Sample records for classroom driver instruction

  1. Rethinking Monolingual Instructional Strategies in Multilingual Classrooms

    Cummins, Jim


    Three inter-related assumptions regarding best practice in second/foreign language teaching and bilingual/immersion education continue to dominate classroom instruction. These assumptions are that: (a) the target language (TL) should be used exclusively for instructional purposes without recourse to students' first language (L1); (b) translation…

  2. Out of Classroom Instruction in the Flipped Classroom

    Triantafyllou, Evangelia; Timcenko, Olga


    This article presents experiences and student perceptions on the introduction of the flipped classroom model in two consecutive semesters at Media Technology department of Aalborg University, Copenhagen, Denmark. We introduced the flipped instruction model to a statistics course and a mathematics......-in-time explanations when learning with online resources and they questioned the quality and validity of some of them. Based on these findings and our own experience, we discuss requirements for resources and activities in flipped classrooms in order for the student to engage and learn. Finally, we present a framework...... for experienced-based learning in flipped classrooms to promote student reflection....

  3. Question Driven Instruction with Classroom Response Technology

    Gerace, William; Beatty, Ian


    Essentially, a classroom response system is technology that: 1) allows an instructor to present a question or problem to the class; 2) allows students to enter their answers into some kind of device; and 3) instantly aggregates and summarizes students' answers for the instructor, usually as a histogram. Most response systems provide additional functionality. Some additional names for this class of system (or for subsets of the class) are classroom communication system (CCS), audience response system (ARS), voting machine system, audience feedback system, and--most ambitiously--CATAALYST system (for ``Classroom Aggregation Technology for Activating and Assessing Learning and Your Students' Thinking''). UMPERG has been teaching with and researching classroom response systems since 1993. We find that the technology has the potential to transform the way we teach science in large lecture settings. CRSs can serve as catalysts for creating a more interactive, student-centered classroom in the lecture hall, thereby allowing students to become more actively involved in constructing and using knowledge. CRSs not only make it easier to engage students in learning activities during lecture but also enhance the communication among students, and between the students and the instructor. This enhanced communication assists the students and the instructor in assessing understanding during class time, and affords the instructor the opportunity to devise instructional interventions that target students' needs as they arise.

  4. Using Technology with Classroom Instruction that Works. Second Edition

    Kuhn, Matt; Hubbell, Elizabeth R.; Pitler, Howard


    If you've upgraded to the second edition of the landmark book "Classroom Instruction That Works," you need this companion guide to help you use technology to support research-based instruction. The authors follow the revised Instructional Planning Guide that makes it easier for you to know when to emphasize each of the instructional strategies,…

  5. Instructional scientific humor in the secondary classroom

    Wizner, Francine

    This study is an examination of the manner in which educators employ scientific content humor and how that humor is perceived by their students. Content humor is a useful strategy in drawing the attention of students and improving their receptivity toward scientific information. It is also a useful tool in combating the growing distractions of the electronic classroom. Previous studies have found that humor has a positive effect on knowledge, memory, and understanding. However, few studies have been conducted below the undergraduate level and mainly quantitative measures of student recall have been used to measure learning. This study employed multiple data sources to determine how two secondary biology teachers used humor in order to explain scientific concepts and how their students perceived their teachers' use of scientific instructional humor. Evidence of student humor reception was collected from four students in each of the two classes. All of the scientific instructional humor used in the studied classrooms was cognitive in nature, varying among factual, procedural, conceptual, and metacognitive knowledge. Teachers tended to use dialogic forms of humor. Their scientific humor reflected everyday experiences, presented queries, poked fun at authority, and asked students to search out new perspectives and perform thought experiments. Teachers were the primary actors in performing the humorous events. The events were sometimes physical exaggerations of words or drawings, and they occurred for the purpose of establishing rapport or having students make connections between scientific concepts and prior knowledge. Student perceptions were that teachers did employ humor toward instructional objectives that helped their learning. Helping students become critical thinkers is a trademark of science teachers. Science teachers who take the risk of adopting some attributes of comedians may earn the reward of imparting behaviors on their students like critical thinking

  6. Classroom Instruction that Works with English Language Learners Participant's Workbook

    Hill, Jane D.; Bjork, Cynthia Linnea


    Everyone who participates in your workshop on "Classroom Instruction That Works with English Language Learners" needs this participant's workbook to gain expertise in strategies that are effective with ELL (English Language Learners) students.

  7. Learning about Teachers' Literacy Instruction from Classroom Observations

    Kelcey, Ben; Carlisle, Joanne F.


    The purpose of this study is to contribute to efforts to improve methods for gathering and analyzing data from classroom observations in early literacy. The methodological approach addresses current problems of reliability and validity of classroom observations by taking into account differences in teachers' uses of instructional actions…

  8. Key Reading Recovery Strategies to Support Classroom Guided Reading Instruction

    Lipp, Jamie R.; Helfrich, Sara R.


    Effective teachers are continuously striving to improve their instruction. Reading Recovery teachers have detailed and specific literacy training and expertise that can be of great value to classroom teachers, especially in the area of guided reading instruction. This article explores the ways in which key Reading Recovery strategies can be…

  9. A Handbook for Classroom Instruction That Works, 2nd Edition

    Association for Supervision and Curriculum Development, 2012


    Perfect for self-help and professional learning communities, this handbook makes it much easier to apply the teaching practices from the ASCD-McREL best-seller "Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement, 2nd Edition." The authors take you through the refined Instructional Planning Guide, so you…

  10. Response Switching and Self-Efficacy in Peer Instruction Classrooms

    Miller, Kelly; Schell, Julie; Ho, Andrew; Lukoff, Brian; Mazur, Eric


    Peer Instruction, a well-known student-centered teaching method, engages students during class through structured, frequent questioning and is often facilitated by classroom response systems. The central feature of any Peer Instruction class is a conceptual question designed to help resolve student misconceptions about subject matter. We provide…

  11. Out of Classroom Instruction in the Flipped Classroom:The Tough Task of Engaging the Students

    Triantafyllou, Evangelia; Timcenko, Olga


    This article presents experiences and student perceptions on the introduction of the flipped classroom model in two consecutive semesters at Media Technology department of Aalborg University, Copenhagen, Denmark. We introduced the flipped instruction model to a statistics course and a mathematics workshop. We collected data by two online survey studies, which show support for student perceptions that out-of-classroom instruction with online resources enhances learning, by providing visual and...

  12. Keyboard Instruction in the Music Classroom.

    Appell, Claudia J.


    Asserts that the use of electronic keyboards enables music educators to incorporate technological advances into instruction and take advantage of the popularity of electronic and computerized keyboards. Discusses advantages of electronic keyboard instruction related to student motivation and behavior. Describes methods of incorporating…

  13. Planning for Instructional Technology in the Classroom

    Garza Mitchell, Regina L.


    Community colleges are known for keeping abreast of the latest instructional technologies, but the constant and rapid growth of available technology also presents challenges. This chapter reviews the current literature regarding instructional technology usage, with a focus on beneficial applications of technology for teaching and learning, and…

  14. Using Classroom Token Economies as Instructional Devices.

    Minner, Sam; Knutson, Richard


    The use of a token economy in teaching special needs students is outlined. Steps in establishing a token economy are presented and activities, such as the use of charge cards and a classroom bank, which help develop related skills are discussed. (PHR)

  15. Using Focus-on-Form Instruction in the Second Language classroom



    As applied teaching, it refers to focus-on-form instruction and focus-on-meaning instruction which have been used in the second language classroom. By analyzing what the effectiveness of focus-on-form instruction is, what the disadvantages of focus-on-meaning instruction are? Therefore, it makes the conclusion: focus-on-form instruction is better than focus-on-meaning instruction within the second language classroom.

  16. Redefining Classroom Culture through Instructional Design

    Faryadi, Qais; Bakar, Zainab Abu; Maidinsah, Hamidah; Muhamad, Aminuddin


    This critical assessment attempts to define a good instructional design through the eyes and the minds of renowned scholars and the most outspoken educational psychologists such as Gagne, John Keller, Jerome Bruner, and Richard E. Mayer and so on. This examination also discusses ways in directing the mental map of students for better knowledge…

  17. Integrating Technology Into Classroom Instructions for Reduced Misconceptions in Statistics

    Maizam Alias


    Full Text Available Misconceptions in statistics among students of non-statistics major are quite common. This paper will present the humble efforts of the author in trying to reduce misconceptions among her statistics students using technology. The examples were drawn from the teaching and learning of statistics to Master of Technical and Vocational Education students in the Universiti Tun Hussein Onn Malaysia. EXCEL spreadsheet, power point presentation slides and a concept-mapping tool were integrated into classroom instructions on descriptive statistics. Increased class-room interactions were observed through out the learning process and a decrease in the percentage of students committing the specific misconceptions were recorded.

  18. Guidelines for Language Classroom Instruction(Ⅲ)

    Graham Crookes; Craig Chaudron


    continued from Issue 10 4.FacilitationA major role of the instructor is to arrange matters so the material presented gets used and thereby learned.This may be far more critical in the learning of a cognitive skill,in which practice assumes major dimensions,than in the learning of most school subjects,in which declarative knowledge(Anderson 1982;O'Malley,Chamot,and Walker 1987)is being presented and clear presentation may be sufficient in itself to ensure learning(of.West 1960).We need,therefore,to give some consideration to such matters as the overall organization of the classroom.

  19. The Construction of Different Classroom Norms during Peer Instruction: Students Perceive Differences

    Turpen, Chandra; Finkelstein, Noah D.


    This paper summarizes variations in instructors' implementation practices during Peer Instruction (PI) and shows how these differences in practices shape different norms of classroom interaction. We describe variations in classroom norms along three dimensions of classroom culture that are integral to Peer Instruction, emphasis on: (1)…

  20. On Creating Authentic Communicative Situations in Classroom Instruction%On Creating Authentic Communicative Situations in Classroom Instruction



    The traditional method for classroom instruction in China is teacher-centered and exam-oriented, which results in students' misunderstanding the information given by the teacher and poor ability in using English. This essay focuses on how to create communicative situations to develop students' oral skill, Some pratical and effective suggestions are given in the essay to help English teachers in China to achieve this goal.

  1. Equity Conscious Instruction in Problem-based Multilingual Science Classrooms

    Wright, Elizabeth

    This dissertation examines the instructional and relational moves implemented by an equity-conscious teacher in service of supporting discursive participation among her English Learners specifically in a problem-based science classroom. The research included also examines the evolution of discursive participation among English Learners as well as the nature of collaboration among English Learners and their English Fluent peers. Initial findings suggest that there were productive, unproductive, and problematic responses to the teacher's caring approach. Students saw the teacher as approachable and accessible which resulted in students seeking the teacher out, which in turn meant that the teacher was able to scaffold instruction for her students. Students recognized and appreciated teacher strategies, but did not generally take up or adopt her instructional supports when working with their peers. English Fluent students shielded English Learners from more rigorous participation in an effort to prevent them from feeling uncomfortable. Furthermore, English Learners and their English Fluent peers defined "help" in the context of group work differently. The implications for this work include further addressing the ways in which teachers support and scaffold science instruction, thinking more critically about the ways in which teachers are explicit in modeling instructional strategies, and working with students to better understand the implications of differences in the ways that they define help and collaborate.

  2. Flipped Instruction in a High School Science Classroom

    Leo, Jonathan; Puzio, Kelly


    This paper reports on a quasi-experimental study examining the effectiveness of flipped instruction in a 9th grade biology classroom. This study included four sections of freshmen-level biology taught by the first author at a private secondary school in the Pacific Northwest. Using a block randomized design, two sections were flipped and two remained traditional. The quiz and posttest data were adjusted for pretest differences using ANCOVA. The results suggest that flipped instruction had a positive effect student achievement, with effect sizes ranging from +0.16 to +0.44. In addition, some students reported that they preferred watching video lectures outside of class and appreciated more active approaches to learning.

  3. Response switching and self-efficacy in Peer Instruction classrooms

    Miller, Kelly; Schell, Julie; Ho, Andrew; Lukoff, Brian; Mazur, Eric


    Peer Instruction, a well-known student-centered teaching method, engages students during class through structured, frequent questioning and is often facilitated by classroom response systems. The central feature of any Peer Instruction class is a conceptual question designed to help resolve student misconceptions about subject matter. We provide students two opportunities to answer each question—once after a round of individual reflection and then again after a discussion round with a peer. The second round provides students the choice to "switch" their original response to a different answer. The percentage of right answers typically increases after peer discussion: most students who answer incorrectly in the individual round switch to the correct answer after the peer discussion. However, for any given question there are also students who switch their initially right answer to a wrong answer and students who switch their initially wrong answer to a different wrong answer. In this study, we analyze response switching over one semester of an introductory electricity and magnetism course taught using Peer Instruction at Harvard University. Two key features emerge from our analysis: First, response switching correlates with academic self-efficacy. Students with low self-efficacy switch their responses more than students with high self-efficacy. Second, switching also correlates with the difficulty of the question; students switch to incorrect responses more often when the question is difficult. These findings indicate that instructors may need to provide greater support for difficult questions, such as supplying cues during lectures, increasing times for discussions, or ensuring effective pairing (such as having a student with one right answer in the pair). Additionally, the connection between response switching and self-efficacy motivates interventions to increase student self-efficacy at the beginning of the semester by helping students develop early mastery or

  4. Cognitive Complexity of Mathematics Instructional Tasks in a Taiwanese Classroom: An Examination of Task Sources

    Hsu, Hui-Yu; Silver, Edward A.


    We examined geometric calculation with number tasks used within a unit of geometry instruction in a Taiwanese classroom, identifying the source of each task used in classroom instruction and analyzing the cognitive complexity of each task with respect to 2 distinct features: diagram complexity and problem-solving complexity. We found that…

  5. The Use of Videos as a Cognitive Stimulator and Instructional Tool in Tertiary ESL Classroom

    Kaur, Dalwinder; Yong, Esther; Zin, Norhayati Mohd; DeWitt, Dorothy


    Even though technology is known to have a transformative effect on teaching and learning, videos are not widely used as an instructional tool in the classrooms in Malaysia. This paper focuses on using videos a cognitive stimulator and an instructional tool especially in tertiary ESL classrooms. This paper the potential of using videos for…

  6. Role-Playing in an Inclusive Classroom: Using Realistic Simulation to Explore Differentiated Instruction

    Martin, Peter Clyde


    One of the major hurdles in preparing preservice teachers to differentiate instruction has been that they tend not to see much differentiated instruction in actual classrooms (Benjamin, 2002; Tomlinson, 1999). There always may be a contradiction in wanting to promote change in instructional practices while, at the same time, relying on a teacher…

  7. Teaching Astronomy using a Flipped Classroom Model of Instruction

    Wenger, Matthew; Impey, Chris D.; Rivera Chavez, Wendy


    Astronomy: State of the Art is a MOOC specifically developed to study student participation in an online learning environment. The project aims to serve multiple audiences of learners. For this project we focused on college students who use the online environment for lectures and quizzes but whose classroom time is devoted to hands-on activities and group work; this is the “flipped classroom” model.In spring 2014, Astronomy: State of the Art was co-convened with “The Physical Universe,” a Natural Sciences course taught at the University of Arizona that satisfies a General Education requirement for non-science majors. Using the same core material as Astronomy - State of the Art (with additional modules on the physics of radiation, atomic structure, energy, and gravity that are not necessary for the informal learners), the local course employed a “flipped” model where the students access lectures and podcasts online but are in a face-to-face classroom two times a week for labs and hands-on activities, lecture tutorials, group discussions, and other research-validated tools for enhancing learning. A flipped or hybrid model gives students flexibility, uses the online medium for the aspects of instruction where interaction with an instructor isn’t required, and optimizes the scarce resource of time in a large classroom.Final student grades were closely related to their attendance, however, performance in this class was not correlated with completion of the online video lectures, even though the quizzes were closely tied to the content of these videos. The course will next be taught using Coursera which allow instructors to more closely examine the relationship between students use of course materials and understanding of course topics. The eventual goal is to recruit undergraduates from anywhere in the United States and award them transferrable credit for completing the class.

  8. Space Age Driver Education

    Gray, Walter W.


    Describes experimental Driver and Traffic Safety Education Center--a project involving a five-phase instructional program, a variety of teaching innovations, and a specially-constructed facility which includes a classroom building, multiple car driving range, simulators, communications equipment, and the most recent electronic teaching devices.…

  9. The construction of different classroom norms during Peer Instruction: Students perceive differences

    Noah D. Finkelstein


    Full Text Available This paper summarizes variations in instructors’ implementation practices during Peer Instruction (PI and shows how these differences in practices shape different norms of classroom interaction. We describe variations in classroom norms along three dimensions of classroom culture that are integral to Peer Instruction, emphasis on: (1 faculty-student collaboration, (2 student-student collaboration, and (3 sense-making vs answer-making. Based on interpretations by an observing researcher, we place three different PI classrooms along a continuum representing a set of possible norms. We then check these interpretations against students’ perceptions of these environments from surveys collected at the end of the term. We find significant correspondence between the researchers’ interpretations and students’ perceptions of Peer Instruction in these environments. We find that variation in faculty practices can set up what students perceive as discernibly different norms. For interested instructors, concrete classroom practices are described that appear to encourage or discourage these norms.

  10. Classroom tandem – Outlining a Model for Language Learning and Instruction

    Karjalainen, Katri; Pörn, Michaela; Fredrik RUSK; Linda BJÖRKSKOG


    The aim of this paper is to outline classroom tandem by comparing it with informal tandem learning contexts and other language instruction methods. Classroom tandem is used for second language instruction in mixed language groups in the subjects of Finnish and Swedish as L2. Tandem learning entails that two persons with different mother tongues learn each other’s native languages in reciprocal cooperation. The students function, in turns, as a second language learner and as a model in the nat...

  11. Effect of Performance Feedback on Increasing Quality Classroom Instruction in Middle School

    Perry, Valerie


    Effective classroom instruction is a critical element to improving outcomes for low performing students and optimizing the effectiveness of multi-tiered systems. Middle school is a particularly important area to address in improving classroom literacy instruction as it becomes a place where students learn skills that allow them to transition from "learning to read" to "reading to learn." Professional development literature has suggested some effectiveness with the use of coaching, but study ...

  12. Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils

    Justice, Laura M.; Mashburn, Andrew; Hamre, Bridget; Pianta, Robert


    Policy-makers, administrators, researchers, and teachers are increasingly vested in ensuring the quality of preschool instruction, particularly in the areas of language and literacy. This research was conducted to characterize the quality of language and literacy instruction in 135 publicly-funded preschool classrooms serving at-risk pupils. As all teachers in these classrooms were implementing the same language and literacy curriculum, we also studied the interrelationships among procedural ...

  13. Inclusivity: An Effective Tool for Achieving Quality Mathematics Classroom Instruction in Nigerian Secondary Schools

    Bature, Iliya Joseph; Atweh, Bill; Treagust, David


    Mathematics classrooms instruction in Nigeria secondary schools has been termed a major problem to both teachers and their students. Most classroom activities are teacher-centred with students as mere listeners and recipients of knowledge rather than being active initiators of their knowledge. This paper seeks to investigate the effects of…

  14. The Flipped Classroom Teaching Model and Its Use for Information Literacy Instruction

    Arnold-Garza, Sara


    The flipped classroom, a teaching method that delivers lecture content to students at home through electronic means and uses class time for practical application activities, may be useful for information literacy instruction. This article describes many of the characteristics of the flipped classroom teaching model, illustrated with examples from…

  15. Student Perceptions of the Classroom Environment: Actionable Feedback to Guide Core Instruction

    Nelson, Peter M.; Ysseldyke, James E.; Christ, Theodore J.


