Target Inquiry: Changing Chemistry High School Teachers' Classroom Practices and Knowledge and Beliefs about Inquiry Instruction

ERIC Educational Resources Information Center

Herrington, Deborah G.; Yezierski, Ellen J.; Luxford, Karen M.; Luxford, Cynthia J.

2011-01-01

Inquiry-based instruction requires a deep, conceptual understanding of the process of science combined with a sophisticated knowledge of teaching and learning. This study examines the changes in classroom instructional practices and corresponding changes to knowledge and beliefs about inquiry instruction for eight high school chemistry teachers.…

The STEAM-Powered Classroom

ERIC Educational Resources Information Center

Harper, Charlie

2017-01-01

An instructional coach argues that STEAM (science, technology, engineering, arts, and mathematics) programming combined with problem-based learning can offer rich academic experiences--and not just in science classrooms. He outlines relevant problem-based lesson ideas, and discusses ways school leaders can better support instructional practices…

Transfer of training through a science education professional development program

NASA Astrophysics Data System (ADS)

Sowards, Alan Bosworth

Educational research substantiates that effective professional development models must be developed in order for reform-based teaching strategies to be implemented in classrooms. This study examined the effectiveness of an established reform-based science education professional development program, Project LIFE. The study investigated what impact Project LIFE had on participants implementation of reform-based instruction in their classroom three years after participation in the science inservice program. Participants in the case studies described use of reform-based instruction and program factors that influenced transfer of training to their classrooms. Subjects of the study were 5th--10th grade teachers who participated in the 1997--98 Project LIFE professional development program. The study employed a mixed design including both qualitative and quantitative methodology. The qualitative data was collected from multiple sources which included: an open-ended survey, classroom observations, structured interviews, and artifacts. Three purposeful selection of teachers for case studies were made with teacher approval and authorization from building principals. Interview responses from the three case studies were further analyzed qualitatively using the microcomputer software NUD*IST. Tables and figures generated from NUD*IST graphically represented the case study teachers response and case comparison to six established categories: (1) continued implementation of reform-based instruction, (2) use of reform-based instruction, (3) program factors supporting transfer of training, (4) professional development, (5) goals of Project LIFE, and (6) critical issues in science education. Paired t-tests were used to analysis the quantitative data collected from the Survey of Attitudes Toward Science and Science Teaching. The study concluded the 1997--98 Project LIFE participants continued to implement reform-based instruction in their classrooms three years later. According to the teachers the program factors having the most influence on transferring training to their classroom were the positive responses from students; reflections with other teachers regarding instructional activities and strategies; modeling of activities and strategies they received from Project LIFE staff while participating in the program; and teachers commitment to reform-based instruction. These findings are important in enhancing national science reform goals. In order for teachers to be able to implement science-reform-based instruction in their classrooms they must experience effective professional development models. Designers of professional development programs must understand which factors in staff development programs most contribute to transfer of training.

Factors Associated with Alignment between Teacher Survey Reports and Classroom Observation Ratings of Mathematics Instruction

ERIC Educational Resources Information Center

Kaufman, Julia Heath; Stein, Mary Kay; Junker, Brian

2016-01-01

We investigated the alignment between a teacher survey self-report measure and classroom observation measure of ambitious mathematics instructional practice among teachers in two urban school districts using two different standards-based mathematics curricula. Survey reports suggested mild differences in teachers' instructional practices between…

Inside PreK Classrooms: A School Leader's Guide to Effective Instruction

ERIC Educational Resources Information Center

Schickedanz, Judith A.; Marchant, Catherine

2018-01-01

"Inside PreK Classrooms" provides school leaders with much-needed guidance and knowledge to ensure quality instruction for their youngest students. Based on their extensive experience working with children and educators, the authors bring readers inside real classrooms, where teachers are grappling with the "big ideas" that lie…

Making It Happen: Interaction in the Second Language Classroom, From Theory to Practice.

ERIC Educational Resources Information Center

Richard-Amato, Patricia A.

A discussion linking theory and practice in second language instruction focuses on ways of providing opportunities for meaningful interaction in language classrooms. The first part lays a theoretical foundation, looking at: the variety and evolution of instructional approaches from grammar-based to communicative; the classroom as environment for…

SERVQUAL-Based Measurement of Student Satisfaction with Classroom Instructional Technologies: A 2001 Update.

ERIC Educational Resources Information Center

Kleen, Betty; Shell, L. Wayne

The researchers, using a variation of the SERVQUAL instrument, repeated a 1999 study to measure students' satisfaction with instructional technology tools used in their classrooms. Student satisfaction varied by course discipline, by instructional technology, by anticipated grade, and by frequency of use. Female respondents were less satisfied…

Taking Computers Out of the Corner: Making Technology Work in the Classroom.

ERIC Educational Resources Information Center

Kuhn, Melanie

2001-01-01

Presents a series of examples in which classroom instruction effectively integrates technology into literacy learning. Hopes this will prove helpful to teachers who are searching for better ways to integrate computers and the Internet into their instruction. Identifies examples of effective use of computer-based instruction with a literacy focus…

Effective Classroom Management and Instruction: An Exploration of Models. Executive Summary of Final Report.

ERIC Educational Resources Information Center

Evertson, Carolyn M.; And Others

A summary is presented of the final report, "Effective Classroom Management and Instruction: An Exploration of Models." The final report presents a set of linked investigations of the effects of training teachers in effective classroom management practices in a series of school-based workshops. Four purposes were addressed by the study: (1) to…

Classroom-Based Narrative and Vocabulary Instruction: Results of an Early-Stage, Nonrandomized Comparison Study

ERIC Educational Resources Information Center

Gillam, Sandra Laing; Olszewski, Abbie; Fargo, Jamison; Gillam, Ronald B.

2014-01-01

Purpose: This nonrandomized feasibility study was designed to provide a preliminary assessment of the impact of a narrative and vocabulary instruction program provided by a speech-language pathologist (SLP) in a regular classroom setting. Method: Forty-three children attending 2 first-grade classrooms participated in the study. Children in each…

"Chemistry for All, Instead of Chemistry Just for the Elite": Lessons Learned from Detracked Chemistry Classrooms

ERIC Educational Resources Information Center

Watanabe, Maika; Nunes, Nicole; Mebane, Sheryl; Scalise, Kathleen; Claesgens, Jennifer

2007-01-01

Within the already limited literature on instructional practices in detracked classrooms, there are even fewer research-based studies of detracked science classrooms. This article attempts to address this gap in the research literature, delving into the unique challenges and instructional responses to teaching detracked science. The authors report…

Using Brief Teacher Interviews to Assess the Extent of Inquiry in Classrooms

ERIC Educational Resources Information Center

Oppong-Nuako, Juliet; Shore, Bruce M.; Saunders-Stewart, Katie S.; Gyles, Petra D. T.

2015-01-01

Inquiry-based instruction is common to nearly every model of gifted education. Six teachers of 14 secondary classes were briefly interviewed about their teaching and learning methods, use of inquiry-based strategies, classroom descriptions, a typical day, student expectations, and inquiry-instruction outcomes. A criterion-referenced checklist of…

Laptops in the K-12 Classrooms: Exploring Factors Impacting Instructional Use

ERIC Educational Resources Information Center

Inan, Fethi A.; Lowther, Deborah L.

2010-01-01

The purpose of this study was to examine factors affecting teachers' integration of laptops into classroom instruction. A research-based path model was tested based on data gathered from 379 K-12 school teachers to examine direct and indirect contributions of relevant institutional factors (overall support for school technology, technical support,…

A Study of Differentiated Instruction Based on the SIOP Model in Georgia Classrooms

ERIC Educational Resources Information Center

Tomlinson, Sherry Marie

2013-01-01

This mixed methods study investigated the teachers' concerns of the sheltered instruction observation protocol (SIOP) model (Echevarria, Short and Vogt, 2008) as a means to differentiate instruction for LEP students in public school classrooms. This study took place in one central Georgia school district with a sample of 16 teachers who…

Empowering Teachers with Low-Intensity Strategies to Support Instruction: Self-Monitoring in an Elementary Resource Classroom

ERIC Educational Resources Information Center

Ennis, Robin Parks; Lane, Kathleen Lynne; Oakes, Wendy Peia

2018-01-01

Self-monitoring is a low-intensity strategy teachers can use to support instruction in classrooms across the grade span in various instructional settings and content areas. This study extended the knowledge base by examining the effectiveness of self-monitoring through a systematic replication with three students with specific learning…

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

ERIC Educational Resources Information Center

Reddy, Linda A.; Dudek, Christopher M.

2014-01-01

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…

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

ERIC Educational Resources Information Center

Proctor, Michael D.; Marks, Yaela

2013-01-01

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…

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

ERIC Educational Resources Information Center

Alodail, Abdullah K.

2014-01-01

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…

College of Education Graduate School Students Examine the Advantages of Integrating Research-Based Instructional Theories into Every Day Classroom Instruction

ERIC Educational Resources Information Center

Costley, Kevin C.; Tyler, Brenda L.

2014-01-01

College of Education students are always interested in the purpose and use of educational theories and what theories can be used to aid in classroom instruction and learning. This article contains written dialogues from of university educational graduate students elaborating on their personal perceptions of the usefulness of theories in public…

A Data-Driven Preschool PD Model for Literacy and Oral Language Instruction

ERIC Educational Resources Information Center

Abbott, Mary; Atwater, Jane; Lee, Younwoo; Edwards, Liesl

2011-01-01

The purpose of this article is to describe the professional development (PD) model for preschool literacy and language instruction that took place in a 3-year, 2-tiered Early Reading First project in 9 Head Start and community-based school classrooms. In our tiered model, the Tier 1 level was classroom instruction and Tier 2 was intervention…

Secondary Science Teachers Making Sense of Model-Based Classroom Instruction: Understanding the Learning and Learning Pathways Teachers Describe as Supporting Changes in Teaching Practice

NASA Astrophysics Data System (ADS)

Hvidsten, Connie J.

Connie J. Hvidsten September 2016 Education Secondary Science Teachers Making Sense of Model-Based Classroom Instruction: Understanding the Learning and Learning Pathways Teachers Describe as Supporting Changes in Teaching Practice This dissertation consists of three papers analyzing writings and interviews of experienced secondary science teachers during and after a two-year professional development (PD) program focused on model-based reasoning (MBR). MBR is an approach to science instruction that provides opportunities for students to use conceptual models to make sense of natural phenomena in ways that are similar to the use of models within the scientific community. The aim of this research is to better understand the learning and learning pathways teachers identified as valuable in supporting changes in their teaching practice. To accomplish this aim, the papers analyze the ways teachers 1) ascribe their learning to various aspects of the program, 2) describe what they learned, and 3) reflect on the impact the PD had on their teaching practice. Twenty-one secondary science teachers completed the Innovations in Science Instruction through Modeling (ISIM) program from 2007 through 2009. Commonalities in the written reflections and interview responses led to a set of generalizable findings related to the impacts and outcomes of the PD. The first of the three papers describes elements of the ISIM program that teachers associated with their own learning. One of the most frequently mentioned PD feature was being in the position of an adult learner. Embedding learning in instructional practice by collaboratively developing and revising lessons, and observing the lessons in one-another's classrooms provided a sense of professional community, accountability, and support teachers reported were necessary to overcome the challenges of implementing new pedagogical practices. Additionally, teachers described that opportunities to reflect on their learning and connect their experiences to a larger literature base and rationale helped them negotiate the dissonance occurring as they tried new practices in their own classroom. Teachers associated these elements with learning about both science content and effective instructional pedagogy and producing a level of dissatisfaction with current understanding that motivated their persistence when met with obstacles or struggles. The second of the three papers analyzes what teachers said they learned in the ISIM program. Teachers' reported learning about scientific models, both how they are used in both the scientific community and how they can support students' classroom learning. Additionally, teachers mentioned learning more about the science they taught through interacting with models during the PD and learned more about effective teaching strategies. Teachers also reported learning about themselves as teachers and learners, as well as about the school and classroom contexts that shape their ability to implement new instructional practices. Finally, the third paper draws from interviews occurring a year or more after the program ended to identify how teachers reported changes in their classroom instruction resulting from their ISIM participation. Four of the teachers reported little or no change in classroom practice. Eight teachers described changes to their teaching to incorporate elements of the professional development, but who fell short of adopting model-based reasoning as a core feature of their classroom instruction. Nine teachers expressed a strong understanding of modeling instruction, and its ongoing influence on their classroom instruction.

Toward Better Goal Clarity in Instruction: How Focus on Content, Social Exchange and Active Learning Supports Teachers in Improving Dialogic Teaching Practices

ERIC Educational Resources Information Center

Alles, Martina; Seidel, Tina; Gröschner, Alexander

2018-01-01

Goal clarity is an essential element of classroom dialogue and a component of effective instruction. Until now, teachers have been struggling to implement goal clarity in the classroom dialogue. In the present study, we investigated the classroom practice of teachers in a video-based intervention called the Dialogic Video Cycle (DVC) and compared…

The Translation of Teachers' Understanding of Gifted Students Into Instructional Strategies for Teaching Science

NASA Astrophysics Data System (ADS)

Park, Soonhye; Steve Oliver, J.

2009-08-01

This study examined how instructional challenges presented by gifted students shaped teachers’ instructional strategies. This study is a qualitative research grounded in a social constructivist framework. The participants were three high school science teachers who were teaching identified gifted students in both heterogeneously- and homogeneously-grouped classrooms. Major data sources are classroom observations and interviews. Data analysis indicated that these science teachers developed content-specific teaching strategies based on their understanding of gifted students, including: (a) instructional differentiation, e.g., thematic units, (b) variety in instructional mode and/or students’ products, (c) student grouping strategies and peer tutoring, (d) individualized support, (e) strategies to manage challenging questions, (f) strategies to deal with the perfectionism, and (g) psychologically safe classroom environments.

Effective Classroom Instruction: Implications of Child Characteristics by Reading Instruction Interactions on First Graders’ Word Reading Achievement

PubMed Central

Morrison, Frederick J.; Schatschneider, Christopher; Toste, Jessica; Lundblom, Erin; Crowe, Elizabeth C; Fishman, Barry

2011-01-01

Too many children fail to learn how to read proficiently with serious consequences for their overall well-being and long term success in school. This may be because providing effective instruction is more complex than many of the current models of reading instruction portray; there are child characteristic by instruction (CXI) interactions. Here we present efficacy results for a randomized control field trial of the Individualizing Student Instruction (ISI) intervention, which relies on dynamic system forecasting intervention models to recommend amounts of reading instruction for each student, taking into account CXI interactions that consider his or her vocabulary and reading skills. The study, conducted in seven schools with 25 teachers and 396 first graders, revealed that students in the ISI intervention classrooms demonstrated significantly greater reading skill gains by spring than did students in control classrooms. Plus, they were more likely to receive differentiated reading instruction based on CXI interaction guided recommended amounts than were students in control classrooms. The precision with which students received the recommended amounts of each type of literacy instruction, the distance from recommendation, also predicted reading outcomes. PMID:22229058

A Team Approach to Data-Driven Decision-Making Literacy Instruction in Preschool Classrooms: Child Assessment and Intervention through Classroom Team Self-Reflection

ERIC Educational Resources Information Center

Abbott, Mary; Beecher, Constance; Petersen, Sarah; Greenwood, Charles R.; Atwater, Jane

2017-01-01

Many schools around the country are getting positive responses implementing Response to Intervention (RTI) within a Multi-Tiered System of Support (MTSS) framework (e.g., Abbott, 2011; Ball & Trammell, 2011; Buysee & Peisner-Feinberg, 2009). RTI refers to an instructional model that is based on a student's response to instruction. RTI…

Efficacy of Supplemental Phonics-Based Instruction for Low-Skilled Kindergarteners in the Context of Language Minority Status and Classroom Phonics Instruction

ERIC Educational Resources Information Center

Vadasy, Patricia F.; Sanders, Elizabeth A.

2010-01-01

This study tested the efficacy of supplemental phonics instruction for 84 low-skilled language minority (LM) kindergarteners and 64 non-LM kindergarteners at 10 urban public schools. Paraeducators were trained to provide the 18-week (January-May) intervention. Students performing in the bottom half of their classroom language group (LM and non-LM)…

Web-based vs. traditional classroom instruction in gerontology: a pilot study.

PubMed

Gallagher, Judith E; Dobrosielski-Vergona, Kathleen A; Wingard, Robin G; Williams, Theresa M

2005-01-01

Numerous studies have documented comparable outcomes from Web-based and traditional classroom instruction. However, there is a paucity of literature comparing these two delivery formats for gerontology courses in dental hygiene curricula. This study examines the effectiveness of alternative methods of course delivery by comparing student profiles and instructional outcomes from a dental hygiene gerontology course offered both on the Web and in a traditional classroom setting. Questionnaires were sent to both groups of students completing the course. The instrument was designed to establish profiles of the participating students. The data collected included familiarity with Web-based instruction, extent of prior computer training, previous interaction with the elderly, and student evaluations of course effectiveness. Traditional instructional outcomes from evaluated course work were compared, as were post-course exam outcomes that assessed retention of course information six months after course completion. The statistical significance of these data was determined using Statistical Package for Social Scientists software (SPSS, Inc., version 12.0, Chicago, IL). A comparison of student characteristics enrolled in the two course formats revealed marked differences. The Web-based group (n=12) included dental hygiene students (67%) and other health care providers (25%). All participants in the traditional classroom format (n=32) were dental hygiene students. Half of the Web-based respondents were over 25 years of age, and the majority (n=8) had previously taken an online course. The majority of traditional classroom students were 25 years of age or younger (n=21) and had never taken a Web-based course (n=20). Statistically significant differences in instructional outcomes were observed between students enrolled in these two formats. Student retention of course material six months after completion of the course was greater in the Web-based format. Students selecting a Web-based course format demonstrated greater motivation and learning success based on final course grades, completion of assignments, and knowledge retention over time. Age, previous experience with online courses, and selection of teaching mode are factors that may confound course delivery method to influence instructional outcomes in a gerontology course within a dental hygiene curriculum.

Beyond Measurement-Driven Instruction: Achieving Deep Learning Based on Constructivist Learning Theory, Integrated Assessment, and a Flipped Classroom Approach

ERIC Educational Resources Information Center

Bernauer, James A.; Fuller, Richard G.

2017-01-01

The authors focus on the critical role of assessment within a flipped classroom environment where instruction is based on constructivist learning theory and where desired student outcomes are at the higher levels of Bloom's Taxonomy. While assessment is typically thought of in terms of providing summative measures of performance or achievement, it…

Evaluation Comparison of Online and Classroom Instruction for HEPE 129--Fitness and Lifestyle Management Course.

ERIC Educational Resources Information Center

Davies, Randall S.; Mendenhall, Robert

This evaluation compared online (i.e., World Wide Web-based) and classroom instructional delivery methods for the Health Education/Physical Education course, "Fitness and Lifestyle Management," at Brigham Young University (Utah). The results of the study were intended to add to the discussion on the value of web-based courses as a means…

Teachers' Perceptions of Digital Game Based Learning as a Pertinent Instructional Method

ERIC Educational Resources Information Center

Zigo, Suzanne L.

2016-01-01

Digital game-based instruction is a relatively new phenomenon in the world of education. Teachers hold the key to unlock the world of DGBL within the classroom. Within the classroom a teacher is much like an artist with a blank canvas and typically artistic freedom is granted. What is taught, the curriculum, is generally mandated by local,…

What are the Effects of Implementing Learning-Focused Strategies in Biology and Physical Science Classrooms?

NASA Astrophysics Data System (ADS)

Simmons, Robin

The objective of this study was to determine if Learning-Focused Strategies (LFS) implemented in high school science courses would affect student achievement and the pass rate of biology and physical science Common District Assessments (CDAs). The LFS, specific teaching strategies contained in the Learning-Focused Strategies Model (LFSM) Program were researched in this study. The LFSM Program provided a framework for comprehensive school improvement to those schools that implemented the program. The LFSM Program provided schools with consistent training in the utilization of exemplary practices and instruction. A high school located in the suburbs of Atlanta, Georgia was the focus of this investigation. Twelve high school science classrooms participated in the study: six biology and six physical science classes. Up-to-date research discovered that the strategies contained in the LFSM Program were research-based and highly effective for elementary and middle school instruction. Research on its effectiveness in high school instruction was the main focus of this study. This investigation utilized a mixed methods approach, in which data were examined qualitatively and quantitatively. Common District Assessment (CDA) quantitative data were collected and compared between those science classrooms that utilized LFS and those using traditional instructional strategies. Qualitative data were generated through classroom observations, student surveys, and teacher interviews. Individual data points were triangulated to determine trends of information reflecting the effects of implementing LFS. Based on the data collected in the research study, classrooms utilizing LFS were more successful academically than the classrooms using traditional instructional methods. Derived from the quantitative data, students in LFS classrooms were more proficient on both the biology and physical science Unit 1 CDAs, illustrating the effectiveness of LFS in the science classroom. Key terms: Cognitive teaching strategies, College readiness, Common District Assessments (CDAs), Concept maps, Constructivism, Curriculum, Differentiated Instruction, Instruction, Formative assessments, Learning-Focused Strategies (LFS), Learning-Focused Strategies Model (LFSM), No Child Left Behind (NCLB), Post-secondary institution, Remediation courses, School improvement grant, School reform, Secondary institution, Traditional instructional strategies.

Effects of Tier I Differentiation and Reading Intervention on Reading Fluency, Comprehension, and High Stakes Measures

ERIC Educational Resources Information Center

Jefferson, Ruth E.; Grant, Christina E.; Sander, Janay B.

2017-01-01

This quasi-experimental study examined differences in student reading outcomes. Participants were third grade non-struggling readers. Intervention classrooms included core curriculum instruction plus evidence-based reading comprehension instruction and differentiated repeated readings. Comparison classrooms provided core curriculum instruction…

A Study of a Social Annotation Modeling Learning System

ERIC Educational Resources Information Center

Samuel, Roy David; Kim, Chanmin; Johnson, Tristan E.

2011-01-01

The transition from classroom instruction to e-learning raises pedagogical challenges for university instructors. A controlled integration of e-learning tools into classroom instruction may offer learners tangible benefits and improved effectiveness. This design-based research (DBR) study engaged students in e-learning activities integrated into…

Improving Students' Diagram Comprehension with Classroom Instruction

ERIC Educational Resources Information Center

Cromley, Jennifer G.; Perez, Tony C.; Fitzhugh, Shannon L.; Newcombe, Nora S.; Wills, Theodore W.; Tanaka, Jacqueline C.

2013-01-01

The authors tested whether students can be taught to better understand conventional representations in diagrams, photographs, and other visual representations in science textbooks. The authors developed a teacher-delivered, workbook-and-discussion-based classroom instructional method called Conventions of Diagrams (COD). The authors trained 1…

Training Teachers to Think Historically: Applying Recent Research to Professional Development

ERIC Educational Resources Information Center

Neumann, David

2012-01-01

In this paper, the author argues that sustained, discipline-specific professional development provides the key to transferring research knowledge base to the classroom, where it can lead to significant improvements in the quality of history instruction. To be successful, such professional development must--like good classroom instruction--begin…

Learning with Interactive Computer Graphics in the Undergraduate Neuroscience Classroom

ERIC Educational Resources Information Center

Pani, John R.; Chariker, Julia H.; Naaz, Farah; Mattingly, William; Roberts, Joshua; Sephton, Sandra E.

