Drawing on data from the collaborative classrooms that use a collaborative technology called GroupScribbles (GS), we share the work of a teacher who successfully orchestrated the class activity.
Two TTMC data sets are analyzed: data from Singapore and Korea on the Light Propagation Diagnostic Instrument (LPDI), data from the United States on the Classroom Test of Scientific Reasoning (CTSR).
But assuming the demographics of students in America's public schools continues to mirror the demographics of America's population at large, data from the U.S. Census Bureau indicates that classrooms will only continue to grow more diverse.
In-depth interviews with biology students complement the data gathered from the above classroom assessments.
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.
In the current study, we extended these previous methods by examining sociometric data from the naturalistic environment (the school classroom) to investigate the social position of gender-referred children.
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.
As a way into the discussion, I will present the options in the Engagement system and will draw on examples from the classroom talk data collected for this study to demonstrate the different categories of Engagement meanings.
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.
