextual information serves to orient the viewing process. The accompanying text influences the visual attention and gaze pattern but has limited impact on the hedonic evaluation of paintings. Instead, hedonic evaluation is more of a taste acquired through education and socialization. This study offers an empirical footnote to discussions on the cognitive assumptions in sociological studies of art and cultural phenomena.

A League of Their Own: Gender Practices among Adolescents and Teachers in a Technology-Enhanced Learning Environment

2000 ◽  
Vol 28 (4) ◽  
pp. 349-363 ◽  
Author(s):  
Dorothy Valcarcel Craig
Keyword(s):  
Private School ◽  
Classroom Teacher ◽  
Comparative Method ◽  
Analysis Data ◽  
Male Students ◽  
Technology Enhanced Learning ◽  
Student Behaviors ◽  
Single Sex ◽  
Cohort Group ◽  
Field Notes

The study—funded through a Dwight D. Eisenhower Professional Development Grant—examined gender differences and the process of Internet-assisted inquiry in a single-sex, technology-enhanced environment. Five group case studies consisted of various configurations selected from a cohort group of students and teachers representing two city school systems, five county systems, and one private school. A qualitative approach to research was implemented using the constant comparative method of data analysis. Data in the form of observational field notes, transcripts of video tapes, artifacts, and photos resulting from a two-week summer workshop revealed interesting findings regarding student behaviors while interacting with computers in a single-sex environment. Results from the study indicate that female students—when interacting within a single-sex environment—display similar behaviors as male students do when engaging in technology-enhanced activities. Additional findings show that the classroom teacher, operating within a theoretical framework and personal educational philosophy, can either hinder or enhance student processes.

scholarly journals Undivided attention: The temporal effects of attention dissociated from decision, memory, and expectation

2021 ◽  
Author(s):  
Denise Moerel ◽  
Tijl Grootswagers ◽  
Amanda K. Robinson ◽  
Sophia M. Shatek ◽  
Alexandra Woolgar ◽  
...  
Keyword(s):  
Visual Processing ◽  
Visual Information ◽  
Short Term Memory ◽  
Dynamic Effect ◽  
Relevant Information ◽  
Stimulus Onset ◽  
Time Resolved ◽  
Temporal Expectation ◽  
Electrophysiological Studies ◽  
Dynamic Processing

Selective attention prioritises relevant information amongst competing sensory input. Time-resolved electrophysiological studies have shown stronger representation of attended compared to unattended stimuli, which has been interpreted as an effect of attention on information coding. However, because attention is often manipulated by making only the attended stimulus a target to be remembered and/or responded to, many reported attention effects have been confounded with target-related processes such as visual short-term memory or decision-making. In addition, the effects of attention could be influenced by temporal expectation. The aim of this study was to investigate the dynamic effect of attention on visual processing using multivariate pattern analysis of electroencephalography (EEG) data, while 1) controlling for target-related confounds, and 2) directly investigating the influence of temporal expectation. Participants viewed rapid sequences of overlaid oriented grating pairs at fixation while detecting a "target" grating of a particular orientation. We manipulated attention, one grating was attended and the other ignored, and temporal expectation, with stimulus onset timing either predictable or not. We controlled for target-related processing confounds by only analysing non-target trials. Both attended and ignored gratings were initially coded equally in the pattern of responses across EEG sensors. An effect of attention, with preferential coding of the attended stimulus, emerged approximately 230ms after stimulus onset. This attention effect occurred even when controlling for target-related processing confounds, and regardless of stimulus onset predictability. These results provide insight into the effect of attention on the dynamic processing of competing visual information, presented at the same time and location.

Sign in / Sign up

Export Citation Format

Share Document