2014-01-01

Instruction of neuroanatomy depends on graphical representation and extended self-study. As a consequence, computer-based learning environments that incorporate interactive graphics should facilitate instruction in this area. The present study evaluated such a system in the undergraduate neuroscience classroom. The system used the method of…

Instruction of Research-Based Comprehension Strategies in Basal Reading Programs

ERIC Educational Resources Information Center

Pilonieta, Paola

2010-01-01

Research supports using research-based comprehension strategies; however, comprehension strategy instruction is not highly visible in basal reading programs or classroom instruction, resulting in many students who struggle with comprehension. A content analysis examined which research-based comprehension strategies were presented in five…

Making Sense of Standards: Implementation Issues and the Impact on Teaching Practice. Children Achieving: Philadelphia's Education Reform. Progress Report Series 1996-1997.

ERIC Educational Resources Information Center

Simon, Elaine; Foley, Ellen; Passantino, Claire

The focus of this report is the way standards are influencing instruction in Philadelphia classrooms and how the various parts of the system are working together to support standards-driven instruction at the classroom level. The 1996-97 school year was still an early one in the implementation of standards-based instruction in Philadelphia. The…

Technology-Based Classroom Assessments: Alternatives to Testing

ERIC Educational Resources Information Center

Salend, Spencer J.

2009-01-01

Although many teachers are using new technologies to differentiate instruction and administer tests, educators are also employing a range of technology-based resources and strategies to implement a variety of classroom assessments as alternatives to standardized and teacher-made testing. Technology-based classroom assessments focus on the use of…

Web-Based Instruction Systems: Correlation of First Year Online Student Acceptance and Use Variables Related to Intent to Use

ERIC Educational Resources Information Center

Butler, William T.

2014-01-01

The online education population is growing among all age groups but the connection that allows students to interface to the online classroom has been ignored as an issue for research. Web-based instructional systems are the key technology that enables students to enter the virtual classroom of the internet. The study of student perceptions of the…

Engaging Nature of Science to Preservice Teachers through Inquiry-Based Classroom

ERIC Educational Resources Information Center

Nuangchalerm, Prasart

2013-01-01

Inquiry-based classroom is widely distributed in the school science based on its useful and effective instruction. Science teachers are key elements allowing students to have scientific inquiry. If teachers understand and imply inquiry-based learning into science classroom, students will learn science as scientific inquiry and understand nature of…

The importance of explicitly mapping instructional analogies in science education

NASA Astrophysics Data System (ADS)

Asay, Loretta Johnson

Analogies are ubiquitous during instruction in science classrooms, yet research about the effectiveness of using analogies has produced mixed results. An aspect seldom studied is a model of instruction when using analogies. The few existing models for instruction with analogies have not often been examined quantitatively. The Teaching With Analogies (TWA) model (Glynn, 1991) is one of the models frequently cited in the variety of research about analogies. The TWA model outlines steps for instruction, including the step of explicitly mapping the features of the source to the target. An experimental study was conducted to examine the effects of explicitly mapping the features of the source and target in an analogy during computer-based instruction about electrical circuits. Explicit mapping was compared to no mapping and to a control with no analogy. Participants were ninth- and tenth-grade biology students who were each randomly assigned to one of three conditions (no analogy module, analogy module, or explicitly mapped analogy module) for computer-based instruction. Subjects took a pre-test before the instruction, which was used to assign them to a level of previous knowledge about electrical circuits for analysis of any differential effects. After the instruction modules, students took a post-test about electrical circuits. Two weeks later, they took a delayed post-test. No advantage was found for explicitly mapping the analogy. Learning patterns were the same, regardless of the type of instruction. Those who knew the least about electrical circuits, based on the pre-test, made the most gains. After the two-week delay, this group maintained the largest amount of their gain. Implications exist for science education classrooms, as analogy use should be based on research about effective practices. Further studies are suggested to foster the building of research-based models for classroom instruction with analogies.

Chemistry Teachers' Perceived Benefits and Challenges of Inquiry-Based Instruction in Inclusive Chemistry Classrooms

ERIC Educational Resources Information Center

Mumba, F.; Banda, A.; Chabalengula, V. M.

2015-01-01

Studies on inquiry-based instruction in inclusive science teaching have mainly focused on elementary and middle school levels. Little is known about inquiry-based instruction in high school inclusive science classes. Yet, such classes have become the norm in high schools, fulfilling the instructional needs of students with mild disabilities. This…

An analysis of science instruction in the fifth-grade science classroom: Investigating activity-based instruction with student-generated discussion

NASA Astrophysics Data System (ADS)

Vowell, Julie E.

The purpose of this study was to determine the extent to which debriefing impacts the level of cognitive understanding among students in the fifth-grade science classroom. This mixed methods study involved two fifth-grade science classrooms (N = 39) in a one month exploration of rocks and minerals. Two fifth-grade science classrooms participated in a unit using identical content, but had different pedagogical orientations. The experimental class was taught using the "Do-Talk-Do-Debrief" instructional method and the control class was taught using the "Do-Talk-Do" instructional method without the "Debrief" (metacognitive component). Research for the quantitative portion of this study was conducted using a pretest-posttest control-group design. The design was used to test the hypothesized relationship between an activity-based instructional method with debriefing and students' achievement. Two intact, equivalent fifth-grade classes were randomly assigned to treatment and control conditions. Prior to the beginning of the study, a researcher-developed pretest was administered to all participants to assess the students' prior knowledge of rocks and minerals. A posttest measure was given to the participants upon conclusion of the unit to measure knowledge and understanding. Following the posttest, the participants did not receive additional instruction over rocks and minerals. A similar posttest was administered to both groups two weeks later as an added measure for retention. A t-test for independent samples was used to examine differences on the pretest between the experimental and control groups. Likewise, a t-test was used to compare the mean scores on the first posttest (achievement). A separate t-test was conducted on the second posttest (retention) and was followed by a Pearson Product Moment Correlation, conducted by group. Research for the qualitative portion of this study involved classroom observations throughout the rock and mineral unit followed by a teacher interview. Observations were made in two fifth-grade classrooms and Flanders' Categories for Interaction Analysis was used as a framework for observing the level of social interaction. The observations were transcribed and developed into a "thick" record as suggested by Dr. Phil Carspecken's stages of qualitative research. Member checking and peer debriefing techniques were employed to increase the trustworthiness of the study. The quantitative data suggested science achievement of fifth-grade science students who learned through activity-based instruction with debriefing was statistically significantly higher than the science achievement of fifth-grade science students who learned through activity-based instruction without debriefing (p<.01), as measured by the first posttest. Also, student retention as measured by fifth-grade science students who learned through activity-based instruction was statistically significantly higher than fifth-grade science students who learned through activity-based instruction without debriefing (p<.01), as measured by the second posttest. Additionally, the effect sizes for achievement and retention were very large and educationally meaningful. Activity-based instruction enhanced with debriefing resulted in a deeper construction of knowledge and retention of understanding.

Assessing and Predicting Small-Group Literacy Instruction in Early Childhood Classrooms

ERIC Educational Resources Information Center

Farley, Kristin Sue; Piasta, Shayne; Dogucu, Mine; O'Connell, Ann

2017-01-01

Research Findings: The present study assessed the extent to which early childhood educators utilized small-group literacy instruction and explored factors potentially associated with the use of this evidence-based practice. The classroom activities of 83 early childhood educators were observed in the fall and spring, and videos were coded to…

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

ERIC Educational Resources Information Center

McNeill, Brigid; Kirk, Cecilia

2014-01-01

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 electronic…

Using Whole Language Materials in the Adult ESOL Classroom.

ERIC Educational Resources Information Center

Schiffer, Edward W.

A practicum explored the use of instructional materials based on the whole language approach to second language learning in adult English-as-a-Second-Language (ESL) instruction. The approach was implemented in a beginning ESL classroom at an adult education center that had previously used publisher textbooks, which were not thought to provide…

Instructional Effectiveness in the SHL Classroom: Comparing Teacher and Student Perceptions

ERIC Educational Resources Information Center

Beaudrie, Sara M.

2015-01-01

This article reports on a comparative study of teacher and student perceptions on effective instructional practices in the Spanish heritage language classroom. The data were collected through an online questionnaire administered to 460 students in different Spanish courses and 9 instructors at a large university as well as focus groups. Based on…

The Effect of Corpus-Based Instruction on Pragmatic Routines

ERIC Educational Resources Information Center

Bardovi-Harlig, Kathleen; Mossman, Sabrina; Su, Yunwen

2017-01-01

This study compares the effect of using corpus-based materials and activities for the instruction of pragmatic routines under two conditions: implementing direct corpus searches by learners during classroom instruction and working with teacher-developed corpus-based materials. The outcome is compared to a repeated-test control group. Pragmatic…

Co-Teaching Students with Mild to Moderate Disabilities Using Literature-Based Reading Instruction

ERIC Educational Resources Information Center

Swicegood, Philip; Miller, Melinda

2015-01-01

Literacy instruction for students with mild to moderate special needs should include authentic literature. Literature-based reading instruction provides time for students to develop new knowledge and strategies in a supportive context. When reading instruction occurs in an inclusion classroom, it also allows time for general education and special…

Early Literacy Instruction and Intervention

PubMed Central

Al Otaiba, Stephanie; Foorman, Barbara

2014-01-01

The purpose of this paper is to describe the efficacy of early literacy interventions and to discuss possible roles for volunteer tutors in helping prevent reading difficulties within the Response to Intervention process. First, we describe a landmark study that evaluated the impact of primary classroom instruction on reducing the proportion of students at risk for reading failure, and a more recent series of studies exploring the effects of individualizing classroom reading instruction based on students’ initial skills. Second, we review studies of more intensive early intervention to demonstrate how these interventions substantially reduce the proportion of students at risk. Third, we examine effective tutoring models that utilize volunteers. Finally, we discuss the potential role of community tutors in supporting primary classroom instruction and secondary interventions. PMID:25221452

A Competency-Based Instructional Program for Plant Process Operations.

ERIC Educational Resources Information Center

McDaniel, Joy; Mills, Steven

This program guide provides materials to prepare learners for employment as Process Plant Operators through classroom instruction and practical shop experience. Contents include instructional goal and subgoals, an instructional analysis that describes development of the materials and instructional equipment and supplies and facilities…

A New Mirror for the Classroom: A Technology-Based Tool for Documenting the Impact of Technology on Instruction.

ERIC Educational Resources Information Center

Gearhart, Maryl; And Others

One of the new measures developed as part of the Apple Classrooms of Tomorrow (ACOT) program is described. The ACOT project examines the impact of access to educational technology on the kindergarten through grade 12 classroom environments. The new measure is a technology-based classroom observation instrument for documenting the impact of…

Classroom Discourse: An Essential Component in Building a Classroom Community

ERIC Educational Resources Information Center

Lloyd, Malinda Hoskins; Kolodziej, Nancy J.; Brashears, Kathy M.

2016-01-01

Based on findings from a recent qualitative study utilizing grounded theory methodology, in this essay, the authors focus on the building of community within the classroom by emphasizing classroom discourse as an essential component of instruction in exemplary teachers' classrooms. The authors then provide insights as to how to encourage and…

An Exploration of Elementary Teachers' Beliefs and Perceptions About Science Inquiry: A Mixed Methods Study

NASA Astrophysics Data System (ADS)

Hamadeh, Linda

In order for science-based inquiry instruction to happen on a large scale in elementary classrooms across the country, evidence must be provided that implementing this reform can be realistic and practical, despite the challenges and obstacles teachers may face. This study sought to examine elementary teachers' knowledge and understanding of, attitudes toward, and overall perceptions of inquiry-based science instruction, and how these beliefs influenced their inquiry practice in the classroom. It offered a description and analysis of the approaches elementary science teachers in Islamic schools reported using to promote inquiry within the context of their science classrooms, and addressed the challenges the participating teachers faced when implementing scientific inquiry strategies in their instruction. The research followed a mixed method approach, best described as a sequential two-strand design (Teddlie & Tashakkori, 2006). Sequential mixed designs develop two methodological strands that occur chronologically, and in the case of this research, QUAN→QUAL. Findings from the study supported the notion that the school and/or classroom environment could be a contextual factor that influenced some teachers' classroom beliefs about the feasibility of implementing science inquiry. Moreover, although teacher beliefs are influential, they are malleable and adaptable and influenced primarily by their own personal direct experiences with inquiry instruction or lack of.

Teaching Mathematical Problem Solving to Middle School Students in Math, Technology Education, and Special Education Classrooms

ERIC Educational Resources Information Center

Bottge, Brian A.; Heinrichs, Mary; Mehta, Zara Dee; Rueda, Enrique; Hung, Ya-Hui; Danneker, Jeanne

2004-01-01

This study compared two approaches for teaching sixth-grade middle school students to solve math problems in math, technology education, and special education classrooms. A total of 17 students with disabilities and 76 students without disabilities were taught using either enhanced anchored instruction (EAI) or text-based instruction coupled with…

Urban Third Grade Teachers' Practices and Perceptions in Science Instruction with English Language Learners

ERIC Educational Resources Information Center

Lewis, Scott; Maerten-Rivera, Jaime; Adamson, Karen; Lee, Okhee

2011-01-01

The study examined relationships among key domains of science instruction with English language learning (ELL) students based on teachers' perceptions of their classroom practices (i.e., what they think they do) and actual classroom practices (i.e., what they are observed doing). The four domains under investigation included: (1) teachers'…

Use of Instructional Technologies in Science Classrooms: Teachers' Perspectives

ERIC Educational Resources Information Center

Savasci Açikalin, Funda

2014-01-01

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…

How to Create the Conditions for Learning: Continuous Improvement in Classrooms, Schools, and Districts

ERIC Educational Resources Information Center

Jaquith, Ann

2017-01-01

"How to Create the Conditions for Learning" shows how the conditions for continuously improving instruction can be created at every level--from the classroom to the school to the central office. More Ann Jaquith presents a framework for understanding and building instructional capacity, based on her original research in schools and…

Integrating WWW Technology into Classroom Teaching: College Students' Perceptions of Course Web Sites as an Instructional Resource.

ERIC Educational Resources Information Center

El-Tigi, Manal Aziz-El-Din

This study examined college students' perceptions of course Web sites as an instructional resource for classroom-based courses. The focus was on identifying functions on the sites that students perceived as supporting and fostering their learning experiences. Subjects were 142 students responding to a 60-item questionnaire and open-ended…

The Role of Relational and Instructional Classroom Supports in the Language Development of At-Risk Preschoolers

ERIC Educational Resources Information Center

Gosse, Carolyn S.; McGinty, Anita S.; Mashburn, Andrew J.; Invernizzi, Marcia

2012-01-01

The purpose of this study is to contribute to the limited research base on the complex relationships between classroom supports and language development by addressing two research aims. The first aim is to determine the unique association between relational support and and instructional support and preschoolers' language development. The second…

Characterization of mathematics instructional practises for prospective elementary teachers with varying levels of self-efficacy in classroom management and mathematics teaching

NASA Astrophysics Data System (ADS)

Lee, Carrie W.; Walkowiak, Temple A.; Nietfeld, John L.

2017-03-01

The purpose of this study was to investigate the relationship between prospective teachers' (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implemented with 54 PTs were linked to a sample of teachers' instructional practises during the qualitative phase. In this phase, video-recorded lessons were analysed based on tasks, representations, discourse, and classroom management. Findings indicate that PTs with higher levels of mathematics teaching efficacy taught lessons characterised by tasks of higher cognitive demand, extended student explanations, student-to-student discourse, and explicit connections between representations. Classroom management efficacy seems to bear influence on the utilised grouping structures. These findings support explicit attention to PTs' mathematics teaching and classroom management efficacy throughout teacher preparation and a need for formative feedback to inform development of beliefs about teaching practises.

Kuwaiti Science Teachers' Beliefs and Intentions Regarding the Use of Inquiry-Based Instruction

ERIC Educational Resources Information Center

Alhendal, Dalal; Marshman, Margaret; Grootenboer, Peter

2016-01-01

To improve the quality of education, the Kuwaiti Ministry of Education has encouraged schools to implement inquiry-based instruction. This study identifies psychosocial factors that predict teachers' intention to use inquiry-based instruction in their science classrooms. An adapted model of Ajzen's (1985) theory of planned behaviour--the Science…

School-Based Instructional Rounds: Improving Teaching and Learning across Classrooms

ERIC Educational Resources Information Center

Teitel, Lee

2013-01-01

In "School-Based Instructional Rounds," Teitel offers detailed case studies of five different models of school-based rounds and investigates critical learning from each. Instructional rounds--one of the most innovative and powerful approaches to improving teaching and learning--has been taken up by districts across the country and around…

Process Writing and Communicative-Task-Based Instruction: Many Common Features, but More Common Limitations?

ERIC Educational Resources Information Center

Bruton, Anthony

2005-01-01

Process writing and communicative-task-based instruction both assume productive tasks that prompt self-expression to motivate students and as the principal engine for developing L2 proficiency in the language classroom. Besides this, process writing and communicative-task-based instruction have much else in common, despite some obvious…

Teacher Implementation of Reform-Based Mathematics and Implications for Algebra Readiness: A Qualitative Study of 4th Grade Classrooms

ERIC Educational Resources Information Center

Sher, Stephen Korb

2011-01-01

This study looked at 4th grade classrooms to see "how" teachers implement NCTM standards-based or reform-based mathematics instruction and then analyzed it for the capacity to improve students' "algebra readiness." The qualitative study was based on classroom observations, teacher and administrator interviews, and teacher surveys. The study took…

A Tale of Two Settings: The Lab and the Classroom

DTIC Science & Technology

1991-08-08

employed in this study were intensive and extensive classroom observation and repeated extended interviews with students and teachers. Classroom observers...instruction were observed during both years of the study, resulting in a very large data base gathered during almost 500 hours of classroom observation . With

Teaching strategies and student achievement in high school block scheduled biology classes

NASA Astrophysics Data System (ADS)

Louden, Cynthia Knapp

The objectives of this study included determining whether teachers in block or traditionally scheduled biology classes (1) implement inquiry-based instruction more often or with different methods, (2) understand the concept of inquiry-based instruction as it is described in the National Science Standards, (3) have classes with significantly different student achievement, and (4) believe that their school schedule facilitates their use of inquiry-based instruction in the classroom. Biology teachers in block and non-block scheduled classes were interviewed, surveyed, and observed to determine the degree to which they implement inquiry-based instructional practices in their classrooms. State biology exams were used to indicate student achievement. Teachers in block scheduled and traditional classes used inquiry-based instruction with nearly the same frequency. Approximately 30% of all teachers do not understand the concept of inquiry-based instruction as described by the National Science Standards. No significant achievement differences between block and traditionally scheduled biology classes were found using ANCOVA analyses and a nonequivalent control-group quasi-experimental design. Using the same analysis techniques, significant achievement differences were found between biology classes with teachers who used inquiry-based instruction frequently and infrequently. Teachers in block schedules believed that their schedules facilitated inquiry-based instruction more than teachers in traditional schedules.

Auditory risk assessment of college music students in jazz band-based instructional activity.

PubMed

Gopal, Kamakshi V; Chesky, Kris; Beschoner, Elizabeth A; Nelson, Paul D; Stewart, Bradley J

2013-01-01

It is well-known that musicians are at risk for music-induced hearing loss, however, systematic evaluation of music exposure and its effects on the auditory system are still difficult to assess. The purpose of the study was to determine if college students in jazz band-based instructional activity are exposed to loud classroom noise and consequently exhibit acute but significant changes in basic auditory measures compared to non-music students in regular classroom sessions. For this we (1) measured and compared personal exposure levels of college students (n = 14) participating in a routine 50 min jazz ensemble-based instructional activity (experimental) to personal exposure levels of non-music students (n = 11) participating in a 50-min regular classroom activity (control), and (2) measured and compared pre- to post-auditory changes associated with these two types of classroom exposures. Results showed that the L eq (equivalent continuous noise level) generated during the 50 min jazz ensemble-based instructional activity ranged from 95 dBA to 105.8 dBA with a mean of 99.5 ± 2.5 dBA. In the regular classroom, the L eq ranged from 46.4 dBA to 67.4 dBA with a mean of 49.9 ± 10.6 dBA. Additionally, significant differences were observed in pre to post-auditory measures between the two groups. The experimental group showed a significant temporary threshold shift bilaterally at 4000 Hz (P < 0.05), and a significant decrease in the amplitude of transient-evoked otoacoustic emission response in both ears (P < 0.05) after exposure to the jazz ensemble-based instructional activity. No significant changes were found in the control group between pre- and post-exposure measures. This study quantified the noise exposure in jazz band-based practice sessions and its effects on basic auditory measures. Temporary, yet significant, auditory changes seen in music students place them at risk for hearing loss compared to their non-music cohorts.

A Study of the Literature on Lab-Based Instruction in Biology

ERIC Educational Resources Information Center

Puttick, Gillian; Drayton, Brian; Cohen, Eliza

2015-01-01

We analyzed the practitioner literature on lab-based instruction in biology in "The American Biology Teacher" between 2007 and 2012. We investigated what laboratory learning looks like in biology classrooms, what topics are addressed, what instructional methods and activities are described, and what is being learned about student…

Toward a Common Understanding of Research-Based Instructional Strategies

ERIC Educational Resources Information Center

Goodwin, Deborah; Webb, Mary Ann

2014-01-01

A review of available books, articles and on-line resources which deal with "Research-Based Instructional Strategies" will produce a plethora of materials which promote the effectiveness of these strategies on student achievement. Also, a perusal of classroom instruction and teacher evaluation instruments will reveal that many of the…

Selection and Implementation of Skill Acquisition Programs by Special Education Teachers and Staff for Students With Autism Spectrum Disorder.

PubMed

Kodak, Tiffany; Cariveau, Tom; LeBlanc, Brittany A; Mahon, Jacob J; Carroll, Regina A

2018-01-01

The present investigation examined special education teachers' selection and use of teaching strategies for receptive identification training with children with autism spectrum disorder (ASD) in their classrooms. Teachers first responded to a survey in which they provided examples of receptive identification tasks taught in their classrooms, rated the efficacy of teaching strategies, described how they determined whether skills were mastered, listed any assessments they conducted to identify relevant prerequisite skills prior to receptive identification training, described how they selected teaching strategies for use in their classrooms, and listed their years of experience as a teacher and working with children with ASD. Subsequent observations of implementation of teaching strategies during trial-based instruction occurred in a proportion of teachers' classrooms. The results of the observations showed that participants did not consistently implement components of trial-based instruction as described in the literature, and there were differences in implementation depending on the types of skills targeted during instruction.

Affective Teaching: A Method to Enhance Classroom Management

ERIC Educational Resources Information Center

Shechtman, Zipora; Leichtentritt, Judy

2004-01-01

The purpose of the study was to enhance classroom management in special education classrooms. "Affective teaching" was compared with "cognitive teaching" in 52 classrooms in Israel. Data was collected based on observations of three 90 minute lessons, equally divided into the two types of instruction. Results of MANOVA…

Determinants of Benin elementary school science teachers' orientation toward inquiry-based instructional practices

NASA Astrophysics Data System (ADS)

Gado, Issaou

The Republic of Benin (West Africa) undertook a nationwide curriculum reform that put an emphasis on inquiry-based instructional practices. Little, if any, research has been conducted to explore factors that could be related to teachers' orientation toward inquiry instructional practices. The purpose of this research study was to investigate factors and concerns that determine Benin elementary school teachers' orientation toward the use of inquiry-based instruction in the teaching of science. The study followed a naturalistic inquiry methodology combining a correlational ex post facto design and an observational case-study design. The theory of Planned Behavior was the conceptual framework used to design the study. Two hundred (N = 200) elementary school teachers and three (n = 3) case study participants were purposively selected. Data was gathered via the Revised Science Attitude Scale (Thompson & Shrigley, 1986), the Science Teachers' Ideological Preference Scale (Jones & Harty, 1978), open-ended questions, interviews, and classroom observations using audiorecorders, videorecorders, and the researcher-contextualized version of the Observational System for the Analysis of Classroom Instruction (Hough, 1966). Qualitative and quantitative data provided a deeper understanding of participants' responses. Quantitative measures indicated that Benin elementary school teachers have positive attitudes toward school science, significant positive orientation toward both inquiry-based instruction and traditional non inquiry-based instruction, and higher orientation toward inquiry-based instruction than traditional non inquiry-based instruction. Attitude toward handling materials for investigations was found to significantly contribute to the prediction of participants' inquiry orientation. Qualitative analyses of participants' responses indicated that the expectations of educational leaders, individual motivation to comply with the program, a perceived control of the performance of inquiry-based activities, students' inquiry outcome expectancy or likelihood of occurrence in the classroom, the pedagogical structure of the program, and the student-centeredness of the program were potential motivational factors that could explain participants' orientation toward inquiry-based instruction. Four major concerns---lack of materials for teaching, lack of training in the process and strategy of inquiry, overloaded curriculum content, students' linguistic difficulties---were perceived obstacles in implementing inquiry-based instruction. Implications for transformative curriculum practices are discussed.