    The impact and feasibility of using student perceptions of the classroom teaching environment as an instructional feedback tool were explored. Thirty-one teachers serving 797 middle school students collected data twice across 3 weeks using the Responsive Environmental Assessment for Classroom Teaching (REACT). Researchers randomly assigned half of…

  16. Optimizing classroom instruction through self-paced learning prototype

    Romiro Gordo Bautista


    Full Text Available This study investigated the learning impact of self-paced learning prototype in optimizing classroom instruction towards students’ learning in Chemistry. Two sections of 64 Laboratory High School students in Chemistry were used as subjects of the study. The Quasi-Experimental and Correlation Research Design was used in the study: a pre-test was conducted, scored and analyzed which served as the basis in determining the initial learning schema of the respondents. A questionnaire was adopted to find the learning motivation of the students in science. Using Pearson-r correlation, it was found out that there is a highly significant relationship between their internal drive and their academic performance. Moreover, a post-test was conducted after self-paced learning prototype was used in the development of select topics in their curricular plot. It was found out that the students who experienced the self-paced learning prototype performed better in their academic performance as evidenced by the difference of their mean post-test results. ANCOVA results on the post-test mean scores of the respondents were utilized in establishing the causal-effect of the learning prototype to the academic performance of the students in Chemistry. A highly significant effect on their academic performance (R-square value of 70.7% and significant interaction of the models to the experimental grouping and mental abilities of the respondents are concluded in the study.

  17. From the Laboratory to the Classroom: The Effects of Equivalence-Based Instruction on Neuroanatomy Competencies

    Fienup, Daniel M.; Mylan, Sanaa E.; Brodsky, Julia; Pytte, Carolyn


    Equivalence-based instruction (EBI) has been used to successfully teach college-level concepts in research laboratories, but few studies have examined the results of such instruction on classroom performance. The current study answered a basic question about the ordering of training stimuli as well as an applied question regarding the effects of…

  18. Instructing Educators in the Use of Assistive Technology Listening Devices in the Classroom

    Alodail, Abdullah K.


    The present study will present Kemp's design in the classroom setting for students with hearing impairments. Based on his model, the researcher will design various instructional methods of how to teach students with hearing aids in the school, focusing on the instruction of English to America K-12 students. The study will also include a list of…

  19. Behold the Trojan Horse: Instructional vs. Productivity Computing in the Classroom.

    Loop, Liza

    This background paper for a symposium on the school of the future reviews the current instructional applications of computers in the classroom (the computer as a means or the subject of instruction), and suggests strategies that administrators might use to move toward viewing the computer as a productivity tool for students, i.e., its use for word…

  20. A Descriptive Assessment of Instruction-Based Interactions in the Preschool Classroom

    Ndoro, Virginia W; Hanley, Gregory P; Tiger, Jeffrey H; Heal, Nicole A


    The current study describes preschool teacher–child interactions during several commonly scheduled classroom activities in which teachers deliver instructions. An observation system was developed that incorporated measurement of evidence-based compliance strategies and included the types of instructions delivered (e.g., integral or deficient directives, embedded directives, “do” or “don't” commands), the children's behavior with respect to the instructions (e.g., compliance, noncompliance, ac...

  1. Learning Designs Using Flipped Classroom Instruction (Conception d'apprentissage à l'aide de l'instruction en classe inversée)

    Mazur, Amber D.; Brown, Barbara; Jacobsen, Michele


    The flipped classroom is an instructional model that leverages technology-enhanced instruction outside of class time in order to maximize student engagement and learning during class time. As part of an action research study, the authors synthesize reflections about how the flipped classroom model can support teaching, learning and assessment…

  2. Research on Academic Literacy Development in Sheltered Instruction Classrooms

    Short, Deborah J.; Echevarria, Jana; Richards-Tutor, Catherine


    This article describes an extended program of research in sheltered instruction and the effects on the academic literacy development of English language learners. It also highlights the challenges of scaling up an instructional intervention. The intervention was the Sheltered Instruction Observation Protocol (SIOP) Model, an approach that teaches…

  3. The Evaluation of the Competencies of Classroom Teachers in the Instructional Processes

    Kuran, Kezban; Mustafa Kemal Üniversitesi, Eğitim Fakültesi


    As elementary education has a critical and vital importance within an educational system, the classroom teachers working in these institutions have gained increasing importance. A qualified teaching service in elementary education institutions depends on classroom teachers having certain competencies in the three main duty areas of the teaching and learning processes, which can be termed “the planning of instruction”, “the organizing of instruction in the classroom” and “effective communicati...

  4. Integrating Technology into Classroom: The Learner-Centered Instructional Design

    Sezer, Baris; Karaoglan Yilmaz, Fatma Gizem; Yilmaz, Ramazan


    In this study, to present an instructional model by considering the existing models of instructional design (ARCS, ADDIE, ASSURE, Dick and Carey, Seels and Glasgow, Smith and Ragan etc.) with the nature of technology-based education and to reveal analysis, design, development, implementation, evaluation, and to revise levels with lower levels of…

  5. Flipped Classroom versus Traditional Textbook Instruction: Assessing Accuracy and Mental Effort at Different Levels of Mathematical Complexity

    Mattis, Kristina V.


    Flipped classrooms are an instructional technology trend mostly incorporated in higher education settings, with growing prominence in high school and middle school (Tucker in Leveraging the power of technology to create student-centered classrooms. Corwin, Thousand Oaks, 2012). Flipped classrooms are meant to effectively combine traditional and…

  6. Measuring instructional congruence in elementary science classrooms: Pedagogical and methodological components of a theoretical framework

    Luykx, Aurolyn; Lee, Okhee


    This article is situated within a theoretical framework, instructional congruence, articulating issues of student diversity with the demands of academic disciplines. In the context of a large-scale study targeting elementary school science, the article describes a research instrument that aims to combine the strengths of both quantitative and qualitative approaches to classroom data. The project-developed classroom observation guideline is a series of detailed scales that produce numerical ratings based on qualitative observations of different aspects of classroom practice. The article's objectives are both pedagogical and methodological, reflecting the dual functionality of the instrument: (a) to concretize theoretical constructs articulating academic disciplines with student diversity in ways that are useful for rethinking classroom practice; and (b) to take advantage of the strengths of qualitative educational research, but within a quantitative analytical framework that may be applied across large numbers of classrooms.

  7. Instructional strategies in science classrooms of specialized secondary schools for the gifted

    Poland, Donna Lorraine

    This study examined the extent to which science teachers in Academic Year Governor's Schools were adhering to the national standards for suggested science instruction and providing an appropriate learning environment for gifted learners. The study asked 13 directors, 54 instructors of advanced science courses, and 1190 students of advanced science courses in 13 Academic Year Governor's Schools in Virginia to respond to researcher-developed surveys and to participate in classroom observations. The surveys and classroom observations collected demographic data as well as instructors' and students' perceptions of the use of various instructional strategies related to national science reform and gifted education recommendations. Chi-square analyses were used to ascertain significant differences between instructors' and students' perceptions. Findings indicated that instructors of advanced science classes in secondary schools for the gifted are implementing nationally recognized gifted education and science education instructional strategies with less frequency than desired. Both students and instructors concur that these strategies are being implemented in the classroom setting, and both concur as to the frequency with which the implementation occurs. There was no significant difference between instructors' and students' perceptions of the frequency of implementation of instructional strategies. Unfortunately, there was not a single strategy that students and teachers felt was being implemented on a weekly or daily basis across 90% of the sampled classrooms. Staff development in gifted education was found to be minimal as an ongoing practice. While this study offers some insights into the frequency of strategy usage, the study needs more classroom observations to support findings; an area of needed future research. While this study was conducted at the secondary level, research into instructional practices at the middle school and elementary school gifted science

  8. Developing Classroom Based Instructional Products: An Evolving Set of Guidelines

    Niedermeyer, Fred C.


    The guidelines suggested in this article have evolved from the development of nationally distributed instructional systems over the past seven years at SWRL, a National Institute of Education-sponsored educational research and development laboratory. (Author)

  9. Use of Instructional Technologies in Science Classrooms: Teachers' Perspectives

    Savasci Açikalin, Funda


    The purpose of this study was to investigate how science teachers use instructional technologies in science classrooms. Participants were 63 teachers who have just completed an alternative teaching certificate program in one of the largest universities in Turkey. They were asked to make a lesson plan based on any topic by assuming that they had an…

  10. Using the DSAP Framework to Guide Instructional Design and Technology Integration in BYOD Classrooms

    Wasko, Christopher W.


    The purpose of this study was to determine the suitability of the DSAP Framework to guide instructional design and technology integration for teachers piloting a BYOD (Bring Your Own Device) initiative and to measure the impact the initiative had on the amount and type of technology used in pilot classrooms. Quantitative and qualitative data were…

  11. Students' Perceptions of Classroom Instructional Environments in the Context of "Universal Design for Learning"

    Abell, Michael M.; Jung, Eunjoo; Taylor, Matthew


    Using a sample of 867 students in Grades 5-12, the present study investigated whether students' perceptions toward the instructional environment in classrooms that employed Universal Design for Learning differed by school grade level and teacher gender. High-school students in the study showed higher perception scores than upper-elementary or…

  12. English Vocabulary Instruction in Six Early Childhood Classrooms in Hong Kong

    Lau, Carrie; Rao, Nirmala


    Vocabulary instruction during English language learning was observed for one week in six classrooms (three K2 classes for four-year olds and three K3 classes for five-year olds) from three kindergartens in two districts of Hong Kong. From 23 sessions of observations and 535 minutes of data, field notes were coded to identify instances of…

  13. Classroom Instruction and the Mathematics Achievement of Non-English Learners and English Learners

    Valle, Melisa S.; Waxman, Hersh C.; Diaz, Zulmaris; Padron, Yolanda N.


    The authors, in a nonexperimental randomized study, used national data from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) to examine present instructional practices for Grade 5 mathematics classrooms and its impact on achievement for White non-Hispanic non-English language learners (ELLs), Hispanic non-ELLs, and Hispanic…

  14. Pragmatics of Content-Based Instruction: Teacher and Student Directives in Finnish and Austrian Classrooms

    Dalton-Puffer, Christiane; Nikula, Tarja


    Using a pragmatic framework, this paper examines how directives are performed by teachers and students in Finnish and Austrian CLIL classrooms, that is settings where a foreign language (in this case English) is used as the medium of instruction in non-language subjects such as history or chemistry. We explore how interpersonal aspects of…

  15. Rural High School Teachers' Self-Efficacy in Student Engagement, Instructional Strategies, and Classroom Management

    Shoulders, Tori L.; Krei, Melinda Scott


    The purpose of this study was to compare the differences in rural high school teachers' (n = 256) self-efficacy in student engagement, instructional practices, and classroom management using selected teacher characteristics. Analysis of variance showed significant mean differences between different levels of education in self-efficacy for…

  16. Theoretical Beliefs and Instructional Practices Used for Teaching Spelling in Elementary Classrooms

    McNeill, Brigid; Kirk, Cecilia


    The current study aimed to examine teachers' reported spelling assessment and instruction practices. Analysis of the match between teachers' theoretical beliefs about spelling and their reported pedagogy was conducted to elucidate factors that may support or impede the use of evidence-based teaching strategies in the classroom. An…

  17. Multilingual Education Policy in Practice: Classroom Literacy Instruction in Different Scripts in Eritrea

    Asfaha, Yonas Mesfun; Kroon, Sjaak


    This contribution compares literacy instruction in three different scripts in Eritrea. It uses data stemming from classroom observations of beginning readers of Tigrinya (Ge'ez script), Arabic (Arabic script) and Saho (Roman alphabet), the examination of teaching materials, and teacher interviews. Our analysis focuses on literacy events. We…

  18. Classroom Phonological Awareness Instruction and Literacy Outcomes in the First Year of School

    Carson, Karyn L.; Gillon, Gail T.; Boustead, Therese M.


    Purpose: Despite strong investment in raising literacy achievement for all children, significant inequalities in literacy outcomes continue to exist among some of the world's most advanced economies. This study investigated the influence of a short, intensive period of phonological awareness (PA) instruction implemented by classroom teachers on…

  19. The Use of Instructional Simulations to Support Classroom Teaching: A Crisis Communication Case Study

    Shifflet, Mark; Brown, Jane


    The purpose of this study was to investigate how exposure to classroom instruction affected the use of a computer simulation that was designed to provide students an opportunity to apply material presented in class. The study involved an analysis of a computer-based crisis communication case study designed for a college-level public relations…

  20. Classroom quality as a predictor of first graders' time in non-instructional activities and literacy achievement.

    McLean, Leigh; Sparapani, Nicole; Toste, Jessica R; Connor, Carol McDonald


    This study investigated how quality of the classroom learning environment influenced first grade students' (n=533) time spent in two non-instructional classroom activities (off-task and in transition) and their subsequent literacy outcomes. Hierarchical linear modeling revealed that higher classroom quality was related to higher student performance in reading comprehension and expressive vocabulary. Further, classroom quality predicted the amount of time students spent off-task and in transitions in the classroom, with slopes of change across the year particularly impacted. Mediation effects were detected in the case of expressive vocabulary such that the influence of classroom quality on students' achievement operated through students' time spent in these non-instructional activities. Results highlight the importance of overall classroom quality to how students navigate the classroom environment during learning opportunities, with subsequent literacy achievement impacted. Implications for policy and educational practices are discussed. PMID:27268569

  1. Characterization of instruction in integrated middle school mathematics and science classrooms

    Jones, Shelly Monica

    The purpose of this study was to characterize instruction in integrated middle school mathematics and science classrooms. Specifically, this study examined the beliefs of teachers who integrate mathematics and science, the level of integration of the tasks used in integrated classrooms, and specific aspects of integrated classrooms including the Grouping arrangements, contexts of the tasks, sources of authority, and types of discourse. The study involved multiple case studies of four middle school teachers using the Integrated Mathematics, Science, and Technology (IMaST) Curriculum designed at Illinois State University. Two seventh-grade and two eighth-grade teachers participated in the study. Data collection included self-reported background data, classroom observations, a beliefs survey, structured interviews for teachers, and student-focus-group sessions for selected students from each class. A qualitative data analysis method was used to analyze the data. The findings suggest that the classroom instructional practices in integrated mathematics and science classrooms are similar to those espoused by the current mathematics and science reform documents. Consistent with previous research, this study found that one of the benefits to integrating mathematics and science was the natural connections that these two disciplines have and the real-world connections that students recognized. The level of integration found in tasks varied on Huntley's Math/Science Continuum. This suggests that it is not necessary for each task in an integrated mathematics and science classroom to be fully integrated. Having a curriculum that was designed to integrate mathematics and science helped teachers make connections even when they did not explicitly try to do so. It was found that the students in these integrated classrooms saw mathematics and science connections as well as real-life connections in all the activities they participated. The aspect of connection making by students in

  2. The GALAXY Classroom: An Interactive, Thematic Approach to Literacy Instruction.

    Lewison, Mitzi

    The GALAXY Classroom, developed as a nation-wide reform effort, was designed to make a significant positive difference in the educational lives of elementary school students who have traditionally been labeled "at-risk." As part of a 2-year demonstration and research phase, 39 elementary schools across the United States (and one school in Mexico)…

  3. Conceptual Question Response Times in Peer Instruction Classrooms

    Miller, Kelly; Lasry, Nathaniel; Lukoff, Brian; Schell, Julie; Mazur, Eric


    Classroom response systems are widely used in interactive teaching environments as a way to engage students by asking them questions. Previous research on the time taken by students to respond to conceptual questions has yielded insights on how students think and change conceptions. We measure the amount of time students take to respond to…

  4. Impact of Enhanced Anchored Instruction in Inclusive Math Classrooms

    Bottge, Brian A.; Toland, Michael D.; Gassaway, Linda; Butler, Mark; Choo, Sam; Griffen, Ann Katherine; Ma, Xin


    The Common Core State Standards for Mathematics will place more pressure on special education and math teachers to raise the skill levels of all students, especially those with disabilities in math (MD). The purpose of this study was to assess the effects of enhanced anchored instruction (EAI) on students with and without MD in co-taught general…

  5. A Student Response System in an Electronic Classroom: Technology Aids for Large Classroom Instruction

    Ober, D.; Errington, P.; Islam, S.; Robertson, T.; Watson, J.


    In the fall of 1996, thirteen (13) classrooms on the Ball State campus were equipped with technological aids to enhance learning in large classrooms (for typically 100 students or larger). Each classroom was equipped with the following built-in equipment: computer, zip drive, laser disc player, VCR, LAN and Internet connection, TV monitors, and Elmo overhead camera with large-screen projection system. This past fall semester a student response system was added to a 108-seat classroom in the Physics and Astronomy department for use with large General Education courses. Each student seat was equipped with a hardwired hand-held unit possessing input capabilities and LCD feedback for the student. The introduction of the student response system was added in order enhance more active learning by students in the large classroom environment. Attendance, quizzes, hour exams, and in-class surveys are early uses for the system; initial reactions by student and faculty users will be given.

  6. Design Principles for Online Instruction: A New Kind of Classroom



    In the 1900’s, distance education attempted to mimic the traditional classroom lecture via the transmission of live or “canned” broadcasts, regardless of the technologies used: satellite, television, film, or radio. These kinds of media predisposed DE to closely adhere to the lecture (sit and absorb) model, where content was disseminated in about the same time constraints as a traditional class: taught at scheduled times throughout the week–almost anywhere but not always anytime. Moreover, th...

  7. Flipped Classroom: A Comparison Of Student Performance Using Instructional Videos And Podcasts Versus The Lecture-Based Model Of Instruction

    Retta Guy


    Full Text Available The authors present the results of a study conducted at a comprehensive, urban, coeducational, land-grant university. A quasi-experimental design was chosen for this study to compare student performance in two different classroom environments, traditional versus flipped. The study spanned 3 years, beginning fall 2012 through spring 2015. The participants included 433 declared business majors who self-enrolled in several sections of the Management Information Systems course during the study. The results of the current study mirrored those of previous works as the instructional method impacted students’ final grade. Thus, reporting that the flipped classroom approach offers flexibility with no loss of performance when compared to traditional lecture-based environments.

  8. Instructional Strategies and Practices Used to Enhance Student Success in the High School Algebra I Inclusive Classroom

    Lowery, Lillian Margretta


    Instructional Strategies and Practices Used to Enhance Student Success in the High School Algebra I Inclusive Classroom Lillian M. Lowery Dr. Jean B. Crockett, Chair (ABSTRACT) The purpose of this qualitative study was to examine the instructional conditions and practices described as successful for teachers in the Algebra I inclusive classroom. In the southeastern suburban school district used for this study, students who began their freshman year of high school in fiscal y...

  9. Instructional practices in chemistry classrooms across North Carolina: An investigation of inquiry-oriented instruction

    McDuffie, Sarah Faye

    The purpose of this study was to determine the extent to which chemistry teachers across North Carolina were engaging in inquiry-oriented instruction and the relationship between inquiry-oriented instruction and the eight demographic factors: level of teacher's education, years of teaching experience, gender, ethnicity, academic level of class, class size, school setting, and type of class schedule. The behaviors used to identify inquiry-oriented instruction practiced by North Carolina chemistry teachers (Flick, 1997; Keys, 1994; Layman, 1996; Priestley, Priestley & Schmucker, 1997; Rowe, 1973; Young, Brett, Squires & Lemire, 1995) were: (1) Teacher encourages student inquiry by posing thoughtful, open-ended questions or by posing authentic problems. (2) Teacher emphasizes process and uses terminology such as classify, analyze, predict, and create. (3) Teacher organizes small cooperative-learning groups for the purpose of generating, sharing or interpreting information, or for practicing skills. (4) Teacher engages students in experimentation that is integrated with theories from disciplines. (5) Teacher uses raw data as a primary source of post-laboratory student/student and student/teacher interaction. (6) Teacher models or demonstrates problem clarification, collection and interpretation of information, and application to new situations. A survey containing 10 items on demographic factors and 12 items on teaching practices was mailed to a random sample of 412 chemistry teachers (from a comprehensive list of 624 chemistry teachers provided by the North Carolina Department of Public Instruction). After 12 weeks, 252 chemistry teachers returned completed surveys. Data were analyzed to determine the respondents' reported level of inquiry-oriented instruction, which was designated, on a continuum from engaging in no inquiry-oriented instruction to engaging in total inquiry-oriented instruction. Subsequent telephone interviews were conducted with a random sample of 12

  10. A case study on the influence of mobile computers on classroom instruction methodology

    Schaumburg, Heike


    The demand for "a laptop in every satchel" (BMBF, 2000) coincides with a recent international debate about the innovation of classroom instruction through information technology. It is assumed that information technology will foster the acquisition of cross curricular and media competencies, of team and cooperation skills as well as of meaningful learning in complex and authentic environments. Mobile computers are seen as particularly beneficial to initiate such a change -- but so far there i...

