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Related Concept Videos

Observational Studies01:11

Observational Studies

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Observational studies are a type of analytical study where researchers observe events without any interventions. In other words, the researcher does not influence the response variable or the experiment's outcome.
There are three types of observational studies – Prospective, retrospective, and cross-sectional.
Prospective Study
Prospective studies, also known as longitudinal or cohort studies, are carried out by collecting future data from groups sharing similar characteristics. One...
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Naturalistic Observations02:30

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If you want to understand how behavior occurs, one of the best ways to gain information is to simply observe the behavior in its natural context. However, people might change their behavior in unexpected ways if they know they are being observed. How do researchers obtain accurate information when people tend to hide their natural behavior? As an example, imagine that your professor asks everyone in your class to raise their hand if they always wash their hands after using the restroom. Chances...
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Modeling in Therapy01:26

Modeling in Therapy

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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
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Data Collection by Observations01:08

Data Collection by Observations

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Data collection refers to a systematic way of obtaining, observing, measuring, and analyzing accurate information. Observational studies are one of the most widely used methods of data collection. It involves collecting data by observing the behavior and physical characteristics of a sample without making any modifications to the sample.
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Observational Learning01:12

Observational Learning

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Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...
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Steps in the Modeling Process01:14

Steps in the Modeling Process

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Albert Bandura's theory of observational learning identifies four critical processes: attention, retention, motor reproduction, and reinforcement or motivation.
Attention is the first necessary component for observational learning. It involves focusing on what the model is doing and saying. For example, if you decide to take a drawing class to enhance your skills, you need to pay close attention to the instructor's words and hand movements. The characteristics of the model significantly...
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Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
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COPUS-TA: An "Entry-Level" Peer Observation Tool to Support Teaching Assistant Professional Pedagogical Development.

Megan K Barker1

  • 1Department of Biological Sciences, Simon Fraser University, Burnaby, British Columbia, Canada.

Journal of Microbiology & Biology Education
|August 24, 2023
PubMed
Summary
This summary is machine-generated.

Peer observation offers effective teaching professional development for teaching assistants (TAs). A modified Classroom Observation Protocol for Undergraduate STEM (COPUS-TA) requires minimal training, making it practical for large TA teams.

Keywords:
TA developmentTA supportclassroom observation protocolcommunity of practicegraduate teaching assistantlow-barriermentorshippeer observationprofessional developmentteaching assistants

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Area of Science:

  • STEM Education
  • Higher Education Pedagogy
  • Faculty Development

Background:

  • Mentoring teaching assistants (TAs) individually for professional development is resource-intensive.
  • Peer observation is a valuable strategy for TA teaching development and fostering a community of practice.
  • Existing structured peer observation methods often demand extensive training, posing challenges for large TA teams with limited hours and varied experience.

Purpose of the Study:

  • To develop and describe a practical peer observation protocol tailored for teaching assistants (TAs) in higher education.
  • To adapt an existing observation tool for efficient implementation with minimal TA training.
  • To provide a resource for supporting TA teaching skill enhancement.

Main Methods:

  • Modification of the Classroom Observation Protocol for Undergraduate STEM (COPUS).
  • Adaptation of the COPUS protocol for the specific needs and context of TAs.
  • Development of a streamlined training approach involving a brief discussion and one practice observation.

Main Results:

  • Successful implementation of the adapted protocol (COPUS-TA) with TAs.
  • The COPUS-TA protocol requires minimal training (15-minute discussion and one practice observation).
  • The protocol effectively supports the professional development of TAs' teaching skills.

Conclusions:

  • The COPUS-TA protocol is a feasible and effective tool for TA professional development.
  • Minimal training requirements make this peer observation method suitable for large and diverse TA teams.
  • This adapted protocol offers a practical solution for enhancing teaching practices in higher education settings.