Educational Research in an Introductory Astronomy Course.

ERIC Educational Resources Information Center

Hemenway, Mary Kay; Straits, William J.; Wilke, R. Russell; Hufnagel, Beth

2002-01-01

Used classroom observations, personal interviews, and pre-instruction/post-instruction administration of the Texas Attitude Survey and the Astronomy Diagnostic Test to evaluate hands-on instructional innovations in a college astronomy course. Modified instruction based on student concerns; scores for the second course showed significant…

Word Study Instruction in the K-2 Classroom

ERIC Educational Resources Information Center

Williams, Cheri; Phillips-Birdsong, Colleen; Hufnagel, Krissy; Hungler, Diane; Lundstrom, Ruth P.

2009-01-01

This article describes nine tips for implementing a word study program in the K-2 classroom. These tips are based on the results of four classroom-based qualitative research projects collaboratively conducted by a university professor and four primary-grade teacher-researchers. The article suggests that through small-group word study instruction…

Learning from Culturally and Linguistically Diverse Classrooms: Using Inquiry to Inform Practice. Language & Literacy Series

ERIC Educational Resources Information Center

Fingon, Joan C., Ed.; Ulanoff, Sharon H., Ed.

2012-01-01

This resource guide looks at new classroom-based literacy research that supports "all" learners, including culturally and linguistically diverse students. The authors demonstrate how teachers and researchers develop instructional practices based on multiple languages and the literacy contexts of their schools. They describe classrooms where…

Pre-Service Teachers' Views on Web-Based Classroom Management

ERIC Educational Resources Information Center

Boyaci, Adnan

2010-01-01

With the invention of World Wide Web in 1992, delivery of distance education via internet and emergency of web-based classrooms have rapidly gained acceptance as an alternative and supplement to traditional face to face classroom instruction (Alavi, Yoo & Vogel, 1997; Rahm & Reed, 1997), which represents a paradigm shift challenging all…

The enactment of tasks in a fifth grade classroom

NASA Astrophysics Data System (ADS)

Schwartz, Jonathan L.

2007-12-01

This study looked at one classroom's manifestation of inquiry. Looking at tasks as part of the Full Option Science System (FOSS) shed light on the way in which inquiry took shape in the classroom. To do this, detailed descriptions and analysis of the enactment of inquiry-based tasks were conducted in one fifth-grade elementary school classroom during an 8-week period of instruction. A central finding was that the intended tasks differed from the actual tasks. This incongruence occurred primarily due to the actions of individuals in the classroom. These actions shaped tasks and transformed inquiry-based tasks from highly ambiguous, high-risk tasks to a routine set of steps and procedures. Teacher's actions included establishing a classroom culture, creating a flow to classroom events, and making instructional decisions. These actions resulted in implicit structures in the classroom that determined the pace and sequence of events, as well as how the requirements and value of work were understood by students. Implicit structures reflected shared understandings between the teacher and students about work and the overall system of accountability in the classroom.

BIOINFORMATICS IN THE K-8 CLASSROOM: DESIGNING INNOVATIVE ACTIVITIES FOR TEACHER IMPLEMENTATION

PubMed Central

Shuster, Michele; Claussen, Kira; Locke, Melly; Glazewski, Krista

2016-01-01

At the intersection of biology and computer science is the growing field of bioinformatics—the analysis of complex datasets of biological relevance. Despite the increasing importance of bioinformatics and associated practical applications, these are not standard topics in elementary and middle school classrooms. We report on a pilot project and its evolution to support implementation of bioinformatics-based activities in elementary and middle school classrooms. Specifically, we ultimately designed a multi-day summer teacher professional development workshop, in which teachers design innovative classroom activities. By focusing on teachers, our design leverages enhanced teacher knowledge and confidence to integrate innovative instructional materials into K-8 classrooms and contributes to capacity building in STEM instruction. PMID:27429860

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

ERIC Educational Resources Information Center

Shifflet, Mark; Brown, Jane

2006-01-01

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…

Incorporating Competency-Based Blended Learning in a Chinese Language Classroom: A Web 2.0 Drupal Module Design

ERIC Educational Resources Information Center

Huang, Chung-Kai; Lin, Chun-Yu; Chiang, Yueh-Hui

2010-01-01

This study aims to create a blended learning environment, based on the concept of competency-based training, in a Chinese as a Foreign Language (CFL) classroom at an American university. Drupal platform and web 2.0 tools were used as supplements to traditional face-to-face classroom instruction. Students completed various selective tasks and…

Students' integration of multiple representations in a titration experiment

NASA Astrophysics Data System (ADS)

Kunze, Nicole M.

A complete understanding of a chemical concept is dependent upon a student's ability to understand the microscopic or particulate nature of the phenomenon and integrate the microscopic, symbolic, and macroscopic representations of the phenomenon. Acid-base chemistry is a general chemistry topic requiring students to understand the topics of chemical reactions, solutions, and equilibrium presented earlier in the course. In this study, twenty-five student volunteers from a second semester general chemistry course completed two interviews. The first interview was completed prior to any classroom instruction on acids and bases. The second interview took place after classroom instruction, a prelab activity consisting of a titration calculation worksheet, a titration computer simulation, or a microscopic level animation of a titration, and two microcomputer-based laboratory (MBL) titration experiments. During the interviews, participants were asked to define and describe acid-base concepts and in the second interview they also drew the microscopic representations of four stages in an acid-base titration. An analysis of the data showed that participants had integrated the three representations of an acid-base titration to varying degrees. While some participants showed complete understanding of acids, bases, titrations, and solution chemistry, other participants showed several alternative conceptions concerning strong acid and base dissociation, the formation of titration products, and the dissociation of soluble salts. Before instruction, participants' definitions of acid, base, and pH were brief and consisted of descriptive terms. After instruction, the definitions were more scientific and reflected the definitions presented during classroom instruction.

Reach and effectiveness of DVD and in-person diabetes self-management education.

PubMed

Glasgow, Russell E; Edwards, Linda L; Whitesides, Holly; Carroll, Nikki; Sanders, Tristan J; McCray, Barbara L

2009-12-01

To evaluate the reach and effectiveness of a diabetes self-management DVD compared to classroom-based instruction. A hybrid preference/randomized design was used with participants assigned to Choice v. Randomized and DVD v. Class conditions. One hundred and eighty-nine adults with type 2 diabetes participated. Key outcomes included self-management behaviours, process measures including DVD implementation and hypothesized mediators and clinical risk factors. In the Choice condition, four times as many participants chose the mailed DVD as selected Class-based instruction (38.8 v. 9.4%, p<0.001). At the 6-month follow-up, the DVD produced results generally not significantly different than classroom-based instruction, but a combined Class plus DVD condition did not improve outcomes beyond those produced by the classes alone. The DVD appears to have merit as an efficient and appealing alternative to brief classroom-based diabetes education, and the hybrid design is recommended to provide estimates of programme reach.

Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial

PubMed Central

Al Otaiba, Stephanie; Connor, Carol M; Folsom, Jessica Sidler; Greulich, Luana; Meadows, Jane; Li, Zhi

2010-01-01

The purpose of this cluster-randomized control field trial was to was to examine the extent to which kindergarten teachers could learn a promising instructional strategy, wherein kindergarten reading instruction was differentiated based upon students’ ongoing assessments of language and literacy skills and documented child characteristic by instruction (CXI) interactions; and to test the efficacy of this differentiated reading instruction on the reading outcomes of students from culturally diverse backgrounds. The study involved 14 schools and included 23 treatment (n = 305 students) and 21 contrast teacher (n = 251 students). Teachers in the contrast condition received only a baseline professional development that included a researcher-delivered summer day-long workshop on individualized instruction. Data sources included parent surveys, individually administered child assessments of language, cognitive, and reading skills and videotapes of classroom instruction. Using Hierarchical Multivariate Linear Modeling (HMLM), we found students in treatment classrooms outperformed students in the contrast classrooms on a latent measure of reading skills, comprised of letter-word reading, decoding, alphabetic knowledge, and phonological awareness (ES = .52). Teachers in both conditions provided small group instruction, but teachers in the treatment condition provided significantly more individualized instruction. Our findings extend research on the efficacy of teachers using Individualized Student Instruction to individualize instruction based upon students’ language and literacy skills in first through third grade. Findings are discussed regarding the value of professional development related to differentiating core reading instruction and the challenges of using Response to Intervention approaches to address students’ needs in the areas of reading in general education contexts. PMID:21818158

The Flipped Classroom in Further Education: Literature Review and Case Study

ERIC Educational Resources Information Center

Little, Christopher

2015-01-01

The flipped classroom seeks to remove didactic instruction from the classroom and deliver it via electronic videos outside of the classroom, leaving contact time free for more interactive and engaging teaching and learning activities. This paper has two distinct aims: (1) to conduct a literature review of published UK-based "flipped…

Designing and Developing Mobile Based Instruction: A Designer's Perspective

ERIC Educational Resources Information Center

Pastore, Raymond S.; Martin, Florence

2013-01-01

Mobile devices are increasingly being used in classrooms and corporations as a means to deliver instructional content. Currently, there is limited research on how to best design and develop mobile based instruction. As a result, the purpose of this research study was to examine students' perceptions of designing and developing mobile-based…

Generalization Following Tablet-Based Instruction in Children with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Chebli, Sabine Saade; Lanovaz, Marc J.; Dufour, Marie-Michèle

2017-01-01

Given that children with autism spectrum disorders (ASDs) often require one-to-one individualized instruction, using tablets as teaching tools may represent an interesting option in classrooms with high student to teacher ratios. The purpose of our study was to extend research by evaluating the effects of tablet-based instruction on the…

Differentiated Instruction in a Data-Based Decision-Making Context

ERIC Educational Resources Information Center

Faber, Janke M.; Glas, Cees A. W.; Visscher, Adrie J.

2018-01-01

In this study, the relationship between differentiated instruction, as an element of data-based decision making, and student achievement was examined. Classroom observations (n = 144) were used to measure teachers' differentiated instruction practices and to predict the mathematical achievement of 2nd- and 5th-grade students (n = 953). The…

Changes in Teachers' Beliefs and Classroom Practices Concerning Inquiry-Based Instruction Following a Year-Long RET-PLC Program

ERIC Educational Resources Information Center

Miranda, Rommel J.; Damico, Julie B.

2015-01-01

This mixed-methods study examines how engaging science teachers in a summer Research Experiences for Teachers (RET) followed by an academic-year Professional Learning Community (PLC) focused on translating teacher research experiences to inquiry-based classroom lessons might facilitate changes in their beliefs and classroom practices regarding…

Correlating Computer Database Programs with Social Studies Instruction.

ERIC Educational Resources Information Center

Northwest Regional Educational Lab., Portland, OR.

This unit emphasizes the integration of software in a focus on the classroom instruction process. Student activities are based on plans and ideas for instructional units presented by a teacher who describes and demonstrates the activities. Integration has occurred when computer applications are included in an instructional activity. This guide…

Notetaking Skills Instruction for Development of Middle School Students' Notetaking Performance

ERIC Educational Resources Information Center

Ilter, Ilhan

2017-01-01

The objective of this study was to investigate the effects of explicit instruction in notetaking skills on the notetaking performance of seventh-grade students at different reading ability levels. The students in the notetaking instruction condition (NTI) received classroom-based notetaking skills instruction (approximately 40 minutes) every week…

Flipped classroom model for learning evidence-based medicine.

PubMed

Rucker, Sydney Y; Ozdogan, Zulfukar; Al Achkar, Morhaf

2017-01-01

Journal club (JC), as a pedagogical strategy, has long been used in graduate medical education (GME). As evidence-based medicine (EBM) becomes a mainstay in GME, traditional models of JC present a number of insufficiencies and call for novel models of instruction. A flipped classroom model appears to be an ideal strategy to meet the demands to connect evidence to practice while creating engaged, culturally competent, and technologically literate physicians. In this article, we describe a novel model of flipped classroom in JC. We present the flow of learning activities during the online and face-to-face instruction, and then we highlight specific considerations for implementing a flipped classroom model. We show that implementing a flipped classroom model to teach EBM in a residency program not only is possible but also may constitute improved learning opportunity for residents. Follow-up work is needed to evaluate the effectiveness of this model on both learning and clinical practice.

Flipped classroom model for learning evidence-based medicine

PubMed Central

Rucker, Sydney Y; Ozdogan, Zulfukar; Al Achkar, Morhaf

2017-01-01

Journal club (JC), as a pedagogical strategy, has long been used in graduate medical education (GME). As evidence-based medicine (EBM) becomes a mainstay in GME, traditional models of JC present a number of insufficiencies and call for novel models of instruction. A flipped classroom model appears to be an ideal strategy to meet the demands to connect evidence to practice while creating engaged, culturally competent, and technologically literate physicians. In this article, we describe a novel model of flipped classroom in JC. We present the flow of learning activities during the online and face-to-face instruction, and then we highlight specific considerations for implementing a flipped classroom model. We show that implementing a flipped classroom model to teach EBM in a residency program not only is possible but also may constitute improved learning opportunity for residents. Follow-up work is needed to evaluate the effectiveness of this model on both learning and clinical practice. PMID:28919831

Research and Development of Web-Based Virtual Online Classroom

ERIC Educational Resources Information Center

Yang, Zongkai; Liu, Qingtang

2007-01-01

To build a web-based virtual learning environment depends on information technologies, concerns technology supporting learning methods and theories. A web-based virtual online classroom is designed and developed based on learning theories and streaming media technologies. And it is composed of two parts: instructional communicating environment…

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

ERIC Educational Resources Information Center

Begum, Roksana

2011-01-01

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…

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

ERIC Educational Resources Information Center

Varzaneh, Soheila Shafiee; Baharlooie, Roya

2015-01-01

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…

Effects of Small-Group Tutoring with and without Validated Classroom Instruction on At-Risk Students' Math Problem Solving: Are Two Tiers of Prevention Better Than One?

PubMed

Fuchs, Lynn S; Fuchs, Douglas; Craddock, Caitlin; Hollenbeck, Kurstin N; Hamlett, Carol L; Schatschneider, Christopher

2008-01-01

The purpose of this study was to assess the effects of small-group tutoring with and without validated classroom instruction on at-risk (AR) students' math problem solving. Stratifying within schools, 119 3(rd)-grade classes were randomly assigned to conventional or validated problem-solving instruction (Hot Math [schema-broadening instruction]). Students identified as AR (n = 243) were randomly assigned, within classroom conditions, to receive Hot Math tutoring or not. Students were tested on problem-solving and math applications measures before and after 16 weeks of intervention. Analyses of variance, which accounted for the nested structure of the data, revealed the tutored students who received validated classroom instruction achieved better than tutored students who received conventional classroom instruction (ES = 1.34). However, the advantage for tutoring over no tutoring was similar whether or not students received validated or conventional classroom instruction (ESs = 1.18 and 1.13). Tutoring, not validated classroom instruction reduced the prevalence of math difficulty. Implications for responsiveness-to-intervention prevention models and for enhancing math problem-solving instruction are discussed.

Effects of Small-Group Tutoring with and without Validated Classroom Instruction on At-Risk Students' Math Problem Solving: Are Two Tiers of Prevention Better Than One?

PubMed Central

Fuchs, Lynn S.; Fuchs, Douglas; Craddock, Caitlin; Hollenbeck, Kurstin N.; Hamlett, Carol L.; Schatschneider, Christopher

2008-01-01

The purpose of this study was to assess the effects of small-group tutoring with and without validated classroom instruction on at-risk (AR) students' math problem solving. Stratifying within schools, 119 3rd-grade classes were randomly assigned to conventional or validated problem-solving instruction (Hot Math [schema-broadening instruction]). Students identified as AR (n = 243) were randomly assigned, within classroom conditions, to receive Hot Math tutoring or not. Students were tested on problem-solving and math applications measures before and after 16 weeks of intervention. Analyses of variance, which accounted for the nested structure of the data, revealed the tutored students who received validated classroom instruction achieved better than tutored students who received conventional classroom instruction (ES = 1.34). However, the advantage for tutoring over no tutoring was similar whether or not students received validated or conventional classroom instruction (ESs = 1.18 and 1.13). Tutoring, not validated classroom instruction reduced the prevalence of math difficulty. Implications for responsiveness-to-intervention prevention models and for enhancing math problem-solving instruction are discussed. PMID:19122881

Classroom Practice in Reading.

ERIC Educational Resources Information Center

Earle, Richard A., Ed.

Each of the five sections in this book deals with one of the five major components in a diagnostic/prescriptive model of classroom reading instruction: instructional purpose, evaluation, materials, methods, and classroom management. Articles in the "Instructional Purpose" section discuss the affective component of instruction and the relationship…

Addressing the Missing Instructional Data Problem: Using a Teacher Log to Document Tier 1 Instruction

ERIC Educational Resources Information Center

Kurz, Alexander; Elliott, Stephen N.; Roach, Andrew T.

2015-01-01

Response-to-intervention (RTI) systems posit that Tier 1 consists of high-quality general classroom instruction using evidence-based methods to address the needs of most students. However, data on the extent to which general education teachers provide such instruction are rarely collected. This missing instructional data problem may result in RTI…

Fostering Creativity in Tablet-Based Interactive Classrooms

ERIC Educational Resources Information Center

Kim, Hye Jeong; Park, Ji Hyeon; Yoo, Sungae; Kim, Hyeoncheol

2016-01-01

This article aims to examine the effects of an instructional model that leverages innovative technologies in the classroom to cultivate collaboration that improves students' comprehension, fosters their creativity, and enables them to better express and communicate their ideas through drawing. This discussion focuses on classroom interaction…

Using Informal Classroom Observations to Improve Instruction

ERIC Educational Resources Information Center

Ing, Marsha

2010-01-01

Purpose: The purpose of this study is to describe the variability of principals' classroom observations across schools and to relate classroom observations to the schools' instructional climate. This helps identify the conditions under which classroom observations effectively improve instruction in some schools and not in other schools.…

Is pre-K classroom quality associated with kindergarten and middle-school academic skills?

PubMed

Anderson, Sara; Phillips, Deborah

2017-06-01

We employed data from a longitudinal investigation of over 1,000 children who participated in Tulsa's universal school-based pre-K program in 2005, and path modeling techniques, to examine the contribution of pre-K classroom quality to both kindergarten- and middle-school academic skills. We also examined gender and income-related differences in quality-outcome associations. Both Instructional and Emotional Support in pre-K classrooms, but not Classroom Management, assessed with the Classroom Assessment Scoring System (CLASS), were associated with kindergarten academic skills and, modestly indirectly associated through these immediate impacts, to middle-school test scores. Linear associations were found for Instructional Support whereas nonlinear patterns of association were evident for Emotional Support. Gender and income differences characterized Instructional Support-outcome associations. Results are discussed in terms of implications for improving pre-K quality as one avenue for supporting the ongoing development of academic skills. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Resource Guide to Competency-Based Vocational Education: Distributive Education.

ERIC Educational Resources Information Center

Foster, Phillip R., Comp.

This resource guide for classroom teachers contains annotations of resources representing recent instructional development in competency-based education for distributive education. It is also intended to assist curriculum specialists, administrators, and supervisors in development of performance-based instructional programs. The guide is divided…

Resource Guide to Competency-Based Vocational Education: Health Occupations.

ERIC Educational Resources Information Center

Foster, Phillip R., Comp.

This resource guide for classroom teachers contains annotations of resources representing recent instructional development in competency-based education for health occupations. It is also intended to assist curriculum specialists, administrators, and supervisors in development of performance-based instructional programs. The guide is divided into…

A comparison of interteaching and lecture in the college classroom.

PubMed

Saville, Bryan K; Zinn, Tracy E; Neef, Nancy A; Van Norman, Renee; Ferreri, Summer J

2006-01-01

Interteaching is a new method of classroom instruction that is based on behavioral principles but offers more flexibility than other behaviorally based methods. We examined the effectiveness of interteaching relative to a traditional form of classroom instruction-the lecture. In Study 1, participants in a graduate course in special education took short quizzes after alternating conditions of interteaching and lecture. Quiz scores following interteaching were higher than quiz scores following lecture, although both methods improved performance relative to pretest measures. In Study 2, we also alternated interteaching and lecture but counterbalanced the conditions across two sections of an undergraduate research methods class. After each unit of information, participants from both sections took the same test. Again, test scores following interteaching were higher than test scores following lecture. In addition, students correctly answered more interteaching-based questions than lecture-based questions on a cumulative final test. In both studies, the majority of students reported a preference for interteaching relative to traditional lecture. In sum, the results suggest that interteaching may be an effective alternative to traditional lecture-based methods of instruction.

Educators' Self-Reported Training, Use, and Perceived Effectiveness of Evidence-Based Classroom Management Practices

ERIC Educational Resources Information Center

Cooper, Justin T.; Gage, Nicholas A.; Alter, Peter J.; LaPolla, Stefanie; MacSuga-Gage, Ashley S.; Scott, Terrance M.

2018-01-01

A survey study of 248 educators in four states was conducted to identify respondents' formal training, use, and perceived effectiveness of 37 evidence-based classroom management practices within four general categories: (a) antecedent-based, (b) instructionally based, (c) consequence-based, and (d) self-management. Results indicated that, on…

The Cost-Effectiveness of Military Training.

ERIC Educational Resources Information Center

Orlansky, Jesse

Flight simulators, computer-based instruction (including both computer-assisted and computer-managed instruction), and maintenance training simulators are as effective, when used for training, as aircraft, conventional classroom instruction, and actual equipment, respectively. Data from about 100 studies are reported to support this finding. These…

Using "First Principles of Instruction" to Design Secondary School Mathematics Flipped Classroom: The Findings of Two Exploratory Studies

ERIC Educational Resources Information Center

Lo, Chung Kwan; Hew, Khe Foon

2017-01-01

Flipping the classroom is a current pedagogical innovation in many schools and universities. Although interest in flipped classroom (or Inverted Classroom) continues to grow, its implementation so far has been driven more by teachers' intuitive beliefs, rather than empirically-based principles. Many studies merely replace in-class instructions…

Experimental comparison of inquiry and direct instruction in science

NASA Astrophysics Data System (ADS)

Cobern, William W.; Schuster, David; Adams, Betty; Applegate, Brooks; Skjold, Brandy; Undreiu, Adriana; Loving, Cathleen C.; Gobert, Janice D.

2010-04-01

There are continuing educational and political debates about 'inquiry' versus 'direct' teaching of science. Traditional science instruction has been largely direct but in the US, recent national and state science education standards advocate inquiry throughout K-12 education. While inquiry-based instruction has the advantage of modelling aspects of the nature of real scientific inquiry, there is little unconfounded comparative research into the effectiveness and efficiency of the two instructional modes for developing science conceptual understanding. This research undertook a controlled experimental study comparing the efficacy of carefully designed inquiry instruction and equally carefully designed direct instruction in realistic science classroom situations at the middle school grades. The research design addressed common threats to validity. We report on the nature of the instructional units in each mode, research design, methods, classroom implementations, monitoring, assessments, analysis and project findings.