  11. Key Factors Affecting the Implementation of Biotechnology Instruction in Secondary School Level Technology Education Classrooms

    Kwon, Hyuksoo


    The growing impact of biotechnology globally and nationally over the past few decades has prompted the need for elevating general biotechnological literacy levels in all populations. This need is currently being addressed through the field of technology education (TE). Although included in the Standards for Technological Literacy (ITEA, 2000), the actual delivery of biotechnology instruction in TE classrooms has not realized broad implementation. Previous studies have recognized this issue an...

  12. Comparisons of the Educational Outcomes from Distance Delivered versus Traditional Classroom Instruction in Principles of Microeconomics

    Crouse, Tricia Lynn


    Recent advancements in the speed and availability of the Internet have catapulted distance education into the forefront of possible economic education alternatives. Distance learning courses are taught exclusively over the Internet. Economics distance courses provide alternatives for economics students to traditional classroom instruction, and also invite new students to the discipline who may not have otherwise enrolled. An increase in the number of distance courses in the economics field...

  13. The Relationship between Educators' Attitudes towards Instructional Technology and Implementation of the Technology in the Classroom

    Barley, Leah M.


    Integrating instructional technology within the elementary classroom is required by both state and federal mandates, set forth in the form of standards and guidelines. The integration of technology within the classroom setting requires time, training, and teacher willingness. Teachers are likely to develop beliefs and attitudes regarding the…

  14. A Study on the Usefulness of Audio-Visual Aids in EFL Classroom: Implications for Effective Instruction

    Mathew, Nalliveettil George; Alidmat, Ali Odeh Hammoud


    A resourceful English language teacher equipped with eclecticism is desirable in English as a foreign language classroom. The challenges of classroom instruction increases when prescribed English as a Foreign Language (EFL) course books (textbooks) are constituted with too many interactive language proficiency activities. Most importantly, it has…

  15. Live Webcam Coaching to Help Early Elementary Classroom Teachers Provide Effective Literacy Instruction for Struggling Readers: The Targeted Reading Intervention

    Vernon-Feagans, Lynne; Kainz, Kirsten; Hedrick, Amy; Ginsberg, Marnie; Amendum, Steve


    This study evaluated whether the Targeted Reading Intervention (TRI), a classroom teacher professional development program delivered through webcam technology literacy coaching, could provide rural classroom teachers with the instructional skills to help struggling readers progress rapidly in early reading. Fifteen rural schools were randomly…

  16. Classroom tandem – Outlining a Model for Language Learning and Instruction



    Full Text Available The aim of this paper is to outline classroom tandem by comparing it with informal tandem learning contexts and other language instruction methods. Classroom tandem is used for second language instruction in mixed language groups in the subjects of Finnish and Swedish as L2. Tandem learning entails that two persons with different mother tongues learn each other’s native languages in reciprocal cooperation. The students function, in turns, as a second language learner and as a model in the native language. We aim to give an overview description of the interaction in classroom tandem practice. The empirical data consists of longitudinal video recordings of meetings of one tandem dyad within a co-located Swedish-medium and Finnish-medium school. Focus in the analysis is on the language aspects the informants orient to and topicalize in their interaction. The language aspects vary depending on what classroom activities they are engaged in, text-based or oral activities.

  17. Elementary English Language Instruction: Colombian Teachers’ Classroom Practices

    Cadavid Múnera Isabel Cristina


    Full Text Available An in-progress ethnographic research project about teachers who are facing the complex task of teaching English to children in 7 public elementary schools in the metropolitan area of Medellin is presented in this article. First, the need for this research is outlined by researchers; second, the methodology of the project is described; third, up-to-date findings which include a profile of the 12 teachers who are participating in this study, and an analysis of their class methodology in terms of activities, materials, teacher and student roles are reported. Lastly, implications of this research project related to early foreign language instruction are highlighted. Key words: Public Elementary-English-Language Instruction, English-Foreign Language, Ethnography-Research-Method, Teaching-Methodology Este artículo presenta los resultados preliminares de una investigación etnográfica acerca de las estrategias metodológicas utilizadas por profesores de básica primaria que enseñan inglés como lengua extranjera en 7 escuelas públicas del área metropolitana del municipio de Medellín. En la primera parte se resalta la importancia de esta investigación en nuestro medio y en la segunda, de los 12 profesores participantes y un análisis de la metodología empleada por ellos con respecto a las actividades de clase, los materiales y el rol del estudiante y del profesor. Finalmente, se discuten algunas de las implicaciones de este proyecto de investigación en la enseñanza de lenguas extranjeras a niños. Palabras claves: Inglés-Enseñanza-Básica Primaria, Lengua Extranjera-Inglés, Estudio Etnográfico-Investigación, Enseñanza-Metodología

  18. Thematic Analysis of Teacher Instructional Practices and Student Responses in Middle School Classrooms with Problem-Based Learning Environment

    Yukhymenko, Mariya A.; Brown, Scott W.; Lawless, Kimberly A.; Brodowinska, Kamila; Mullin, Gregory


    Problem-based learning (PBL) environment is a student-centered instructional method based on the use of ill-structured problems as a stimulus for collaborative learning. This study tried to gain an understanding of teachers' instructional practices and students' responses to such practices in middle school classrooms with PBL environment through…

  19. Phonetics and Technology in the Classroom: A Practical Approach to Using Speech Analysis Software in Second-Language Pronunciation Instruction

    Olsen, Daniel J.


    While speech analysis technology has become an integral part of phonetic research, and to some degree is used in language instruction at the most advanced levels, it appears to be mostly absent from the beginning levels of language instruction. In part, the lack of incorporation into the language classroom can be attributed to both the lack of…

  20. Teacher Progress Monitoring of Instructional and Behavioral Management Practices: An Evidence-Based Approach to Improving Classroom Practices

    Reddy, Linda A.; Dudek, Christopher M.


    In the era of teacher evaluation and effectiveness, assessment tools that identify and monitor educators' instruction and behavioral management practices are in high demand. The Classroom Strategies Scale (CSS) Observer Form is a multidimensional teacher progress monitoring tool designed to assess teachers' usage of instructional and behavioral…

  1. Using NASA's Aura Satellite Data for Inquiry Based Classroom Instruction

    Carter, B. L.; Stockman, S.; Bojkov, B.


    NASA's Earth Observing Satellite Aura was launched in 2004, and since that time has been collecting a wealth of data that contributes to scientists' understanding of the complexity of air quality issues. The Aura spacecraft monitors five of the six EPA criteria pollutants (NO2, SO2, O3, aerosols, and CO). Data from one of the criteria pollutants, NO2, are now available in a format useful to educators and students. The data by itself is not enough for students to engage in the scientific reasoning process. Thus, inquiry-driven supporting material in the form of lessons, project based learning scenarios, and curricular support for online data have all been adapted as part of the scaffolding necessary to help students gain an understanding of issues pertaining to air quality. These materials are delivered online which makes them readily accessible to the education community. Currently, NO2 data are available for manipulation using tools such as GoogleEarth and MY NASA DATA ( These tools are used to investigate common relationships between spatial distribution and variability of NO2 concentrations. Through guided investigations in the Earth Exploration Toolbook ( or MY NASA DATA, students gain an understanding of NO2 variability. Students are then asked to extrapolate their knowledge and understanding to investigate other air quality issues relating to NO2. Within the coming year, the lessons built around Aura data will be introduced in professional development workshops. Feedback from those attending the professional development workshops about how the data and lessons are used in the classroom will be used to help shape future lesson development on new data. Subsequent data on criteria pollutants of SO2, aerosols, and O3 will soon be made available in a similar format to the education community, helping to further student understanding of the complex nature of air quality issues.

  2. Effectiveness of teaching automated external defibrillators use using a traditional classroom instruction versus self-instruction video in non-critical care nurses

    Ismail M. Saiboon; Reza M. Qamruddin; Johar M. Jaafar; Afliza A. Bakar; Faizal A. Hamzah; Ho S. Eng; Colin E. Robertson


    Objectives: To evaluate the effectiveness and retention of learning automated external defibrillator (AED) usage taught through a traditional classroom instruction (TCI) method versus a novel self instructed video (SIV) technique in non-critical care nurses (NCCN). Methods: A prospective single-blind randomized study was conducted over 7 months (April-October 2014) at the Universiti Kebangsaan Malaysia Medical Center, Kuala Lampur, Malaysia. Eighty nurses were randomized into either TCI ...

  3. A case study examining classroom instructional practices at a U.S. dental school.

    Behar-Horenstein, Linda S; Mitchell, Gail S; Dolan, Teresa A


    A case study is used to illustrate how an evaluation strategy was used to assess classroom instructional practices following a multiyear institutional curriculum revision process. From January through April of 2003, twelve faculty in medicine and three faculty in dentistry who taught in the first- and second-year basic science courses within the dental curriculum participated in a qualitative study. The purpose was to use a formative evaluation process to assess the impact of the curriculum revision at the level of classroom instruction. The observations revealed that seventeen of the twenty classes observed were teacher-centered, passive, and lacked observable effort to help students understand the relationship of the lecture content to the oral health problems. Findings illustrate the importance of using formative evaluation as a mechanism to assess change efforts and how evidence-based study can be used to support initiatives directed toward assessing active student learning and problem solving. Raising faculty awareness about the importance of acquiring evidence-based educational skills, aligning instruction with course goals and objectives, formatively assessing teaching, and providing learning experiences that will actually be used in practice are essential to ensuring that active learning and critical thinking are demonstrated in the curriculum. PMID:15947210

  4. The implementation of an Interactive Engagement model of instruction in the high school physics classroom

    Muchoney, David P.

    The content mastery and epistemological effects of an integrated, Interactive Engagement (IE) model of physics instruction and of a traditional model of physics instruction were investigated. Three groups of high school students participated in the study, for which a quasi-experimental design was employed. A General physics class (n=21) served as the control group in the study, and received a traditional mode of instruction consisting of lecture, group problem solving, and laboratory exercises. A General physics class (n=28) and an Advanced physics class (n=30) served as the experimental groups in the study. These groups received an integrated, IE model of instruction consisting of lectures infused with ConcepTests (CTs) and Interactive Lecture Demonstrations (ILDs), group problem solving, laboratory exercises, and a protocol of Student Constructed Problems (SCP) and presentations. The data collection instruments employed in the study were the Force Concept Inventory (FCI) and Epistemological Beliefs Assessment for Physical Science (EBAPS). Significant differences in the average FCI normalized gains and EBAPS posttest scores were found between the Advanced physics experimental group and the General physics control group, and between the Advanced physics experimental group and the General physics experimental group. No significant difference was found between the two types of instruction with regard to the cognitive gains or epistemological development of males and females. The results of this study indicate that an integrated, IE model of instruction can concurrently promote the conceptual content mastery and epistemological development of Advanced physics students. Additional analyses revealed content-mastery benefits associated with the implementation of CT/ILD protocols and with interaction-based classroom activities. Physics teachers can utilize the results of this study to design instruction that attends to both the cognitive and epistemological needs of their

  5. Engagement, Alignment, and Rigor as Vital Signs of High-Quality Instruction: A Classroom Visit Protocol for Instructional Improvement and Research

    Early, Diane M.; Rogge, Ronald D.; Deci, Edward L.


    This paper investigates engagement (E), alignment (A), and rigor (R) as vital signs of high-quality teacher instruction as measured by the EAR Classroom Visit Protocol, designed by the Institute for Research and Reform in Education (IRRE). Findings indicated that both school leaders and outside raters could learn to score the protocol with…

  6. The transfer of learning process: From an elementary science methods course to classroom instruction

    Carter, Nina Leann

    The purpose of this qualitative multiple-case study was to explore the transfer of learning process in student teachers. This was carried out by focusing on information learned from an elementary science methods and how it was transferred into classroom instruction during student teaching. Participants were a purposeful sampling of twelve elementary education student teachers attending a public university in north Mississippi. Factors that impacted the transfer of learning during lesson planning and implementation were sought. The process of planning and implementing a ten-day science instructional unit during student teaching was examined through lesson plan documentation, in-depth individual interviews, and two focus group interviews. Narratives were created to describe the participants' experiences as well as how they plan for instruction and consider science pedagogical content knowledge (PCK). Categories and themes were then used to build explanations applying to the research questions. The themes identified were Understanding of Science PCK, Minimalism, Consistency in the Teacher Education Program, and Emphasis on Science Content. The data suggested that the participants lack in their understanding of science PCK, took a minimalistic approach to incorporating science into their ten-day instructional units, experienced inconsistencies in the teacher education program, and encountered a lack of emphasis on science content in their field experience placements. The themes assisted in recognizing areas in the elementary science methods courses, student teaching field placements, and university supervision in need of modification.

  7. Motivating Lessons: A Classroom-Oriented Investigation of the Effects of Content-Based Instruction on EFL Young Learners' Motivated Behaviours and Classroom Verbal Interaction

    Huang, Kuei-Min


    This study investigated the impact of content-based language instruction (CBLI) on EFL young learners' motivated behaviours, namely attention, engagement, and eager volunteering, and classroom verbal interaction. Situational factors play vital roles in shaping language learners' motivation particularly in EFL contexts. While many private schools…


    Paul S.Reyes


    Full Text Available Generally learning style is a contributory factor in the teaching – learning processes. This study aimed to determine the learning style and its relationship to age, sex, monthly income and academic performance as basis tom improve classroom instruction. It employed the descriptive research method utilizing frequency count, percentage, mean, standard deviation, spearman rank correlation and chi-square test of independence. The study found out the grade V pupils are generally auditory learners. Therefore, they could best learn through listening. It is therefore recommended that the grade V teachers provide classroom instruction like taking down notes, mapping, coupled with lecture and explanation or through listening to a recorded discussion.

  9. Science discourse in a middle-grade classroom attempting learning community-centered science instruction

    Templin, Mark Arnold

    This dissertation focuses on the development of students' scientific literacy discourse in a middle grade science classroom as the teacher attempted to establish a learning community. Instructional design features included a change in teacher and students' roles such that authority over many classroom decisions was shared and students were encouraged to design their own investigations within the context of extended learning projects. The study followed the progress of two groups of four students, representing diversity in academic performance, gender, and ethnicity, over the course of four months. Target group discourse was recorded once every other school day and then transcribed. Accompanying field notes were written. Classroom artifacts, including a complete set of daily lesson plans, instructional materials, and student products, were collected. The interpretive framework, which highlighted different discourse practices and the instructional moves that supported them, evolved during data analysis as it was repeatedly tried out against the empirical materials through stages of data reduction, display, conclusion drawing, and verification. Analysis of the teacher's practice indicated that he initiated and maintained a classroom learning community by encouraging students to (a) think about their thinking by responding to questions that promoted such reflection; (b) share their reflections and other written products with each other and revise them through peer review; (c) decide for themselves which science content was relevant to their investigations; (d) share problem solving strategies; and (e) debate the meaning of terms so that a common understanding of science concepts could be developed. The teacher modeled and asked questions to promote these reflective and collaborative practices, successively withdrawing his active involvement in group dialogue as the term progressed. Analysis of students' discourse indicated that students increasingly developed

  10. The Distribution of Instructional Time and Its Effect on Group Cohesion in the Foreign Language Classroom: A Comparison of Intensive and Standard Format Courses

    Hinger, Barbara


    This paper argues for the influence of the distribution of instructional time on group cohesion in the foreign language classroom and postulates that concentrating classroom time enhances group cohesion. To test the hypothesis, a comparative classroom study of two groups of Spanish learners in their second year of learning, one following an…

  11. Capturing the Complexity: Content, Type, and Amount of Instruction and Quality of the Classroom Learning Environment Synergistically Predict Third Graders' Vocabulary and Reading Comprehension Outcomes

    Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L.; Giuliani, Sarah; Ingebrand, Sarah W.; McLean, Leigh; Morrison, Frederick J.


    We examined classrooms as complex systems that affect students' literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom learning environment. We observed 27 3rd-grade classrooms serving 315 target students using 2 different…

  12. Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders’ vocabulary and reading comprehension outcomes

    Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L.; Giuliani, Sarah; Ingebrand, Sarah W.; McLean, Leigh; Morrison, Frederick J.


    We examined classrooms as complex systems that affect students’ literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-learning environment. We observed 27 third grade classrooms serving 315 target students using two different observation systems. The first assessed instruction at a more micro-level; specifically, the amount of time individual students spent in literacy instru...

  13. Development of innovative classroom instruction material for enhancing creative teaching and learning nuclear topics: A proposal

    The role of education all over the world is becoming more and more significant and requires an in depth study since the life of the people is advanced, expanded and complicated. Educators are once again asked to address problems which have arisen within their own society. Thus, the search for ways to improve quality of education is global especially in line with nuclear science and technology. One area of focus is that managing and promoting learning inside the classroom, how teacher's utilized instructional materials were such an issue. Indeed, qualifications and resources are not the only factors that influence teachers' effectiveness, equally important are teachers' motivation, commitment, resourcefulness, innovativeness and creativeness in dealing with instructional materials. Lack of these things will produce poor attendance and unprofessional attitudes towards students. This paper aims to present a proposal on the use of innovative teaching device from the sample photographs as a result of the experiment taken at Kyoto University Research Reactor Institute (KURRI) where samples were treated with gamma rays from a radioactive source 60Co and lately exposed to photographic giving rise to understanding of photons emitted by radioactive material in a form of electromagnetic waves and later converted into visible light in a more authentic and simplified manners. As a consequent, this proposal was made to enhance teaching and encourage science teachers to exert great effort to develop instructional materials specifically in this area that requires the concretization of concepts which could not be detected by human senses. (author)

  14. An In Service Training Course, (INSET) on ICT Pedagogy in Classroom Instruction for the Greek Primary School Teachers

    Amanatidis, Nikolaos


    To meet the increasing demand for change in the incorporation of ICT in education the Greek Ministry of Education and the Institute of Educational Policy of Greece, launched a nationwide project of in-service training (INSET) of teachers of the second level, training of teachers in the use and evaluation of ICT pedagogy in classroom instruction.…

  15. A Survey of Exemplar Teachers' Perceptions, Use, and Access of Computer-Based Games and Technology for Classroom Instruction

    Proctor, Michael D.; Marks, Yaela


    This research reports and analyzes for archival purposes surveyed perceptions, use, and access by 259 United States based exemplar Primary and Secondary educators of computer-based games and technology for classroom instruction. Participating respondents were considered exemplary as they each won the Milken Educator Award during the 1996-2009…

  16. The Effect of Virtual vs. Traditional Classroom Instruction on Creative Thinking of Iranian High School EFL Learners

    Varzaneh, Soheila Shafiee; Baharlooie, Roya


    This study investigated the effect of virtual vs. traditional classroom instruction on creative thinking among Iranian High school EFL Learners. One-hundred and forty three female of high and low level of proficiency, who were selected randomly, were assigned to two VLI (N = 60) and TCI group (N = 60) based on their scores in OPT. Then, each group…

  17. The Impact of Using Clickers Technology on Classroom Instruction: Students' and Teachers' Perspectives

    Roush, Cora; Song, Liyan


    The purpose of this paper is to report a study that examined the impact of using Clickers technology on classroom instruction from both the students' and the teachers' perspectives. The students in this study came from six high school Spanish classes, and the teachers were from six different subject areas in the high school and two…

  18. How Fifth Grade Latino/a Bilingual Students Use Their Linguistic Resources in the Classroom and Laboratory during Science Instruction

    Stevenson, Alma R.


