...Observation is the process of watching someone carry out a task or series of actions in order to gather data about specific aspects of behaviour, content, processes or interactions. It can be used to better understand individuals or groups in any setting that is relevant to the research topics, for example, observing students in a learning environment such as classroom. 10 “Observation can often reveal characteristics of groups or individuals that would have been impossible to discover by other means.” The distinctive topics for applying the case study method arise from four main situations. Firstly, when the researcher are trying to understand an ongoing process or situation. Through observation they can monitor or watch a process or situation that they are evaluating as it occurs. Secondly, when researcher are gathering data on individual behaviors or interactions between people. Observation allows them to watch peoples’ behaviors and interactions directly, or watch for the results of behaviors or interactions. Thirdly, when researcher need to know about a physical setting. Seeing the place or environment where something takes place can help increase researcher’s understanding of the event, activity, or situation you are evaluating. For example, they can observe whether a classroom or training facility is conducive to learning. And lastly, when data collection from individuals is not a realistic option. If respondents are unwilling or unable to provide data through questionnaires...
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... 3. The female cricket would assume that the male present is the only male left. 4. We will have one mature female cricket throughout the experiment. We will put a mature female and mature male together in one container. We will record their interactions and levels of aggression. We will use the same female. The container will have 5 different males. We will do the same method in the experiment group. There will be 10 trials, male and female together, one experiment group and one control group and measure the amount of interactions. 5. Record the amount of interactions between the male and female. 6. Included in lab report. 7. The mature male and female used in the experiment group are going to be constant throughout the lab. 8. Two tailed t-test 9. Included in lab report. 10. Each group will have one mature female and male crickets. Each group will be in charge of recording their observations. Their observations will include how many interactions and what type of interactions they observed. After the lab, the groups will give us their observations and we will plug them into the paired t-test. Everyone should finish at the same time. 11. 2 cages and about 7 crickets per group (1 female and 6...
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...6th – 8th grades. Your portfolio should include all of the materials that you have acquired during this semester for these observations Remember, you are representing Maryville College, so dress and behave appropriately and arrive on time for all appointments! Have fun ( Observation Options: All psychology of adolescence students are required to spend 10 hours interacting with and/or observing youth who are in 6th – 8th grades. Licensure students - 10 hours Observations in 6th – 8th grade classrooms. Non Licensure students – 10 hours of Observations (5 in a structured setting, 5 in a casual setting). You will need to set up these observations yourself. Five hours of your observations should be in a structured setting (youth group, after-school program, boys and girls club, community art classes, karate class etc. There must be an adult in charge for the setting to be considered “structured”) and 5 of the hours can be in a casual setting (basketball game, movie theater, museum, etc.). Format for Portfolio: The following items should be included (in the prescribed order) in your portfolio binder. It is suggested that you use dividers to separate the sections and number the pages. ← Title Page - Minimally include Name, Major, Date ← Table of Contents with page numbers ← Description of Observation/Interaction Settings (along with maps, diagrams, photos, etc.); a separate one is needed for each different setting (if you are in the...
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...many differences in how they interact with each other. Method To see just how different men and women are, two groups of people were examined. There were college aged males living in a fraternity house. There were also college aged females living in a sorority house. The men of a fraternity house at a university were studied. They were observed at meal time, study time, and at times when they were in rooms relaxing. At a sorority, the women were observed at a meal time, study time, and in main rooms socializing. Results Observations made while at the fraternity were very interesting. During meal times, the men had a lot of interaction. They all sat together at a long table and there were conversations between two people as well as conversations with the entire table involved. The topics of conversation ranged anywhere from classes to crazy girlfriends. There was talk about plans for the day and a lot of talk about their favorite foods the cook had made this year. When men entered the room, there were greetings and handshakes with those that passed each other. During study time observation, there was very little interaction. Men sat at desks with barriers. Most had headphones in and only stopped to ask a quick question or show someone a web site. The observation of the men in down time resulted in a good amount of communication. The interaction ranged from sports, girls, family, and life. There were only four men in the room and the conversation was much more...