Quality Assurance in Department of Defense Financial Management Education and Training Institutions

DTIC Science & Technology

1992-09-01

Training Course. 24 *22. Do you use classroom observation to evaluate instruction? RESPONSE NUMBER PERCENTAGE YES 17 89.5 NO 2 10.5 TOTAL RESPONSES 19...evaluate classroom instruction? (Note: Question 23 asks whether respondents use classroom observation to evaluate instruction] (15 responses...as follows: " Question 22: Do you use classroom observation to evaluate instruction? (17 responses) " Question 23: Are other methods used to evaluate

Context-Model-Based Instruction in Teaching EFL Writing: A Narrative Inquiry

ERIC Educational Resources Information Center

Lin, Zheng

2016-01-01

This study aims to re-story the provision of the context-model-based instruction in teaching EFL writing, focusing especially on students' development of the context model and learning to guide EFL writing with the context model. The research data have been collected from the audio recordings of the classroom instruction, the teacher-researcher's…

Cooperative Education Guidelines for Administration: How to Comply with Federal and State Laws and Regulations

ERIC Educational Resources Information Center

Pennsylvania Department of Education, 2007

2007-01-01

Cooperative education is a method of instruction that enables students to combine academic classroom instruction (school-based learning component) with occupational instruction through learning on the job (work-based learning component) in a career area of choice. Emphasis is placed on the students' education and employability skills. Co-op is a…

Beyond No Significant Differences: A Closer Look at the Educational Impact of Computer-Based Instruction

ERIC Educational Resources Information Center

Mandernach, B. Jean

2006-01-01

There is a host of research examining the equivalence of alternative modes of technology-facilitated educational delivery (such as computer-based or online instruction) and traditional classroom instruction. While various studies have promoted each of these modalities for specific populations or topic areas, the bulk of research supports relative…

Direct Reading Instruction and the NYS ELA

ERIC Educational Resources Information Center

Jones-Carey, Margaret H.

2013-01-01

This study analyzed the impact of classroom based reading instruction ("direct instruction") on the standardized test scores of 6th grade students as measured by the New York State English Language Arts assessment (NYS ELA). It was hypothesized that the implementation of direct instruction in reading in grade 6 would improve NYS ELA…

Impact of technology-infused interactive learning environments on college professors' instructional decisions and practices

NASA Astrophysics Data System (ADS)

Kuda Malwathumullage, Chamathca Priyanwada

Recent advancements in instructional technology and interactive learning space designs have transformed how undergraduate classrooms are envisioned and conducted today. Large number of research studies have documented the impact of instructional technology and interactive learning spaces on elevated student learning gains, positive attitudes, and increased student engagement in undergraduate classrooms across nation. These research findings combined with the movement towards student-centered instructional strategies have motivated college professors to explore the unfamiliar territories of instructional technology and interactive learning spaces. Only a limited number of research studies that explored college professors' perspective on instructional technology and interactive learning space use in undergraduate classrooms exist in the education research literature. Since college professors are an essential factor in undergraduate students' academic success, investigating how college professors perceive and utilize instructional technology and interactive learning environments can provide insights into designing effective professional development programs for college professors across undergraduate institutions. Therefore, the purpose of this study was to investigate college professors' pedagogical reasoning behind incorporating different types of instructional technologies and teaching strategies to foster student learning in technology-infused interactive learning environments. Furthermore, this study explored the extent to which college professors' instructional decisions and practices are affected by teaching in an interactive learning space along with their overall perception of instructional technology and interactive learning spaces. Four college professors from a large public Midwestern university who taught undergraduate science courses in a classroom based on the 'SCALE-UP model' participated in this study. Major data sources included classroom observations, interviews and questionnaires. An enumerative approach and the constant comparative method were utilized to analyze the data. According to the results obtained, all the participating college professors of this study employed a variety of instructional technologies and learning space features to actively engage their students in classroom activities. Participants were largely influenced by the instructional technology and the learning space features at lesson planning and execution stages whereas this influence was less notable at the student assessment stage. Overall, college professors perceive technology-infused interactive learning environments to be advantageous in terms of enabling flexibility and creativity along with easy facilitation of classroom activities. However, they felt challenged when designing effective classroom activities and preferred continuous professional development support. Overall, college professors' pedagogical decision making process, their perceived benefits and challenges seemed to be interrelated and centered on the learners and the learning process. Primary implication of this study is to implement effective professional development programs for college professors which enable them to familiarize themselves with student-centered pedagogy and effective classroom activity design along with the novel trends in learning space design and instructional technologies. Furthermore, higher education institutions need to devise incentives and recognition measures to appreciate college professors' contributions to advance scholarship of teaching and learning.

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

PubMed Central

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

2014-01-01

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 instruction defined by the type of instruction, role of the teacher, and content. The second assessed the quality of the classroom-learning environment at a more macro level focusing on classroom organization, teacher responsiveness, and support for vocabulary and language. Results revealed that both global quality of the classroom learning environment and time individual students spent in specific types of literacy instruction covering specific content interacted to predict students’ comprehension and vocabulary gains whereas neither system alone did. These findings support a dynamic systems model of how individual children learn in the context of classroom literacy instruction and the classroom-learning environment, which can help to improve observations systems, advance research, elevate teacher evaluation and professional development, and enhance student achievement. PMID:25400293

Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms

PubMed Central

Puranik, Cynthia S.; Al Otaiba, Stephanie; Sidler, Jessica Folsom; Greulich, Luana

2014-01-01

The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 minute instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners’ writing performance. PMID:24578591

Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms.

PubMed

Puranik, Cynthia S; Al Otaiba, Stephanie; Sidler, Jessica Folsom; Greulich, Luana

2014-02-01

The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 minute instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners' writing performance.

Examining the Effectiveness of Direct Instruction on the Acquisition of Social Skills of Mentally Retarded Students in Regular Classroom Settings

ERIC Educational Resources Information Center

Özokcu, Osman; Akçamete, Gönül; Özyürek, Mehmet

2017-01-01

The purpose of this study is to reveal whether or not the social skills teaching program based on the direct instruction approach is effective on the ability of mentally retarded students in regular classroom settings to gain social skills such as apologizing, asking for help and finishing a task on time, and to generalize these abilities. This…

A Comparison Study of the Effects of a Story-based Video Instructional Package Versus a Text-based Instructional Package in the Intermediate-level Foreign Language Classroom

ERIC Educational Resources Information Center

Herron, Carol; York, Holly; Corrie, Cathleen; Cole, Steven P.

2006-01-01

This study compared a story-based video instructional package, with a feature-length film as its focus, to a text-based program. It explored the effectiveness of each approach to enhance the listening and grammar performances of intermediate-level college French students. Twenty-seven students at two institutions participated. A pretest-posttest…

Instructional Coaching as High-Quality Professional Development

ERIC Educational Resources Information Center

Desimone, Laura M.; Pak, Katie

2017-01-01

In response to policy initiatives calling for the implementation of evidence-based classroom practice, instructional coaches are frequently utilized as providers of professional development (PD). Despite the demand for instructional coaches, there is little empirical evidence that coaching improves teacher practice. We address this limitation by…

The use of active learning strategies in the instruction of Reactor Physics concepts

DOE Office of Scientific and Technical Information (OSTI.GOV)

Robinson, Michael A.

2000-01-01

Each of the Active Learning strategies employed to teach Reactor Physics material has been or promises to be instructionally successful. The Cooperative Group strategy has demonstrated a statistically significant increase in student performance on the unit exam in teaching conceptually difficult, transport and diffusion theory material. However, this result was achieved at the expense of a modest increase in class time. The Tutorial CBI programs have enabled learning equally as well as classroom lectures without the direct intervention of an instructor. Thus, the Tutorials have been successful as homework assignments, releasing classroom time for other instruction. However, the time requiredmore » for development of these tools was large, on the order of two hundred hours per hour of instruction. The initial introduction of the Case-Based strategy was roughly as effective as the traditional classroom instruction. Case-Based learning could well, after important modifications, perform better than traditional instruction. A larger percentage of the students prefer active learning strategies than prefer traditional lecture presentations. Student preferences for the active strategies were particularly strong when they believed that the strategies helped them learn the material better than they would have by using a lecture format. In some cases, students also preferred the active strategies because they were different from traditional instruction, a change of pace. Some students preferred lectures to CBI instruction, primarily because the CBI did not afford them the opportunity to question the instructor during the presentation.« less

Department of Defense Financial Management Education and Training Programs: A Survey of Quality Assurance Methods

DTIC Science & Technology

1992-06-01

CRITERIA TO HIRE CIVILIANS 10 21. PROFESSIONAL QUALIFICATION STANDARDS 18 22. CLASSROOM OBSERVATION 19 23. OTHER METHODS TO EVALUATE 18 INSTRUCTION 24. OTHER...other methods used to evaluate classroom instruction? (Note: Question 23 asks whether respondents use classroom observation to evaluate instruction] (15...number of affirmative responses are as follows: "* Question 22: Do you use classroom observation to evaluate instruction? (17 responses) "* Question

Inquiry Teaching in High School Chemistry Classrooms: The Role of Knowledge and Beliefs

ERIC Educational Resources Information Center

Roehrig, Gillian H.; Luft, Julie A.

2004-01-01

The call for implementation of inquiry-based teaching in secondary classrooms has taken on a new sense of urgency, hence several instructions models are developed to assists teachers in implementing inquiry in their classrooms. The role of knowledge and beliefs in inquiry teaching are examined.

Exploring Flipped Classroom Effects on Second Language Learners' Cognitive Processing

ERIC Educational Resources Information Center

Kim, Jeong-eun; Park, Hyunjin; Jang, Mijung; Nam, Hosung

2017-01-01

This study investigated the cognitive effects of the flipped classroom approach in a content-based instructional context by comparing second language learners' discourse in flipped vs. traditional classrooms in terms of (1) participation rate, (2) content of comments, (3) reasoning skills, and (4) interactional patterns. Learners in two intact…

Classroom Diversification: A Strategic View of Educational Productivity

ERIC Educational Resources Information Center

Lopez, Omar S.

2007-01-01

This article advances a theory of educational productivity based on a paradigm of classroom diversification that defines a strategic view of the education production process. The paradigm's underlying premise is that classroom student performance, and the instructional interactions that produce such outcomes, depend on economies derived from the…

Evaluation in the Classroom.

ERIC Educational Resources Information Center

Becnel, Shirley

Six classroom research-based instructional projects funded under Chapter 2 are described, and their outcomes are summarized. The projects each used computer hardware and software in the classroom setting. The projects and their salient points include: (1) the Science Technology Project, in which 48 teachers and 2,847 students in 18 schools used…

Top 20 Collaborative Internet-Based Science Projects of 1998: Characteristics and Comparisons to Exemplary Science Instruction.

ERIC Educational Resources Information Center

Berg, Craig A.; Jefson, Cristy

This paper utilizes the characteristics of model science instruction to identify exemplary Internet-based science collaborations. The filter for attaining "exemplary" status was based on state and national standards-generating initiatives and the corresponding implications for appropriate student activity in science classrooms. Twenty…

Effects of Early Writing Intervention Delivered within a Data-Based Instruction Framework

ERIC Educational Resources Information Center

Jung, Pyung-Gang; McMaster, Kristen L.; delMas, Robert C.

2017-01-01

We examined effects of research-based early writing intervention delivered within a data-based instruction (DBI) framework for children with intensive needs. We randomly assigned 46 students with and without disabilities in Grades 1 to 3 within classrooms to either treatment or control. Treatment students received research-based early writing…

Flipping the Classroom without Flipping Out the Students: Working with an Instructional Designer in an Undergraduate Evidence-Based Nursing Practice Course

ERIC Educational Resources Information Center

Matsuda, Yui; Azaiza, Khitam; Salani, Deborah

2017-01-01

The flipped classroom approach is an innovative teaching method to promote students' active learning. It has been used in nursing education and has showed positive results. The purpose of this article is to describe the process of developing a flipped classroom approach for an undergraduate evidence-based nursing practice course and discuss…

Effects of Inquiry-Based Instruction on Science Achievement for Students with Disabilities: An Analysis of the Literature

ERIC Educational Resources Information Center

Rizzo, Karen L.; Taylor, Jonte C.

2016-01-01

In comparison to the past, more students with disabilities are being included in the general education classroom for science instruction. Though inquiry-based instruction has not shown to be an effective practice for students with disabilities, it is vastly becoming the dominant practice in science education. The purpose of this review is to…

Explore-create-share study: An evaluation of teachers as curriculum innovators in engineering education

NASA Astrophysics Data System (ADS)

Berry, Ayora

The purpose of this study was to investigate the effects of a curriculum design-based (CDB) professional development model on K-12 teachers' capacity to integrate engineering education in the classroom. This teacher professional development approach differs from other training programs where teachers learn how to use a standard curriculum and adopt it in their classrooms. In a CDB professional development model teachers actively design lessons, student resources, and assessments for their classroom instruction. In other science, technology, engineering and mathematics (STEM) disciplines, CDB professional development has been reported to (a) position teachers as architects of change, (b) provide a professional learning vehicle for educators to reflect on instructional practices and develop content knowledge, (c) inspire a sense of ownership in curriculum decision-making among teachers, and (d) use an instructional approach that is coherent with teachers' interests and professional goals. The CDB professional development program in this study used the Explore-Create-Share (ECS) framework as an instructional model to support teacher-led curriculum design and implementation. To evaluate the impact of the CDB professional development and associated ECS instructional model, three research studies were conducted. In each study, the participants completed a six-month CDB professional development program, the PTC STEM Certificate Program, that included sixty-two instructional contact hours. Participants learned about industry and education engineering concepts, tested engineering curricula, collaborated with K-12 educators and industry professionals, and developed project-based engineering curricula using the ECS framework. The first study evaluated the impact of the CDB professional development program on teachers' engineering knowledge, self-efficacy in designing engineering curriculum, and instructional practice in developing project-based engineering units. The study included twenty-six teachers and data was collected pre-, mid-, and post-program using teacher surveys and a curriculum analysis instrument. The second study evaluated teachers' perceptions of the ECS model as a curriculum authoring tool and the quality of the curriculum units they developed. The study included sixty-two participants and data was collected post-program using teacher surveys and a curriculum analysis instrument. The third study evaluated teachers' experiences implementing ECS units in the classroom with a focus on identifying the benefits, challenges and solutions associated with project-based engineering in the classroom. The study included thirty-one participants and data was collected using an open-ended survey instrument after teachers completed implementation of the ECS curriculum unit. Results of these three studies indicate that teachers can be prepared to integrate engineering in the classroom using a CDB professional development model. Teachers reported an increase in engineering content knowledge, improved their self-efficacy in curriculum planning, and developed high quality instructional units that were aligned to engineering design practices and STEM educational standards. The ECS instructional model was acknowledged as a valuable tool for developing and implementing engineering education in the classroom. Teachers reported that ECS curriculum design aligned with their teaching goals, provided a framework to integrate engineering with other subject-area concepts, and incorporated innovative teaching strategies. After implementing ECS units in the classroom, teachers reported that the ECS model engaged students in engineering design challenges that were situated in a real world context and required the application of interdisciplinary content knowledge and skills. Teachers also reported a number of challenges related to scheduling, content alignment, and access to resources. In the face of these obstacles, teachers presented a number of solutions that included optimization of one's teaching practice, being resource savvy, and adopting a growth mindset.

The Effects of Corrective Feedback on Instructed L2 Speech Perception

ERIC Educational Resources Information Center

Lee, Andrew H.; Lyster, Roy

2016-01-01

To what extent do second language (L2) learners benefit from instruction that includes corrective feedback (CF) on L2 speech perception? This article addresses this question by reporting the results of a classroom-based experimental study conducted with 32 young adult Korean learners of English. An instruction-only group and an instruction + CF…

Effect of web-based education on nursing students' urinary catheterization knowledge and skills.

PubMed

Öztürk, Deniz; Dinç, Leyla

2014-05-01

Nursing is a practice-based discipline that requires the integration of theory and practice. Nurse educators must continuously revise educational curricula and incorporate information technology into the curriculum to provide students with the necessary knowledge and skills. The aim of this study was to assess the effect of web-based education on students' urinary catheterization knowledge and skills. A convenience sample of 111 first year nursing students enrolled at two universities in Ankara during the academic year of 2011-2012 participated in this quasi-experimental study. The experimental group (n=59) received a web-based and web-enhanced learning approach along with learning and practicing the required material twice as much as the control group, whereas the control group (n=52) received traditional classroom instruction. A knowledge test of 20 multiple-choice questions and a skills checklist were used to assess student performance. There was no difference between the experimental group and the control group in knowledge scores; however, students in the web-based group had higher scores for urinary catheterization skills. The highest scores in knowledge and skills were obtained by students who experienced web-based education as a supplement to tradition instruction. Web-based education had positive effects on the urinary catheterization skills of nursing students, and its positive effect increased for both knowledge and skills when it supplements classroom instruction. Based on these results, we suggest the use of web-based education as a supplement to traditional classroom instruction for nursing education. © 2013.

Instructional Partners, Principals, Teachers, and Instructional Assistants.

ERIC Educational Resources Information Center

Indiana State Dept. of Public Instruction, Indianapolis.

This handbook examines various topics of interest and concern to teachers as they work with instructional assistants forming a classroom instructional partnership and functioning as a team. These topics include: (1) instructional assistant qualifications; (2) duties--instructional, classroom clerical, auxillary; (3) factors to be considered when…

Learners' Perceptions of Instructional Design Practice in a Situated Learning Activity

ERIC Educational Resources Information Center

Woolf, Nicholas; Quinn, James

2009-01-01

This case study investigated learners' perceptions of value from participating in a learning activity designed to model professional instructional design practice. Learners developed instructional design products for a corporate client in the context of a classroom-based course. The findings indicate that learners perceived different kinds of…

Does Test Preparation Mean Low-Quality Instruction?

ERIC Educational Resources Information Center

Blazar, David; Pollard, Cynthia

2017-01-01

Critics of test-based accountability warn that test preparation has a negative influence on teachers' instruction due to a focus on procedural skills. Others advocate that the adoption of more rigorous assessments may be a way to incentivize more ambitious test preparation instruction. Drawing on classroom observations and teacher surveys, we do…

Relationships of Teachers' Language and Explicit Vocabulary Instruction to Students' Vocabulary Growth in Kindergarten

ERIC Educational Resources Information Center

Bowne, Jocelyn Bonnes; Yoshikawa, Hirokazu; Snow, Catherine E.

2017-01-01

This study evaluates the relationships between aspects of Chilean teachers' explicit vocabulary instruction and students' vocabulary development in kindergarten. Classroom videotapes of whole-class instruction gathered during a randomized experimental evaluation of a coaching-based professional development program were analyzed. The amount of…

Multimedia Instructional Tools and Student Learning in a Computer Applications Course

ERIC Educational Resources Information Center

Chapman, Debra L.; Wang, Shuyan

2015-01-01

Advances in technology and changes in educational strategies have resulted in the integration of technology in the classroom. Multimedia instructional tools (MMIT) provide student-centered active-learning instructional activities. MMITs are common in introductory computer applications courses based on the premise that MMITs should increase student…

Multimedia Instructional Tools and Student Learning in Computer Applications Courses

ERIC Educational Resources Information Center

Chapman, Debra Laier

2013-01-01

Advances in technology and changes in educational strategies have resulted in the integration of technology into the classroom. Multimedia instructional tools (MMIT) have been identified as a way to provide student-centered active-learning instructional material to students. MMITs are common in introductory computer applications courses based on…

Middle School Engineering Problem Solving Using Traditional vs. E-PBL Module Instruction

ERIC Educational Resources Information Center

Baele, Loren C.

2017-01-01

This multiple methods (Denzin, 1978) study investigated two instructional approaches, traditional module and electronic Problem-Based Learning instruction (e-PBL), used within a middle school engineering classroom focused on the variables of engagement, content knowledge, student self-assessment and teacher assessment of problem solving solutions.…

Applications of Oral Proficiency Testing to Foreign Language. Instruction.

ERIC Educational Resources Information Center

American Council on the Teaching of Foreign Languages, Hastings-on-Hudson, NY.

A guide to the adaptation of oral proficiency testing for classroom language instruction contains excerpts of projects by participants in an American Council on the Teaching of Foreign Languages (ACTFL) workshop. The excerpts are examples of proficiency based curricula and materials designed to personalize instruction and simulate real-life…

Higher Education Science Student Perspectives on Classroom Instructional Methods: A Pilot Study

ERIC Educational Resources Information Center

Bohlscheid, Jeffri C.; Davis, John C.

2012-01-01

Constructivist-based inquiry instruction has been popularized for several decades in primary- and secondary-science education, with overwhelmingly positive results across all sciences. Importantly, higher education faculties have begun to embrace inquiry instruction in many subject areas. In fact, a growing body of literature illustrates the…

Instructional changes based on cogenerative physics reform

NASA Astrophysics Data System (ADS)

Samuels, Natan; Brewe, Eric; Kramer, Laird

2013-01-01

We describe changes in a physics teacher's pedagogy and cultural awareness that resulted from her students' involvement in reforming their classroom. For this case study, we examined a veteran high school teacher's semester-long use of CMPLE (the Cogenerative Mediation Process for Learning Environments) in her Modeling Instruction classroom. CMPLE is a formative intervention designed to help students and instructors collaborate to change classroom dynamics, based on how closely the environment matches their learning preferences. Analysis of classroom videos, interviews, and other artifacts indicates that adapting the environment to align with the preferences of that shared culture affected the instructor in complex ways. We will trace her teaching practices and her self-described awareness of the culture of learning, to highlight notable changes. The teacher espoused deeper understanding of her students' physics learning experience, which she gained from including students in responding to their own individual and collective learning preferences.

Speaking Correctly: Error Correction as a Language Socialization Practice in a Ukrainian Classroom

ERIC Educational Resources Information Center

Friedman, Debra A.

2010-01-01

This study uses a language socialization approach to explore the role of Ukrainian language instruction in the revitalization of Ukrainian as the national language. Based on 10 months ethnographic observation and videotaping of classroom interaction in two fifth-grade Ukrainian language and literature classrooms, it focuses on corrective feedback…

Teaching Big Ideas in Diverse Middle School Classrooms

ERIC Educational Resources Information Center

Conderman, Greg; Bresnahan, Val

2008-01-01

With the increase of diversity in classrooms and conflicting or confusing advice from experts, teachers may feel pulled in many directions as they race to cover the curriculum. Successfully meeting the challenge of teaching in diverse classrooms depends, in part, on using research-based instructional methods that boost academic skills and foster…

Linking Literacy and Technology: A Guide for K-8 Classrooms.

ERIC Educational Resources Information Center

Wepner, Shelley B., Ed.; Valmont, William J., Ed.; Thurlow, Richard, Ed.