    This qualitative, sociolinguistic research study examines how bilingual Latino/a students use their linguistic resources in the classroom and laboratory during science instruction. This study was conducted in a school in the southwestern United States serving an economically depressed, predominantly Latino population. The object of study was a…

  19. Total Quality Applied in the Classroom: Students in Virginia Beach Find Early Gains from New Instructional Practices.

    Konopnicki, Patrick


    After hours of introducing team training, facilitation skills, and Total Quality Management tools, the old classroom practices of "chalk and talk" faded in Virginia Beach schools' technical and career education classes. Academic teachers also improved instruction, using innovative TQM tools such as nominal group voting, course mission statements,…

  20. Examining Teachers' Instructional Moves Aimed at Developing Students' Ideas and Questions in Learner-Centered Science Classrooms

    Harris, Christopher J.; Phillips, Rachel S.; Penuel, William R.


    Prior research has shown that orchestrating scientific discourse in classrooms is difficult and takes a great deal of effort on the part of teachers. In this study, we examined teachers' instructional moves to elicit and develop students' ideas and questions as they orchestrated discourse with their fifth grade students during a learner-centered…

  1. Prospect for Cell Phones as Instructional Tools in the EFL Classroom: A Case Study of Jahangirnagar University, Bangladesh

    Begum, Roksana


    The aim of this study was to investigate the potentiality of cell phone use in the EFL classroom of Bangladesh as an instructional tool. The researcher conducted a case study on Jahangirnagar University of Bangladesh. For the study, some SMS based class tests were conducted in the English Department of the university where one hundred…

  2. The Influence of Principal Leadership on Classroom Instruction and Student Learning: A Study of Mediated Pathways to Learning

    Sebastian, James; Allensworth, Elaine


    Purpose: This study examines the influence of principal leadership in high schools on classroom instruction and student achievement through key organizational factors, including professional capacity, parent-community ties, and the school's learning climate. It identifies paths through which leadership explains differences in achievement and…

  3. Teaching the content in context: Preparing "highly qualified" and "high quality" teachers for instruction in underserved secondary science classrooms

    Tolbert, Sara E.


    This dissertation research project presents the results of a longitudinal study that investigates the knowledge, beliefs, and practices of 13 preservice secondary science teachers participating in a science teacher credentialing/Masters program designed to integrate issues of equity and diversity throughout coursework and seminars. Results are presented in the form of three papers: The first paper describes changes in preservice teacher knowledge about contextualization in science instruction, where contextualization is defined as facilitating authentic connections between science learning and relevant personal, social, cultural, ecological, and political contexts of students in diverse secondary classrooms; the second paper relates changes in the self-efficacy and content-specific beliefs about science, science teaching, diversity, and diversity in science instruction; and the final paper communicates the experiences and abilities of four "social justice advocates" learning to contextualize science instruction in underserved secondary placement classrooms. Results indicate that secondary student teachers developed more sophisticated understandings of how to contextualize science instruction with a focus on promoting community engagement and social/environmental activism in underserved classrooms and how to integrate science content and diversity instruction through student-centered inquiry activities. Although most of the science teacher candidates developed more positive beliefs about teaching science in underrepresented classrooms, many teacher candidates still attributed their minority students' underperformance and a (perceived) lack of interest in school to family and cultural values. The "social justice advocates" in this study were able to successfully contextualize science instruction to varying degrees in underserved placement classrooms, though the most significant limitations on their practice were the contextual factors of their student teaching

  4. Beginning secondary science teachers' classroom roles and instructional methods: An exploratory study of conflicts within practical theories

    Rearden, Kristin Theresa

    There are a myriad of factors which influence a teacher' s classroom behaviors. Taken together, these factors are referred to as a teacher's practical theory. Some of the elements of practical theories are perceptions regarding classroom role, impressions of student abilities, reflection on experiences, and content knowledge. First-year teachers, or beginning teachers, are faced with many new challenges as they embark on their endeavor to facilitate the learning of their students. The congruence of the elements within their practical theories of teaching can provide the foundation for consistency within their classroom practices. The researcher investigated two aspects of the practical theories of beginning secondary science teachers. The first aspect was teachers' perceptions of their roles in the classroom The second aspect was teachers' intended instructional methods. Interview data from 27 beginning secondary science teachers who earned their teacher certification from one of three institutions were used for the study. The interviews were analyzed for information regarding the aforementioned aspects. An interview theme analysis (Hewson, Kerby, & Cook, 1995) was completed for each teacher. The characterization of each teacher's role was based on three categories outlined by Fenstermacher and Soltis (1986): Executive, Therapist, and Liberationist. In describing their classroom role, most of the teachers alluded to an Executive-type approach to teaching, in which their concerns regarding conveyance of content, processes or skills were paramount. In many cases, they mentioned the use of more than one instructional method; topics and variability in student learning styles accounted for the implementation of multiple methods. Methods usually included activities or hands-on experiences. Some teachers mentioned a certain "feel" of the classroom that was necessary for student learning. More than two-thirds of the teachers either expressed conflicts in their interview or

  5. Connecting scientific research and classroom instruction: Developing authentic problem sets for the undergraduate organic chemistry curriculum

    Raker, Jeffrey R.

    Reform efforts in science education have called for instructional methods and resources that mirror the practice of science. Little research and design methods have been documented in the literature for designing such materials. The purpose of this study was to develop problems sets for sophomore-level organic chemistry instruction. This research adapted an instructional design methodology from the science education literature for the creation of new curricular problem sets. The first phase of this study was to establish an understanding of current curricular problems in sophomore-level organic chemistry instruction. A sample of 792 problems was collected from four organic chemistry courses. These problems were assessed using three literature reported problem typologies. Two of these problem typologies have previously been used to understand general chemistry problems; comparisons between general and organic chemistry problems were thus made. Data from this phase was used to develop a set of five problems for practicing organic chemists. The second phase of this study was to explore practicing organic chemists' experiences solving problems in the context of organic synthesis research. Eight practicing organic chemists were interviewed and asked to solve two to three of the problems developed in phase one of this research. These participants spoke of three problem types: project level, synthetic planning, and day-to-day. Three knowledge types (internal knowledge, knowledgeable others, and literature) were used in solving these problems in research practice and in the developed problems. A set of guiding factors and implications were derived from this data and the chemistry education literature for the conversion of the problems for practicing chemists to problems for undergraduate students. A subsequent conversion process for the five problems occurred. The third, and last phase, of this study was to explore undergraduate students' experiences solving problems in

  6. Use of a personal computer for dynamical engineering illustrations in a classroom and over an instructional TV network

    Watson, V. R.


    A personal computer has been used to illustrate physical phenomena and problem solution techniques in engineering classes. According to student evaluations, instruction of concepts was greatly improved through the use of these illustrations. This paper describes the class of phenomena that can be effectively illustrated, the techniques used to create these illustrations, and the techniques used to display the illustrations in regular classrooms and over an instructional TV network. The features of a personal computer required to apply these techniques are listed. The capabilities of some present personal computers are discussed and a forecast of the capabilities of future personal computers is presented.

  7. Comparison of student perceptions of classroom instruction: Traditional, hybrid, and distance education

    Mary Jo Garcia BIGGS


    Full Text Available ABSTRACT This article reports the results of a project that examined student perceptions of the psychosocial learning environment in a distance education classroom. The study utilized a survey instrument, Distance Education Learning Environments Survey (DELES that was distributed as a pre-test/post-test to three sections of the same course taught in three distinct formats: traditional classroom instruction, distance learning, and hybrid (partially on-line/partially face-to-face. The DELES survey is a web-based tool specifically designed to assess the learning environment using a standardized, validated instrument. At the beginning of the project, the DELES-Preferred was administered to the three pilot groups. It measures the perception of the “actual” environment, perceptions of the preferred environment, or the “ideal” learning environment of the students. In addition, a brief overview of the DELES instrument is described as well as the implications of the research project findings. Project results, based on the DELES administration, indicate that Instructor Support was rated highest by the students enrolled in the course taught in the traditional manner (4.68 mean closely followed by the Hybrid course (4.66 mean while the course taught totally at a distance averaged a 3.62 mean. However, Student Interaction and Collaboration averaged higher scores in the course taught in the Hybrid manner (4.23 followed by the traditional course (3.97 and then the distance course (3.12. Specific scales of Personal Relevance, Authentic Learning, Active Learning, Student Autonomy and Satisfaction (scale of affect are further addressed in the article.

  8. Socioscientific Decision Making in the Science Classroom: The Effect of Embedded Metacognitive Instructions on Students' Learning Outcomes

    Sabina Eggert; Frauke Ostermeyer; Marcus Hasselhorn; Susanne Bögeholz


    e purpose of the present study was to examine the effects of cooperative training strategies to enhance students’ socioscientic decision making as well as their metacognitive skills in the science classroom. Socioscientic decision making refers to both describing socioscientic issues as well as developing and evaluating solutions to socioscientic issues. We investigated two cooperative training strategies which differed with respect to embedded metacognitive instructions tha...

  9. Predicting Student Achievement in University-Level Business and Economics Classes: Peer Observation of Classroom Instruction and Student Ratings of Teaching Effectiveness

    Galbraith, Craig S.; Merrill, Gregory B.


    We examine the validity of peer observation of classroom instruction for purposes of faculty evaluation. Using both a multi-section course sample and a sample of different courses across a university's School of Business and Economics we find that the results of annual classroom observations of faculty teaching are significantly and positively…

  10. Isolated Form-Focused Instruction and Integrated Form-Focused Instruction in Primary School English Classrooms in Turkey

    Elgun-Gunduz, Zennure; Akcan, Sumru; Bayyurt, Yasemin


    Content-based language instruction and form-focused instruction (FFI) have been investigated extensively in the context of English as a second language. However, there has not been much research concerning FFI in the context of English as a foreign language. The study described here explores the effect of integrated and isolated FFI on the…

  11. Instructional Technology Innovation in the Liberal Arts Classroom: A Conversation with the Maryville College Faculty Instructional Technology (FIT) Fellows.

    Roberts, Gina; Berry, Chad; Nugent, Chris; Wentz, Karen; Cowan, Peggy; O'Gorman, Mark

    Maryville College's (Tennessee) first Faculty Instructional Technology (FIT) Fellows, who received funding and release time to develop technology-based instructional materials for their courses, are developing and implementing exciting projects in history, religion, freshman seminar, and political sciences courses. In this paper, the FIT Fellows…

  12. Inclusive Instruction: Blurring Diversity and Disability in Law School Classrooms Through Universal Design

    Meredith George


    Full Text Available This Article addresses the difficult issues faced by law schools in determining the use of accommodations for students with disabilities in the context of the Americans with Disabilities Act of 1990 (ADA and, in particular, for those with “invisible disabilities,” such as learning disabilities, emotional disabilities, and attention disorders. Because the manner in which accommodations are delivered is specific for each university and factintensive for each student, there often is confusion about the role played by accommodations in supporting an educational process while providing equal access in academic environments as mandated by the ADA. We suggest an alternative to the exclusive use of accommodations as the vehicle through which access is attained. We argue that law schools should adopt Universal Design for Instruction (UDI principles as the foundation of pedagogical practice in law school classrooms and for assessment of learning outcomes. Changes based on these principles have the potential to provide access for students with disabilities without altering the essential nature of the curriculum and program objectives.

  13. Assessing the Integration of Computational Modeling and ASU Modeling Instruction in the High School Physics Classroom

    Aiken, John; Schatz, Michael; Burk, John; Caballero, Marcos; Thoms, Brian


    We describe the assessment of computational modeling in a ninth grade classroom in the context of the Arizona Modeling Instruction physics curriculum. Using a high-level programming environment (VPython), students develop computational models to predict the motion of objects under a variety of physical situations (e.g., constant net force), to simulate real world phenomenon (e.g., car crash), and to visualize abstract quantities (e.g., acceleration). The impact of teaching computation is evaluated through a proctored assignment that asks the students to complete a provided program to represent the correct motion. Using questions isomorphic to the Force Concept Inventory we gauge students understanding of force in relation to the simulation. The students are given an open ended essay question that asks them to explain the steps they would use to model a physical situation. We also investigate the attitudes and prior experiences of each student using the Computation Modeling in Physics Attitudinal Student Survey (COMPASS) developed at Georgia Tech as well as a prior computational experiences survey.

  14. Evolution in the Caribbean Classroom: A Critical Analysis of the Role of Biology Teachers and Science Standards in Shaping Evolution Instruction in Belize

    Nunez, Elvis Enrique; Pringle, Rose M.; Showalter, Kevin Tyler


    A survey of the literature on evolution instruction provides evidence that teachers' personal views and understandings can shape instructional approaches and content delivered in science classrooms regardless of established science standards. This study is the first to quantify evolutionary worldviews of in-service teachers in the Caribbean,…

  15. How Can Blogging Help Teachers Realize the Goals of Reform-based Science Instruction? A Study of Nine Classroom Blogs

    Luehmann, April Lynn; Frink, Jeremiah


    Science teachers struggle with meeting curricular goals outlined by professional organizations within the constraints of traditional school. Engaging science learners as a community who collaboratively and creatively co-construct scientific understanding through inquiry requires teachers to adopt new tools as well as a different mindset about the kind of classroom culture they need to nurture. Classroom blogs (i.e., blogs that are managed by a teacher for his/her students to post their work and exchange ideas) have been purported in the literature as offering unique opportunities to achieve this goal, although with little empirical support thus far. To fill this gap, nine classroom blogs were selected through an extensive search, and systematically analyzed to determine how the teachers' instructional designs and classrooms' enactment were able to capitalize on the specific affordances blogging may offer to support reform-based learning goals. The shift in teacher mindset needed to realize blogging affordances occurred as teachers engaged with students in the process of `living' the classroom blog.

  16. Developing scientific literacy through classroom instruction: Investigating learning opportunities across three modes of inquiry-based science instruction

    Khasnabis, Debi

    Despite wide research-based support for the implementation of inquiry-based science instruction, very few studies have closely examined its enactment across varied modes of instruction. Such studies can contribute to a finer understanding of the knowledge teachers must have in order to implement high-quality inquiry-based science instruction. This dissertation study investigated the enactment of three modes of inquiry-based science instruction by three guest teachers who were university-based researchers. The 50 fourth grade student participants were matched on achievement and prior content knowledge and randomly assigned to one of six small groups across three conditions employing different modes of inquiry-based science instruction: first-hand investigation, second-hand investigation, and an interplay of first- and second-hand investigation (Palincsar and Magnusson, 2001). Children in the first-hand investigation condition directly manipulated scientific phenomena, collected and reported data, and used these data to make knowledge claims. Children in the second-hand investigation condition studied the phenomena by following the investigations of a fictitious scientist who documents her study in an innovative notebook text. Children in the interplay condition experienced an interplay of the first- and second-hand investigations. Guided by sociocognitive theories of learning, the first phase of data analysis identified the differential opportunities for students to engage with scientific practices and conceptual claims across the modes of instruction. The findings from this analytical phase showed that in the context of this study, instruction featuring second-hand investigations provided students with richer opportunities for engaging with scientific practices and conceptual claims as compared to instruction featuring first-hand investigation. Following this, three sets of contrastive case studies were analyzed that demonstrated how opportunities for learning were

  17. From Teacher-Centred Instruction to Peer Tutoring in the Heterogeneous International Classroom: A Danish Case of Instructional Change

    Klarissa Lueg


    Our study contributes on several levels: firstly, we provide course responsibles with a detailed insight into how a seminar redesign to RPT can be achieved. Secondly, we provide a basis for introducing such change by documenting the positive assessment as an outcome of the monitoring. We thereby address diversity and in-classroom heterogeneity on a didactical level.

  18. Flipped Classroom: A Comparison Of Student Performance Using Instructional Videos And Podcasts Versus The Lecture-Based Model Of Instruction

    Retta Guy; Gerald Marquis


    The authors present the results of a study conducted at a comprehensive, urban, coeducational, land-grant university. A quasi-experimental design was chosen for this study to compare student performance in two different classroom environments, traditional versus flipped. The study spanned 3 years, beginning fall 2012 through spring 2015. The participants included 433 declared business majors who self-enrolled in several sections of the Management Information Systems course during the study. T...

  19. Redefining "Authority" for the Postmodern Writing Classroom: Making a Case for an Ethics of Instruction.

    Ryan, Dennis

    There has been much debate in composition studies about authority in the postmodern writing classroom. A redefinition of "authority" for the postmodern writing classroom necessitates a careful analysis of all those sets of relations which factor into the teacher-student relationship, and an awareness that authority is contingent, reprocessing…

  20. Factors Predicting Nurse Educators' Acceptance and Use of Educational Technology in Classroom Instruction

    Cleveland, Sandra D.


    Nurse educators may express a willingness to use educational technology, but they may not have the belief or ability to carry out the technology use in the classroom. The following non-experimental, quantitative study examined factors that predict nurse educators' willingness to accept and use educational technology in the classroom. The sample…

  1. Influence of University Level Direct Instruction on Educators' Use of Technology in the Classroom

    Garner, Angie M.; Bonds-Raacke, Jennifer M.


    Previous research regarding technology integration in education has indicated that when technology is integrated into the classroom with fidelity it can enhance educational experiences. Research has also indicated, however that despite the growing presence of technology in classrooms, it is not being effectively utilized. The present study…

  2. Innovative Writing Instruction: Practice Makes Perfect! Realizing Classrooms as "Landscapes of Learning," Not Places of Perfection

    Ozier, Lance


    Pressure for students to produce writing perfection in the classroom often eclipses the emphasis placed on the need for students to practice writing. Occasions for students to choose, challenge, and reflect--to actually risk risking--are too often absent from conversations among students and teachers in countless English classrooms. Tom Romano…

  3. Instructional Accommodations for Students with Asperger Syndrome in the General High School Classroom

    Baylis, Myrna


    General education teachers in the secondary sector are held responsible for adapting their lessons and classroom environment for students with Asperger Syndrome. With the growing number of students with Autism Spectrum Disorder being placed in general education classrooms, teachers are faced with yet another challenge in making their curriculum…

  4. Instructions for Students with Special Educational Needs in Chinese Mainstream Classrooms: Modifications and Barriers

    Deng, Meng; Pei, Miao


    "Learning in Regular Classrooms" (LRC) has been the main strategy to universalize compulsory education for children with special educational needs in China after 1980s. Methods such as whole-class teaching combined with individual tutoring, differentiated teaching, and cooperative learning have been widely practiced in general classrooms for…

  5. What Classroom Observations Reveal About Primary Grade Reading Comprehension Instruction Within High Poverty Schools Participating in the Federal Reading First Initiative

    Donaldson, Rebecca S.


    Reading comprehension is one of the most critical academic skills to be acquired in school; therefore, the comprehension instruction provided by teachers is of utmost importance. This study examined 3 years of classroom observation data to describe the comprehension instruction provided by kindergarten through third-grade teachers who were participating in the federal Reading First reading reform initiative within 22 high-poverty Title I schools located in rural, suburban, and urban school di...

  6. `They might know a lot of things that I don't know': investigating differences in preservice teachers' ideas about contextualizing science instruction in multilingual classrooms

    Tolbert, Sara; Knox, Corey


    This paper describes the results from a qualitative study of 72 preservice teachers' initial ideas about contextualizing science instruction with language minority students. Participants drew primarily on local ecological and multicultural contexts as resources for contextualizing instruction. However, preservice teachers enrolled in the bilingual certification program articulated more asset-oriented and less stereotypical ideas than those not seeking bilingual certification. Results can inform teacher education programs that aim to prepare graduates for teaching science in multilingual classrooms.

