Systematic Observation Method Research Articles

Development and evaluation of an observational system for goalball match analysis

Our purpose was to develop and evaluate an observational system for goalball match analysis. We used a non-participant systematic game observation method including eight elite games, video recorded, and randomly chosen. Observational categories and performance indicators were determined for each offensive (i.e., ball control, attack preparation, and throwing) and defensive principles (i.e., defensive balance, throw reading, and blocking). The comprehensive method of development and the ideal reliability levels (kappa coefficient of 0.81–1.00) of this protocol ensure the generation of quantitative and qualitative information for players and coaches and the rigor required for scientific use.

The classroom experiences of pupils with special educational needs in mainstream primary schools—1976 to 2012. What do data from systematic observation studies reveal about pupils’ educational experiences over time?

This paper presents results of an analysis of primary‐aged pupils’ educational experiences over a 35 year period. Data drawn from a set of large‐scale systematic observation studies, conducted in the UK between 1976 and 2012, are used to describe pupils’ average classroom experiences at six points in time over this period. These data are then used as markers for comparing the experiences of a subset of pupils—those with special educational needs (SEN)—over the same period. Results for the average pupil show an increase over time in the proportion of time spent interacting with teachers and peers. In contrast, relative to these non‐SEN pupils, those with SEN have experienced a more moderate increase in the proportion of time spent interacting with the teacher, and almost no change in the amount of time spent interacting with peers and in whole class teaching contexts. The increase in the number of teaching assistants in mainstream primary settings, employed and deployed to assist the learning and inclusion of pupils with SEN, is identified as a key observable influence on the difference between the classroom experiences of pupils with and without SEN over time. This paper additionally defends the use of systematic observation methods, and concludes that the broad, but stable, measures of activity and behaviour, plus the rigorous approach to data collection it provides, are necessary for painting objective, descriptive and retrospective pictures of classroom life that can elude other research techniques.

Classroom Behavior of Participants with ADHD Compared with Peers: Influence of Teaching Format and Grade Level

Few studies examine the classroom behavior of children with attention deficit hyperactivity disorder (ADHD) in comparison with classroom peers and which teaching formats best support classroom engagement. Observations (N = 312) of second- and fourth-grade students with ADHD and their randomly selected classroom peers were conducted using a systematic classroom observation method. Linear regressions analyzed classroom behavior compared with peers and effects of teaching format, grade, and treatment status on classroom behavior. Children with ADHD displayed lower engagement (p <.001) and higher inattention (p <.001) during teacher-led instruction compared with other teaching formats, and lower engagement in fourth grade than in second grade (p <.05). Despite treatment plans, children with ADHD present with increased classroom behavior challenges. Adapting teaching formats to benefit children with ADHD should be considered.

Probing Needs Assessment Data in Depth to Target Programs More Effectively

Extension professionals often assess community needs to determine programs and target audiences. Data can be collected through surveys, focus group and individual interviews, meta-analysis, systematic observation, and other methods. Knowledge gaps are identified, and programs are designed to resolve the deficiencies. However, do Extension professionals look deeply enough into the data to identify subgroups that will allow more targeted programs, or are programs based on only superficial analysis? Cluster analysis allows data to reveal demographic patterns and relationships involving survey respondents. It allows Extension professionals to more precisely target program audiences and thus effectively achieve program impacts.

How accurately do drivers evaluate their own driving behavior? An on-road observational study

Self-assessment of driving skills became a noteworthy research subject in traffic psychology, since by knowing one's strenghts and weaknesses, drivers can take an efficient compensatory action to moderate risk and to ensure safety in hazardous environments. The current study aims to investigate drivers’ self-conception of their own driving skills and behavior in relation to expert evaluations of their actual driving, by using naturalistic and systematic observation method during actual on-road driving session and to assess the different aspects of driving via comprehensive scales sensitive to different specific aspects of driving. 19–63 years old male participants (N=158) attended an on-road driving session lasting approximately 80min (45km). During the driving session, drivers’ errors and violations were recorded by an expert observer. At the end of the driving session, observers completed the driver evaluation questionnaire, while drivers completed the driving self-evaluation questionnaire and Driver Behavior Questionnaire (DBQ). Low to moderate correlations between driver and observer evaluations of driving skills and behavior, mainly on errors and violations of speed and traffic lights was found. Furthermore, the robust finding that drivers evaluate their driving performance as better than the expert was replicated. Over-positive appraisal was higher among drivers with higher error/violation score and with the ones that were evaluated by the expert as “unsafe”. We suggest that the traffic environment might be regulated by increasing feedback indicators of errors and violations, which in turn might increase the insight into driving performance. Improving self-awareness by training and feedback sessions might play a key role for reducing the probability of risk in their driving activity.