Based on the idea that instruction should drive technology, and not vice versa, this book shares ideas, options, and opportunities for using technology in the classroom. Vignettes and examples of classroom uses of technology are presented throughout the book to highlight concepts and help teachers support literacy goals. The essays in the book…

International Teaching Assistants' Experiences in the U.S. Classrooms: Implications for Practice

ERIC Educational Resources Information Center

Ashavskaya, Ekaterina

2015-01-01

Recently, a number of studies have examined the lived experiences of the international teaching assistants (ITAs) in the U.S. classrooms. The findings show that the ITAs face many challenges such as classroom management, instructional, linguistic, cultural and social challenges. Following this line of research, this interview-based study examined…

Increasing Teachers' Use of Behavior-Specific Praise Using a Multitiered System for Professional Development

ERIC Educational Resources Information Center

Gage, Nicholas A.; MacSuga-Gage, Ashley S.; Crews, Emily

2017-01-01

Successful instruction is contingent upon effective classroom management. Unfortunately, not all teachers are effective classroom managers and many require in-service professional development (PD) to increase their use of evidence-based classroom management skills. Although PD models have been developed and evaluated, many are resource-intensive.…

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

NASA Astrophysics Data System (ADS)

Luehmann, April Lynn; Frink, Jeremiah

2009-06-01

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.

Brain-Based Education: Its Pedagogical Implications and Research Relevance

ERIC Educational Resources Information Center

Laxman, Kumar; Chin, Yap Kueh

2010-01-01

The brain, being the organ of learning, must be understood if classrooms are to be places of meaningful learning. Understanding the brain has the potential to alter the foundation of education, transform traditional classrooms to interactive learning environments and promote better instructional approaches amongst teachers. Brain-based education…

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

ERIC Educational Resources Information Center

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

2015-01-01

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…

How Do We Match Instructional Effectiveness with Learning Curves?

ERIC Educational Resources Information Center

Branum-Martin, Lee; Mehta, Paras D.; Taylor, W. Patrick; Carlson, Coleen D.; Lei, Xiaoxuan; Hunter, C. Vincent; Francis, David J.

2015-01-01

In order to examine the effectiveness of instruction, the authors confront formidable statistical problems, including multivariate structure of classroom observations, longitudinal dependence of both classroom observations and student outcomes. As the authors begin to examine instruction, classroom observations involve multiple variables for which…

Enhancing RN-to-BSN students' information literacy skills through the use of instructional technology.

PubMed

Schutt, Michelle A; Hightower, Barbara

2009-02-01

The American Association of Colleges of Nursing advocates that professional nurses have the information literacy skills essential for evidence-based practice. As nursing schools embrace evidence-based models to prepare students for nursing careers, faculty can collaborate with librarians to create engaging learning activities focused on the development of information literacy skills. Instructional technology tools such as course management systems, virtual classrooms, and online tutorials provide opportunities to reach students outside the traditional campus classroom. This article discusses the collaborative process between faculty and a library instruction coordinator and strategies used to create literacy learning activities focused on the development of basic database search skills for a Computers in Nursing course. The activities and an online tutorial were included in a library database module incorporated into WebCT. In addition, synchronous classroom meeting software was used by the librarian to reach students in the distance learning environment. Recommendations for module modifications and faculty, librarian, and student evaluations are offered.

Teaching Elementary School Students to Be Effective Writers. Summary of Evidence for Instructional Tips Based on the Educator's Practice Guide

ERIC Educational Resources Information Center

What Works Clearinghouse, 2017

2017-01-01

Instructional tips help educators carry out recommendations contained in IES Educator's Practice Guides. This summary of evidence describes the research evidence that supports the use of the instructional tips in classrooms, and is based on a practice guide authored by Steve Graham, Alisha Bollinger, Carol Booth Olson, Catherine D'Aoust, Charles…

Explicit Instruction in Phonemic Awareness and Phonemically Based Decoding Skills as an Intervention Strategy for Struggling Readers in Whole Language Classrooms

ERIC Educational Resources Information Center

Ryder, Janice F.; Tunmer, William E.; Greaney, Keith T.

2008-01-01

The aim of this study was to determine whether explicit instruction in phonemic awareness and phonemically based decoding skills would be an effective intervention strategy for children with early reading difficulties in a whole language instructional environment. Twenty-four 6- and 7-year-old struggling readers were randomly assigned to an…

Evaluating the effectiveness of a laboratory-based professional development program for science educators

PubMed Central

Amolins, Michael W.; Ezrailson, Cathy M.; Pearce, David A.; Elliott, Amy J.

2015-01-01

The process of developing effective science educators has been a long-standing objective of the broader education community. Numerous studies have recommended not only depth in a teacher's subject area but also a breadth of professional development grounded in constructivist principles, allowing for successful student-centered and inquiry-based instruction. Few programs, however, have addressed the integration of the scientific research laboratory into the science classroom as a viable approach to professional development. Additionally, while occasional laboratory training programs have emerged in recent years, many lack a component for translating acquired skills into reformed classroom instruction. Given the rapid development and demand for knowledgeable employees and an informed population from the biotech and medical industries in recent years, it would appear to be particularly advantageous for the physiology and broader science education communities to consider this issue. The goal of this study was to examine the effectiveness of a laboratory-based professional development program focused on the integration of reformed teaching principles into the classrooms of secondary teachers. This was measured through the program's ability to instill in its participants elevated academic success while gaining fulfillment in the classroom. The findings demonstrated a significant improvement in the use of student-centered instruction and other reformed methods by program participants as well as improved self-efficacy, confidence, and job satisfaction. Also revealed was a reluctance to refashion established classroom protocols. The combination of these outcomes allowed for construction of an experiential framework for professional development in applied science education that supports an atmosphere of reformed teaching in the classroom. PMID:26628658

Evaluating the effectiveness of a laboratory-based professional development program for science educators.

PubMed

Amolins, Michael W; Ezrailson, Cathy M; Pearce, David A; Elliott, Amy J; Vitiello, Peter F

2015-12-01

The process of developing effective science educators has been a long-standing objective of the broader education community. Numerous studies have recommended not only depth in a teacher's subject area but also a breadth of professional development grounded in constructivist principles, allowing for successful student-centered and inquiry-based instruction. Few programs, however, have addressed the integration of the scientific research laboratory into the science classroom as a viable approach to professional development. Additionally, while occasional laboratory training programs have emerged in recent years, many lack a component for translating acquired skills into reformed classroom instruction. Given the rapid development and demand for knowledgeable employees and an informed population from the biotech and medical industries in recent years, it would appear to be particularly advantageous for the physiology and broader science education communities to consider this issue. The goal of this study was to examine the effectiveness of a laboratory-based professional development program focused on the integration of reformed teaching principles into the classrooms of secondary teachers. This was measured through the program's ability to instill in its participants elevated academic success while gaining fulfillment in the classroom. The findings demonstrated a significant improvement in the use of student-centered instruction and other reformed methods by program participants as well as improved self-efficacy, confidence, and job satisfaction. Also revealed was a reluctance to refashion established classroom protocols. The combination of these outcomes allowed for construction of an experiential framework for professional development in applied science education that supports an atmosphere of reformed teaching in the classroom. Copyright © 2015 The American Physiological Society.

Whole-Group Response Strategies to Promote Student Engagement in Inclusive Classrooms

ERIC Educational Resources Information Center

Nagro, Sarah A.; Hooks, Sara D.; Fraser, Dawn W.; Cornelius, Kyena E.

2016-01-01

Students with learning disabilities are often educated in inclusive classrooms alongside their typically developing peers. Although differentiated small-group instruction is ideal for students with learning disabilities, whole-group instruction continues to be the predominant instructional model in inclusive classrooms. This can create major…

Evaluating the Use of Instructional Coaching as a Tool to Improve Teacher Instructional Strategies at a Title 1 Middle School: An Action Research Study

ERIC Educational Resources Information Center

Learmond, Karen W.

2017-01-01

This action research study focused on the use of an instructional coaching model to support teachers in the use of Marzano's nine research-based instructional strategies at a low performing Title 1 middle school. The intervention was carried out over five and a half -month period and was aimed at improving teachers' classroom instruction. The…

Classroom Management and the Librarian

ERIC Educational Resources Information Center

Blackburn, Heidi; Hays, Lauren

2014-01-01

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…

A Lesson in Complexity: Seabed Minerals and Easter Island.

ERIC Educational Resources Information Center

Druker, Kristen

1984-01-01

This high school-level classroom activity presents a hypothetical situation based on scientific fact concerning the likelihood that seabed mineral deposits lie off Easter Island. Activity goals, instructional strategies, and instructions for students are included. (JN)

A Fallibilistic Model for Instruction

ERIC Educational Resources Information Center

Dawson, A. J.

1971-01-01

Discusses models in inquiry and of instruction based on critical Fallibilistic philosophy, developed by Karl R. Popper, which holds that all knowledge grows by conjecture and refutation. Classroom applications of strategies which result from the model are presented. (JP)

Inquiry-Based Examination of Chemical Disruption of Bacterial Biofilms

ERIC Educational Resources Information Center

Redelman, Carly V.; Hawkins, Misty A. W.; Drumwright, Franklin R.; Ransdell, Beverly; Marrs, Kathleen; Anderson, Gregory G.

2012-01-01

Inquiry-based instruction in the sciences has been demonstrated as a successful educational strategy to use for both high school and college science classrooms. As participants in the NSF Graduate STEM Fellows in K-12 Education (GK-12) Program, we were tasked with creating novel inquiry-based activities for high school classrooms. As a way to…

Increasing Teachers' Use of Evidence-Based Classroom Management Strategies through Consultation: Overview and Case Studies

ERIC Educational Resources Information Center

MacSuga, Ashley S.; Simonsen, Brandi

2011-01-01

Many classroom teachers are faced with challenging student behaviors that impact their ability to facilitate learning in productive, safe environments. At the same time, high-stakes testing, increased emphasis on evidence-based instruction, data-based decision making, and response-to-intervention models have put heavy demands on teacher time and…

Transforming Classrooms into Learning Studios: What Does It Take to Make Classrooms a Living Space?

ERIC Educational Resources Information Center

Aslan, Sinem; Reigeluth, Charles M.; Mete, Sinem Emine

2016-01-01

In this article, the authors start with a description of the learner-centered paradigm of education. The key tenets of the paradigm are outlined as: Competency-based student progress, competency-based student assessment and records, personal learning plans, project-based learning, just-in-time instructional support, student as self-directed…

Investigating a Tier 1 Intervention Focused on Proportional Reasoning: A Follow-Up Study

ERIC Educational Resources Information Center

Jitendra, Asha K.; Harwell, Michael R.; Karl, Stacy R.; Simonson, Gregory R.; Slater, Susan C.

2017-01-01

This randomized controlled study investigated the efficacy of a Tier 1 intervention--schema-based instruction--designed to help students with and without mathematics difficulties (MD) develop proportional reasoning. Twenty seventh-grade teachers/classrooms were randomly assigned to a treatment condition (schema-based instruction) or control…

Harriet Jacobs: Using Online Slave Narratives in the Classroom

ERIC Educational Resources Information Center

Bolick, Cheryl Mason; McGlinn, Meghan M.

2004-01-01

Teachers most interested in a constructivist approach to historical instruction often use new technology to provide realistic, inquiry-based learning situations for their students. Recent research in social studies learning has de-emphasized student memorization of facts and text-based instruction in favor of engaging students in historical…

Competency-Based Adult Education: A Guide to Classroom Management.

ERIC Educational Resources Information Center

Guglielmino, Lucy M.; And Others

Developed as part of a 310 Special Demonstration and Teacher Training Project undertaken at Brevard Community College in 1984-85, this training guide for new Competency-Based Adult Education (CBAE) teachers offers information on the CBAE concept, individualized instruction, selection of instructional materials, student orientation, and procedures.…

Automated Content Synthesis for Interactive Remote Instruction.

ERIC Educational Resources Information Center

Maly, K.; Overstreet, C. M.; Gonzalez, A.; Denbar, M. L.; Cutaran, R.; Karunaratne, N.

This paper describes IRI (Interactive Remote Instruction), a computer-based system built at Old Dominion University (Virginia) in order to support distance education. The system is based on the concept of a virtual classroom where students at different locations have the same synchronous class experience, using networked computers to communicate…

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

ERIC Educational Resources Information Center

Fienup, Daniel M.; Critchfield, Thomas S.

2011-01-01

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…

Teaching Young Children Basic Concepts of Geography: A Literature-Based Approach.

ERIC Educational Resources Information Center

Hannibal, Mary Anne Zeitler; Vasiliev, Ren; Lin, Qiuyun

2002-01-01

This article advocates a literature-based instructional approach as a way of promoting geographic awareness in early childhood classrooms. Instruction focuses on basic geography concepts of location, place, human- environment interaction, movement, and region. Examples of children's picture books are included to show what early childhood teachers…

AIDS Education and Citizenship Development in a University/K-12 Partnership.

ERIC Educational Resources Information Center

Mitchell, James M.

The move toward standards-based instruction calls for greater student involvement in the learning process. Cooperative learning is widely used as many standards-based school departments advocate greater employment of constructivist classrooms as the most appropriate vehicle of instruction. During academic year 2002-03, 42 students from California…

Fighting Baddies and Collecting Bananas: Teachers' Perceptions of Games-Based Literacy Learning

ERIC Educational Resources Information Center

Gerber, Hannah R.; Price, Debra P.

2013-01-01

This paper discusses how practicing teachers conceptualize commercial off the shelf (COTS) videogames within classroom-based English language arts instruction. Understanding how today's teachers perceive virtual worlds and videogames as an instructional tool for schema building within literacy development will help researchers better understand…

Analogies: Explanatory Tools in Web-Based Science Instruction

ERIC Educational Resources Information Center

Glynn, Shawn M.; Taasoobshirazi, Gita; Fowler, Shawn

2007-01-01

This article helps designers of Web-based science instruction construct analogies that are as effective as those used in classrooms by exemplary science teachers. First, the authors explain what analogies are, how analogies foster learning, and what form analogies should take. Second, they discuss science teachers' use of analogies. Third, they…

Middle School Mathematics Instruction in Instructionally Focused Urban Districts

ERIC Educational Resources Information Center

Boston, Melissa D.; Wilhelm, Anne Garrison

2017-01-01

Direct assessments of instructional practice (e.g., classroom observations) are necessary to identify and eliminate opportunity gaps in students' learning of mathematics. This study examined 114 middle school mathematics classrooms in four instructionally focused urban districts. Results from the Instructional Quality Assessment identified high…

Teaching assistant-student interactions in a modified SCALE-UP classroom

NASA Astrophysics Data System (ADS)

DeBeck, George; Demaree, Dedra

2012-02-01

In the spring term of 2010, Oregon State University (OSU) began using a SCALE-UP style classroom in the instruction of the introductory calculus-based physics series. Instruction in this classroom was conducted in weekly two-hour sessions facilitated by the primary professor and either two graduate teaching assistants (GTAs) or a graduate teaching assistant and an undergraduate learning assistant (LA). During the course of instruction, two of the eight tables in the room were audio and video recorded. We examine the practices of the GTAs in interacting with the students through both qualitative and quantitative analyses of these recordings. Quantitatively, significant differences are seen between the most experienced GTA and the rest. A major difference in confidence is also observed in the qualitative analysis of this GTA compared to a less experienced GTA.

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

PubMed

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

2005-06-01

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.

Moving Technology to the Center of Instruction: How One Experienced Teacher Incorporates a Web-based Environment Over Time

NASA Astrophysics Data System (ADS)

Williams, Michelle

2008-08-01

The paper reports on a 3-year study of an experienced fifth grade teacher learning to integrate a Web-based Inquiry Science Environment (WISE) into his core science instruction. Data from this study included videotapes and transcripts of classroom instruction, and audiotapes and transcripts of professional development meetings and interviews conducted with the teacher as he was implementing the curriculum. The results suggest that the teacher's classroom practices shifted meaningfully over time, thus moving WISE from the peripheral to the center of his science class instruction. There was an increased integrated use of the technology by this teacher during the WISE enactments in years two and three. The teacher also engaged his students in significantly more science dialogues during the WISE online investigations. Further findings suggest that this shift in pedagogy can be attributed to repeated opportunities for the instructor to teach an inquiry-based curriculum, as well as reflecting on his teaching experiences.

Scribing: A Technology-Based Instructional Strategy

ERIC Educational Resources Information Center

Harless, Patrick

2011-01-01

In this article, the author presents one instructional strategy--scribing--tailored to the Tablet PC. He illustrates the role of the scribe during discussion through two classroom examples: (1) generalizing the polygon sum theorem; and (2) proving the third angle theorem. Then he analyzes scribing as an instructional strategy as well as students'…

Integrating Technology into Classroom: The Learner-Centered Instructional Design

ERIC Educational Resources Information Center

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

2013-01-01

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…

Instruction, Development, and Achievement of Struggling Primary Grade Readers

ERIC Educational Resources Information Center

Rightmyer, Elizabeth Campbell; McIntyre, Ellen; Petrosko, Joseph M.

2006-01-01

This study examined the phonics and reading achievement of 117 primary grade students in 14 schools and 42 classrooms. Students received instruction in one of six different reading programs or models based upon the school they attended. Through qualitative data collection and analysis of specific instructional practices, it was determined that no…

MVP and Instructional Systems Design in Online Courses

ERIC Educational Resources Information Center

Franklin, Jennifer L.

2017-01-01

This chapter is based on three premises. The first premise is that the use of instructional systems design (ISD) methods is important in online as well as traditional classroom settings. A second premise is that improving the motivational design of instruction brings benefits to teachers and learners alike. The third premise, specific to this…

The Literacy Pyramid Organization of Reading/Writing Activities in a Whole Language Classroom (Early Childhood).

ERIC Educational Resources Information Center

Bruneau, Beverly J.

1997-01-01

Describes the Literacy Pyramid (based on the United States Department of Agriculture food pyramid), a classification of eight instructional events, which is intended as a framework for teachers to think about the purpose of various instructional formats and about organizing time for language arts instruction. (SR)

The Effect of Instructional Method on Teaching Assistants' Classroom Discourse

ERIC Educational Resources Information Center

Current, Kelley; Kowalske, Megan Grunert

2016-01-01

There has been increased interest in the transformation of post-secondary level instructional practices in STEM from more traditional to evidence-based practices that are more aligned with how learning occurs. Research has shown that instructional practices are linked to student learning outcomes even when content is unchanged; therefore,…

A Statewide Examination of the Training Satisfaction of Instructional Coaches

ERIC Educational Resources Information Center

Lubbers, Susanne L.

2017-01-01

As the roles of instructional coaches are expanding in school districts, little research exists about how instructional coaches are initially trained for their positions. Much of the research base of teachers coach peers shows it is a strong method of helping teachers improve their classroom effectiveness, but little is known about an…

The Flipped Experience for Chinese University Students Studying English as a Foreign Language

ERIC Educational Resources Information Center

Doman, Evelyn; Webb, Marie

2017-01-01

Many educators worldwide are aware that traditional teacher-fronted instruction and lecture-based learning often lead students to become passive in the classroom. In the language classroom, particularly in classrooms for English as a second or foreign language, the flipped model of education drives students to become more responsive and more…

Research in the Classroom. Ninth Annual Report of Research Projects Conducted by Educators in Their Classrooms, 1994-1995.

ERIC Educational Resources Information Center

Colorado State Dept. of Education, Denver. Special Education Services Unit.

The report summarizes five Colorado teacher research projects in teaching students with disabilities. The five projects described demonstrate that teacher initiated classroom based research allows educators to develop innovative approaches to instruction and to analyze their results in an objective way. The following projects are presented: (1)…

The Relationship between Teachers' Implementation of Classroom Management Practices and Student Behavior in Elementary School

ERIC Educational Resources Information Center

Gage, Nicholas A.; Scott, Terrance; Hirn, Regina; MacSuga-Gage, Ashley S.

2018-01-01

Teachers' classroom management practices have a direct impact on their students' probability of success. Evidence-based classroom management practices include (a) active instruction and supervision of students (i.e., teaching), (b) opportunities for students to respond, and (c) feedback to students. In this study, we examined the degree to which…

Content Based Lesson Plans inside the English Rural Classrooms

ERIC Educational Resources Information Center

Quintero Corzo, Josefina; Lopera Lopera, Catherine Julieth

2016-01-01

This piece of work gives account of a classroom research project done in a rural state institution in Colombia whose main purpose was to contextualize the foreign languages teaching and learning in line with the current curriculum regulations stated by the National Ministry of Education. Content-based instruction inside a rural English classroom…

Technology-Enhanced Formative Assessment: A Research-Based Pedagogy for Teaching Science with Classroom Response Technology

ERIC Educational Resources Information Center

Beatty, Ian D.; Gerace, William J.

2009-01-01

"Classroom response systems" (CRSs) are a promising instructional technology, but most literature on CRS use fails to distinguish between technology and pedagogy, to define and justify a pedagogical perspective, or to discriminate between pedagogies. "Technology-enhanced formative assessment" (TEFA) is our pedagogy for CRS-based science…

Art and Transformation: Embodied Action in a First-Grade Art Class

ERIC Educational Resources Information Center

Hartjen, Lisa F.

2012-01-01

In this article, the author shares her kinesthetic-based art classroom unit. The kinesthetic-based art unit was originally designed to address disparities in learning styles present in her art classroom. In particular, students who were generally disruptive during teacher-centered art instruction often focused easily during lessons infused with…

Reversing the Downward Spiral of Science Instruction in K-2 Classrooms

NASA Astrophysics Data System (ADS)

Sandholtz, Judith Haymore; Ringstaff, Cathy

2011-10-01

This study investigated the extent to which teacher professional development led to changes in science instruction in K-2 classrooms in rural school districts. The research specifically examined changes in (a) teachers' content knowledge in science; (b) teachers' self-efficacy related to teaching science; (c) classroom instructional time allotted to science; and (d) instructional strategies used in science. The study also investigated contextual factors contributing to or hindering changes in science instruction. Data sources included a teacher survey, a self-efficacy assessment, content knowledge tests, interviews, and classroom observations. After one year in the program, teachers showed increased content knowledge and self-efficacy in teaching science; they spent more instructional time on science and began using different instructional strategies. Key contextual factors included curricular demands, resources, administrative support, and support from other teachers.

Integrating Work Experience with Classroom Instruction: A Strategy for Student Learning.

ERIC Educational Resources Information Center

Heinemann, Harry N.

1985-01-01

The measured results of one community college's experience with cooperative education suggest that incorporating productive work experience into classroom-based curricula can achieve excellence and equality of opportunity, offering opportunities for disadvantaged students without compromising academic integrity. (MSE)

What To Do in the School Classroom.

ERIC Educational Resources Information Center

Green, Rodney J.

1985-01-01

Explains the role of the professional conservationist as a teaching resource in school-based instructional programs. Offers suggestions for planning and delivering classroom presentations on natural resource topics. Includes a listing a references on hands-on activities in conservation education. (ML)

Is Effective Teaching Stable?

ERIC Educational Resources Information Center

Patrick, Helen; Mantzicopoulos, Panayota

2016-01-01

The authors examined the ecological validity of using observation-based scores to evaluate individual teachers' effectiveness, mirroring their use by school administrators. Using the Classroom Assessment Scoring System, the authors asked (a) how similar are teachers' emotional support, classroom organization, and instructional support scores from…

The Relationship of Teacher-Facilitated, Inquiry-Based Instruction to Student Higher-Order Thinking

ERIC Educational Resources Information Center

Marshall, Jeff C.; Horton, Robert M.

2011-01-01

Commissions, studies, and reports continue to call for inquiry-based learning approaches in science and math that challenge students to think critically and deeply. While working with a group of middle school science and math teachers, we conducted more than 100 classroom observations, assessing several attributes of inquiry-based instruction. We…

Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies

NASA Astrophysics Data System (ADS)

Campbell, Todd; Longhurst, Max L.; Wang, Shiang-Kwei; Hsu, Hui-Yin; Coster, Dan C.