  7. Instructional Methods Within the Elementary-School Science Classroom Related to Improved Academic Performance

    Baum, Lisa

    There is gap in passing rates on the standardized science assessment between European American and Hispanic American students. The purpose of this study was to examine student performance in science and the closing of the achievement gap between European American and Hispanic American students based upon receipt of an inquiry or noninquiry instruction method. Guided by the theoretical framework of constructive learning, this quantitative ex post facto research design gathered data from 8 teachers who had already implemented 1 of the 2 methods of instruction. The teachers were chosen through purposive sampling based on previous observations of instructional method and were placed into 2 groups depending upon the type of instruction: inquiry or noninquiry. Descriptive statistics were used to determine mean differences and a 2-way analysis of variance was used to determine mean differences in science test scores between European American and Hispanic American students and between the instructional methods to which they had been exposed. Results found that the inquiry instructional method was related to a significant increase in mean scores for both ethnic groups, but the achievement gap between the two groups was not closed by the inquiry instruction method. This study can promote positive social change for students by informing the efforts of educational leaders and teachers to create professional development using inquiry instruction. Students may perform higher on standardized tests when they are allowed to explore science by asking questions and answering their own questions through the collection and analysis of data.

  8. A Descriptive Case Analysis of Instructional Teaching Practices in Finnish Preschool Classrooms

    Salminen, Jenni; Hannikainen, Maritta; Poikonen, Pirjo-Liisa; Rasku-Puttonen, Helena


    This study examined the diversity of teaching practices to illuminate the qualitative variety of instructional teaching practices among preschool teachers. Further, teachers' self-rated educational goals were explored to complement the multifaceted nature of preschool teachers' instructional teaching practices. The study was carried out…

  9. Using Multiple Perspectives in Observations of Diverse Classrooms: The Sheltered Instruction Observation Protocol (SIOP).

    Echevarria, Jana; Short, Deborah J.

    This paper introduces a research-based model of sheltered instruction that promotes teaching practices that make teachers more effective in promoting the learning of limited-English-proficient (LEP) students. The model is instantiated in an observation instrument, the Sheltered Instruction Observation Protocol (SIOP). The SIOP may be used as part…

  10. Fluency: A Necessary Ingredient in Comprehensive Reading Instruction in Inclusive Classrooms

    Ming, Kavin; Dukes, Charles


    There is a large collection of students who experience difficulty with the development of reading fluency and comprehension. Many students receive little to no benefit from non-systematic instructional methods. In order to become proficient readers many students need explicit instruction in fluency to serve as a building block to comprehension.…

  11. Teachers' implementation of gender-inclusive instructional strategies in single-sex and mixed-sex science classrooms

    Parker, Lesley H.; Rennie, Léonie J.


    Debate continues over the benefits, or otherwise, of single-sex classes in science and mathematics, particularly for the performance of girls. Previous research and analyses of the circumstances surrounding the implementation of single-sex classes warn that the success of the strategy requires due consideration of the nature of the instructional environment for both boys and girls, together with appropriate support for the teachers involved. This article reports the circumstances under which teachers were able to implement gender-inclusive strategies in single-sex science classes in coeducational high schools and documents some of the difficulties faced. The study was part of the Single-Sex Education Pilot Project (SSEPP) in ten high schools in rural and urban Western Australia. Qualitative and quantitative data were gathered during the project from teachers, students and classroom observations. Overall, it was apparent that single-sex grouping created environments in which teachers could implement gender-inclusive science instructional strategies more readily and effectively than in mixed-sex settings. Teachers were able to address some of the apparent shortcomings of the students' previous education (specifically, the poor written and oral communication of boys and the limited experience of girls with 'hands-on' activities and open-ended problem solving). Further, in same-sex classrooms, sexual harassment which inhibited girls' learning was eliminated. The extent to which teachers were successful in implementing gender-inclusive instructional strategies, however, depended upon their prior commitment to the SSEPP as a whole, and upon the support or obstacles encountered from a variety of sources, including parents, the community, students, and non-SSEPP teachers.

  12. Effective Teaching and Student Engagement in the College Classroom: Using the Instructional Practices Inventory (IPI) as a Tool for Peer Observation and Self-Reflection

    Hunzicker, J.; Lukowiak, T.


    The authors present initial findings from a collaborative self-study exploring student engagement as a measure of teaching effectiveness. Focused on their college classrooms during one semester, the study pilots a peer observation model of the Instructional Practices Inventory (IPI) (Valentine, 2005). Data collection included IPI codes, anecdotal…

  13. Comparing eLearning and Classroom Instruction on HIV/AIDS Knowledge Uptake and Internalizing among South African and Irish Pupils

    van Zyl, Hendra; Visser, Pieter; van Wyk, Elmarie; Laubscher, Ria


    Objective: Innovative public health approaches are required to improve human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS) education and prevention among adolescents, one of the most vulnerable groups to HIV/AIDS. Consequently, elearning and classroom instruction was assessed for HIV/AIDS knowledge uptake and internalizing…

  14. Digital Tools and Instructional Rules: A study of how digital technologies become rooted in classroom procedures

    Thomas de Lange


    Full Text Available This paper examines how a classroom culture developsadvanced strategies and procedures for handling complexdigital tools. We report from a vocational Mediaand Communication course at an Upper SecondarySchool in Oslo, Norway. Our analysis reveals how aprocedure called practical assignments has developedhistorically at the school, and how this procedure iscarried out in the classroom. Theoretically, our studyis informed by Activity Theory, which affords us toolsto analyze how social institutions and learning trajectoriesevolve over time, and how longitudinal dimensionsemerge in situ. Our findings show how teachers andlearners create a space for solving context-specific problemsinvolving sophisticated technology. A historicalanalysis is here crucial not only in understanding whydigital technologies are used in specific ways, but alsohow they evolve into classroom conventions.

  15. Video Production and Classroom Instruction: Bridging the Academies and the Realities of Practice in Teacher Education

    Hathaway, Dawn; Norton, Priscilla


    In these times of high-stakes testing, pressure to meet annual yearly progress goals, and standards-driven classroom curriculums, today's teachers face many obstacles that interfere with their ability to teach with and about television and video. If graduate study for teacher educators was designed in ways that reflect the realities of their…

  16. Improving Expository Writing Skills with Explicit and Strategy Instructional Methods in Inclusive Middle School Classrooms

    Cihak, David F.; Castle, Kristin


    Forty eighth grade students with and without learning disabilities in an inclusive classroom participated in an adapted Step-Up to Writing (Auman, 2002) intervention program. The intervention targeted expository essays and composing topic, detail, transitional, and concluding sentences. A repeated-measures ANOVA indicated that both students with…

  17. Students' Satisfaction with a Blended Instructional Design: The Potential of "Flipped Classroom" in Higher Education

    Nanclares, Núria Hernández; Rodríguez, Mónica Pérez


    This paper aims to discuss the impact on promoting student satisfaction and improving their involvement in their own learning when applying a "Flipped classroom" design in a first-year bilingual, English-taught module in a non-English-speaking country. "World Economy" is taught in the Faculty of Business and Economics at a…

  18. Designing Classrooms for the Use of Instructional Media: A Planning and Specifications Checklist.

    Kerstetter, John P.


    Presents guidelines relative to audiovisual specifications for school classrooms, lecture halls, and auditoriums, to serve as a checklist for preliminary planning for facilities' construction or remodeling. Specifications are included for lights and lighting; electrical wiring; conduit; projection screens, booth, and stations; display boards; and…

  19. Classroom versus Computer-Based CPR Training: A Comparison of the Effectiveness of Two Instructional Methods

    Rehberg, Robb S.; Gazzillo Diaz, Linda; Middlemas, David A.


    Objective: The objective of this study was to determine whether computer-based CPR training is comparable to traditional classroom training. Design and Setting: This study was quantitative in design. Data was gathered from a standardized examination and skill performance evaluation which yielded numerical scores. Subjects: The subjects were 64…

  20. Classroom Observation Data and Instruction in Primary Mathematics Education: Improving Design and Rigour

    Thompson, Carla J.; Davis, Sandra B.


    The use of formal observation in primary mathematics classrooms is supported in the literature as a viable method of determining effective teaching strategies and appropriate tasks for inclusion in the early years of mathematics learning. The twofold aim of this study was to (a) investigate predictive relationships between primary mathematics…

  1. The Impact of Brain-Based Instruction on Reading Achievement in a Second-Grade Classroom

    McNamee, Merideth M.


    School accountability and high-stakes testing often shift classroom focus from the use of engaging learning activities that promote critical thinking and creativity to simple test preparation practices. Using brain research as a guide, educators may be able to improve test scores, while still providing a balanced education that promotes critical…

  2. Teachers' Code-Switching in Classroom Instructions for Low English Proficient Learners

    Ahmad, Badrul Hisham; Jusoff, Kamaruzaman


    Due to the alarming signals of declining proficiency level among English Language learners in Malaysia, this study set out to learn more about the learners' perceptions of the teachers' code-switching in English Language classrooms. The objectives of this study were to investigate: a) learners' perceptions of teachers' code-switching, b) the…

  3. Decreasing Transition Times in Elementary School Classrooms: Using Computer-Assisted Instruction to Automate Intervention Components

    Hine, Jeffrey F.; Ardoin, Scott P.; Foster, Tori E.


    Research suggests that students spend a substantial amount of time transitioning between classroom activities, which may reduce time spent academically engaged. This study used an ABAB design to evaluate the effects of a computer-assisted intervention that automated intervention components previously shown to decrease transition times. We examined…

  4. Comparison of Student Perceptions of Classroom Instruction: Traditional, Hybrid, and Distance Education

    Biggs, Mary Jo Garcia


    This article reports the results of a project that examined student perceptions of the psychosocial learning environment in a distance education classroom. The study utilized a survey instrument, Distance Education Learning Environments Survey (DELES) that was distributed as a pre-test/post-test to three sections of the same course taught in three…

  5. Effectiveness of teaching automated external defibrillators use using a traditional classroom instruction versus self-instruction video in non-critical care nurses

    Saiboon, Ismail M.; Qamruddin, Reza M.; BAO, MBBch; Jaafar, Johar M.; Bakar, Afliza A.; Hamzah, Faizal A.; Eng, Ho S.; Robertson, Colin E.


    Objectives: To evaluate the effectiveness and retention of learning automated external defibrillator (AED) usage taught through a traditional classroom instruction (TCI) method versus a novel self instructed video (SIV) technique in non-critical care nurses (NCCN). Methods: A prospective single-blind randomized study was conducted over 7 months (April-October 2014) at the Universiti Kebangsaan Malaysia Medical Center, Kuala Lampur, Malaysia. Eighty nurses were randomized into either TCI or SIV instructional techniques. We assessed knowledge, skill and confidence level at baseline, immediate and 6-months post-intervention. Knowledge and confidence were assessed via questionnaire; skill was assessed by a calibrated and blinded independent assessor using an objective structured clinical examination (OSCE) method. Results: Pre-test mean scores for knowledge in the TCI group was 10.87 ± 2.34, and for the SIV group was 10.37 ± 1.85 (maximum achievable score 20.00); 4.05 ± 2.87 in the TCI and 3.71 ± 2.66 in the SIV (maximum score 11.00) in the OSCE evaluation and 9.54 ± 3.65 in the TCI and 8.56 ± 3.47 in the SIV (maximum score 25.00) in the individual’s personal confidence level. Both methods increased the mean scores significantly during immediate post-intervention (0-month). At 6-months, the TCI group scored lower than the SIV group in all aspects 11.13 ± 2.70 versus 12.95 ± 2.26 (p=0.03) in knowledge, 7.27 ± 1.62 versus 7.68 ± 1.73 (p=0.47) in the OSCE, and 16.40 ± 2.72 versus 18.82 ± 3.40 (p=0.03) in confidence level. Conclusion: In NCCN’s, SIV is as good as TCI in providing the knowledge, competency, and confidence in performing AED defibrillation. PMID:27052286

  6. Assessing and enhancing the introductory science course in physics and biology: Peer instruction, classroom demonstrations, and genetics vocabulary

    Fagen, Adam Paul

    Most introductory college science courses in the United States are taught in large lectures with students rarely having the opportunity to think critically about the material being presented nor to participate actively. Further, many classes focus on teaching rather than learning, that is, the transfer of information as opposed to actual student understanding. This thesis focuses on three studies about the assessment and enhancement of learning in undergraduate science courses. We describe the results of an international survey on the implementation of Peer Instruction (PI), a collaborative learning pedagogy in which lectures are interspersed with short conceptual questions designed to challenge students to think about the material as it is being presented. We present a portrait of the many instructors teaching with PI and the settings in which it is being used as well as data on the effectiveness of PI in enhancing student learning in diverse settings. The wide variety of implementations suggests that PI is a highly adaptable strategy that can work successfully in almost any environment. We also provide recommendations for those considering adopting PI in their classes. Classroom demonstrations are an important aspect of many introductory science courses, but there is little evidence supporting their educational effectiveness. We explore the effect of different modes of presentation on enhancing student learning from demonstrations. Our results show that students who actively engage with a demonstration by predicting the outcome before it is conducted are better able to recall and explain the scenario posed by that demonstration. As preliminary work for the creation of an inventory of conceptual understanding in introductory biology, we discuss results from a survey of vocabulary familiarity and understanding in an undergraduate genetics course. Students begin introductory classes with significant gaps in their understanding, some of which are retained beyond

  7. The Effects of Music Instruction on Learning in the Montessori Classroom

    Harris, Maureen


    The value of music in educating the young child is not being recognized, particularly in the area of mathematics. Despite the amount of literature available regarding the effects of music instruction on academic achievement, little has been written on different Montessori music pedagogies and their effects on students' math scores. This article…

  8. Beyond the Classroom Walls: Edmodo in Saudi Secondary School EFL Instruction, Attitudes and Challenges

    Al-Kathiri, Fatimah


    This paper investigates the prospects of integrating Edmodo into Saudi EFL female secondary school instruction. It concentrates on students' perceptions and challenges regarding Edmodo use and its effect on their attitudes towards EFL learning. The 42 participants were divided into two groups. The experimental group received traditional teaching…

  9. Literature Review of Faculty-Perceived Usefulness of Instructional Technology in Classroom Dynamics

    Salas, Alexandra


    This article provides a literature review of the research concerning the role of faculty perspectives about instructional technology. Learning management systems, massive open online courses (MOOCs), cloud-based multimedia applications, and mobile apps represent the tools and the language of academia in the 21st century. Research examined…

  10. Instructed Concept Appropriation and L2 Pragmatic Development in the Classroom

    van Compernolle, Rémi A.; Henery, Ashlie


    In this article, we investigate the integration of concept-based pragmatics instruction, grounded in Vygotskian sociocultural psychology, in an intact second-semester French class (n = 13) over the course of an academic term. Our focus is on learners' appropriation of the concepts of self-presentation, social distance, and power with respect…

  11. Advancing Scientific Reasoning in Upper Elementary Classrooms: Direct Instruction Versus Task Structuring

    Lazonder, A.W.; Wiskerke-Drost, Sjanou


    Several studies found that direct instruction and task structuring can effectively promote children’s ability to design unconfounded experiments. The present study examined whether the impact of these interventions extends to other scientific reasoning skills by comparing the inquiry activities of 5

  12. Development of Design Guidelines for Tools to Promote Differentiated Instruction in Classroom Teaching

    Cha, H. J.; Ahn, M. L.


    The purpose of this study was to elicit design guidelines for a teacher tool to support students' diverse needs by facilitating differentiated instructions (DIs). The study used a framework based on activity theory and principles from universal design for learning. As for the research methods, design-based research methods were adopted, and…

  13. Exploring the Role of Instructional Technology in Course Planning and Classroom Teaching: Implications for Pedagogical Reform

    Hora, Matthew T.; Holden, Jeremiah


    Instructional technology plays a key role in many teaching reform efforts at the postsecondary level, yet evidence suggests that faculty adopt these technology-based innovations in a slow and inconsistent fashion. A key to improving these efforts is to understand local practice and use these insights to design more locally attuned interventions.…

  14. Are We Ready To Abandon the Classroom? The Dark Side of Web Instruction.

    Cohen, LeoNora M.

    This paper discusses four assumptions and four concerns regarding instruction using the World Wide Web. The assumptions address: the novice status of the Web course developer; the developer's appreciation for various aspects of the Web; her high expectations for doing it right; and her commitment to not incurring more costs for distance learners.…

  15. Transportability of Equivalence-Based Programmed Instruction: Efficacy and Efficiency in a College Classroom

    Fienup, Daniel M.; Critchfield, Thomas S.


    College students in a psychology research-methods course learned concepts related to inferential statistics and hypothesis decision making. One group received equivalence-based instruction on conditional discriminations that were expected to promote the emergence of many untaught, academically useful abilities (i.e., stimulus equivalence group). A…

  16. Brain-Based Learning and Classroom Practice: A Study Investigating Instructional Methodologies of Urban School Teachers

    Morris, Lajuana Trezette


    The purpose of this study was to examine the implementation of brain-based instructional strategies by teachers serving at Title I elementary, middle, and high schools within the Memphis City School District. This study was designed to determine: (a) the extent to which Title I teachers applied brain-based strategies, (b) the differences in…

  17. Direct Instruction Model to Increase Physical Science Competence of Students as One Form of Classroom Assesment

    Wenno, Hendrik


    In designing the lesson teachers have to adapt the method or learning model with the material to be taught. In the teaching of measuring concept, students frequently faced with measuring instruments, micrometer, screw, scale, and so on. Direct Instruction Model would be suitable for teaching the measurement concepts specifically the skill of using…

  18. Vocabulary Instruction in K-3 Low-Income Classrooms during a Reading Reform Project

    Nelson, Kristin L.; Dole, Janice A.; Hosp, John L.; Hosp, Michelle K.


    The purpose of this study was to examine the vocabulary teaching of primary-grade teachers (K-3) in low-income schools. A total of 337 observations were conducted during language arts blocks over a three-year period. A coding scheme was developed to analyze teachers' vocabulary instruction. Results indicated that teachers spent less than 5%…

  19. An Elementary School Teacher's Reflection on Implementing Constructivist Instruction in Science Classroom

    Hsu, Kuo-Chung; Wang, Jing-Ru


    The main purpose of this paper was to describe how the author, Kuo-Chung Hsu, changed his teaching beliefs and science instruction through participating in a cooperative action research, which is conducted by the author, Jing-Ru Wang. Self-study was adopted to explain and interpret Kuo-Chung Hsu's experience of teaching science in Taiwan island.…

  20. Evaluating a Computer-Assisted Pronunciation Training (CAPT) Technique for Efficient Classroom Instruction

    Luo, Beate


    This study investigates a computer-assisted pronunciation training (CAPT) technique that combines oral reading with peer review to improve pronunciation of Taiwanese English major students. In addition to traditional in-class instruction, students were given a short passage every week along with a recording of the respective text, read by a native…

  1. An Instructional Model for Guiding Reflection and Research in the Classroom: The Educational Situation Quality Model

    Domenech-Betoret, Fernando


    The purpose of this work is to present an instructional model entitled the "Modelo de Calidad de Situacion Educativa" (MCSE) and how teachers can use it to reflect and investigate in a formal educational setting. It is a theoretical framework which treat to explain the functioning of an educational setting by organizing and relating the…

  2. Scaling Instructional Improvement: Designing a Strategy to Develop the Leaders of Leaders

    Klompus, Ben


    With close to 50 million children attending 98,000 public schools in the United States, the public school classroom continues to be an essential locus of change that, if improved at scale, could increase educational and life outcomes of many young people. Improved student learning requires an improved instructional core and school leaders are essential drivers of this improvement across a complex system of classrooms. The systematic study and codification of the behaviors, practices, and habi...