Support of the upper limbs of office workers during a daily work journey

Generally, the studies assess the upper limbs postures during the work with Visual Display Terminal - VDT through the measurement of the angles formed by the segments or through the relation with the pre-defined anatomical postures (e.g., flexion, extension, abduction). However, few studies were found in the literature which had focused in the measurement of the upper limbs support during a real situation of work with VDT and in the definition of analysis categories for this kind of behavior. The main objective of this study was to measure, in a real situation and using a systematic observation method through video analysis, the main kinds of support for the upper limbs. The analysis was done considering 480 work hours of 30 office workers. Data were collected using a methodology proposed by Rebelo, Filgueiras & Soares [1] and related with the work organization and workspace conditions, the participants had: a) minimum of eight hours daily of work; b) similar activities, characterized as office work; c) same furniture and equipment; and, d) computers with the same hardware, software and peripherals. Results were analyzed 46554 dynamic events, considering only the fourteen Interaction Categories - ICs, for upper limps support. In this way, percentage was computed, considering the total number of occurrence, for the Right arm is: arm support (0.06%); forearm support (31,8%); elbow support (31,92%); hand support (7,41%); multiple supports (12,32%) and without support 16,41%- For the Left arm the results is: forearm support (0,11%); arm support (53,69%); elbow support (8,70%); hand support (7,97%); multiple supports (8,43%) e without support (21,11%). This systemic and ecological approach was obtained through a method which enables experimental Biomechanics and Physiology methods to develop more efficient functional requirements and recommendations for the work with VDTs.

From F2f To Blended Courses: An Italian University Case Study In A School Of Education

Although virtualization of the Italian university system was initiated almost ten years ago, third-level e-learning courses are still not widely available. To date only e-learning universities offer online courses, while traditional universities continue to deliver predominantly face-to-face courses. One of the critical issues is the fact that lecturing staff are more experienced at teaching face-to-face courses and lack confidence in creating e-learning didactic models. This paper discusses how face-to-face courses may be converted to blended courses. The key features of the conversion have been identified on the basis of courses implemented at an Italian School of Education. The analysis was conducted using a systematic observation method which focused on two aspects: the didactic features of the online courses and the technological tools used. As a result, the following course attributes were observed and discussed:-type of learning promoted by the didactic method implemented;-type of activity assigned to students;-use of assignment deadlines;-role of face-to-face lectures/tutorials in the blended model;-tasks effectively carried out by lecturing staff and tutors;-workload of lecturing and tutoring staff;-approach to managing online communication;-promotion of open-minded learning processes;-delivery of advanced multimedia learning objects versus standard files.The study identified four types of didactic model which may be implemented by teaching staff with basic technological skills:-delivery of learning objects and individual activities-individual activities and peer-collaboration;-group activities;-knowledge management and self-regulation.

A systematic method for predetermined scanning electron microscope analysis in dental science

Scanning electron microscope evaluation could be criticized if the method adopted to correct for bias is not specified in the study design. Observers can draw conclusions from images unconsciously chosen to best support their research hypotheses, impairing the basic research principle of operator's impartiality. In this study, a systematic observation method has been described and verified for repeatability. The number and the observation points on a certain specimen have been predetermined using a scheme along with observation rules previously established in the research protocol. When our instrument is used at an operating magnification between 500x and 1,000x (corresponding to a frame of 250x190 micro and 120x90 micro, respectively), the method allowed 100% repeatable observation frames, with linear frame errors in finding an observation point of 12.5% in length and 16.8% in height. With modifications to accommodate research objective and statistical requirements, the method could be applied to many SEM observation study.