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...classroom interaction, subject choice, achievement and identity. Gender relations affect many areas of school life, such as parents evenings governors meetings, senior management decision making, appointments and promotions, as well interactions in the classroom and staff room schools have gender equality policies. As a result, pupils and teachers may disguise their real attitudes towards gender and this may make it difficult for the researcher to get at the truth. Sociologists are interested in the reasons for gender differences in subject choice. These include primary socialisation in the home peer group pressure, subject images and gender career opportunities. Question: Using material from Item A and elsewhere, assess the strengths and limitations of participant observation for the study of gender relations in schools. There are two types of observation, covert and overt. The difference between them is that covert observation is when the people being observed do not know they’re being watched or studied, and overt observation is when they have been told and given consent to be observed by the researcher. Observation can also be done in two ways. This is called participant and non-participant observation. In participant observation the observer joins a group and observes their activities, while at the same time taking care to observe what is going on. Often that means writing notes and reflections later on. In Non Participant observation, the sociologist...
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...Overview Sporting events function based on actions on the field and the interactions among team members, referees, and the audience members. I refute the assumption that all the action at a game is on the field because the audience plays an interesting role; the actions of each crowd member adds into the overall interactions among the audience, and the audience’s interactions with players or referrers on the field. By examining the dynamic interactions among audience members, I have come to the conclusion that there are several themes that unify the crowd. Among audience members at a Flagler College men’s soccer games, the themes of age stratification, clothing, and language are evident; together these themes unify crowd members as they observe...
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...the most appropiate methods for researching society” Bryman argued that Interpretive Sociology, also known as Phenomenological approaches, is set out to understand varieties of human behaviour by being able to emphatize with it. In order to do this, interpretive sociologist use interpretivist methods. This essay will asses wheter these methods are the most appropiate ones for researching society, focusing on Ethnographic research, Focus groups and Sampling. First of all, it is important to understand why do interpretive researchers prefer interpretivist methods, also known as qualitative methods. Qualitative methods are any type of methods that aim to undercover the meaning of social action rather than measuring it. Qualitative research allows to search for the meaning for participants of events, situations and actions. Interpretivist argue that a full understanding of society can only be presented by understanding how individuals build up their patterns of interactions. This type of research usually studies small scale groups in specific situations, which allows the researchers to preserve the individuality of each in their analyses. This provides them with a detailed understanding of the events, actions and meaning. In contrast to positivist research, qualitative researches dont necessarily have an idea of what they are looking for in a research, but instead, start with a particular area of interest and follow the lead, which leaves them much more open for the unexpected...
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...TEACHER’S ATTITUDES TOWARDS TEACHING, PATTERN OF CLASSROOM INTERACTIONS AND PUPILS ACHIEVEMENT IN SCIENCE A thesis Presented To the Faculty of the Graduate School RAMON MAGSAYSAY MEMORIAL COLLEGES General Santos City In Partial Fulfillment Of the Requirement of the Degree Master of Arts in Education By WILFREDO PIL UTRERA January 2012 APPROVAL SHEET This thesis entitled “TEACHER’S ATTITUDE TOWARDS TEACHING, PATTERNS OF CLASSROOM INTERACTIONS AND PUPILS’ ACHIEVEMENT IN SCIENCE” prepared and submitted by Wilfredo Pil Utrera, in partial fulfillment of the requirements for the degree leading to Master of Arts in Education, has been examined and is recommended for acceptance and approval for Oral Examination. JOHNNY S. BANTULO, MA . Adviser Comprehensive Examination – Passed ------------------------------------------------------------------------------------------------------------ PANEL OF EXAMINERS GERALDINE D. RODRIGUEZ, Ed. D. Chairman ___________________________ ___________________________ Panel Member Panel Member ___________________________ Panel...
