Educational Psychology: Contemporary Perspectives

Reynolds, William M.; Miller, Gloria E.

doi:10.1002/9781118133880.hop207001

Cited by 3 publications

(2 citation statements)

References 77 publications

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“…Nitekim öğretmen motivasyonu, öğrencilerin öğrenmeye motive olmalarında (de Jesus ve Lens, 2005) ve sınıf etkinliğini artırmada önem taşımaktadır (Carson ve Chase, 2009). Öğretmenlerin öğrencileri öğrenmeyle ilgili faaliyetlere motive etme davranışı, öğretmenlerin etkililiğini belirlemede dikkate alınan bir unsurdur (Reynolds ve Miller, 2013).…”

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Motivation Status of Social Studies Teachers

Tünkler

2021

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Öğretimin kalitesi öğretmen nitelikleriyle çok yakından ilişkilidir. Öğretimde önemli bir rol oynayan motivasyon, öğretmenin performansını olumlu ya da olumsuz şekilde etkilemekte, bu da öğrenci öğrenmesine yansımaktadır. Bu araştırmanın amacı, sosyal bilgiler öğretmenlerinin motivasyon durumlarını; öğretmenliği seçim motivasyonları ve memnuniyeti, öz-yeterlik algısı ve öğrenci niteliklerinden hareketle belirlemektir. Olgubilim desenine göre dizayn edilen araştırmada 7 öğretmen ile yarı yapılandırılmış görüşme gerçekleştirilmiştir. Ulaşılan veriler içerik analizi ile çözümlenmiştir. Araştırma sonucunda, öğretmenlerin kariyer olarak öğretmenliği seçmelerinde etkili olan önemli motivasyon faktörleri; içsel kariyer değeri, önceki öğretme ve öğrenme deneyimleri ve yedek kariyer olmuştur. Öğretmenlik mesleğini seçimde çocuklarla çalışma, aileye zaman ayırma ve iş sahibi olma faktörleri de etkili bulunmuştur. Öğretmenlerin öğretmen olma kararlarından memnun oldukları tespit edilmiştir. Bunun yanında, öğretmenlerin öz-yeterlik algısının genel olarak yüksek olmadığı belirlenmiştir. Ayrıca derse yönelik öğrenci motivasyonunun düşük olması dâhil olmak üzere öğrenci niteliklerinin öğretmen motivasyonuna olumlu ya da olumsuz şekilde etki ettiği saptanmıştır.

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Motivation Status of Social Studies Teachers

Tünkler

2021

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“…Traditional teaching methods have shown the lack of promoting interactions among students, who in some cases becomes a passive character that has difficulties in assimilating the theoretical content of the subject and in thinking of possible real applications of what he is studying. For these reasons, it is necessary to introduce some changes in the traditional teaching methods, enhancing the student's personal work, their interpersonal relationships and communication skills (Reynolds & Miller, 2013). Some alternatives to traditional teaching have risen, such as PBL, Problem-based Learning (Merril, 2007) or Collaborative-based Learning (Slavin, 1980).…”

Section: Introductionmentioning

confidence: 99%

Data mining teaching throughout cards game competition

Antoñanzas-Torres

Urraca

Sodupe-Ortega

et al. 2015

HEAd'15. Conference on Higher Education Advances

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Data-mining techniques and statistical metrics learning can be complicated because of the complexity and overwhelming nature of this field. In this paper a class competition to improve learning of designing Decision Support Systems (DSS) by playing a classic cards game named "Copo" is proposed. The fact that this game is based on a probabilistic problem and that different solutions can be obtained represents a very typical kind of problem in the field of engineering and computer science. During the last four years in which this methodology has been applied to students of Computer Engineering Grade at University of La Rioja, both professors and students h satisfied with the results achieved. The programing of this project was performed in WEKA free software, a data mining suite widely spread in universities and companies. Therefore, not only students learn how to solve stochastic and probabilistic problems, but also the software tools and functions to develop DSS solutions.

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Classroom Quantitative Evaluation: A Method of Both Formative and Summative Evaluation

Zhang

Zhu

et al. 2023

Sustainability

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As the most important carrier of education and teaching, the quality of classroom teaching directly affects the quality of formal school education. Traditional classroom teaching evaluation is usually based on expert experience, which can only give sporadic and one-sided evaluation results, and it is difficult for teachers to obtain systematic and operational improvement schemes, which has caused great obstacles to teachers’ sustainable development. Based on the concept of teachers’ sustainable development and Flanders Interactive Analysis System (FIAS), this study evaluates classroom teaching from two aspects: formative evaluation and summative evaluation. From the perspective of formative evaluation, a quantitative comprehensive analysis framework of classroom teaching language is constructed from two aspects of matrix analysis and dynamic curve analysis. The matrix analysis makes an in-depth analysis of classroom teaching from five aspects: classroom teaching structure, teaching style, classroom atmosphere, variable analysis, and question innovation degree. The dynamic curve of the classroom is analyzed from three aspects: teacher talk, student talk, as well as silence and confusion. From the perspective of summative evaluation, this paper combines the projection pursuit of entropy (PPE) model to form a class teaching grade evaluation model. On the basis of the above model, this study selects 5 + 5 (five expert teachers and five novice teachers) lessons that have heterogeneous forms for the same subject with Chinese high school math teachers as the research objects. Based on this framework, the verbal information of classroom teaching is encoded and a thorough analysis is carried on from the perspective of formative assessment, while at the same time, the level of classroom teaching evaluation is given from the perspective of formative evaluation. The results show that expert teachers use indirect discourse more, they also pay more attention to blank space and have a more harmonious classroom atmosphere as well as ask more innovative questions compared to novice teachers. Under the PPE model, expert teachers have higher scores than novice teachers. This study provides a systematic and comprehensive analysis scheme for the comprehensive evaluation of classroom teaching, which not only provides comprehensive and operational information for teachers to improve their classroom teaching, but also guarantees the sustainable development of teachers’ specialization, and provides a solution for the summative evaluation of classroom teaching.

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Educational Psychology: Contemporary Perspectives

Cited by 3 publications

References 77 publications

Motivation Status of Social Studies Teachers

Motivation Status of Social Studies Teachers

Data mining teaching throughout cards game competition

Classroom Quantitative Evaluation: A Method of Both Formative and Summative Evaluation

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