Using qualitative observational methods in rehabilitation research: Part one

Background Research in rehabilitation practice commonly aims to evaluate the effectiveness of complex interventions, and qualitative research—often as part of a mixed methods approach—is being increasingly employed to address important research questions in rehabilitation. Such questions often focus on the activities, experiences and perceptions of patients, carers and practitioners, as well as on the outcomes of rehabilitation. Qualitative observational methods can provide detailed accounts of social processes, which are often hidden or taken for granted, but which constitute the day-to-day reality of rehabilitation practice. Content This two-part article examines the characteristics of systematic qualitative observational methods in the context of rehabilitation research. The first article will introduce this methodology, discuss its merits, philosophical and methodological influences, and then illustrate how qualitative observational research should be planned and conducted. The next article will discuss participant observation, and explore the approaches to recording fieldnotes and working with qualitative observational data. Conclusions Increasingly researchers and practitioners are recognizing that reliance on traditional quantitative approaches alone cannot fully account for the all of the individual, social and organizational factors which may have a bearing on the outcomes of rehabilitation interventions. Qualitative observation is an approach available to researchers to understand the impact of these complex factors.

Closing the Achievement Gap Within Reading and Mathematics Classrooms by Fostering Hispanic Students- Educational Resilience

While many studies have conducted the achievement gap between groups of students in school districts, few studies have utilized resilience research to investigate achievement gaps within classrooms. This paper aims to summarize and discuss some recent studies Waxman, Padron, and their colleagues conducted, in which they examined learning environment differences between resilient and nonresilient students in reading and mathematics classrooms. The classes consist of predominantly Hispanic elementary school students from low-income families. These studies all incorporated learning environment questionnaires and systematic observation methods. Significant differences were found between resilient and nonresilient students on their classroom learning environments and classroom behaviors. The observation results indicate that the amount and quality of teacher and student academic interaction are two of the most influential variables that promote student outcomes. This paper concludes by suggesting the following teacher practices to promote resiliency in schools: (a) using feedback from classroom observation and learning environment measures, (b) employing explicit teaching practices; and (c) understanding students on a social and personal level.

Controlling Suburban and Small-Town Hoods

We currently lack systematic observational data concerning street-level interactions between police and juveniles in nonurban jurisdictions. This study uses systematic social observation (SSO) methods to examine the nature and character of police encounters with juveniles age 13 to 17 years in 20 suburban and small-town jurisdictions in terms of (a) the types of problems nonurban officers confronted while interacting with juveniles, (b) the actions taken by officers to resolve these problems, and (c) the discretionary decision making of officers in arrest situations involving juveniles. The findings suggest similarities and differences between nonurban officers and previously studied urban officers in terms of how they interact with juveniles. A discussion regarding how these findings may be interpreted is offered, highlighting the general need for more research concerning street-level interactions between police and juveniles, and the importance of including samples of nonurban communities in studies of police–juvenile encounters.

Educators and Practice: How to Stay Current

Interior design educators must stay informed about new developments in design practice. Although informal visits to design firms are important, the quality of information gained could be improved through more formal and structured visits. The goal of this project was to develop a method for interior design educators to systematically collect information about current design practice while observing activities, processes, and service outcomes in design firms to inform their knowledge of entry–level practice. Based on observation and interviews with a representative group of Minnesota interior design firms, the Design Practice Update Manual was written to provide educators with a link to practice that uses their research skills and knowledge, updates their information about practice, and integrates practice information into their design curriculums. The Manual provides a systematic observation method and data collection instrument to enable interior design educators to observe practitioners in their daily activities, documenting the tasks and knowledge used in current entry–level practice. Using the Manual can provide evidence for decisions concerning curriculum revisions so that educators can continue to address the profession's future needs by preparing today's interior design practitioners for current practice tasks.

The physical environment of the person with Alzheimer's disease.

A conceptual structure based on a set of 11 universal human needs is used as the basis for organizing a view of research methods appropriate to designing environments for people with dementia. The advantages and disadvantages of four general approaches are discussed: consumer surveys, direct behavior observation, expert judgments, and experimental designs. All are found wanting, though clearly worth pursuing. Systematic qualitative observational methods are suggested as a mode for generating and organizing user-friendly data for designing environments for people with dementia.

The physical environment of the person with Alzheimer's disease

A conceptual structure based on a set of 11 universal human needs is used as the basis for organizing a view of research methods appropriate to designing environments for people with dementia. The advantages and disadvantages of four general approaches are discussed: consumer surveys, direct behavior observation, expert judgments, and experimental designs. All are found wanting, though clearly worth pursuing. Systematic qualitative observational methods are suggested as a mode for generating and organizing user-friendly data for designing environments for people with dementia.

Ergonomic exposure assessment: an application of the PATH systematic observation method to retail workers. Postures, Activities, Tools and Handling.

