This paper describes an environment, the Experiment Manager that simplifies the process of collecting, managing, and sanitizing data from classroom experiments, while minimizing disruption to natural subject behavior.
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.
In this article, we provide a primer on generalizability theory (G-theory), a widely accepted psychometric model used within higher education and present original empirical findings applying G-theory to data from classroom and laboratory pharmacy education as examples.
Data from classroom observations and interviews indicate that the students valued the authenticity and challenging nature of the role-play although personal experiences and team dynamics (within, and between the teams) varied depending on the students' background, preparedness, and personality.
Teacher-reported and observational data from 69 classrooms provided support for construct validity, internal consistency, and interrater agreement of the Assessment of Practices in Early Elementary Classrooms (APEEC) measure.
Surface loading data from both classrooms was combined for each visit.
In addition, the heuristic approaches were able to perform within 4% of the constraint satisfaction approaches on student data from the classroom, which reflects the intended user population of the software.
We analyzed data from 22 classroom observations, 15 student interviews, three teacher interviews, and surveys from over 300 students (including a large comparison group) given at the beginning and end of the fall 2012−13 semester.
The current case study, a 2007 2009 examination of barriers to the reform movement of science education in Tanzania, uses data from interviews, classroom observations, document analysis, and a survey questionnaire.