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...Section 1st-Yr. & III-Merit & Mercy Resource Teacher Date Sept. 28, 2020 Cooperating School Your Target At the end of this activity, you will gain competencies in differentiating the characteristics and needs of learners from different developmental levels. Your Map To reach your target, do the following tasks: Step 1Observe 4 groups of learners from different level ( 1st Yr-4th Yr) | | Step 3Validate your observation by interviewing the learners. | Step 2Describe each of the learners based on your observations. | | Step 4Compare them in terms of their interests and needs. | Your Tools Use the activity form provided for you to document your observations. ------------------------------------------------- An Observation guide for the Learners Characteristic ------------------------------------------------- Read the following statements carefully. Then write your observation report on the provided space. Your teacher may also recommend another observation checklist if a more detailed observation is provided. ------------------------------------------------- Physical ------------------------------------------------- 1. Observe their gross motor skills. How they carry themselves. How they move, walk, go ------------------------------------------------- up the stairs, etc. ...
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...Group & Organization Management http://gom.sagepub.com/ Assessing Communication Competency for Intercultural Adaptation Brent D. Ruben Group & Organization Management 1976 1: 334 DOI: 10.1177/105960117600100308 The online version of this article can be found at: http://gom.sagepub.com/content/1/3/334 Published by: http://www.sagepublications.com Additional services and information for Group & Organization Management can be found at: Email Alerts: http://gom.sagepub.com/cgi/alerts Subscriptions: http://gom.sagepub.com/subscriptions Reprints: http://www.sagepub.com/journalsReprints.nav Permissions: http://www.sagepub.com/journalsPermissions.nav Citations: http://gom.sagepub.com/content/1/3/334.refs.html >> Version of Record - Sep 1, 1976 What is This? Downloaded from gom.sagepub.com at University College London on July 15, 2014 Assessing Communication Competency for Intercultural Adaptation BRENT D. RUBEN of the recurrent problems associated with interpersonal, group, organizational, and intercultural training in communication is the assessment of outcomes. An approach is suggested for the evaluation of training and selection of programs utilizing behavioral assessment of One participants’ or communication competence. The method involves the systematic collection and analysis of behavioral observation data along one predetermined dimensions by one or more observers. Prelimiof pilot instruments indicates that the methodology provides a relatively...
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...document the actions observed and to use the observations as evidence for the child study. To gain an efficient amount of evidence the observation must consist of at least 20 hours but the hours must be spread out within a 2-4 month time span. The student is observed in the same setting, so he is comfortable enough to “act natural.” The first class I observed was Ms. Alison’s class which consisted of 12 boys and 2 girls, age 4. Ms. Alison is a new inexperienced teacher. The second class I observed was Ms. Corney’s class which consisted of 9 girls and 8 boys, age 5. Ms. Alison is an experienced teacher, of whom has been teaching for 5+ years. During the instructed time in each class, observation will be taken of the students peer to peer communication, academic ability during curriculum activities and each child’s individual progress within their own development. The student I observed is an African American/Hispanic, male age 5. He can understand Spanish and is learning English. For the sake of this experiment I will refer to the student as “Michael.” He has black hair and dark brown eyes. Michael is high energized, happy boy whom enjoys playing with toy cars. He is learning to communication with his peers as his English is progressing. He became the focus of this child study because I have observed his behavior progression more so than others. The focus on one student allows for a more thorough observation, compared to observing a group of students. His motor skills have fully...
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...Conclusion……………………………………………………….…….....9 References………………………………………………………………………………………..11 Targeting Breast Cancer among African American Women in Nash County: A Proposal to Identify Enabling and Reinforcing Factors of Seeking Preventative Screening Services Introduction Ethnographic field work is an excellent strategy in understanding and describing a cultural group. Field work is also an asset in performing a needs assessment in the planning phase of developing health promotion interventions. As described by Bailey (2002), “ethnographic techniques are integral tools for galvanizing and mobilizing communities for social action relative to generating a promotion and disease prevention agenda.” (Bailey, 2002) This paper serves as a proposal to conduct a medical anthropology field work project to assess reinforcing and enabling factors that promote the use of early detection and preventative breast cancer screening services among African American women. The study design consists of a qualitative ethnographic approach utilizing observation and focus group methodology. This project consists of conducting a focus group with a group of African American women age 40-65 years of age at a Nash County church, who regularly receive early detection and preventative breast cancer screenings. Qualitative data collected will be analyzed utilizing qualitative research coding and content analysis to identify common themes. Data will allow us to identify factors that...