This study examined biomechanical stressor variables (physical work exposures) in relation to job title, gender, and back-belt status in 134 retail store workers. The principal concerns were to quantitatively describe physical work exposures and to determine the degrees to which these quantitative variables correlated with job title and with the use of back belts. An additional objective was to assess the inter-rater reliability of the observation method. The systematic observation method employed was based on a modification of the PATH (Postures, Activities, Tools, and Handling) measurement method. Chi-square analysis indicated that the frequencies of bent or twisted postures followed the pattern of unloaders > stockers > department managers. For weight handled per lift, lower, or carry, the pattern was unloaders > department managers > stockers. The mean lifting frequencies per hour were 35.9 for department managers, 48.8 for stockers, and 137.4 for unloaders. Back-belt-wearing percentages were higher for unloaders (63%) compared with stockers (48%) and department managers (25%). Back-belt-wearing workers had higher levels of biomechanical stressor variables, including arm position, twisting, weight handled, and number of lifts per hour. Kappa statistics ranged from 0.5 to 0.63, a level of adequate or good reliability beyond chance. The method employed in this study is applicable in studies that require only fairly crude distinctions among biomechanical stressor variables. Nevertheless, this level of distinction may be sufficient when implementing intervention studies and control strategies for many material-handling-intensive jobs.

Social interactions of high school students with mental retardation and their general education peers.

The informal social interaction behavior that is typical of a high school lunchroom in which general and special education students are physically included was described. Using systematic observation and social comparison methods, we compared the performance of two groups of students (12 general education students and 12 students with mental retardation). Both similarities and differences were found in the interactions of students with mental retardation and their general education peers with respect to social behaviors, conversational topics, and context within which interactions occurred. However, despite being in proximity, students with mental retardation rarely interacted with any of approximately 500 general education students present in the lunchroom. Implications are discussed for increasing social interaction among high school students.

Testing the Reliability of Observational Measures of Reintegrative Shaming at Community Accountability Conferences and at Court

The inter-rater reliability of reintegrative shaming (Braithwaite 1989) concepts was tested at Community Accountability Conferences and at court using two observation methods. This paper presents data collected from 45 cases: 15 violence or property-related conferences; 15 drink-drive conferences; and a mix of 15 drink-drive, property-related, and violence-related court cases. The results, which are a synthesis of those presented in a more extensive report (Harris &amp; Burton 1997), show that components of reintegrative shaming theory can be observed reliably using systematic observation and global rating observation methods.

College Teacher Evaluation: A Goal-oriented Model

In an article entitled 'How to Evaluate thee Teacher — Let me Count the Ways', Haefele (1980) recounts twelve common methods of teacher evaluation. In his brief review he ranges through the standardised test approaches, systematic observational methods, paper and pencil instruments and situational tests but he concludes his survey of methods by coming down in favour of a goal-setting approach. He does so because a goal-setting approach is based on mutual trust, whereas other techniques rely on the establishment of judgemental, adversary relationships. It is this goal-oriented model of performance evaluation that it is proposed to examine in this paper. The precise orientation will be towards teachers in colleges of advanced education but there is no obvious reason to suppose that the discussion and critical review which follows could not be applied to other types of organisations and institutions.

Communication among Premarital Couples at Three Stages of Dating

Systematic observation methods were used to investigate the nature of communication in a cross-sectional study of 80 dating and engaged couples that were grouped into dating stages of various degrees of commitment. The concept of communication that is employed is herein discussed as corresponding to Broderick and Weaver's (1968) notion of the kind of communication necessary to establish and maintain a romantic relationship. The conceptual basis of the scheme by means of which the actual communication was coded and measured is presented in some detail. There were two main hypotheses. The first proposed that more of this critical kind qf communication was in evidence at late stages of dating. The second was actually a pair of alternative hypotheses phrased to investigate whether the development of this type of communication in successively later stages of dating followed a course that could be depicted as linear or, alternatively, as curvilinear. Analysis of the data yielded few significant differences. However an analysis of the consistency qf rankings of the stages in the various communication categories tended to support the first hypothesis and it tended to support the notion qf communicative development as a linear as opposed to a curvilinear process.

Application of Systematic Direct Observational Methods to Analysis of the Radiation Syndrome in Monkeys

Application of Systematic Direct Observational Methods to Analysis of the Radiation Syndrome in Monkeys