  3. A novel integration of online and flipped classroom instructional models in public health higher education

    Galway, Lindsay; Corbett, Kitty; Takaro, Timothy; Tairyan, Kate; Frank, Erica


    Background In 2013, a cohort of public health students participated in a ‘flipped’ Environmental and Occupational Health course. Content for the course was delivered through and active learning activities were carried out during in-class time. This paper reports on the design, implementation, and evaluation of this novel approach. Methods Using mixed-methods, we examined learning experiences and perceptions of the flipped classroom model and assessed changes in students'...

  4. Analysis Of Traffic Conditions Based On The Percentage Of Drivers Using The Instructions Displayed On VMS Boards

    Leszek Smolarek


    Full Text Available The theme of the publication is to show the influence of human factor on traffic conditions during the traffic incident. The publication also depicts the functionality of the model at which the simulation was performed. The model was constructed in the VISSIM and VISUM software also using Visual Basic for Applications – Excel, [8,9]. By coordinating programs VBA and VISSIM was automated turned on or off the incident as well as turned on or off the VMS with information about the proposed of the alternative route. The additional differentiation of the percentage of drivers using the information displayed enabled to compare the data with identical external conditions influencing at traffic. For statistical analysis of data was used statistical program Statgraphics Centurion which made possible to build a model describing the impact of the behavior of drivers on traffic conditions. It is an innovative approach to modeling the impact on traffic conditions accepted by drivers information transmitted on the boards.

  5. Improving language-focused comprehension instruction in primary-grade classrooms:impacts of the Let’s Know! experimental curriculum

    Pratt, Amy; Logan, Jessica; Cain, Kate


    This quasi-experimental study was designed to test the impacts of a curriculum supplement, Let’s Know! on the quantity and quality of language-focused comprehension instruction in pre-Kindergarten to third grade classrooms. Sixty classrooms (12 per each of pre-K to grade 3) were enrolled in the study, with 40 teachers assigned to implement one of two versions of the experimental Let’s Know! curriculum and 20 assigned to a control condition, in which they maintained their typical language-arts...


    AKTEPE, Vedat; Buluç, Bekir


    This study deals with both defining and evaluating the features of school directors regarding instructional leadership based on the perceptions of school teachers. The study is of qualitative nature and the study group, chosen by means of maximum variation sampling method, consists of elementary school teachers, from low, middle and high socio-economic backgrounds with 5 female, 8 male teachers from 9 elementary schools in Kırşehir. The data of the study were obtained by interview method and ...


    Francisca Maria Ivone


    This article addresses some important issues regarding the teaching of foreign vocabulary. It draws on the literature reviews in this field and is also based on personal reflections and experiences of the writer. This article critically highlights the teaching of English vocabulary in Indonesian schools and universities. More particularly, it discusses issues dealing with curriculum, teaching techniques, instructional media, and vocabulary assessment. Finally, this article provides recommenda...

  8. Beyond the Classroom Walls: Edmodo in Saudi Secondary School EFL Instruction, Attitudes and Challenges

    Fatimah Al-Kathiri


    This paper investigates the prospects of integrating Edmodo into Saudi EFL female secondary school instruction. It concentrates on students’ perceptions and challenges regarding Edmodo use and its effect on their attitudes towards EFL learning. The 42 participants were divided into two groups. The experimental group received traditional teaching plus a six-week daily interaction via Edmodo. The control group received traditional teaching only. Findings of the post-treatment questionnaire show...

  9. The Pedagogical Mediation of a Developmental Learner Corpus for Classroom-Based Language Instruction

    Julie A. Belz


    Full Text Available Although corpora have been used in language teaching for some time, few empirical studies explore their impact on learning outcomes. We provide a microgenetic account of learners’ responses to corpus-driven instructional units for German modal particles and pronominal da-compounds. The units are based on developmental corpus data produced by native speakers during interactions with the very learners for whom the units are designed. Thus, we address the issue of authentication in corpus-driven language pedagogy. Finally, we illustrate how an ethnographically supplemented developmental learner corpus may contribute to second language acquisition research via dense documentation of micro-changes in learners’ language use over time.

  10. Improving Driver Performance. A Curriculum for Licensed Drivers.

    Highway Users Federation for Safety and Mobility, Washington, DC.

    Curriculum material presented in this manual is for use in the development of an instructional program for drivers who either want or need to improve their driving performance. Three principal units are included: man and highway transportation, driver performance, and factors influencing driver behavior. Each unit is further divided into episodes…

  11. A Case-Study on Teaching Undergraduate-Level Software Engineering Course Using Inverted-Classroom, Large-Group, Real-Client and Studio-Based Instruction Model

    Sureka, Ashish; Gupta, Monika; Sarkar, Dipto; Chaudhary, Vidushi


    We present a case-study on teaching an undergraduate level course on Software Engineering (second year and fifth semester of bachelors program in Computer Science) at a State University (New Delhi, India) using a novel teaching instruction model. Our approach has four main elements: inverted or flipped classroom, studio-based learning, real-client projects and deployment, large team and peer evaluation. We present our motivation and approach, challenges encountered, pedagogical benefits, find...

  12. Cooperative learning and feminist pedagogy--a model for classroom instruction in nursing education.

    Beck, S E


    This article reports on a research study conducted as part of a doctoral dissertation on the development of a cooperative learning teaching model in nursing education. The subjects for the study were a convenience sample of registered nurses who were pursuing a baccalaureate degree in nursing at an urban university. Principles of feminist pedagogy were incorporated as part of the cooperative learning model. The teacher/researcher taught two sections of the same course and, through the use of action research, developed a model for using cooperative learning strategies as the primary teaching modality. End of class and end of semester evaluations provided feedback that suggested that this was an exciting and effective alternative to traditional classroom teaching. PMID:7790974

  13. The impact of instructional context on classroom on-task behavior: a matched comparison of children with ADHD and non-ADHD classmates.

    Imeraj, Lindita; Antrop, Inge; Sonuga-Barke, Edmund; Deboutte, Dirk; Deschepper, Ellen; Bal, Sarah; Roeyers, Herbert


    Classroom inattentiveness is an important reason for clinical referral of children with ADHD and a strong predictor of their educational achievement. This study investigates classroom on-task behavior of Flemish children with ADHD withdrawn from medication as a function of instructional context. Thirty-one pairs of children (one with ADHD and one age- and sex-matched control; 25 boys and 6 girls 6 to 12years of age) were observed in their classroom environment during two consecutive school days. On-task behavior (time on-task and on-task span) of ADHD and non-ADHD individuals was compared in different class contexts (i.e., different class structures and academic content types). Individualized teacher supervision was simultaneously assessed. Generalized estimation equation analyses showed that children with ADHD were significantly less on-task than controls during individual work and whole class group teaching, but not during small group work, and had significantly shorter on-task span during academic tasks (mathematics, language, and sciences) and instructional transitions between tasks, but not during music and arts. These effects persisted even after controlling for the higher levels of teacher supervision observed for ADHD pupils (7%) across all contexts (vs. 4% in controls). Findings suggest that despite receiving more overall teacher supervision, children with ADHD displayed lower levels of on-task behavior in settings that place high self-regulatory, information processing, and motivational demands on them. This finding may have initial implications for classroom interventions in this population. PMID:23870443

  14. Pacific CRYSTAL Project: Explicit Literacy Instruction Embedded in Middle School Science Classrooms

    Anthony, Robert J.; Tippett, Christine D.; Yore, Larry D.


    Science literacy leading to fuller and informed participation in the public debate about science, technology, society, and environmental (STSE) issues that produce justified decisions and sustainable actions is the shared and central goal of the Pacific CRYSTAL Project. There is broad agreement by science education researchers that learners need to be able to construct and interpret specific scientific discourses and texts to be literate in science. We view these capabilities as components in the fundamental sense of science literacy and as interactive and synergetic to the derived sense of science literacy, which refers to having general knowledge about concepts, principles, and methods of science. This article reports on preliminary findings from Years 1, 2, and 3 of the 5-year Pacific CRYSTAL project that aims to identify, develop, and embed explicit literacy instruction in science programs to achieve both senses of science literacy. A community-based, opportunistic, engineering research and development approach has been utilized to identify problems and concerns and to design instructional solutions for teaching middle school (Grades 6, 7, and 8) science. Initial data indicate (a) opportunities in programs for embedding literacy instruction and tasks; (b) difficulties generalist teachers have with new science curricula; (c) difficulties specialist science teachers have with literacy activities, strategies, genre, and writing-to-learn science tasks; and (d) potential literacy activities (vocabulary, reading comprehension, visual literacy, genre, and writing tasks) for middle school science. Preinstruction student assessments indicate a range of challenges in achieving effective learning in science and the need for extensive teacher support to achieve the project’s goals. Postinstructional assessments indicate positive changes in students’ ability to perform target reading and writing tasks. Qualitative data indicate teachers’ desire for external direction

  15. Historical short stories as nature of science instruction in secondary science classrooms: Science teachers' implementation and students' reactions

    Reid-Smith, Jennifer Ann

    a science-related career. If NOS instructional materials are to be used effectively, designers must take into account the needs of classroom teachers by limiting the length of the materials and providing additional teacher support resources. Many teachers will likely require professional development opportunities to build their NOS understanding, develop a compelling rationale for teaching NOS and using the stories, observe modeling of effective implementation, and collaborate with other teachers regarding how to mitigate constraints.

  16. Examining Teachers' Instructional Moves Aimed at Developing Students' Ideas and Questions in Learner-Centered Science Classrooms

    Harris, Christopher J.; Phillips, Rachel S.; Penuel, William R.


    Prior research has shown that orchestrating scientific discourse in classrooms is difficult and takes a great deal of effort on the part of teachers. In this study, we examined teachers' instructional moves to elicit and develop students' ideas and questions as they orchestrated discourse with their fifth grade students during a learner-centered environmental biology unit. The unit materials included features meant to support teachers in eliciting and working with students' ideas and questions as a source for student-led investigations. We present three contrasting cases of teachers to highlight evidence that shows teachers' differing strategies for eliciting students' ideas and questions, and for developing their ideas, questions and questioning skills. Results from our cross case analysis provide insight into the ways in which teachers' enactments enabled them to work with students' ideas and questions to help advance learning. Consistent with other studies, we found that teachers could readily elicit ideas and questions but experienced challenges in helping students develop them. Findings suggest a need for more specified supports, such as specific discourse strategies, to help teachers attend to student thinking. We explore implications for curricular tools and discuss a need for more examples of effective discourse moves for use by teachers in orchestrating scientific discourse.

  17. At-risk elementary school children with one year of classroom music instruction are better at keeping a beat.

    Slater, Jessica; Tierney, Adam; Kraus, Nina


    Temporal processing underlies both music and language skills. There is increasing evidence that rhythm abilities track with reading performance and that language disorders such as dyslexia are associated with poor rhythm abilities. However, little is known about how basic time-keeping skills can be shaped by musical training, particularly during critical literacy development years. This study was carried out in collaboration with Harmony Project, a non-profit organization providing free music education to children in the gang reduction zones of Los Angeles. Our findings reveal that elementary school children with just one year of classroom music instruction perform more accurately in a basic finger-tapping task than their untrained peers, providing important evidence that fundamental time-keeping skills may be strengthened by short-term music training. This sets the stage for further examination of how music programs may be used to support the development of basic skills underlying learning and literacy, particularly in at-risk populations which may benefit the most. PMID:24130865

  18. At-risk elementary school children with one year of classroom music instruction are better at keeping a beat.

    Jessica Slater

    Full Text Available Temporal processing underlies both music and language skills. There is increasing evidence that rhythm abilities track with reading performance and that language disorders such as dyslexia are associated with poor rhythm abilities. However, little is known about how basic time-keeping skills can be shaped by musical training, particularly during critical literacy development years. This study was carried out in collaboration with Harmony Project, a non-profit organization providing free music education to children in the gang reduction zones of Los Angeles. Our findings reveal that elementary school children with just one year of classroom music instruction perform more accurately in a basic finger-tapping task than their untrained peers, providing important evidence that fundamental time-keeping skills may be strengthened by short-term music training. This sets the stage for further examination of how music programs may be used to support the development of basic skills underlying learning and literacy, particularly in at-risk populations which may benefit the most.

  19. The System for Observing Fitness Instruction Time (SOFIT) as a measure of energy expenditure during classroom-based physical activity.

    Honas, Jeffery J; Washburn, Richard A; Smith, Bryan K; Greene, Jerry L; Cook-Wiens, Galen; Donnelly, Joseph E


    The aim of this investigation was to develop an equation to estimate physical activity energy expenditure (PAEE) during a 10-min physically active academic lesson using The System for Observing Fitness Instruction Time (SOFIT) and demographic information. PAEE (portable indirect calorimeter) and physical activity (SOFIT) were simultaneously assessed in 38, 2nd through 5th grade children. PAEE and SOFIT were 3.04 +/- 1.1 (kcal/min) and 3.8 +/- 0.4 (score), respectively. PAEE was predicted from SOFIT score and body weight [PAEE (kcal/min) = (1.384*SOFIT + 0.084*weight (kg)--5.126), R = .81, SEE = 1.23 kcal/min]. PAEE measured by indirect calorimeter and predicted from SOFIT and body weight were 3.04 +/- 1.1 (kcal/min) and 3.04 +/- 0.9 kcal/min) respectively. SOFIT and body weight may provide a useful measure of PAEE associated with classroom based physical activity. PMID:19168920

  20. Is Spanish Pragmatic Instruction Necessary in the L2 Classroom If Latin American Speakers of Spanish Take on American English Pragmatic Norms Once Prolonged Exposure in the United States Occurs? A Study on Refusal Strategies

    Bachelor, Jeremy W.; Hernandez, Lydia; Shively, Rachel L.


    As educators of foreign and second languages debate the most efficient methods of implementing pragmatic instruction in the L2 classroom, is it possible that Spanish pragmatic instruction is not necessary if American Spanish pragmatic norms are no different than American English norms? The present investigation studies the pragmatic norms in…

  1. Brownfield Action III - Modular use of hydrogeology instruction in the virtual classroom

    Bower, P.; Liddicoat, J.


    Brownfield Action III (BA III) is a network-based, interactive, digital space and simulation developed by Barnard College and the Columbia Center for New Media Teaching and Learning in which students explore and solve problems in environmental forensics. BA III is a proven inquiry-based approach to teaching and learning that, since its inception in 1999, has been recognized as an exemplary curriculum. Indeed, in 2002 it was selected as a national model curriculum by SENCER (Science Education for New Civic Engagements and Responsibilities). BA III provides instruction in environmental site assessments and in the remediation of former industrial sites (brownfields) for secondary and higher education students. The initial full-semester, three hours of weekly laboratory instruction that complements lectures in BA II has been revised for modular use in Hydrology, Environmental Science, and Environmental Ethics undergraduate and graduate courses in the United States. The remediation of brownfields is important because they have potential as recreational, residential, and commercial real estate sites. As part of determining the value of such a site, an environmental site assessment (ESA) is required to determine the nature and extent of any contamination. To reach that objective, BA III contains a narrative that is embedded and to be discovered in simulation; it is a story of groundwater contamination complete with underground contaminant plumes in a fictitious town with buildings, roads, wells, water tower, homes, and businesses as well as a municipal government with relevant historical documents. Student companies work collaboratively in teams of two, sign a contract with a development corporation to conduct a Phase One ESA, receive a realistic budget, and compete with other teams to fulfill the contract while maximizing profit. To reach a valid conclusion in the form of a professional-level ESA and 3-D maps of the physical site, teams construct a detailed narrative

  2. Classroom Management and the Librarian

    Blackburn, Heidi; Hays, Lauren


    As librarians take on more instructional responsibilities, the need for classroom management skills becomes vital. Unfortunately, classroom management skills are not taught in library school and therefore, many librarians are forced to learn how to manage a classroom on the job. Different classroom settings such as one-shot instruction sessions…

  3. Literacy events during science instruction in a fifth-grade classroom: Listening to teacher and student voices

    Deal, Debby

    Concern with science literacy and how to achieve it has a long history in our education system. The goals and definitions established by the National Science Education Standards (1996) suggest that if we are to successfully prepare students for the information age, science education must blend the natural and social sciences. However, research indicates that connections between hands-on science and literacy, as a tool for processing information, do not regularly occur during school science instruction. This case study explored the use of literacy by a second year teacher in a fifth grade class during consecutive science units on chemistry and liquids. The research questions focused on how and why the teacher and students used literacy during science and how and why the teacher and selected focus students believed literacy influenced their learning in science. Data was collected through classroom observations and multiple interviews with the teacher and selected focus students. Interview data was analyzed and coded using an iterative process. Field notes and student artifacts were used to triangulate the data. The study found that the teacher and students used reading and writing to record and acquire content knowledge, learn to be organized, and to facilitate assessment. Although the teacher had learned content literacy strategies in her pre-service program, she did not implement them in the classroom and her practice seemed to reflect her limited science content knowledge and understanding of the nature of science. The focus students believed that recording and studying notes, reading books, drawing, and reading study guides helped them learn science. The findings suggest the following implications: (1) More data is needed on the relationship between teaching approach, science content knowledge, and beliefs about science. (2) Elementary student voices make a valuable contribution to our understanding of science learning. (3) Pre-service candidates should have

  4. Does the Method of Instruction Matter? An Experimental Examination of Information Literacy Instruction in the Online, Blended, and Face-to-Face Classrooms

    Anderson, Karen; May, Frances A.


    The researchers, a librarian and a faculty member, collaborated to investigate the effectiveness of delivery methods in information literacy instruction. The authors conducted a field experiment to explore how face-to-face, online, and blended learning instructional formats influenced students' retention of information literacy skills. Results are…

  5. Initial Considerations When Applying an Instructional Sensitivity Framework: Partitioning the Variation between and within Classrooms for Two Mathematics Assessments

    Ing, Marsha


    Drawing inferences about the extent to which student performance reflects instructional opportunities relies on the premise that the measure of student performance is reflective of instructional opportunities. An instructional sensitivity framework suggests that some assessments are more sensitive to detecting differences in instructional…

  6. The effects of the science writing heuristic (SWH) approach versus traditional instruction on yearly critical thinking gain scores in grade 5-8 classrooms

    Tseng, Ching-mei

    Critical Thinking has been identified in the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS) as skills needed to prepare students for advanced education and the future workforce. In science education, argument-based inquiry (ABI) has been proposed as one way to improve critical thinking. The purpose of the current study was to examine the possible effects of the Science Writing Heuristic (SWH) approach, an immersion argument-based inquiry approach to learning science, on students' critical thinking skills. Guided by a question-claims-evidence structure, students who participated in SWH approach were required to negotiate meaning and construct arguments using writing as a tool throughout the scientific investigation process. Students in the control groups learned science in traditional classroom settings. Data from five data sets that included 4417 students were analyzed cross-sectionally and longitudinally. Yearly critical thinking gain scores, as measured by Form X of Cornell Critical Thinking Test, were compared for students who experienced the SWH approach versus students who experienced traditional instruction in both elementary (5th grade) and secondary schools (6th-8th grades). Analyses of yearly gain scores for data sets that represented a single year of implementation yielded statistically significant differences favoring SWH over traditional instruction in all instances and statistically significant interactions between gender and grade level in most instances. The interactions revealed that females had higher gain scores than males at lower grade levels but the reverse was true at higher grade levels. Analyses from data sets that included two years of implementation revealed higher overall gains for SWH instruction than for traditional instruction but most of those gains were achieved during the first year of implementation. Implications of these results for teaching critical thinking skills in science classrooms are

  7. The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom

    Clark, Kevin R.


    In many of the secondary classrooms across the country, students are passively engaged in the mathematics content, and academic performance can be described, at best, as mediocre. This research study sought to bring about improvements in student engagement and performance in the secondary mathematics classroom through the implementation of the…

  8. The Responsive Environmental Assessment for Classroom Teaching (REACT): The Dimensionality of Student Perceptions of the Instructional Environment

    Nelson, Peter M.; Demers, Joseph A.; Christ, Theodore J.