2015-10-01

While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is increasing, generally it has been found that teachers use technology more for administrative purposes or to support traditional instruction. This use of technology, especially to support traditional instruction, sits in opposition to most recent standards documents in science education that call for student involvement in evidence-based sense-making activities. Many see technology as a potentially powerful resource that is reshaping society and has the potential to do the same in science classrooms. To consider the promise of technology in science classrooms, this research investigated the impact of a professional development project focused on enhancing teacher and student learning by using information and communication technologies (ICTs) for engaging students in reformed-based instruction. More specifically, these findings revealed positive teacher outcomes with respect to reformed-based and technology-supported instruction and increased ICT and new literacies skills. When considering students, the findings revealed positive outcomes with respect to ICT and new literacies skills and student achievement in science.

Relationship of preschool special education outcomes to instructional practices and parent-child interaction.

PubMed

Mahoney, Gerald; Wheeden, C Abigail; Perales, Frida

2004-01-01

Developmental outcomes attained by children receiving preschool special education services in relationship to both the general instructional approach used by their teachers and their parents' style of interaction were examined. The sample included 70 children from 41 Early Childhood Special Education (ECSE) classrooms. The type of instructional model children received was determined by dividing the sample into three clusters based upon six global ratings of children's classroom environment: Choice; Cognitive Problem-Solving; Child-Initiated Learning; Developmental Match; Child-Centered Routines; and Rewards and Discipline Strategies. Based on this analysis, 27 children were classified as receiving developmental instruction; 15 didactic instruction; and 28 naturalistic instruction. Observations of parent-child interaction collected at the beginning and end of the year were classified along four dimensions using the Maternal Behavior Rating Scale: Responsiveness, Affect, Achievement Orientation and Directiveness. Results indicated that the kinds of experiences that children received varied significantly across the three instructional models. However, there were no significant differences in the impact of these instructional models on children's rate of development. Regression analyses indicated that children's rate of development at the end of intervention was significantly related to their parents' style of interaction but was unrelated to the type of instructional model they received.

The Integration of Language and Content: Form-Focused Instruction in a Content-Based Language Program

ERIC Educational Resources Information Center

Valeo, Antonella

2013-01-01

This comparative, classroom-based study investigated the effect and effectiveness of introducing a focus on form approach to a content-based, occupation-specific language program for adults. Thirty-six adults in two classes participated in a 10-week study. One group of 16 adults received content-based instruction that included a focus on form…

The Ripple Effect: Exploring How a Joint Science Specialist/TOSA Can Change Classroom Teachers' Instructional Practices through Project-Based Learning

ERIC Educational Resources Information Center

Gradias, Jean

2017-01-01

In 2013, California became one of the first states to adopt the rigorous Next Generation Science Standards (NGSS). However, the current state of science instruction does not support the conceptual shifts of the NGSS, which call for consistent science instruction K-12, increased inquiry, subject integration, as well as science instruction that…

Reversing the Downward Spiral of Science Instruction in K-2 Classrooms

ERIC Educational Resources Information Center

Sandholtz, Judith Haymore; Ringstaff, Cathy

2011-01-01

This study investigated the extent to which teacher professional development led to changes in science instruction in K-2 classrooms in rural school districts. The research specifically examined changes in (a) teachers' content knowledge in science; (b) teachers' self-efficacy related to teaching science; (c) classroom instructional time allotted…

In-Depth Analysis of Handwriting Curriculum and Instruction in Four Kindergarten Classrooms

ERIC Educational Resources Information Center

Vander Hart, Nanho; Fitzpatrick, Paula; Cortesa, Cathryn

2010-01-01

The quality of handwriting curriculum and instructional practices in actual classrooms was investigated in an in-depth case study of four inner city kindergarten classrooms using quantitative and qualitative methods. The handwriting proficiency of students was also evaluated to assess the impact of the instructional practices observed. The…

Teacher Self-Efficacy as a Long-Term Predictor of Instructional Quality in the Classroom

ERIC Educational Resources Information Center

Künsting, Josef; Neuber, Victoria; Lipowsky, Frank

2016-01-01

In this longitudinal study, we examined teachers' self-efficacy as a long-term predictor of their mastery goal orientation and three dimensions of instructional quality: supportive classroom climate, effective classroom management, and cognitive activation. Mastery goal orientation was also analyzed as a predictor of instructional quality.…

Technology-Enhanced Multimedia Instruction in Foreign Language Classrooms: A Mixed Methods Study

ERIC Educational Resources Information Center

Ketsman, Olha

2012-01-01

Technology-enhanced multimedia instruction in grades 6 through 12 foreign language classrooms was the focus of this study. The study's findings fill a gap in the literature through the report of how technology-enhanced multimedia instruction was successfully implemented in foreign language classrooms. Convergent parallel mixed methods study…

Efficacy of Rich Vocabulary Instruction in Fourth- and Fifth-Grade Classrooms

ERIC Educational Resources Information Center

Vadasy, Patricia F.; Sanders, Elizabeth A.; Logan Herrera, Becky

2015-01-01

A multi-cohort cluster randomized trial was conducted to estimate effects of rich vocabulary classroom instruction on vocabulary and reading comprehension. A total of 1,232 fourth- and fifth-grade students from 61 classrooms in 24 schools completed the study. Students received instruction in 140 Tier Two vocabulary words featured in two…

Generalizing from Observations of Mathematics Teachers' Instructional Practice Using the Instructional Quality Assessment

ERIC Educational Resources Information Center

Wilhelm, Anne Garrison; Kim, Sungyeun

2015-01-01

One crucial question for researchers who study teachers' classroom practice is how to maximize information about what is happening in classrooms while minimizing costs. This report extends prior studies of the reliability of the Instructional Quality Assessment (IQA), a widely used classroom observation toolkit, and offers insight into the often…

Can "Withitness Skills" Improve Instruction and Safety for Those Who Coach or Train?

ERIC Educational Resources Information Center

McDaniel, Larry W.

2009-01-01

"Withitness skills" developed by Kounin in the 1970's have been emphasized as an important classroom tool for student management and instruction. (Kounin, 1970) "Withit" instructors develop the ability to know what is going on in the classroom. Improving awareness in the classroom may reduce misbehavior and improve instruction.…

Using assessment to individualize early mathematics instruction.

PubMed

Connor, Carol McDonald; Mazzocco, Michèle M M; Kurz, Terri; Crowe, Elizabeth C; Tighe, Elizabeth L; Wood, Taffeta S; Morrison, Frederick J

2018-02-01

Accumulating evidence suggests that assessment-informed personalized instruction, tailored to students' individual skills and abilities, is more effective than more one-size-fits-all approaches. In this study, we evaluate the efficacy of Individualizing Student Instruction in Mathematics (ISI-Math) compared to Reading (ISI-Reading) where classrooms were randomly assigned to ISI-Math or ISI-Reading. The literature on child characteristics X instruction or skill X treatment interaction effects point to the complexities of tailoring instruction for individual students who present with constellations of skills. Second graders received mathematics instruction in small flexible learning groups based on their assessed learning needs. Results of the study (n=32 teachers, 370 students) revealed significant treatment effects on standardized mathematics assessments. With effect sizes (d) of 0.41-0.60, we show that we can significantly improve 2nd graders' mathematics achievement, including for children living in poverty, by using assessment data to individualize the mathematics instruction they receive. The instructional regime, ISI-Math, was implemented by regular classroom teachers and it led to about a 4-month achievement advantage on standardized mathematics tests when compared to students in control classrooms. These results were realized within one school year. Moreover, treatment effects were the same regardless of school-level poverty and students' gender, initial mathematics or vocabulary scores. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

A Cognitive Approach to e-Learning

DOE Office of Scientific and Technical Information (OSTI.GOV)

Greitzer, Frank L.; Rice, Douglas M.; Eaton, Sharon L.

2003-12-01

Like traditional classroom instruction, distributed learning derives from passive training paradigms. Just as student-centered classroom teaching methods have been applied over several decades of classroom instruction, interactive approaches have been encouraged for distributed learning. While implementation of multimedia-based training features may appear to produce active learning, sophisticated use of multimedia features alone does not necessarily enhance learning. This paper describes the results of applying cognitive science principles to enhance learning in a student-centered, distributed learning environment, and lessons learned in developing and delivering this training. Our interactive, scenario-based approach exploits multimedia technology within a systematic, cognitive framework for learning. Themore » basis of the application of cognitive principles is the innovative use of multimedia technology to implement interaction elements. These simple multimedia interactions, which are used to support new concepts, are later combined with other interaction elements to create more complex, integrated practical exercises. This technology-based approach may be applied in a variety of training and education contexts, but is especially well suited for training of equipment operators and maintainers. For example, it has been used in a sustainment training application for the United States Army's Combat Support System Automated Information System Interface (CAISI). The CAISI provides a wireless communications capability that allows various logistics systems to communicate across the battlefield. Based on classroom training material developed by the CAISI Project Office, the Pacific Northwest National Laboratory designed and developed an interactive, student-centered distributed-learning application for CAISI operators and maintainers. This web-based CAISI training system is also distributed on CD media for use on individual computers, and material developed for the computer-based course can be used in the classroom. In addition to its primary role in sustainment training, this distributed learning course can complement or replace portions of the classroom instruction, thus supporting a blended learning solution.« less

Classroom Instruction That Works, Second Edition: Research Report

ERIC Educational Resources Information Center

Beesley, Andrea D., Ed.; Apthorp, Helen S., Ed.

2010-01-01

Background: The current study updates and extends the original research synthesis of effective instructional strategies presented in "Classroom Instruction that Works" ("CITW"; Marzano, Pickering, & Pollock, 2001). That work identified nine instructional strategies for improving academic achievement and synthesized findings from previous…

Genetics in the 21st Century: The Benefits & Challenges of Incorporating a Project-Based Genetics Unit in Biology Classrooms

ERIC Educational Resources Information Center

Alozie, Nonye; Eklund, Jennifer; Rogat, Aaron; Krajcik, Joseph

2010-01-01

How can science instruction help students and teachers engage in relevant genetics content that stimulates learning and heightens curiosity? Project-based science can enhance learning and thinking in science classrooms. We describe how we use project-based science features as a framework for a genetics unit, discuss some of the challenges…

Principles of Instruction: Research-Based Strategies That All Teachers Should Know

ERIC Educational Resources Information Center

Rosenshine, Barak

2012-01-01

This article presents 10 research-based principles of instruction, along with suggestions for classroom practice. These principles come from three sources: (a) research in cognitive science, (b) research on master teachers, and (c) research on cognitive supports. Each is briefly explained in this article. Even though these are three very different…

Analysis of Costs in an Algebra I Curriculum Effectiveness Study. Technical Report

ERIC Educational Resources Information Center

Daugherty, Lindsay; Phillips, Andrea; Pane, John F.; Karam, Rita

2012-01-01

In an ongoing study, RAND researchers are evaluating the effectiveness of Carnegie Learning's Cognitive Tutor Algebra I (CTAI) curriculum, a technology-based curriculum that combines classroom instruction with individualized instruction by a computer-based tutor. While the effectiveness of the curriculum in raising student achievement is the main…

Standards-Based Curriculum, Differentiated Instruction, and End of Course Assessments

ERIC Educational Resources Information Center

Hartnell, Benjamin Jeffry

2011-01-01

Differentiated instruction, standards-based curriculum, and end of course assessments (ECAs) are not mandated in most high schools across the United States. As such, classroom grades do not accurately reflect district report cards. In particular, grades at the study site, a suburban high school, do not show the specific standards and benchmarks…

Accounting Faculty Utilization of Web-Based Resources to Enhance In-Class Instruction

ERIC Educational Resources Information Center

Black, Thomas G.; Turetsky, Howard F.

2010-01-01

Our study examines the extent to which accounting faculty use web-based resources to augment classroom instruction. Moreover, we explore the effects of the institutional factors of accounting accreditation and the existence of an accounting Ph.D. program on internet use by accounting academics toward enhancing pedagogy, while controlling for the…

Cultivating Common Ground: Integrating Standards-Based Visual Arts, Math and Literacy in High-Poverty Urban Classrooms

ERIC Educational Resources Information Center

Cunnington, Marisol; Kantrowitz, Andrea; Harnett, Susanne; Hill-Ries, Aline

2014-01-01

The "Framing Student Success: Connecting Rigorous Visual Arts, Math and Literacy Learning" experimental demonstration project was designed to develop and test an instructional program integrating high-quality, standards-based instruction in the visual arts, math, and literacy. Developed and implemented by arts-in-education organization…

The Effects of Social Skills Instruction on the Social Behaviors of Students at Risk for Emotional or Behavioral Disorders.

ERIC Educational Resources Information Center

Lo, Ya-yu; Loe, Scott A.; Cartledge, Gwendolyn

2002-01-01

A study examined the effects of pullout small-group and teacher-directed classroom-based social skills instruction on antisocial behaviors of five third- and fourth-grade students at risk for emotional or behavioral disorders. Results indicated moderate reduction in antisocial behaviors during small-group social skills instruction. (Contains…

A Cognitive Strategy Instruction to Improve Math Calculation for Children with ADHD and LD: A Randomized Controlled Study

ERIC Educational Resources Information Center

Iseman, Jackie S.; Naglieri, Jack A.

2011-01-01

The authors examined the effectiveness of cognitive strategy instruction based on PASS (Planning, Attention, Simultaneous, Successive) given by special education teachers to students with ADHD randomly assigned by classroom. Students in the experimental group were exposed to a brief cognitive strategy instruction for 10 days, which was designed to…

Examining the Effectiveness of a Multi-Sensory Instructional Reading Program in One Rural Midwestern School District

ERIC Educational Resources Information Center

Waldvogel, Steven John

2010-01-01

Scope and method of study: The purpose of this research study was to examine the effectiveness of an (IMSE) Orton-Gillingham based multi-sensory instructional reading program when incorporated with kindergarten through first grade classroom reading instruction in one rural Midwestern school district. The IMSE supplemental reading program is…

Making Room for the Transformation of Literacy Instruction in the Digital Classroom

ERIC Educational Resources Information Center

Sofkova Hashemi, Sylvana; Cederlund, Katarina

2017-01-01

Education is in the process of transforming traditional print-based instruction into digital formats. This multi-case study sheds light on the challenge of coping with the old and new in literacy teaching in the context of technology-mediated instruction in the early years of schooling (7-8 years old children). By investigating the relation…

Using the Personalized System of Instruction to Differentiate Instruction in Fitness

ERIC Educational Resources Information Center

Viness, Stephanie; Colquitt, Gavin; Pritchard, Tony; Johnson, Christine

2017-01-01

The purpose of this article is to provide an overview of how PE teachers can personalize learning to meet a variety of student needs. Differentiated instruction (DI) is a term frequently used in classroom-based learning to describe a method of personalization for individual students. The term can also describe a theoretical model for teaching and…

Interim Assessment Data: A Case Study on Modifying Instruction Based on Benchmark Feedback

ERIC Educational Resources Information Center

Lange, Tracey M.

2014-01-01

The role of data analysis in the jobs of instructional leaders has become as commonplace as teachers creating lesson plans and taking roll in the classroom. Teachers and building leaders routinely use interim assessment data to develop thoughtful and robust instructional plans that address identified areas of student need. The link between the…

Webquest 2.0: An Instructional Model for Digital Learners

ERIC Educational Resources Information Center

Dell, Diana F. Abernathy

2012-01-01

Teaching and learning tools such as Moodle and Web 2.0 tools are appearing in K-12 classrooms; however, there is a lack of scholarly research to guide the implementation of these tools. The WebQuest model, a widely adopted inquiry-based model for online instruction, has instructional inadequacies and does not make the most of emerging…

The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction

ERIC Educational Resources Information Center

Marzano, Robert J.

2007-01-01

Though classroom instructional strategies should clearly be based on sound science and research, knowing when to use them and with whom is more of an art. In "The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction," author Robert J. Marzano presents a model for ensuring quality teaching that balances the necessity of…

The Online University Classroom: One Perspective for Effective Student Engagement and Teaching in an Online Environment

ERIC Educational Resources Information Center

Carr, Marsha

2014-01-01

Universities struggle with alternate means of instructional delivery to meet the demands of distant student needs, the competition for enrollments, and restraints from limited physical building space. For many, fully online programs of study using internet-based instruction commonly named online instruction have become viable solutions. There has…

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

ERIC Educational Resources Information Center

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

2013-01-01

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,…

4E x 2 Instructional Model: Uniting Three Learning Constructs to Improve Praxis in Science and Mathematics Classrooms

ERIC Educational Resources Information Center

Marshall, Jeff C.; Horton, Bob; Smart, Julie

2009-01-01

After decades of research endorsing inquiry-based learning, at best only moderate success has been noted in creating effective systemic implementation in K-12 classrooms. Thus, teachers need to be better equipped in how to bring this transformation to their own classrooms. Changing beliefs and overcoming external obstacles encourages the use of…

Addressing Challenging Behaviours in the General Education Setting: Conducting a Teacher-Based Functional Behavioural Assessment (FBA)

ERIC Educational Resources Information Center

Moreno, Gerardo

2011-01-01

When a student demonstrates a challenging or problematic behaviour in the classroom, the climate and the instructional experience can change dramatically for both the students and the classroom teacher. Before resorting to sanctions and punitive consequences, there is a series of steps a classroom teacher can conduct to reduce and replace the…

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

ERIC Educational Resources Information Center

Hsu, Hui-Yu; Silver, Edward A.

2014-01-01

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…

Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms

ERIC Educational Resources Information Center

Puranik, Cynthia S.; Al Otaiba, Stephanie; Sidler, Jessica Folsom; Greulich, Luana

2014-01-01

The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the…

Classroom Goal Structures and HIV and Pregnancy Prevention Education in Rural High School Health Classrooms

ERIC Educational Resources Information Center

Anderman, Eric M.; Cupp, Pamela K.; Lane, Derek R.; Zimmerman, Rick; Gray, DeLeon L.; O'Connell, Ann

2011-01-01

Over 5,000 adolescents enrolled in required rural high school health courses reported their perceptions of mastery and extrinsic goal structures in their health classrooms. Data were collected from all students at three time points (prior to HIV and pregnancy instruction, 3 months after instruction, and 1 year after instruction). Results indicated…

Designing an Advanced Instructional Design Advisor: Principles of Instructional Design. Volume 2

DTIC Science & Technology

1991-05-01

ones contained in this paper would comprise a substantial part of the knowledge base for the AIDA . 14. SUBJECT TERMS IS.NUMBER OF PAGES ucigoirlive...the classroom (e.g., computer simulations models can be used to enhance CBI). The Advanced Instructional Design Advisor is a project aimed at providing... model shares with its variations. Tennyson then identifies research- based prescriptions from the cognitive sciences which should become part of ISD in

Early Childhood Teachers' Use of Effective Instructional Practices and the Collateral Effects on Young Children's Behavior

ERIC Educational Resources Information Center

Conroy, Maureen A.; Sutherland, Kevin S.; Vo, Abigail K.; Carr, Staci; Ogston, Paula L.

2014-01-01

This investigation examined the effects of a classroom-based intervention, Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS), on teacher behaviors and child outcomes in early childhood classrooms. First, we examined the effects of professional development training and practice-based coaching…

Reading in the Content Areas: Improving Classroom Instruction. Third Edition.

ERIC Educational Resources Information Center

Dishner, Ernest K.; And Others

Providing varying viewpoints on the "state of the art" in content reading from a cadre of authors who have contributed to the expansion of the knowledge base, this book presents preservice and inservice teachers with practical suggestions to use in their classrooms as well as the theoretical bases for these suggestions. The book provides…

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

ERIC Educational Resources Information Center

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

2009-01-01

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…

Extending the Concept and Practice of Classroom Based Research to California Community Colleges. Final Report.

ERIC Educational Resources Information Center

Sacramento City Coll., CA. Learning Resources Div.

With support from the California Community College Fund for Instructional Improvement, 14 classroom-based research studies were conducted in fall 1991 at American River College (ARC), Consumnes River College (CRC), Sacramento City College (SCC), San Joaquin Delta College (SJDC), Solano Community College (SoCC), and Yuba Community College (YCC).…

Initial Validation of the Prekindergarten Classroom Observation Tool and Goal Setting System for Data-Based Coaching

ERIC Educational Resources Information Center

Crawford, April D.; Zucker, Tricia A.; Williams, Jeffrey M.; Bhavsar, Vibhuti; Landry, Susan H.

2013-01-01

Although coaching is a popular approach for enhancing the quality of Tier 1 instruction, limited research has addressed observational measures specifically designed to focus coaching on evidence-based practices. This study explains the development of the prekindergarten (pre-k) Classroom Observation Tool (COT) designed for use in a data-based…

Educator "What-Ifs": The Feasibility of Choice Making in the Classroom

ERIC Educational Resources Information Center

Jolivette, Kristine; Parks Ennis, Robin; Swoszowski, Nicole Cain

2017-01-01

Educators who work with students with emotional and behavioral disorders may seek instructional strategies that are effective yet practical in the classroom. These strategies need a research base to support them and minimal time and/or effort to prepare or implement. One research-based option for educators across a variety of contexts is…

The Feasibility of Applying PBL Teaching Method to Surgery Teaching of Chinese Medicine

ERIC Educational Resources Information Center

Tang, Qianli; Yu, Yuan; Jiang, Qiuyan; Zhang, Li; Wang, Qingjian; Huang, Mingwei

2008-01-01

The traditional classroom teaching mode is based on the content of the subject, takes the teacher as the center and gives priority to classroom instruction. While PBL (Problem Based Learning) teaching method breaches the traditional mode, combining the basic science with clinical practice and covering the process from discussion to self-study to…

Personalities in the Classroom: Making the Most of Them

ERIC Educational Resources Information Center

Richardson, Rita Coombs; Arker, Emily

2010-01-01

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,…

The relationship between inquiry-based science instruction and student achievement

NASA Astrophysics Data System (ADS)

Suarez, Michael Louis

Teaching science through inquiry has become a focus of recent educational reform in Mississippi and other states. Based on the Constructivist learning theory, inquiry instruction can take many forms, but generally follows the scientific method by requiring students to learn concepts through experimentation and real-world, hands-on experiences. This dissertation examines the relationship between the amounts of time spent using inquiry-based science instruction and student achievement as measured by the Mississippi State Science Assessment. The study also identifies teacher perceptions of inquiry and the amount of professional development received by participants on using inquiry-based instructional techniques. Finally, this study identifies factors that hinder the use of inquiry. Using a 24-question written survey, the researcher collected quantitative data from 204 science teachers in grades K-8 in four southern Mississippi school districts. Participants rated their average amount of time spent using inquiry-based science instruction in their classrooms. These results were then compared to each school's average test score on the 2009-2010 Mississippi State Science Assessment using a Spearman rho correlation. A significant positive relationship was found between amounts of time spent using inquiry-based science instruction and student achievement. The participants also indicated their perceptions of inquiry, amount of professional development, and deterrents to inquiry usage on a five-point Likert scale survey. Overall, participants held a favorable opinion of inquiry-based instruction and felt that it was important for their students' success. Over half of participants had not attended professional development on inquiry-based instruction. A majority indicated a desire for professional development. The most commonly identified factor hindering the use of inquiry was a lack of materials and resources. Many participants also indicated that time constraints prevented more frequent use of inquiry in their classrooms.

