Jizzakh state pedagogical institute named after abdulla kadiri foreign languages faculty

Summary of chapter II
The assumption underlying this chapter is that in every lesson and in every classroom, events occur which the teacher can use to develop a deeper understanding of teaching. Teachers sometimes fail to exploit these events, letting momentum of all the other events of the day take precedence. And yet these experiences can serve as the basis for critical reflection, if teachers can find ways to capture the thoughts of and reactions to these events, as well as ways to gather fuller information about the events themselves. From this basis, teachers can develop strategies for intervention or change, depending on their needs. In this chapter, a number of simple procedures are introduced that can be used to help teachers investigate classroom teaching. Each procedure has advantages and limitations, and some are more useful for exploring certain aspects of teaching than others. The reader will have to decide which procedures are useful and for what purposes.
The procedures discussed here will be referred to throughout the chapter and consist of:
Teaching journals. Written or recorded accounts of teaching experiences.
Lesson reports. Written accounts of lessons which describe the main features of the lessons.
Surveys and questionnaires. Activities such as administering a questionnaire or completing a survey, designed to collect information on a particular aspect of teaching or learning.
Audio and video recordings. Recordings of a lesson, or part of a lesson.
Observation. Tasks completed by a student teacher observing a cooperating teacher's class, or peer observation (i.e., tasks completed by a teacher visiting a colleague's class).


CONCLUSION


The assumption underlying this research paper is that in every lesson and in every classroom, events occur which the teacher can use to develop a deeper understanding of teaching. Teachers sometimes fail to exploit these events, letting momentum of all the other events of the day take precedence. And yet these experiences can serve as the basis for critical reflection, if teachers can find ways to capture the thoughts of and reactions to these events, as well as ways to gather fuller information about the events themselves. From this basis, teachers can develop strategies for intervention or change, depending on their needs. A number of simple procedures are introduced that can be used to help teachers investigate classroom teaching. Each procedure has advantages and limitations, and some are more useful for exploring certain aspects of teaching than others. There are many ways to collect data to answer your evaluation questions. The data collection technique you select may produce numerical information such as quantitative data, may be more illustrative, such as qualitative data, or might include a combination of the two, such as mixed methods data. Determining what type of data you will need to answer your evaluation questions is an important step in figuring out the technique you will use. In the table below are some quick facts and examples of different types of data you can collect. Data collection is defined as the procedure of collecting, measuring and analyzing accurate insights for research using standard validated techniques. A researcher can evaluate their hypothesis on the basis of collected data. In most cases, data collection is the primary and most important step for research, irrespective of the field of research. The approach of data collection is different for different fields of study, depending on the required information. The most critical objective of data collection is ensuring that information-rich and reliable data is collected for statistical analysis so that data-driven decisions can be made for research. Data Collection is an important aspect of any type of research study. Inaccurate data collection can impact the results of a study and ultimately lead to invalid results. Data collection is a fundamental step in each research study. Understanding how to collect data for research is going to help you finish your assignment in the best quality. Inaccurate methods will affect the outcome of your research. Whether you want to gather qualitative or quantitative data, you need to guarantee you are following adequate techniques in gathering information. This chapter focuses on the right techniques and tips to follow to gather numbers and results for quantitative and qualitative research projects. Enabling readers to stop and consider both the conference papers and the bigger issues about using data, which most of the conference papers addressed to some extent. First, some conceptual and historic context needs to be developed, and the author uses an extensive reading of the literature and examples of practice to provide that context. Then, according to their main focus, she situates the conference papers on a map of the education delivery system that she had previously created, according to their main thrust.Questions how those issues can be addressed in the future are reviewed. This review accommodates a range of perspectives on data, which is intended to appeal to a range of readers. The nature of this wide and varied audience – classroom practitioners, whole-school stakeholders, parents, and systemic bureaucrats – influenced what was collected, compiled and included in this review. In preparing this research paper the author has been mindful of not overstating the potential of such a document to capture the full sweep of the issues. Length constraints prevent it becoming a primer on collecting and interrogating data or a textbook on the factors that influence student learning, or a thesis on the link between using data and improving learning. The range of references that exist on these topics is vast. It has been selective in the coverage and the relatively short recounting of some of the issues in this paper has, to a certain extent, been coloured by her broader brief to go beyond the research and the conference, into the realms of her personal experience. As a result of the high degree of interrelatedness of the concepts of contextualising data, data sources and the use of data to support learning effectively, it is not easy to treat particular facets in isolation. To a certain extent, each of the five sections in this review paper shapes the other. Chapter I has set the context, provided definitions and an organizational framework. It was a stage-setting exercise and framed what will be used in subsequent sections of the review. It focuses on some purposes for analyzing educational data, the role of data in professional work, and potential data sources.