    This study details the initial development of the Responsive Environmental Assessment for Classroom Teachers (REACT). REACT was developed as a questionnaire to evaluate student perceptions of the classroom teaching environment. Researchers engaged in an iterative process to develop, field test, and analyze student responses on 100 rating-scale…

  9. ARCS Model in College English Classroom Instruction%ARCS动机设计模式在大学英语课堂教学中的应用



    ARCS model proposed by Professor Keller offers theoretical guidance to decrease learners’de-mo-tivation in classroom instruction. Based on Keller’s ARCS model, this paper puts forward the new mode of college English classroom instruction, i.e. to draw learners’attention and raise questions, to clarify learning objectives and explain the relevance, to build up learners’confidence by presenting teaching materials, and to arouse learners’satisfaction by cooperative learning.%美国凯勒教授提出的ARCS动机设计模式为减少学生课堂学习动机缺失提供了有效的理论框架。在此理论基础上提出大学英语课堂教学模式:吸引注意、提出问题;阐明目的、引起相关;呈现内容、建立自信;小组活动、引发满足。

  10. Teacher Conceptions and Approaches Associated with an Immersive Instructional Implementation of Computer-Based Models and Assessment in a Secondary Chemistry Classroom

    Waight, Noemi; Liu, Xiufeng; Gregorius, Roberto Ma.; Smith, Erica; Park, Mihwa


    This paper reports on a case study of an immersive and integrated multi-instructional approach (namely computer-based model introduction and connection with content; facilitation of individual student exploration guided by exploratory worksheet; use of associated differentiated labs and use of model-based assessments) in the implementation of coupled computer-based models and assessment in a high-school chemistry classroom. Data collection included in-depth teacher interviews, classroom observations, student interviews and researcher notes. Teacher conceptions highlighted the role of models as tools; the benefits of abstract portrayal via visualizations; appropriate enactment of model implementation; concerns with student learning and issues with time. The case study revealed numerous challenges reconciling macro, submicro and symbolic phenomena with the NetLogo model. Nonetheless, the effort exhibited by the teacher provided a platform to support the evolution of practice over time. Students' reactions reflected a continuum of confusion and benefits which were directly related to their background knowledge and experiences with instructional modes. The findings have implications for the role of teacher knowledge of models, the modeling process and pedagogical content knowledge; the continuum of student knowledge as novice users and the role of visual literacy in model decoding, comprehension and translation.

  11. How Latino/a bilingual students use their language in a fifth grade classroom and in the science laboratory during science instruction

    Stevenson, Alma R.

    This qualitative research study examines how Latino/a bilingual students use their linguistic resources in their homeroom classroom and in the science laboratory during science instruction. This study was conducted in a school district located in the southwestern part of the United States. The school was chosen based on the criterion that the school is located in an area considered economically depressed, with a predominantly Latino student, school, and neighborhood population. The object of study was a fifth grade bilingual (Spanish/English) classroom where English was the means of instruction. Classroom interaction was examined from a sociolinguistics perspective. The study was descriptive in nature with the objective of analyzing the students' use of their linguistic resources while participating in science learning. The results of this study suggest that the students used their linguistic resources purposefully in order to facilitate their participation in science leaning. In the same manner, it was observed the students' reliance on Spanish as a foundation to enhance their comprehension of the scientific concepts and the dynamics involved in the science lessons, with the purpose of making sense, and thus, to express their understanding (orally and in writing) using their linguistic resources, especially their English language, as it was expected from them. Further, the findings disclose the students' awareness of their own bilingualism, preference for speaking Spanish, and their conceptualization of English as the language to achieve academic success. It has also been observed how the pressure put upon the teacher and the students by the accountability system brings about an implicit bias against Spanish, causing the teacher to assume a paradoxical stance regarding the students' use of Spanish, and thereby, placing the students in an ambivalent position, that might affect, to a certain extent, how students use their Spanish language as a resource to

  12. The Perception of Preservice Mathematics Teachers on the Role of Scaffolding in Achieving Quality Mathematics Classroom Instruction

    Bature, Iliya Joseph; Jibrin, Adamu Gagdi


    This paper was designed to investigate the perceptions of four preservice mathematics teachers on the role of scaffolding in supporting and assisting them achieves quality classroom teaching. A collaborative approach to teaching through a community of practice was used to obtain data for the three research objectives that were postulated. Two methods were used to collect data for the research which include classroom observations and the reflection meetings. While the researchers adopted the g...

  13. Teacher Quality Indicators as Predictors of Instructional Assessment Practices in Science Classrooms in Secondary Schools in Barbados

    Ogunkola, Babalola J.; Archer-Bradshaw, Ramona E.


    This study investigated the self-reported instructional assessment practices of a selected sample of secondary school science teachers in Barbados. The study sought to determine if there were statistically significant differences in the instructional assessment practices of teachers based on their sex and teacher quality (teaching experience, professional qualification and teacher academic qualification). It also sought to determine the extent to which each of these four selected variables individually and jointly affected the teachers' report of their instructional assessment practices. A sample of 55 science teachers from nine secondary schools in Barbados was randomly selected to participate in this study. Data was collected by means of a survey and was analyzed using the means and standard deviations of the instructional assessment practices scores and linear, multiple and binary logistic regression. The results of the study were such that the majority of the sample reported good overall instructional assessment practices while only a few participants reported moderate assessment practices. The instructional assessment practices in the area of student knowledge were mostly moderate as indicated by the sample. There were no statistically significant differences between or among the mean scores of the teachers' reported instructional assessment practices based on sex ( t = 0.10; df = 53; p = 0.992), teaching experience ( F[4,50] = 1.766; p = 0.150), the level of professional qualification (F[3,45] = 0.2117; p = 0.111) or the level of academic qualification (F[2,52] = 0.504; p = 0.607). The independent variables (teacher sex, teaching experience, teacher professional qualification or teacher academic qualification) were not significant predictors of the instructional assessment practices scores. However, teacher sex was a significant predictor of the teachers' report of good instructional assessment practices. The study also found that the joint effect of the

  14. Teaching Reading Comprehension in Primary Classrooms : A Case Study of Teachers’ Instructional Practices to teaching Reading Comprehension to Primary Three Classrooms in Uganda


    The purpose of this study was to explore how teachers teach reading comprehension in primary three inclusive classrooms in Uganda. The study developed a theoretical framework from the literature review consisting of reading comprehension theories that directed the study and underpinned the methods and strategies that are used in teaching reading comprehension. The theories helped to clarify definitions and concepts about the teaching of reading comprehension. Qualitative approach was used wit...

  15. Unveiling the Teachers' Profiles through an INSET (In Service Training) Course of Greek Primary School Teachers in the Pedagogy of ICT (Information and Communications Technology) In-Classroom Instruction

    Amanatidis, Nikolaos


    To meet the increasing demand for change in the infusion of ICT pedagogy in education a nationwide project was launched in Greece on May 2008. An INSET course for primary school teachers in the pedagogy of ICT in classroom instruction. The writer, aimed to study the teachers' views about certain aspects of the training experience in terms of the…

  16. Where is the instructional leader? : how the district office creates the ties that keep principals connected to the classroom

    Paul, Susan Merry


    To prepare all students--regardless of their abilities, language, and economic or cultural differences--to learn the skills needed for success in a global economy, teachers need training and support to teach in ways that respond to children's differences and to the changes in our world. The instructional leadership skills of the site principal make a difference in how effectively teachers meet these challenges. The role of the district office in preparing principals to become instructional le...

  17. Opinions of Pre-Service Classroom Teachers towards Laboratory Using in Science Instruction and Their Preferences Towards Laboratory Approaches

    Yildirim, Nagihan


    This study is a descriptive study that adopts relational screening model with the aim of determining pre-service classroom teachers' opinions about laboratory use in science teaching their preferences among laboratory approaches and identifying the reasons of the answers given by the pre-service teachers. The sample of the study is 236 pre-service…

  18. "Integration" of the Language Arts and Teacher Training: An Examination of Speech Communication Instruction in High School English Classrooms.

    Barnes, Judith A.; Hayes, Andrew F.


    Surveys high school English teachers in California. Finds that in many areas English teachers' classroom practices do not conform to the integration curriculum guidelines issued by the state. Finds no systematic trend for teachers with an oral communication background to be integrating the language arts more than teachers without this training.…

  19. Science in the Classroom: Finding a Balance between Autonomous Exploration and Teacher-Led Instruction in Preschool Settings

    Nayfeld, Irena; Brenneman, Kimberly; Gelman, Rochel


    Research Findings: This paper reports on children's use of science materials in preschool classrooms during their free choice time. Baseline observations showed that children and teachers rarely spend time in the designated science area. An intervention was designed to "market" the science center by introducing children to 1 science tool, the…

  20. Teachers' Implementation of Gender-Inclusive Instructional Strategies in Single-Sex and Mixed-Sex Science Classrooms.

    Parker, Lesley H.; Rennie, Leonie J.


    Focuses on female performance in science and mathematics in a single-sex classroom setting. Reports the circumstances under which teachers were able to implement gender-inclusive strategies in single-sex science classes in coeducational high schools and documents some of the difficulties faced. Gathers qualitative and quantitative data from…

  1. Making a Success of "Algebra for All": The Impact of Extended Instructional Time and Classroom Peer Skill in Chicago

    Nomi, Takako; Raudenbush, Stephen W.


    In 2003, Chicago launched "Double-Dose Algebra," requiring students with pretest scores below the national median to take two periods of math--algebra and supplemental coursework. In many schools, assignment to Double Dose changed the peer composition of the algebra classroom. Using school-specific instrumental variables within a…

  2. An Overview of Miner Training: Recommendations for Curriculum Development, Instructional Strategies, and Evaluation Techniques for Classroom Training.

    Bernard, Jeanne T.; Digman, R. Michael

    To evaluate and document the effectiveness of miner training, a study monitored a wide variety of classroom sessions conducted for new miner and annual refresher training. Seven trainers and 275 mine trainees at fourteen sites in Kentucky, Maryland, Pennsylvania, and West Virginia participated. Observations were made of classes in underground new…

  3. Should professional development include analyzing and coaching ways of speaking during inquiry-based science instruction in elementary classrooms?

    van Zee, Emily H.


    In this commentary, I first consider what Oliveira defines inquiry-based science instruction to be. Next I discuss what the discourse practices are that he is advocating. Then I examine what he presents as evidence of changes in two teachers' discourse practices due to a summer institute and how their pragmatic awareness seems to have been enhanced through institute activities. Finally I ponder whether, when, how, and why professional development should include a focus on ways of speaking during inquiry-based science instruction.

  4. Current problems and solutions of driver improvement in Japan

    Nagatsuka, Yasuhiro; 長塚, 康弘


    Considering the recent increasing tendency of traffic accidents in Japan, it seems urgently necessary for us to "improve drivers' behavior" by driver training for future accident reduction. In order to clarify what should be instructed in the training for safe driving, a driver training system was examined. It was pointed out that both beginner drivers and the licensed drivers were not yet adequately trained to be useful as safe drivers in considering especially the situations that beginner d...

  5. Understanding the Development of a Hybrid Practice of Inquiry-Based Science Instruction and Language Development: A Case Study of One Teacher's Journey Through Reflections on Classroom Practice

    Capitelli, Sarah; Hooper, Paula; Rankin, Lynn; Austin, Marilyn; Caven, Gennifer


    This qualitative case study looks closely at an elementary teacher who participated in professional development experiences that helped her develop a hybrid practice of using inquiry-based science to teach both science content and English language development (ELD) to her students, many of whom are English language learners (ELLs). This case study examines the teacher's reflections on her teaching and her students' learning as she engaged her students in science learning and supported their developing language skills. It explicates the professional learning experiences that supported the development of this hybrid practice. Closely examining the pedagogical practice and reflections of a teacher who is developing an inquiry-based approach to both science learning and language development can provide insights into how teachers come to integrate their professional development experiences with their classroom expertise in order to create a hybrid inquiry-based science ELD practice. This qualitative case study contributes to the emerging scholarship on the development of teacher practice of inquiry-based science instruction as a vehicle for both science instruction and ELD for ELLs. This study demonstrates how an effective teaching practice that supports both the science and language learning of students can develop from ongoing professional learning experiences that are grounded in current perspectives about language development and that immerse teachers in an inquiry-based approach to learning and instruction. Additionally, this case study also underscores the important role that professional learning opportunities can play in supporting teachers in developing a deeper understanding of the affordances that inquiry-based science can provide for language development.

  6. Understanding the Development of a Hybrid Practice of Inquiry-Based Science Instruction and Language Development: A Case Study of One Teacher's Journey Through Reflections on Classroom Practice

    Capitelli, Sarah; Hooper, Paula; Rankin, Lynn; Austin, Marilyn; Caven, Gennifer


    This qualitative case study looks closely at an elementary teacher who participated in professional development experiences that helped her develop a hybrid practice of using inquiry-based science to teach both science content and English language development (ELD) to her students, many of whom are English language learners (ELLs). This case study examines the teacher's reflections on her teaching and her students' learning as she engaged her students in science learning and supported their developing language skills. It explicates the professional learning experiences that supported the development of this hybrid practice. Closely examining the pedagogical practice and reflections of a teacher who is developing an inquiry-based approach to both science learning and language development can provide insights into how teachers come to integrate their professional development experiences with their classroom expertise in order to create a hybrid inquiry-based science ELD practice. This qualitative case study contributes to the emerging scholarship on the development of teacher practice of inquiry-based science instruction as a vehicle for both science instruction and ELD for ELLs. This study demonstrates how an effective teaching practice that supports both the science and language learning of students can develop from ongoing professional learning experiences that are grounded in current perspectives about language development and that immerse teachers in an inquiry-based approach to learning and instruction. Additionally, this case study also underscores the important role that professional learning opportunities can play in supporting teachers in developing a deeper understanding of the affordances that inquiry-based science can provide for language development.

  7. Looking at the Impact of the Flipped Classroom Model of Instruction on Undergraduate Multimedia Students at CSUN

    Enfield, Jacob


    Scholars and practitioners have reported the positive outcomes of a flipped, or inverted, approach to instruction (Baker, 2000; Lage, Platt, & Treglia, 2000; Bergmann, 2011; Wright, 2011; Pearson, 2012; Butt, 2012; Bates, 2012). While many of the reports are anecdotal, the sheer number of instructors that have reported successful…

  8. FORUM: Instructional Communication and Millennial Students: Millennials, Teaching and Learning, and the Elephant in the College Classroom

    Morreale, Sherwyn P.; Staley, Constance M.


    The essays that comprise "Communication Education's" Forum on Instructional Communication and Millennial Students provide excellent summaries of existing research on this new generational cohort as college students. Taken as a whole, the writings paint an intriguing picture of this cohort, including both challenges and opportunities to…

  9. How Clear and Organized Classroom Instruction and Deep Approaches to Learning Affect Growth in Critical Thinking and Need for Cognition

    Wang, Jui-Sheng; Pascarella, Ernest T.; Nelson Laird, Thomas F.; Ribera, Amy K.


    In this study the authors analyze longitudinal student survey data from the 17-institution Wabash National Study of Liberal Arts Education (WNS) to determine the extent that the influence of overall exposure to clear and organized instruction on four-year growth in two measures of cognitive development is mediated by student use of deep approaches…

  10. The Effects of Cardio-Syntactic Analysis Instruction on Writing Scores in a 11th Grade High School Classroom

    Kariuki, Patrick N.; Blair, Paul W.


    The purpose of this research was to determine the effects of Cardio-Syntactic Analysis instruction on writing scores in an 11th grade English class. The sample consisted of 35 students enrolled in an Honor's English 11 class at Volunteer high School, in Church Hill, TN. The class was randomly assigned into an experimental group of 17 students and…

  11. Self-Regulated Learning: Studying the Effects of a Nontraditional Instructional Method in the High School Science Classroom

    Corsi, Gianluca


    Self-regulated learning (SRL) encourages students to learn using metacognition, strategic action, and motivation. This nontraditional approach to education relies on the student's active role in learning and the instructor's facilitatory role in teaching. This article provides a comprehensive analysis of an SRL instructional model the author…

  12. Instructional Practices in Fifth-Through Eighth-Grade Science Classrooms of a Selected Seventh-Day Adventist Conference

    Burton, Larry D.; Nino, Ruth J.; Hollingsead, Candice C.


    This investigation focused on instructional practices within fifth- through eighth-grade science classes of selected Seventh-day Adventist schools. Teachers reported regular use of discussion, student projects, and tests or quizzes. Most respondents said they did not feel prepared or had "never heard of" inquiry, the learning cycle, or…

  13. Connecting Brain Research to Classroom Learning: A Mixed-Method Study on How Teachers Apply Brain Research to Their Instruction

    McAteer, Todd C.


    Purpose. The purpose of this study was to examine how knowledgeable teachers are in utilizing brain-researched instructional strategies. The research focused on determining which brain-researched strategies are implemented, the accuracy with which they are employed, and the degree to which they are utilized. A literature review revealed the most…

  14. Promoting a practice of active student-centred instruction into the mathematics classroom: matematita's "turnkey laboratory" kits

    Cazzola, Marina


    The aim of this report is to describe a field trial conducted in Italy during the academic year 2009-10, with primary and secondary school teachers (grades K-8), in order to test prototypes of "ready to use" kits to be used to implement PBL laboratory sessions in the classroom. This work is meant to provide a sort of snapshot of the classroom implementation of the teaching recommendations (so that any readers can conduct their own analysis). The kits were designed by matematita (Interuniversity Research Center for the Communication and Informal Learning of Mathematics, I wish to thank the "Ufficio Scolastico Regionale della Lombardia" for sponsoring the trial.

  15. Teaching Neuroscience to Science Teachers: Facilitating the Translation of Inquiry-Based Teaching Instruction to the Classroom

    Roehrig, G. H.; Michlin, M.; Schmitt, L.; MacNabb, C.; Dubinsky, J M


    In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sust...

  16. The System for Observing Fitness Instruction Time (SOFIT) as a Measure of Energy Expenditure During Classroom-Based Physical Activity

    Honas, Jeffery J.; Washburn, Richard A.; Smith, Bryan K.; Greene, Jerry L.; Cook-Wiens, Galen; Donnelly, Joseph E.


    The aim of this investigation was to develop an equation to estimate physical activity energy expenditure (PAEE) during a 10-min physically active academic lesson using The System for Observing Fitness Instruction Time (SOFIT) and demographic information. PAEE (portable indirect calorimeter) and physical activity (SOFIT) were simultaneously assessed in 38, 2nd through 5th grade children. PAEE and SOFIT were 3.04 ± 1.1 (kcal/min) and 3.8 ± 0.4 (score), respectively. PAEE was predicted from SOF...

  17. 基于翻转课堂的大学英语写作教学设计研究%A Study on the Instructional Model of College English Writing Based on Flipped Classroom

    曹霞; 刘文琼


    随着信息技术和教学模式的不断改进和创新,翻转课堂为教学改革的开展注入了新活力,也成为国内外教育界的热门话题。探讨翻转课堂教学模式应用于大学英语写作教学中的可行性,设计较为完整的写作教学设计方案并开展了实证性研究。研究结果显示,翻转课堂对提高大学生英语写作水平及提高英语写作兴趣等方面具有积极作用。%With the development and innovation of technology and educational model,flipped class-room has added great vitality to instructional reform and has been a hot topic in the educational field home and abroad.The study made an analysis on the feasibility of applying the flipped classroom model to the English writing instruction,and it designed a comparatively complete schema and carried out an empirical research on the writing instruction.The study shows flipped classroom has played an impor-tant role in improving students'writing level and interests.