Children's Behavioral Regulation and Literacy: the Impact of the First Grade Classroom Environment

PubMed Central

Day, Stephanie; Connor, Carol; McClelland, Megan

2015-01-01

Classroom learning environments are an important source of influence on children's development, particularly with regard to literacy achievement and behavioral regulation, both which requires the coordination of task inhibition, attention, and working memory. Classroom observations were conducted in 18 schools and 51 first grade classrooms for 500 children. The non-instructional activities were recorded for each student in the classroom. Hierarchical linear modeling revealed that children with weaker fall behavioral regulation were more likely to attend classrooms where more time was spent in disruptions and wasted instructional time over the course of the school year, such as waiting for the teacher to gather materials before beginning instruction. For literacy outcomes, children who were in classrooms where more time in disruptions, transitions, and waiting was observed showed weaker literacy skill gains in the spring compared to children in classrooms with lesser amounts of such unproductive non-instructional time and this effect was generally greater for students with initial weaker skills. These results also reveal that the classroom environment and the incoming characteristics of the students themselves influence students' development of behavioral regulation and literacy. PMID:26407837

Concept-Based Curriculum and Instruction for the Thinking Classroom. Second Edition (Revised Edition). Concept-Based Curriculum and Instruction Series

ERIC Educational Resources Information Center

Erickson, H. Lynn; Lanning, Lois A.; French, Rachel

2017-01-01

Knowing the facts is not enough. If we want students to develop intellectually, creatively problem-solve, and grapple with complexity, the key is in "conceptual understanding." A Concept-Based curriculum recaptures students' innate curiosity about the world and provides the thrilling feeling of engaging one's mind. This updated edition…

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

ERIC Educational Resources Information Center

Morris, Lajuana Trezette

2010-01-01

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…

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

ERIC Educational Resources Information Center

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

2014-01-01

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…

Who Would Survive the 'Titanic' Today? A Classroom Exercise.

ERIC Educational Resources Information Center

Riniolo, Todd C.; Torrez, Lorenzo I.; Schmidt, Louis A.

2001-01-01

Describes a classroom exercise, based on the "Titanic" sinking, from an undergraduate experimental psychology course. The exercise demonstrates the subjectivity and complexity that accompanies generalizing psychological knowledge to different historical eras. Includes instructions for using the exercise and the results from a student…

RTI in Middle School Classrooms: Proven Tools and Strategies

ERIC Educational Resources Information Center

Esteves, Kelli J.; Whitten, Elizabeth

2014-01-01

"RTI in Middle School Classrooms" provides practical, research-based instructional techniques and interventions--geared especially to middle school teachers and administrators--that target and address specific needs of individual students. Response to intervention allows educators to assess and meet the needs of struggling students…

Use of Internet Resources in the Biology Lecture Classroom.

ERIC Educational Resources Information Center

Francis, Joseph W.

2000-01-01

Introduces internet resources that are available for instructional use in biology classrooms. Provides information on video-based technologies to create and capture video sequences, interactive web sites that allow interaction with biology simulations, online texts, and interactive videos that display animated video sequences. (YDS)

The Principal's Role in Helping Teachers Manage Their Classrooms.

ERIC Educational Resources Information Center

Klitgaard, Guy C.

1987-01-01

The principal should lead in instructional improvement and have a good understanding of the principles and practices of classroom management and a good classroom management system. Discusses instructional supervision and assessing teacher performance. (MD)

Simulation-based local anaesthesia teaching enhances learning outcomes.

PubMed

Marei, H F; Al-Jandan, B A

2013-02-01

The aim of this study was to evaluate the efficacy of simulation-based local anaesthesia teaching strategies compared to the traditional classroom lecture format on the acquisition of knowledge by students. Two groups of 10 students each were included in our study. Each of the dental students was enrolled in their third year of the programme. None of the students had ever received instructions in local anaesthesia. Group I received a 45-min instructional module that was delivered in the classroom in the traditional PowerPoint lecture format. Group II received a 45-min instructional module in the simulation laboratory as a short tutorial that was followed by an integrated practical demonstration and a hands-on practice session using local anaesthesia simulation phantoms. An identical 15-question multiple-choice test was used to test student knowledge acquisition at the end of the given session. There was a statistically significant difference between the two groups, as the participants in group II had higher score results than those of group I. In contrast to the traditional classroom lecture format, simulation-based local anaesthesia teaching is an effective tool to enhance the acquisition of theoretical knowledge by students. © 2012 John Wiley & Sons A/S.

Grounding the Flipped Classroom Approach in the Foundations of Educational Technology

ERIC Educational Resources Information Center

Lo, Chung Kwan

2018-01-01

The flipped classroom approach is becoming increasingly popular. This instructional approach allows more in-class time to be spent on interactive learning activities, as the direct lecturing component is shifted outside the classroom through instructional videos. However, despite growing interest in the flipped classroom approach, no robust…

The ISI Classroom Observation System: Examining the Literacy Instruction Provided to Individual Students

ERIC Educational Resources Information Center

Connor, Carol McDonald; Morrison, Frederick J.; Fishman, Barry J.; Ponitz, Claire Cameron; Glasney, Stephanie; Underwood, Phyllis S.; Piasta, Shayne B.; Crowe, Elizabeth Coyne; Schatschneider, Christopher

2009-01-01

The Individualizing Student Instruction (ISI) classroom observation and coding system is designed to provide a detailed picture of the classroom environment at the level of the individual student. Using a multidimensional conceptualization of the classroom environment, foundational elements (teacher warmth and responsiveness to students, classroom…

Learning with Interactive Computer Graphics in the Undergraduate Neuroscience Classroom

PubMed Central

Pani, John R.; Chariker, Julia H.; Naaz, Farah; Mattingly, William; Roberts, Joshua; Sephton, Sandra E.

2014-01-01

Instruction of neuroanatomy depends on graphical representation and extended self-study. As a consequence, computer-based learning environments that incorporate interactive graphics should facilitate instruction in this area. The present study evaluated such a system in the undergraduate neuroscience classroom. The system used the method of adaptive exploration, in which exploration in a high fidelity graphical environment is integrated with immediate testing and feedback in repeated cycles of learning. The results of this study were that students considered the graphical learning environment to be superior to typical classroom materials used for learning neuroanatomy. Students managed the frequency and duration of study, test, and feedback in an efficient and adaptive manner. For example, the number of tests taken before reaching a minimum test performance of 90% correct closely approximated the values seen in more regimented experimental studies. There was a wide range of student opinion regarding the choice between a simpler and a more graphically compelling program for learning sectional anatomy. Course outcomes were predicted by individual differences in the use of the software that reflected general work habits of the students, such as the amount of time committed to testing. The results of this introduction into the classroom are highly encouraging for development of computer-based instruction in biomedical disciplines. PMID:24449123

Effective Literacy Instructional Strategies in High Academic Growth Classrooms

ERIC Educational Resources Information Center

Jessup, Kathryn

2017-01-01

Instruction--the interaction that takes place between students, teachers, and content--is the foundation in which learning occurs. Effective literacy instruction considers the instructional strategies and foundational teaching components utilized by effective and highly effective teachers during literacy in classrooms of high academic growth. The…

Setting Instructional Expectations: Patterns of Principal Leadership for Middle School Mathematics

ERIC Educational Resources Information Center

Katterfeld, Karin

2013-01-01

Principal instructional leadership has been found to support improved instruction. However, the methods through which principal leadership influences classroom instruction are less clear. This study investigates how principals' leadership may predict the expectations that mathematics teachers perceive for classroom practice. Results from a…

Rethinking Classroom-Oriented Instructional Development Models to Mediate Instructional Planning in Technology-Enhanced Learning Environments

ERIC Educational Resources Information Center

Lim, Cher Ping; Chai, Ching Sing

2008-01-01

Although classroom-oriented instructional development (ID) models have the potential to help teachers think and plan for effective instruction with technology, research studies have shown that they are not widely employed. Many of these models have not factored in the complexities that teachers faced when planning for instruction in…

Differentiated Instruction: Understanding the Personal Factors and Organizational Conditions that Facilitate Differentiated Instruction in Elementary Mathematics Classrooms

ERIC Educational Resources Information Center

Abbati, Diana Guglielmo

2012-01-01

Differentiated instruction is a widely held practice used by teachers to provide diverse learners with complex learning opportunities in the area of mathematics. Research on differentiated instruction shows a multitude of factors that support high quality instruction in mixed-ability elementary classrooms. These factors include small-class size,…

The Multigrade Classroom: A Resource Handbook for Small, Rural Schools. Book 1: Review of the Research on Multigrade Instruction.

ERIC Educational Resources Information Center

Vincent, Susan, Ed.

In multigrade instruction, children of at least a 2-year grade span and diverse ability levels are grouped in a single classroom and share experiences involving intellectual, academic, and social skills. "The Multigrade Classroom" is a seven-book series that provides an overview of current research on multigrade instruction, identifies…

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

ERIC Educational Resources Information Center

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

2014-01-01

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…

Instructional decision making of high school science teachers

NASA Astrophysics Data System (ADS)

Carver, Jeffrey S.

The instructional decision-making processes of high school science teachers have not been well established in the literature. Several models for decision-making do exist in other teaching disciplines, business, computer game programming, nursing, and some fields of science. A model that incorporates differences in science teaching that is consistent with constructivist theory as opposed to conventional science teaching is useful in the current climate of standards-based instruction that includes an inquiry-based approach to teaching science. This study focuses on three aspects of the decision-making process. First, it defines what factors, both internal and external, influence high school science teacher decision-making. Second, those factors are analyzed further to determine what instructional decision-making processes are articulated or demonstrated by the participants. Third, by analyzing the types of decisions that are made in the classroom, the classroom learning environments established as a result of those instructional decisions are studied for similarities and differences between conventional and constructivist models. While the decision-making process for each of these teachers was not clearly articulated by the teachers themselves, the patterns that establish the process were clearly exhibited by the teachers. It was also clear that the classroom learning environments that were established were, at least in part, established as a result of the instructional decisions that were made in planning and implementation of instruction. Patterns of instructional decision-making were different for each teacher as a result of primary instructional goals that were different for each teacher. There were similarities between teachers who exhibited more constructivist epistemological tendencies as well as similarities between teachers who exhibited a more conventional epistemology. While the decisions that will result from these two camps may be different, the six step process for instructional decision-making that was established during this study shows promise for use in both situations.

Volume, Conservation and Instruction: A Classroom Based Solomon Four Group Study of Conflict.

ERIC Educational Resources Information Center

Rowell, J. A.; Dawson, C. J.

1981-01-01

Summarizes a study to widen the applicability of Piagetian theory-based conflict methodology from individual situations to entire classes. A Solomon four group design was used to study effects of conflict instruction on students' (N=127) ability to conserve volume of noncompressible matter and to apply that knowledge to gas volume. (Author/JN)

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

ERIC Educational Resources Information Center

Belz, Julie A.; Vyatkina, Nina

2008-01-01

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…

Applying Corpus-Based Findings to Form-Focused Instruction: The Case of Reported Speech

ERIC Educational Resources Information Center

Barbieri, Federica; Eckhardt, Suzanne E. B.

2007-01-01

Arguing that the introduction of corpus linguistics in teaching materials and the language classroom should be informed by theories and principles of SLA, this paper presents a case study illustrating how corpus-based findings on reported speech can be integrated into a form-focused model of instruction. After overviewing previous work which…

"Lo Cotidiano": The Effectiveness of Critical Task-Based Instruction in Teaching the Culture of Everyday Life

ERIC Educational Resources Information Center

García-Villada, Eduardo

2014-01-01

Teaching cultural competency in the language classroom can be a challenge. This study explores the effectiveness of task-based instruction (Lee, 2000) on the learning of culture by students in college-level Spanish language courses. Students were required to record oral presentations, write essays, and make comparisons between the culture and…

Web-Based Tools for Designing and Developing Teaching Materials for Integration of Information Technology into Instruction

ERIC Educational Resources Information Center

Chang, Kuo-En; Sung, Yao-Ting; Hou, Huei-Tse

2006-01-01

Educational software for teachers is an important, yet usually ignored, link for integrating information technology into classroom instruction. This study builds a web-based teaching material design and development system. The process in the system is divided into four stages, analysis, design, development, and practice. Eight junior high school…

Game-Changer: Operationalizing the Common Core Using WebQuests and "Gamification" in Teacher Education

ERIC Educational Resources Information Center

Levitt, Roberta; Piro, Joseph

2014-01-01

Technology integration and Information and Communication Technology (ICT)-based education have enhanced the teaching and learning process by introducing a range of web-based instructional resources for classroom practitioners to deepen and extend instruction. One of the most durable of these resources has been the WebQuest. Introduced around the…

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

ERIC Educational Resources Information Center

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

2014-01-01

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 as the…

Preservice Teachers' Attitudes and Perceptions of the Utility of Web-Based Instruction in the United Arab Emirates

ERIC Educational Resources Information Center

Almekhlafi, Abdurrahman Ghaleb

2005-01-01

Teachers' clear perceptions of technology use and competence in planning and implementation affect their attitudes towards using technology in general and in the classroom in particular (Almekhlafi, 1999). However, the number of research studies to inform implementation of Web-based instruction (WBI) has been low and the interest in student…

Online Strategy Instruction for Integrating Dictionary Skills and Language Awareness

ERIC Educational Resources Information Center

Ranalli, Jim

2013-01-01

This paper explores the feasibility of an automated, online form of L2 strategy instruction (SI) as an alternative to conventional, classroom-based forms that rely primarily on teachers. Feasibility was evaluated by studying the effectiveness, both actual and perceived, of a five-week, online SI course designed to teach web-based dictionary skills…

Effect of Instructional Strategy on Critical Thinking and Content Knowledge: Using Problem-Based Learning in the Secondary Classroom

ERIC Educational Resources Information Center

Burris, Scott; Garton, Bryan L.

2007-01-01

The purpose of the study was to determine the effect of problem-based learning (PBL) on critical thinking ability and content knowledge among selected secondary agriculture students in Missouri. The study employed a quasi-experimental, non-equivalent comparison group design. The treatment consisted of two instructional strategies: problem-based…

The Responsive Environmental Assessment for Classroom Teaching (REACT): the dimensionality of student perceptions of the instructional environment.

PubMed

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

2014-06-01

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 items. Participants included 1,465 middle school students across 48 classrooms in the Midwest. Item analysis, including exploratory and confirmatory factor analysis, was used to refine a 27-item scale with a second-order factor structure. Results support the interpretation of a single general dimension of the Classroom Teaching Environment with 6 subscale dimensions: Positive Reinforcement, Instructional Presentation, Goal Setting, Differentiated Instruction, Formative Feedback, and Instructional Enjoyment. Applications of REACT in research and practice are discussed along with implications for future research and the development of classroom environment measures. PsycINFO Database Record (c) 2014 APA, all rights reserved.

ICCE/ICCAI 2000 Full & Short Papers (Virtual Lab/Classroom/School).

ERIC Educational Resources Information Center

2000

This document contains the following full and short papers on virtual laboratories, classrooms, and schools from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Collaborative Learning Support System Based on Virtual Environment Server for Multiple…

Accessing the Classroom Discourse Community through Accountable Talk: English Learners' Voices

ERIC Educational Resources Information Center

Ardasheva, Yuliya; Howell, Penny B.; Vidrio Magaña, Margarita

2016-01-01

This case study draws on Gee's (1989) "D/discourse theory" to investigate English learners' (ELs') perspectives regarding Accountable Talk (AT)--a structured, discourse-intensive instructional approach--after a yearlong implementation in three content-based (mathematics) middle school classrooms. Interviews with 21 ELs (3 Advanced…

Guidance and New Education for Schools.

ERIC Educational Resources Information Center

Sprinthall, Norman A.

1980-01-01

Details rationale for broad-based school reform including examination of old guidance. General curriculum of schools must include psychological growth as direct object of classroom instruction. Effective guidance role can alter classroom teaching strategies and curriculum content. Guidance theory and practice should lead in seeking school reforms.…

Managing a Standards-Based Classroom

ERIC Educational Resources Information Center

Edwards, Susan

2011-01-01

Many preservice teachers are introduced to NCTM's "Principles and Standards for School Mathematics" (2000) and practices that support those Standards as part of their teacher education programs. They often appear to accept the underlying principles, and many intend to implement this type of instruction in their own classrooms. Unfortunately, as…

The Effect of Social and Classroom Ecological Factors on Promoting Self-Determination in Elementary School

PubMed Central

Cho, Hyunjeong; Wehmeyer, Michael; Kingston, Neil

2014-01-01

Promoting the self-determination of students with disabilities as a means to access the general curriculum has been the subject of research in recent years, as has the importance of efforts to promote self-determination during elementary years. To examine the status of such efforts in the field, 203 elementary special educators were surveyed in 23 states to determine how (a) classroom instructional practices or strategies, (b) classroom ecological or setting variables, and (c) self-reported barriers to promoting self-determination affected their perceptions of the importance of teaching self-determination and the frequency with which they did so. Results indicated that special educators’ perceived importance of teaching self-determination was not impacted by classroom instructional factors, but was affected by classroom ecological factors. Classroom ecological factors were not, however, significant in the frequency with which teachers provided instruction on self-determination, but classroom instructional practices were. Limitations and implications are discussed, and suggestions for future research are offered. PMID:25067895

Two Decades of Generalizable Evidence on U.S. Instruction from National Surveys

ERIC Educational Resources Information Center

Camburn, Eric M.; Han, Seong Won

2011-01-01

Background: Students' instructional experiences--that is, their experiences working with subject matter during classroom instruction--are a major determinant of how they learn. Given the importance of classroom instruction, valid, generalizable evidence is needed by policymakers, researchers, and practitioners. Over the past two decades, a wealth…

Learning to Explain Astronomy Across Moving Frames of Reference: Exploring the role of classroom and planetarium-based instructional contexts

NASA Astrophysics Data System (ADS)

Plummer, Julia Diane; Kocareli, Alicia; Slagle, Cynthia

2014-05-01

Learning astronomy involves significant spatial reasoning, such as learning to describe Earth-based phenomena and understanding space-based explanations for those phenomena as well as using the relevant size and scale information to interpret these frames of reference. This study examines daily celestial motion (DCM) as one case of how children learn to move between frames of reference in astronomy wherein one explains Earth-based descriptions of the Sun's, Moon's, and stars' apparent motion using the Earth's daily rotation. We analysed interviews with 8-9-year-old students (N = 99) who participated in one of four instructional conditions emphasizing: the space-based perspective; the Earth-based perspective in the planetarium; constructing explanations for the Earth-based observations; and a combination of the planetarium plus constructing explanations in the classroom. We used an embodied cognition framework to analyse outcomes while also considering challenges learners face due to the high cognitive demands of spatial reasoning. Results support the hypothesis that instruction should engage students in learning both the Earth-based observations and space-based explanations, as focusing on a single frame of reference resulted in less sophisticated explanations; however, few students were able to construct a fully scientific explanation after instruction.

Interaction and Instructed Second Language Acquisition

ERIC Educational Resources Information Center

Loewen, Shawn; Sato, Masatoshi

2018-01-01

Interaction is an indispensable component in second language acquisition (SLA). This review surveys the instructed SLA research, both classroom and laboratory-based, that has been conducted primarily within the interactionist approach, beginning with the core constructs of interaction, namely input, negotiation for meaning, and output. The review…

Population Education Accessions Lists, July-December 1986.

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and the Pacific.

Part I of this resource guide contains listings of instructional materials, computer-assisted instructions, classroom activities and teaching methods. Part II deals with the knowledge base of population education. These publications are divided into 11 topics including: (1) demography; (2) documentation; (3) education (including environmental,…

Tracking Perceived and Observed Growth of Inquiry Practice: A Formative Plan to Improve Professional Development Experiences

ERIC Educational Resources Information Center

Marshall, Jeff C.; Smart, Julie; Horton, Robert M.

2011-01-01

The authors worked with 22 middle school math and science teachers for one year with the goal of improving the quantity and quality of inquiry-based instruction implemented in the classroom. The professional development experience was framed by the 4E x 2 Instruction Model, which combines key components of inquiry instruction (Engage, Explore,…

Bridging the Virtual Gap in Internet Based Music Instruction: A Feasibility Study in Trombone Performance Education

ERIC Educational Resources Information Center

Wilson, Aaron James

2013-01-01

Since being introduced into classrooms in the late 1990s, online instruction has grown substantially both in student enrollment and the number of programs offered at state, district, and multi-district levels. Although having been applied liberally to all core subjects and many supplemental subjects, online instruction has yet to be utilized…

A Randomized Trial of the Effects of Schema-Based Instruction on Proportional Problem-Solving for Students With Mathematics Problem-Solving Difficulties.

PubMed

Jitendra, Asha K; Harwell, Michael R; Dupuis, Danielle N; Karl, Stacy R

This article reports results from a study investigating the efficacy of a proportional problem-solving intervention, schema-based instruction (SBI), in seventh grade. Participants included 806 students with mathematical difficulties in problem solving (MD-PS) from an initial pool of 1,999 seventh grade students in a larger study. Teachers and their students in the larger study were randomly assigned to an SBI or control condition and teachers in both conditions then provided instruction on the topics of ratio, proportion, and percent. We found that students with MD-PS in SBI classrooms scored on average higher than their counterparts in control classrooms on a posttest and delayed posttest administered 9 weeks later. Given students' difficulties with proportional problem-solving and the consequences of these difficulties, an important contribution of this research is the finding that when provided with appropriate instruction, students with MD-PS are capable of enhanced proportional problem-solving performance.

Literacy in the Welcoming Classroom: Creating Family-School Partnerships that Support Student Learning (Kindergarten through Grade 5). Language & Literacy Series (Practitioner's Bookshelf)

ERIC Educational Resources Information Center

Allen, JoBeth

2010-01-01

Nearly every reform effort espouses the importance of "parent involvement." This research-based guide is essential reading for teachers and administrators who want to make welcoming classrooms a reality. With a focus on literacy instruction, it showcases stories of "what works" when teachers in elementary school classrooms throughout the country…

Self-Regulated Assignment Attack Strategy: Evaluating the Effects of a Classroom-Level Intervention on Student Management of Curricular Activities in a Resource Context

ERIC Educational Resources Information Center

Ness, Bryan M.; Sohlberg, McKay Moore

2013-01-01

The purpose of this study was to evaluate the impact of a classroom-based strategy instruction package grounded in self-regulated learning. The Self-Regulated Assignment Attack Strategy (SAAS) targeted self-regulation of assignment management and related academic-behavioral variables for 6th grade students in resource support classrooms. SAAS was…

Promoting 21st-Century Skills in the Science Classroom by Adapting Cookbook Lab Activities: The Case of DNA Extraction of Wheat Germ

ERIC Educational Resources Information Center

Alozie, Nonye M.; Grueber, David J.; Dereski, Mary O.

2012-01-01

How can science instruction engage students in 21st-century skills and inquiry-based learning, even when doing simple labs in the classroom? We collaborated with teachers in professional development workshops to transform "cookbook" activities into engaging laboratory experiences. We show how to change the common classroom activity of DNA…

On the Value of Computer-aided Instruction: Thoughts after Teaching Sales Writing in a Computer Classroom.

ERIC Educational Resources Information Center

Hagge, John

1986-01-01

Focuses on problems encountered with computer-aided writing instruction. Discusses conflicts caused by the computer classroom concept, some general paradoxes and ethical implications of computer-aided instruction. (EL)

Use of the Flipped Classroom Instructional Model in Higher Education: Instructors' Perspectives

ERIC Educational Resources Information Center

Long, Taotao; Cummins, John; Waugh, Michael

2017-01-01

The flipped classroom model is an instructional model in which students learn basic subject matter knowledge prior to in-class meetings, then come to the classroom for active learning experiences. Previous research has shown that the flipped classroom model can motivate students towards active learning, can improve their higher-order thinking…

Reading Comprehension Instruction in Irish Primary Classrooms: Key Insights into Teachers' Perspectives on Classroom Practices

ERIC Educational Resources Information Center

Concannon-Gibney, Tara; Murphy, Brian

2012-01-01

Despite a wealth of international research indicating the importance but also the dearth of explicit reading comprehension instruction in classrooms, current classroom reading pedagogy does not appear to have acknowledged and addressed this shortcoming to any significant degree. This is cause for some considerable concern, as today's students…

Improving classroom quality with the RULER Approach to Social and Emotional Learning: proximal and distal outcomes.

