Sentence examples for classroom recordings from inspiring English sources

To capture the rich scope of her identities, I documented in analytic notes my emerging sense of who Melody was by identifying and recording intertextual connections between the findings of the interviews and classroom recordings, which were sometimes consistent with and in other times inconsistent with or contradictory to each other.

The data were collected through classroom recordings, questionnaires that were administered both to the instructors and the students, and interviews were conducted with all of the instructors and randomly chosen 39 students.

Analysing data from classroom recordings and follow-up interviews, this study revealed that PowerPoint was the most frequently used technological application in the classroom, while the internet and other technological tools were also used by the teachers.

These classroom recordings were coded using the Reformed Teaching Observation Protocol (RTOP) and the Classroom Observation Protocol for Undergraduate STEM (COPUS) as described previously (Lund et al. 2015).

If you are a Duke student, staff or faculty member, you can review these classroom recordings on Panopto, with accompanying slides and links to github code demos.

In most cases, classroom recordings were collected from workshop participants both before and after their participation in the teaching workshops.

Following a "bricoleur" approach (Lévi-Strauss 1966) we collected a myriad of data (e.g. classroom video-recordings, classroom audio recordings, interviews, artefacts, field notes) which allowed for methodological triangulation (Denzin 1970).

In the sections that follow, I present Melody's identities by weaving findings from the interview data and classroom video recordings together into a storyline.

To accomplish the first purpose, I watched the unedited classroom video recordings and wrote a summary of each lesson that focused on the content of each class, activities, and any noticeable episodes (Derry et al. 2010).

In addition to her participation in group practices with Korean speaking students, a close analysis of the classroom video recordings suggested Melody also recognized opportunities for participating in class and connecting with a broader group of peers and her teacher.

The analyses of classroom video/audio recordings served two purposes: analyzing the contexts that were relevant to Melody's identity work and her identity work itself within the contexts.