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...OBSERVATION SHEET Name of Teacher Observed: MRS. CORAZON MARTINEZ Grade Taught: Grade V-B Subject: Filipino Date: October 03, 2012 School: DARMES Point of Observation: MOTIVATION AND EVALUATION A. Teaching Strategies 1. Learners Teachers Interaction 2. Provide an opportunity to the students to participate 3. Using instructional materials B. Learning Styles 1. Through raising their hands 2. Answering in chorus 3. Reading by their own C. Evaluation Technique 1. Informal assessment 2. Recitation in oral 3. Assignment D. Classroom Management 1. Chairs are properly arranged 2. References are accessible anytime 3. Classroom facilities were clean 4. Discipline and proper behavior of students are observed. II. General Impression The teacher motivates her students through asking question in relation to the previous lesson. The teacher has a well-modulated voice which everyone can hear it clearly. She manages the lesson properly. The interest of the students arouse the teachers sense of humor. OBSERVATION SHEET Name of Teacher Observed: MRS. VIVIAN F. FAJARDO Grade Taught: Grade IV-C Subject: SCIENCE Date: October 03, 2012 School: DARMES Point of Observation: MOTIVATION AND EVALUATION A. Teaching Strategies 1. Presenting pictures 2. Informal questioning strategy 3. Learners teacher interaction B. Learning Styles 1. ;learning through visualize pictures ...
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...Hodges 1 [Amber Hodges graduated from Kalamazoo College in June 2003. She was a senior Sociology/Anthropology major and Psychology minor when she wrote this Observation Report in Spring of 2003]. Observation Report Amber Hodges Introduction Siefert et. al describe children’s play as intrinsically motivated, process oriented, creative and nonliteral, governed by implicit rules, spontaneous and self-initiated, and free from major emotional distress(1997 p. 221-222). For example, the rules of a made-up game that children play cannot be discerned from a rulebook that stands independently of the activity; rather, one can discern rules by either observing or being actively involved in the play process. For children, play is the arena where they ultimately control what is going on, through communication and negotiation with each other, and as such, it is an arena where they are able to gain mastery over problems in their life, learn adult skills and roles, and further develop cognitive abilities (Siefert 1997). But, often times, children do not have complete hold over their environments. They can’t shape what and how they play through their own design. Wardle introduces the concept of an environmental press, “the forces at work in a setting which shape the behavior of people in that setting” (1999 p. 245). One principle of the environmental press is that of progressive conformity, where people’s behavior tends to become congruent with the press of the environment. Accordingly, the...
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...OBSERVATION RECORD Learner name: | | Qualification: | BTEC L3 90-Credit Diploma in Health and Social Care | Unit number & title: | UNIT 1 – Developing Effective Communication in Health and social care | Description of activity undertaken | Placement Assessment with the On-Site SupervisorPart 1 – Explanation of the key areaIn your supervision meeting with your placement supervisor you will be able to: * Explain the role of effective communication and interpersonal interaction within your placement. * Explain factors that may influence communication and interpersonal interactions within your placement. * Explain the strategies used in your work placement to overcome barriers to effective communication and interpersonal interactions.Part 2 – 2 Observations and Professional DiscussionYour supervisor will need to arrange to observe you participating in a one-to-one interaction and a group interaction within your placement. The Supervisor will then assess your communication and interpersonal skills in relation to each interaction. Within your supervision session, you will need to have a professional discussion to show reflection and learning from these two interactions to show your professional understanding of effective communication within your placement. | Assessment & grading criteria | (P1) Explain the role of effective communication and interpersonal interaction in a health and social care context(P3) Explain factors that may influence communication...
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