  18. School-wide implementation of the elements of effective classroom instruction: Lessons from a high-performing, high-poverty urban school

    Dyson, Hilarie


    The purpose of the study was to identify structures and systems implemented in a high-performing high-poverty urban school to promote high academic achievement among students of color. The researcher used a sociocultural theoretical framework to examine the influence of culture on the structures and systems that increased performance by African American and Hispanic students. Four research questions guided the study: (1) What are the trends and patterns of student performance among students of color? (2) What are the organizational structures and systems that are perceived to contribute to high student performance in high-poverty urban schools with high concentrations of students of color? (3) How are the organizational structures and systems implemented to support school-wide effective classroom instruction that promotes student learning? (4) How is the construct of race reflected in the school's structures and systems? Qualitative data were collected through interviews, observations, and artifact collection. A single case study method was employed and collected data were triangulated to capture and explore the rich details of the study. The study focused on a high-performing high-poverty urban elementary school located in southern California. The school population consisted of 99% students of color and 93% were economically disadvantaged. The school was selected for making significant and consistent growth in Academic Performance Index and Adequate Yearly Progress over a 3-year period. The school-wide structures and systems studied were (a) leadership, (b) school climate and culture, (c) standards-based instruction, (d) data-driven decision making, and (e) professional development. Four common themes emerged from the findings: (a) instructional leadership that focused on teaching and learning; (b) high expectations for all students; (c) school-wide focus on student achievement using standards, data, and culturally responsive teaching; and (d) positive

  19. Comparison of E-learning and the Classroom Lecture in Microbiology Course Based on Gagne's Instructional Model

    Mojgan Mohammadimehr


    Full Text Available Background: This study aims to design and produce electronic content of a microbiology course for students in AJA (Islamic Republic of Iran Army University of Medical Sciences based on Gagne's instructional design model and determine its effectiveness. Methods: This is a quasi-experimental study. All medical students studying in the 2014-2015 academic year in AJA University of Medical Sciences who had taken the microbiology course were entered in the study. Students were divided randomly into two groups, control and trial (16 subjects in each. After designing and producing the educational multimedia, the trial group was trained in concepts of the microbiology course using multimedia educational software during 6 sessions over 6 continuous weeks. Finally, they were given post-test questions to determine the educational progress level among the students. Results: The mean ± standard deviation for pre-test and post-test in the trial group were 4.44 ± 1.99 and 12.75 ± 1.06, respectively, and in the control group they were 3.75 ± 2.32 and 9.31 ± 1.25, respectively. The results of the analysis of covariance between adjusted means of both groups for variable of learning show a significant difference between the two groups (F(29,1= 65.69; P=0.001. The effect size was 0.69. Conclusion: The multimedia software produced in AJA University of Medical Sciences can be used as a proper educational instrument for teaching the microbiology courses. So, it is better to incorporate the multimedia method as a part of education into curriculum of universities, especially medical sciences universities. Keywords: e-learning, Gagne's instructional design, model, Education, Army, microbiology course

  20. Language and reading instruction in early years' classrooms: the knowledge and self-rated ability of Australian teachers.

    Stark, Hannah L; Snow, Pamela C; Eadie, Patricia A; Goldfeld, Sharon R


    This study sought to investigate the level of knowledge of language constructs in a cohort of Australian teachers and to examine their self-rated ability and confidence in that knowledge. Seventy-eight teachers from schools across the Australian state of Victoria completed a questionnaire which included items from existing measures, as well as newly developed items. Consistent with a number of earlier Australian and international studies, teachers' explicit and implicit knowledge of basic linguistic constructs was limited and highly variable. A statistically significant correlation was found between (1) total self-rated ability and (2) years since qualification and experience teaching the early years of primary school; however, no relationship was found between self-rated ability and overall performance on knowledge items. Self-rated ability to teach phonemic awareness and phonics had no relationship with demonstrated knowledge in these areas. Teachers were most likely to rate their ability to teach skills including spelling, phonics, comprehension or vocabulary as either moderate or very good. This was despite most respondents demonstrating limited knowledge and stating that they did not feel confident answering questions about their knowledge in these areas. The findings from this study confirm that in the field of language and literacy instruction, there is a gap between the knowledge that is theoretically requisite, and therefore expected, and the actual knowledge of many teachers. This finding challenges current pre-service teacher education and in-service professional learning. PMID:26399719

  1. Design of Instructional Model Based on Flipped Classroom from the Perspective of Developing Critical Thinking--The Case of Instruction of “Intermediate Financial Accounting”%批判性思维培养视角下翻转课堂教学模式设计--以《中级财务会计》教学为例



    The instructional model of flipped classroom regards the students as the center,which transfers knowledge by the information technology before the class, and provides effective communication channels for instruction and study in the class, in order to help students to finish knowledge construction. All of these will help to create equal and harmonious classroom atmosphere to promote the development of critical thinking. Critical thinking is the basis of innovative thinking. Traditional accounting instruction is focused on the rote memory, so most of the cultivated students under this model are lack of innovation. Therefore, it is very necessary to build the instructional model of flipped classroom which help the development of critical thinking based on the theory of critical thinking and core idea of flipped classroom.%翻转课堂教学模式以学生为中心,课前利用信息技术实现高效快捷传递知识,课内为教与学创设有效沟通渠道,完成对知识的内化,这有利于营造平等和谐的课堂氛围,促进批判性思维的培养。批判性思维是创新思维的基础。传统会计教学以机械记忆为主,培养的学生缺乏创新力。因此,结合批判性思维基本理论,围绕翻转课堂核心理念,构建有利于批判性思维培养的翻转课堂教学模式显得尤为必要。

  2. Integrating Real-time, Real-world Geoscience Experiences into Classroom Instruction with EarthLabs and the JOIDES Resolution

    Mote, A. S.; Lockwood, J.; Ellins, K. K.; Haddad, N.; Cooper, S. K.; Ledley, T. S.


    Inspiring the next generation of geoscientists and preparing students for the 21st century workforce requires lifting science outside of the classroom and giving learners the opportunity to think critically about real-world geoscience problems. The EarthLabs suite of climate science modules challenges students with a variety of learning experiences including current scientific data analysis, computer visualizations, satellite imagery, and engaging videos. Each module includes a series of hands-on activities to allow students to explore Earth's complex and dynamic climate history, leading to a deeper understanding of present and future changes to our planet. A new EarthLabs module in development 'Climate Detectives: An Expedition on board the JOIDES Resolution," focuses on Integrated Ocean Drilling Program (IODP) Expedition 341 to Southern Alaska. The module is structured to allow students to work collaboratively, mimicking scientific research groups on the JOIDES Resolution. As students assume the role of a scientist, learn about data collection methods, and analyze authentic data, they learn about the climate history and tectonic processes of the Southern Alaska continental margin, as well as explore the relationship between climate, sedimentation, and tectonics. The Project Based Learning (PBL) approach used in the module teaches students how to analyze data and solve problems like scientists, strengthening the development of higher order thinking skills and preparing them for college coursework. The 'Climate Detectives' Module also provides students with opportunities to interact with scientists through live video conferencing and pre-recorded video presentations by scientists. In this presentation, Expedition 341 Education Officer, Alison Mote, describes the new module, which takes students on an educational journey as they learn about the scientific objectives, methods, and data collection tools scientists use to conduct research on sediment cores retrieved

  3. Practice What We Preach: Differentiating Instruction and Assessment in a Higher Education Classroom as a Model of Effective Pedagogy for Early Childhood Teacher Education Candidates

    Griess, Carolyn J.; Keat, Jane B.


    Teacher education faculty are experiencing increasingly diverse higher education classrooms. In many ways, the diversities present in collegiate classrooms mirror the differences in classrooms of young children. The diversity may be a result of a range of ethnic, socioeconomic, and linguistic differences. Or it may be differences resulting from…

  4. Guidance for Technology Decisions from Classroom Observation

    Bielefeldt, Talbot


    Correlational analysis of two years of classroom observation indicates relationships between technology use and various classroom characteristics, including teacher roles and instructional strategies. Three observers used the ISTE Classroom Observation Tool (ICOT) to record 144 observations of classrooms participating in a variety of educational…

  5. Classroom Space/Technology/Efficiency Needs

    Doan, Tomalee; Doan, Corey


    These slides show data for Instruction Matters Purdue Academic Course Transformation (IMPACT) Program, including current classroom configurations, and growth in classroom seats and technology. Also models expected growth in classroom space and seats. Includes current classroom efficiencies and comments from current IMPACT instructors.

  6. Physical Science Connected Classrooms: Case Studies

    Irving, Karen; Sanalan, Vehbi; Shirley, Melissa


    Case-study descriptions of secondary and middle school classrooms in diverse contexts provide examples of how teachers implement connected classroom technology to facilitate formative assessment in science instruction. Connected classroom technology refers to a networked system of handheld devices designed for classroom use. Teachers were…

  7. "Processing Instruction": un tipo di grammatica comunicativa per la classe di lingua straniera. Il caso del futuro italiano. (Processing Instruction: One Type of Communicative Grammar for the Foreign Language Classroom. The Case of the Italian Future Tense).

    Benati, Alessandro


    Examines the theoretical and practical rationale for processing instruction as a method of incorporating grammar instruction in a communicative foreign language approach. Presents results of a study on the role of processing instruction on the learning of the Italian future indicative tense by a group of English-speaking students. Results…

  8. Older Drivers

    ... Divisions Staff Visitor Information Contact Us FAQs Stay Connected Home » Older Drivers Heath and Aging Older ... She’s noticed a few new dents on her car and doesn’t know how they got there. ...

  9. Older Drivers

    ... be more older drivers on the road. A Complex Task Click for more information Driving is a ... common for people to have declines in visual, thinking, or physical abilities as they get older. As ...

  10. 课堂教学多媒体幻灯制作应重在教学设计%Giving priority to instructional design of multimedia slides for classroom teaching



    针对多媒体幻灯在课堂应用中存在的问题,分析并指出其存在的关键问题是教学设计不到位,强调幻灯制作要为教学对象、教学内容、教学目标服务,以教学设计指导技术应用.%In view of the problems of multimedia slides applied in classroom teaching, this paper analyzes and points out that the key problem is the inadequate instructional design and emphasizes that making of multimedia slides must serve teaching object, teaching content and teaching target. It concludes that instructional design must guide the utilization of technology.

  11. Teaching desertification: An investigation of teacher and classroom attributes, instructional strategies, locus of control, attitudes, and self-efficacy of Namibian junior secondary school teachers

    Shimwooshili Shaimemanya, Cornelia Ndahambelela

    The purpose of this study was to investigate the direct and indirect effects of teacher attributes (teaching experience, age, and science content preparation), classroom attributes (grade level, class size, and teaching resources), and instructional strategies on Namibian junior secondary school teachers' locus of control, attitudes toward desertification, and self-efficacy. A multivariate analysis of variance (MANOVA) and path analysis strategy were used to test a hypothesized causal model that expressed the relationships among these factors. Sample data were collected from 221 teachers from 218 schools representing 4 northern education regions of Namibia. Overall MANOVA results were not significant and hence no follow-up analyses were conducted. However, when the causal model was retested in the absence of 13 variables, which were incorrectly specified, MANOVA results, although still not significant, improved considerably: The p-value decreased from 28.5% to 15%. As a result., follow-up analyses were conducted at an inflated alpha level relative to this alternative model. The results indicated that science content preparation, syllabus use, and Internet use had significant influences on teachers' self-efficacy, but none of the IVs had a significant relationship with either of the other two dependent measures. A follow-up exploratory analysis was also conducted using structural equation modeling (SEM) via LISREL. The resulting LISREL model indicated that (1) age and textbook use are positive measures that determine a teacher's ability to teach desertification, (2) Internet use is a negative measure of teachers' desertification teaching ability, and (3) self-efficacy and attitudes toward desertification are measures of teachers' motivation to teach desertification, with self-efficacy as the stronger measure. Findings suggest that: (1) teachers' desertification teaching can be improved by a stronger science content background as part of teacher training programs; (2

  12. Applying learning theories and instructional design models for effective instruction.

    Khalil, Mohammed K; Elkhider, Ihsan A


    Faculty members in higher education are involved in many instructional design activities without formal training in learning theories and the science of instruction. Learning theories provide the foundation for the selection of instructional strategies and allow for reliable prediction of their effectiveness. To achieve effective learning outcomes, the science of instruction and instructional design models are used to guide the development of instructional design strategies that elicit appropriate cognitive processes. Here, the major learning theories are discussed and selected examples of instructional design models are explained. The main objective of this article is to present the science of learning and instruction as theoretical evidence for the design and delivery of instructional materials. In addition, this article provides a practical framework for implementing those theories in the classroom and laboratory. PMID:27068989

  13. Classroom Management Instruction in the Context of a School-University Partnership: A Case Study of Team-Based Curriculum Deliberation, Design, and Delivery

    Gimbert, Belinda


    This case study explored a process of team-based curriculum deliberation, design, and delivery, used to teach a classroom management course in the context of a school university partnership. A team of university and school-based teacher educators negotiated how best to prepare preservice teachers with effective classroom management knowledge and…

  14. 智障教育课堂指导语运用探析%The Exploration of the Use of Instructions in the Education Classrooms for Mentally-Retarded Children



    智障教育课堂教学中,指导语作为师生信息交换的中介,对于课堂教学的有效实施起着桥梁的作用。智障教育课堂实践中,对于如何恰当使用指导语存在着三个误区“:不清晰“”无指向”和“不存在”。要消除指导语使用的误区,需要明晰智障教育学校指导语的四种功能,即导向功能、反馈功能、强化功能和调节功能;正确把握指导语运用的四个原则:稳定性原则、准确性原则、简洁性原则和差异性原则;提高指导语运用的水平需要教师准确把握课程,细致了解学生,并建立反思习惯。%In the classroom teaching for mentally retarded children, instructions, as the medium for information interchange between teachers and students, play the role of a bridge. In the classroom practice of education for the mentally-retarded, there are three misunderstandings about how to employ instructions properly, namely,“unclearness”,“pointlessness”and“nonexistence”. To clear up the misunderstandings in the use of instructions, four functions of instructions in schools for mentally retarded children should be made clear, namely, orientation, feedback, reinforcement and adjustment; four principles of the use of instructions should be stuck to, that is, stability, accuracy, conciseness and discrepancy;the improvement of the application of the instructions needs the teacher’s knowing well of the curricula, detailed understanding of students and forming the habit of introspection.

  15. The Basics of Blended Instruction

    Tucker, Catlin R.


    Even though many of teachers do not have technology-rich classrooms, the rapidly evolving education landscape increasingly requires them to incorporate technology to customize student learning. Blended learning, with its mix of technology and traditional face-to-face instruction, is a great approach. Blended learning combines classroom learning…

  16. The Effects of a Master's Program on Teachers' Science Instruction: Results from Classroom Observations, Teacher Reports, and Student Surveys

    Copur-Gencturk, Yasemin; Hug, Barbara; Lubienski, Sarah Theule


    This study examines the impact of a new master's degree program on the instructional practices of K-8 in-service teachers. This 2.5-year master's program was designed to deepen in-service teachers' knowledge in science and mathematics and promote greater use of reform-oriented instruction. Teachers' instructional practices were…

  17. Crane. Incidental Classroom Instruction 20295

    Reynolds, Richard Jennings [Los Alamos National Laboratory


    The purpose of this course is to introduce safe hoisting and rigging practices to personnel who are attempting to become LANL incidental crane operators and to review and refresh safe hoisting and rigging practices with existing incidental crane operators.

  18. Explicit Instruction Elements in Core Reading Programs

    Child, Angela R.


    Classroom teachers are provided instructional recommendations for teaching reading from their adopted core reading programs (CRPs). Explicit instruction elements or what is also called instructional moves, including direct explanation, modeling, guided practice, independent practice, discussion, feedback, and monitoring, were examined within CRP reading lessons. This study sought to answer the question: What elements of explicit instruction or instructional moves are included in the five most...

  19. Nursing education: Flipping the classroom.

    Hessler, Karen L


    This article will introduce the innovative educational concept of the "flipped classroom." How to implement the flipped learning model will be addressed within the framework of The Intentional Instruction Environment Model. PMID:26795837

  20. Rap Music in the Classroom?

    Anderson, Edward


    Discusses the background of rap music, its definition, its themes and messages, and rap as a blend of language and music. Offers ideas for its use in the classroom as a way to motivate and instruct students. (SR)

  1. Classrooms Make Friends with Computers.

    Spivak, Howard; Varden, Stuart


    The authors cite specific ways that the classroom computer can aid the teacher, by providing a wide variety of independent instruction for students and by cutting down the time required for recordkeeping, testing, and other administrative tasks. (Author/SJL)

  2. Rotating Solids and Flipping Instruction

    Grypp, Lynette; Luebeck, Jennifer


    Technology is causing educators to rethink the entire notion of classroom learning, not only with respect to what learning should take place but also where it should take place. One such innovation is flipped instruction, broadly defined by Staker and Horn (2012) as an instructional model in which students learn partly through online delivery and…

  3. Guided Reading in Inclusive Middle Years Classrooms

    Lyons, Wanda; Thompson, Scott Anthony


    Teachers in inclusive classrooms are challenged to provide reading instruction for students with a wide range of instructional levels. This article reports on the implementation of guided reading in four middle years inclusive classrooms, the impact on student engagement and reading progress, and teacher perspectives on the guided reading…

  4. The Classroom Environment: First, Last, and Always

    Roskos, Kathleen; Neuman, Susan B.


    The classroom environment is uppermost in teachers' minds at the start of each school year. Designing an effective classroom environment for learning to read and reading is both an art and a science. Aligning physical space with instructional goals involves the flexible use of space that is adapted to instructional needs. A well-designed classroom…

  5. Integrated Skills in the ESL/EFL Classroom. ERIC Digest.

    Oxford, Rebecca

    This digest focuses on teaching integrated skills in the English-as-a-Second/Foreign-Language classroom (ESL/EFL). Segregated-skill instruction is examined and two types of integrated-skills instruction are highlighted: content-based instruction and task-based instruction. The advantages of integrated-skill instruction are discussed, and five…

  6. "They Might Know a Lot of Things That I Don't Know": Investigating Differences in Preservice Teachers' Ideas about Contextualizing Science Instruction in Multilingual Classrooms

    Tolbert, Sara; Knox, Corey


    This paper describes the results from a qualitative study of 72 preservice teachers' initial ideas about contextualizing science instruction with language minority students. Participants drew primarily on local ecological and multicultural contexts as resources for contextualizing instruction. However, preservice teachers enrolled in the bilingual…

  7. Personalities in the Classroom: Making the Most of Them

    Richardson, Rita Coombs; Arker, Emily


    Teachers' personality traits are reflected in their classroom instruction--especially in their selection of various instructional strategies, the materials they choose, and their classroom management techniques. Moreover, personality styles are positively interrelated with learning styles as well as teaching styles. In many classrooms, however,…

  8. Banzhuren and Classrooming: Democracy in the Chinese Classroom

    Li, Jiacheng; Chen, Jing


    The issue of education and democracy has become more and more important in China. This paper firstly explains the theory of democracy in Chinese classrooms, and then focuses on the Chinese banzhuren who is responsible for classrooming, an important educational area equal to instruction. We illustrate how Chinese students achieve development…

  9. Future development of instructional television

    Barnett, H. J.; Denzau, A. T.; Dumolin, J. R.; Singh, J. P.


    The use of television in schools as an aid to instruction is proposed for individualized instruction, repetition for slow learners, acceleration for fast learners, and lectures from the best teachers for all students. A dedicated school district cable system, a 40 channel cable to each school and classroom, is considered. This innovation offers an opportunity for improving the quality and content of the school's instruction and for reducing the cost.

  10. Getting Active in the Classroom

    Yerigan, Tanya


    This paper presents active learning theory and how implementation of dynamic instruction strategies can transform the K-12 classroom. A multi-part study was conducted to determine both the level of active learning knowledge among participants and applicability of newly acquired approaches within the participants' classrooms. First, teachers were…