PubMed

Hagelskamp, Carolin; Brackett, Marc A; Rivers, Susan E; Salovey, Peter

2013-06-01

The RULER Approach to Social and Emotional Learning ("RULER") is designed to improve the quality of classroom interactions through professional development and classroom curricula that infuse emotional literacy instruction into teaching-learning interactions. Its theory of change specifies that RULER first shifts the emotional qualities of classrooms, which are then followed, over time, by improvements in classroom organization and instructional support. A 2-year, cluster randomized controlled trial was conducted to test hypotheses derived from this theory. Sixty-two urban schools either integrated RULER into fifth- and sixth-grade English language arts (ELA) classrooms or served as comparison schools, using their standard ELA curriculum only. Results from multilevel modeling with baseline adjustments and structural equation modeling support RULER's theory of change. Compared to classrooms in comparison schools, classrooms in RULER schools exhibited greater emotional support, better classroom organization, and more instructional support at the end of the second year of program delivery. Improvements in classroom organization and instructional support at the end of Year 2 were partially explained by RULER's impacts on classroom emotional support at the end of Year 1. These findings highlight the important contribution of emotional literacy training and development in creating engaging, empowering, and productive learning environments.

Gifted Middle School Students' Achievement and Perceptions of Science Classroom Quality during Problem-Based Learning

ERIC Educational Resources Information Center

Horak, Anne K.; Galluzzo, Gary R.

2017-01-01

The purpose of this study was to explore the effect of problem-based learning (PBL) on student achievement and students' perceptions of classroom quality. A group of students taught using PBL and a comparison group of students taught using traditional instruction were studied. A total of 457 students participated in the study. Pre- and…

Differentiated Instruction for K-8 Math and Science: Activities and Lesson Plans

ERIC Educational Resources Information Center

Hamm, Mary; Adams, Dennis

2008-01-01

This book offers practical recommendations to reach every student in a K-8 classroom. Research-based and written in a teacher-friendly style, it will help teachers with classroom organization and lesson planning in math and science. Included are math and science games, activities, ideas, and lesson plans based on the math and science standards.…

At the Elbows of Scientists: Shaping Science Teachers' Conceptions and Enactment of Inquiry-Based Instruction

NASA Astrophysics Data System (ADS)

McLaughlin, Cheryl A.; MacFadden, Bruce J.

2014-12-01

This study stemmed from concerns among researchers that reform efforts grounded in promoting inquiry as the basis for teaching science have not achieved the desired changes in American science classrooms. Many science teachers assume that they are employing inquiry-based strategies when they use cookbook investigations with highly structured step-by-step instructions. Additionally, most science teachers equate hands-on activities with classroom inquiry and, as such, repeatedly use prepackaged, disconnected activities to break the monotony of direct instruction. Despite participation in numerous professional development activities, many science teachers continue to hold misconceptions about inquiry that influence the way they design and enact instruction. To date, there is very limited research exploring the role of inquiry-based professional development in facilitating desired changes in science teachers' conceptions of inquiry. This qualitative study of five high school science teachers explores the ways in which authentic inquiry experiences with a team of scientists in Panama shaped their conceptions and reported enactments of inquiry-based instruction. Our findings suggest that professional development experiences engaging science teachers in authentic research with scientists have the potential to change teachers' naïve conceptions of inquiry, provided that necessary supports are provided for reflection and lesson design.

Roles, intents, and actions: First-year teachers' uses of discourse during elementary science instruction

NASA Astrophysics Data System (ADS)

Newman, William J., Jr.

In this study, I examined how three first-year elementary teachers constructed and used classroom discourse during science instruction. The three participants, though graduates from different universities, learned to teach science through similar science methods courses, which stressed the importance of inquiry-based science instruction. The participants taught different grade levels, and two of them taught at the same school. Data sources included field notes, videotapes, audiotapes, and semi-structured teacher interviews. While monologic and dialogic discourse existed in all three classrooms, monologic discourse was more prominent, especially when the discourse was teacher controlled. Dialogic discourse occurred most often during student-centered activities. The teachers constructed discourse with authoritative function to present science content and determine student comprehension. Generative function was most likely during student-based small group discussions. Monologic character often aligned with authoritative function, and dialogic character often aligned with generative function. However, monologic/generative and dialogic/authoritative discourse events did occur, contributing to the development of a discourse theory model. The teacher explanations for discourse included classroom control, inadequate planning, time constraints, life experiences, science education standards, and assessment. The teachers relied on their texts, kits, and state science standards to determine the content and methods for science instruction. They rarely reported that their science methods courses influenced how they taught science. The observed lessons rarely aligned with science education reform descriptions of appropriate science instruction. Implications include the need for in-service programs for beginning science teachers, curricular reform for science texts and kits, and explicit instruction of discourse strategies in science methods courses and in-service programs.

An analysis of integrated science and language arts themes in software at the elementary school level

NASA Astrophysics Data System (ADS)

Libidinsky, Lisa Jill

2002-09-01

There are many demands on the elementary classroom teacher today, such that teachers often do not have the time and resources to instruct in a meaningful manner that would produce effective, real instruction. Subjects are often disjointed and not significant. When teachers instruct using an integrated approach, students learn more efficiently as they see connections in the subjects. Science and language arts, when combined to produce an integrated approach, show positive associations that can enable students to learn real-life connections. In addition, with the onset of technology and the increased usage of technological programs in the schools, teachers can use technology to support an integrated curriculum. When teachers use a combined instructional focus of science, language arts, and technology to produce lessons, students are able to gain knowledge of concepts and skills necessary for appropriate academic growth and development. Given that there are many software programs available to teachers for classroom use, it is imperative that quality software is used for instruction. Using criteria based upon an intensive literature review of integrated instruction in the areas of science and language arts, this study examines science and language arts software programs to determine whether there are science and language arts integrated themes in the software analyzed. Also, this study examines whether more science and language arts integrated themes are present in science or language arts software programs. Overall, this study finds a significant difference between language arts software and science software when looking at integrated themes. This study shows that science software shows integrated themes with language arts more often than does language arts software with science. The findings in this study can serve as a reference point for educators when selecting software that is meaningful and effective in the elementary classroom. Based on this study, it is apparent that there is a need to evaluate software for appropriate use in the classroom in order to promote effective education.

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship.

PubMed

Tang, Fen; Chen, Chuan; Zhu, Yi; Zuo, Chengguo; Zhong, Yimin; Wang, Nan; Zhou, Lijun; Zou, Yuxian; Liang, Dan

2017-01-01

In recent years, the flipped classroom method of teaching has received much attention in health sciences education. However, the application of flipped classrooms in ophthalmology education has not been well investigated. The goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach to teaching ophthalmology at the clerkship level. Ninety-five fourth year medical students in an ophthalmology clerkship were randomly divided into two groups. An ocular trauma module was chosen for the content of this study. One group (FG (flipped group), n = 48) participated in flipped classroom instruction and was asked to watch a recorded lecture video and to read study materials before a face-to-face class meeting. They used the in-class time for discussion. The other group (TG (traditional group), n = 47) was assigned to traditional lecture-based instruction. These students attended a didactic lecture and completed assigned homework after the lecture. Feedback questionnaires were collected to compare students' perspectives on the teaching approach they experienced and to evaluate students' self-perceived competence and interest in ocular trauma. Pre- and post-tests were performed to assess student learning of the course materials. More students in the FG agreed that the classroom helped to promote their learning motivation, improve their understanding of the course materials, and enhance their communication skill and clinical thinking. However, students in the FG did not show a preference for this method of teaching, and also reported more burden and pressure than those from the TG. Students from the FG performed better on the post test over the ocular trauma-related questions when compared to those from the TG. The flipped classroom approach shows promise in ophthalmology clerkship teaching. However, it has some drawbacks. Further evaluation and modifications are required before it can be widely accepted and implemented. Abbreviations FG: Flipped classroom group; TG: Traditional lecture-based classroom group; TBL: Team-based learning; PBL: Problem-based learning; ZOC: Zhongshan Ophthalmic Center.

The pedagogy of argumentation in science education: science teachers' instructional practices

NASA Astrophysics Data System (ADS)

Özdem Yilmaz, Yasemin; Cakiroglu, Jale; Ertepinar, Hamide; Erduran, Sibel

2017-07-01

Argumentation has been a prominent concern in science education research and a common goal in science curriculum in many countries over the past decade. With reference to this goal, policy documents burden responsibilities on science teachers, such as involving students in dialogues and being guides in students' spoken or written argumentation. Consequently, teachers' pedagogical practices regarding argumentation gain importance due to their impact on how they incorporate this practice into their classrooms. In this study, therefore, we investigated the instructional strategies adopted by science teachers for their argumentation-based science teaching. Participants were one elementary science teacher, two chemistry teachers, and four graduate students, who have a background in science education. The study took place during a graduate course, which was aimed at developing science teachers' theory and pedagogy of argumentation. Data sources included the participants' video-recorded classroom practices, audio-recorded reflections, post-interviews, and participants' written materials. The findings revealed three typologies of instructional strategies towards argumentation. They are named as Basic Instructional Strategies for Argumentation, Meta-level Instructional ‌St‌‌rategies for ‌Argumentation, and Meta-strategic Instructional ‌St‌‌rategies for ‌Argumentation. In conclusion, the study provided a detailed coding framework for the exploration of science teachers' instructional practices while they are implementing argumentation-based lessons.

The function of questions in Omani fourth grade inquiry-based science classrooms: A sociocultural perspective

NASA Astrophysics Data System (ADS)

Al-Shaibani, Madiha Ahmed

2005-11-01

Studies indicate that science education reforms are globally converging. Many countries are adopting the globally advocated science education reforms for the purpose of obtaining the competitive edge in science education and technology that are viewed as the driving forces of modern economies. Globally, science education reforms are emphasizing paradigm shifts in which constructivist instructional are foregrounded. Many science education curricular documents advocate teaching science through engaging students in scientific inquiry. As a result, science classrooms are becoming more student-centered where students are typically actively engaged in inquiry learning. Even though inquiry instruction has become the common approach in teaching science, the actual implementation of inquiry in classrooms indicates that there is a big gap between the intended inquiry advocated in curricula documents and the actual practices in classroom settings. One of the main features of inquiry instruction is student questions. Authentic student questions are essential for the initiating and main scientific inquiry. However, studies have also illustrated the rarity of student questions in classrooms. This dearth in student questions has been attributed to the discursive practices in classrooms. Classrooms that implement the traditional IRE discourse structure tend to have less student questions. On the other hand, reflective questioning is considered a more appropriate classroom discourse structure because it intentionally invites student questions and engages students in classroom discussions. This qualitative study addresses the issue of questioning in fourth grade inquiry-based science classrooms of the Omani Basic Education system. Methods employed in this study included: participant observation, individual interviews, focus group interviews and the collection of artifacts. Findings of this study illustrated the rarity of student questions in the classrooms. However this investigation also revealed the connection between teacher beliefs and implementation of reforms. Teachers whose beliefs were aligned with reforms came closer to implementing reform initiatives as opposed to teachers whose beliefs were not aligned with reform initiatives. The findings of this study were inconclusive when it came to linking teachers' questioning practices to teachers' understanding of inquiry methods.

Challenges, Advantages, and Disadvantages of Instructional Technology in the Community College Classroom.

ERIC Educational Resources Information Center

Al-Bataineh, Adel; Brooks, Leanne

2003-01-01

Presents a twenty-year history of computer-based technology integration, focusing on print automation, learner-centered approaches, and virtual learning via the Internet. Discusses integration strategies applicable in the present-day classroom, the hierarchy of teacher effectiveness, and current challenges and trends. Asserts that the ultimate…

Inquiry-Based Instruction in Secondary Science Classrooms: A Survey of Teacher Practice

ERIC Educational Resources Information Center

Gejda, Linda M.; LaRocco, Diana J.

2006-01-01

Background: For ten years, the National Science Education Standards (National Research Council, 1996) have served as the foundation for Connecticut's teacher certification in science and the expectations of teacher practice secondary science classrooms. Furthermore, beginning science teachers must demonstrate the ability to teach in an…

Student-Driven Classroom Technologies: Transmedia Navigation and Tranformative Communications

ERIC Educational Resources Information Center

Mills, Leila A.; Knezek, Gerald A.; Wakefield, Jenny S.

2013-01-01

This research paper explores middle school student attitudes towards learning with technology and proposes a design-based approach to formulating instruction that includes innovative classroom technology use with computers and communications technologies placed in the hands of students. The intent of this research is to advance practice and theory…

Your Science Classroom: Becoming an Elementary/Middle School Science Teacher

ERIC Educational Resources Information Center

Goldston, M. Jenice; Downey, Laura

2012-01-01

Designed around a practical "practice-what-you-teach" approach to methods instruction, "Your Science Classroom: Becoming an Elementary/Middle School Science Teacher" is based on current constructivist philosophy, organized around 5E inquiry, and guided by the National Science Education Teaching Standards. Written in a reader-friendly style, the…

The Use of Screencasting to Transform Traditional Pedagogy in a Preservice Mathematics Content Course

ERIC Educational Resources Information Center

Guerrero, Shannon; Baumgartel, Drew; Zobott, Maren

2013-01-01

Screencasting, or digital recordings of computer screen outputs, can be used to promote pedagogical transformation in the mathematics classroom by moving explicit, procedural-based instruction to the online environment, thus freeing classroom time for more student-centered investigations, problem solving, communication, and collaboration. This…

The Electronic Classroom.

ERIC Educational Resources Information Center

Mizell, Al P.; Centini, Barry M.

The role of telecommunications in establishing the electronic classroom in distance education is illustrated. Using a computer-based doctoral program and the UNIX operating system as an example, how a personal computer and modem may be combined with a telephone line for instructional delivery is described. A number of issues must be addressed in…

Enhancing Student Performance Using Tablet Computers

ERIC Educational Resources Information Center

Enriquez, Amelito G.

2010-01-01

Tablet PCs have the potential to change the dynamics of classroom interaction through wireless communication coupled with pen-based computing technology that is suited for analyzing and solving engineering problems. This study focuses on how tablet PCs and wireless technology can be used during classroom instruction to create an Interactive…

Content-Focused Classrooms and Learning English: How Teachers Collaborate

ERIC Educational Resources Information Center

Creese, Angela

2010-01-01

This article looks at the possibilities of content-based instruction in mainstream English secondary schools. It considers the continuum from a language to content focus in classrooms where teachers collaborate. English as an additional language (EAL) and subject curriculum teachers work together to support young people while they simultaneously…

77 FR 38781 - Notice of Intent To Prepare an Environmental Impact Statement for the Proposed Naval Base...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-29

... organizational structure and mandated mission requirements. The specific arrangement of built assets, number of... that would provide for indoor classroom and tactical training instruction, and equipment use... to support logistics, equipment use and maintenance training, classroom and tactical skills...

First Language Composition Pedagogy in the Second Language Classroom: A Reassesment.

ERIC Educational Resources Information Center

Ross, Steven; And Others

1988-01-01

Evaluated the effectiveness of using native language (Japanese) based writing methods in English as a second language (ESL) classrooms. The methods compared included sentence combining and structural grammar instruction with journal writing, controlled composition writing with feedback on surface error, and peer reformulation. Journal writing, but…

Children's behavioral regulation and literacy: The impact of the first grade classroom environment.

PubMed

Day, Stephanie L; Connor, Carol McDonald; McClelland, Megan M

2015-10-01

Classroom learning environments are an important source of influence on children's development, particularly with regard to literacy achievement and behavioral regulation, both of which require the coordination of task inhibition, attention, and working memory. Classroom observations were conducted in 18 schools and 51 first grade classrooms for 500 children. The non-instructional activities were recorded for each student in the classroom. Hierarchical linear modeling revealed that children with weaker fall behavioral regulation were more likely to attend classrooms where more time was spent in disruptions and wasted instructional time over the course of the school year, such as waiting for the teacher to gather materials before beginning instruction. For literacy outcomes, children who were in classrooms where more time in disruptions, transitions, and waiting was observed showed weaker literacy skill gains in the spring compared to children in classrooms with lesser amounts of such unproductive non-instructional time and this effect was generally greater for students with initial weaker skills. These results also reveal that the classroom environment and the incoming characteristics of the students themselves influence students' development of behavioral regulation and literacy. Copyright © 2015. Published by Elsevier Ltd.

Universal Instructional Design as a Model for Educational Programs

ERIC Educational Resources Information Center

Higbee, Jeanne L.

2007-01-01

This article describes Universal Instructional Design as an inclusive pedagogical model for use in educational programs, whether provided by traditional educational institutions, community-based initiatives, or workplace literacy projects. For the benefit of public relations specialists and classroom educators alike, the article begins with a…

Meeting Learners' Needs through Project-Based Learning

ERIC Educational Resources Information Center

Turner, Elizabeth T.

2012-01-01

There is a significant divide between what students want and what students receive in the classroom. Students increasingly lack interest and motivation to participate and learn. Instructional practices within and across schools vary widely, creating inconsistencies. Teachers' instructional plans may put content and curricular needs above…

The Value of Video in Online Instruction

ERIC Educational Resources Information Center

Rudd, Denis P., II.; Rudd, Denis P.

2014-01-01

Online educational instruction has become more prevalent in American and international educational institutions and is increasingly the chosen format for many academic programs. The use of web conferencing, virtual classrooms, and computer-based training are becoming the common platform in which schools provide education in online teaching. This…

Differentiating Instruction for Advanced Learners in the Mixed-Ability Middle School Classroom. ERIC Digest E536.

ERIC Educational Resources Information Center

Tomlinson, Carol Ann

This brief paper summarizes guidelines for adapting instruction for advanced learners in inclusive, mixed-ability middle school classrooms. A rationale for differentiating instruction is followed by consideration of what differentiation is and is not. Characteristics of a differentiated class are enumerated, including: instruction is concept…

Effects of Classroom Practices on Reading Comprehension, Engagement, and Motivations for Adolescents

PubMed Central

Guthrie, John T.; Klauda, Susan Lutz

2014-01-01

We investigated the roles of classroom supports for multiple motivations and engagement in students’ informational text comprehension, motivation, and engagement. A composite of classroom contextual variables consisting of instructional support for choice, importance, collaboration, and competence, accompanied by cognitive scaffolding for informational text comprehension, was provided in four-week instructional units for 615 grade 7 students. These classroom motivational-engagement supports were implemented within integrated literacy/history instruction in the Concept-Oriented Reading Instruction (CORI) framework. CORI increased informational text comprehension compared with traditional instruction (TI) in a switching replications experimental design. Students’ perceptions of the motivational-engagement supports were associated with increases in students’ intrinsic motivation, value, perceived competence, and increased positive engagement (dedication) more markedly in CORI than in TI, according to multiple regression analyses. Results extended the evidence for the effectiveness of CORI to literacy/history subject matter and informational text comprehension among middle school students. The experimental effects in classroom contexts confirmed effects from task-specific, situated experimental studies in the literature. PMID:25506087

Effects of Classroom Practices on Reading Comprehension, Engagement, and Motivations for Adolescents.

PubMed

Guthrie, John T; Klauda, Susan Lutz

2014-10-01

We investigated the roles of classroom supports for multiple motivations and engagement in students' informational text comprehension, motivation, and engagement. A composite of classroom contextual variables consisting of instructional support for choice, importance, collaboration, and competence, accompanied by cognitive scaffolding for informational text comprehension, was provided in four-week instructional units for 615 grade 7 students. These classroom motivational-engagement supports were implemented within integrated literacy/history instruction in the Concept-Oriented Reading Instruction (CORI) framework. CORI increased informational text comprehension compared with traditional instruction (TI) in a switching replications experimental design. Students' perceptions of the motivational-engagement supports were associated with increases in students' intrinsic motivation, value, perceived competence, and increased positive engagement (dedication) more markedly in CORI than in TI, according to multiple regression analyses. Results extended the evidence for the effectiveness of CORI to literacy/history subject matter and informational text comprehension among middle school students. The experimental effects in classroom contexts confirmed effects from task-specific, situated experimental studies in the literature.

The Multigrade Classroom: A Resource Handbook for Small, Rural Schools. Book 2: Classroom Organization.

ERIC Educational Resources Information Center

Vincent, Susan, Ed.

In multigrade instruction, children of at least a 2-year grade span and diverse ability levels are grouped in a single classroom and share experiences involving intellectual, academic, and social skills. "The Multigrade Classroom" is a seven-book series that provides an overview of current research on multigrade instruction, identifies key issues…

Creating Equitable Classroom Climates: An Investigation of Classroom Strategies in Mathematics and Science Instruction for Developing Preservice Teachers' Use of Democratic Social Values.

ERIC Educational Resources Information Center

Kelly, Catherine A.

2002-01-01

Determined best practices for enhancing preservice teachers' knowledge of gender equity and use of innovative instructional methods for developing classroom democratic social values. Found that development in understanding and application of appropriate, equitable classroom practices emerged over a semester in which preservice teachers were…

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

ERIC Educational Resources Information Center

Mattis, Kristina V.

2015-01-01

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…

Asking Questions in the Classroom: An Exploration of Tools and Techniques Used in the Library Instruction Classroom

ERIC Educational Resources Information Center

Whitver, Sara Maurice; Lo, Leo S.

2017-01-01

This study explores the tools and techniques used within the library instruction classroom to facilitate a conversation about teaching practices. Researchers focused on the questioning methods employed by librarians, specifically the number of questions asked by librarians and students. This study was comprised of classroom observations of a team…

Measuring Model-Based High School Science Instruction: Development and Application of a Student Survey

NASA Astrophysics Data System (ADS)

Fulmer, Gavin W.; Liang, Ling L.

2013-02-01

This study tested a student survey to detect differences in instruction between teachers in a modeling-based science program and comparison group teachers. The Instructional Activities Survey measured teachers' frequency of modeling, inquiry, and lecture instruction. Factor analysis and Rasch modeling identified three subscales, Modeling and Reflecting, Communicating and Relating, and Investigative Inquiry. As predicted, treatment group teachers engaged in modeling and inquiry instruction more than comparison teachers, with effect sizes between 0.55 and 1.25. This study demonstrates the utility of student report data in measuring teachers' classroom practices and in evaluating outcomes of a professional development program.

34 CFR 200.90 - Program definitions.

Code of Federal Regulations, 2010 CFR

2010-07-01

... classroom instruction in basic school subjects such as reading, mathematics, and vocationally oriented... of at least 30 days. Regular program of instruction means an educational program (not beyond grade 12... institution nor activities related to institutional maintenance are considered classroom instruction. (c) The...

34 CFR 200.90 - Program definitions.

Code of Federal Regulations, 2011 CFR

2011-07-01

... classroom instruction in basic school subjects such as reading, mathematics, and vocationally oriented... of at least 30 days. Regular program of instruction means an educational program (not beyond grade 12... institution nor activities related to institutional maintenance are considered classroom instruction. (c) The...

Responding to Reading Instruction in a Primary-Grade Classroom

ERIC Educational Resources Information Center

Mokhtari, Kouider; Porter, Leah; Edwards, Patricia

2010-01-01

In this article, the authors present a snapshot of how one kindergarten and Reading Recovery teacher organized instruction in her classroom, enabling her to provide constructively responsive reading assessment and instruction for her developing and struggling readers. (Contains 2 figures.)

Exploration into the Effects of the Schema-Based Instruction: A Bottom-Up Approach

ERIC Educational Resources Information Center

Fujii, Kazuma

2016-01-01

The purpose of this paper is to explore the effective use of the core schema-based instruction (SBI) in a classroom setting. The core schema is a schematic representation of the common underlying meaning of a given lexical item, and was first proposed on the basis of the cognitive linguistic perspectives by the Japanese applied linguists Tanaka,…

Teachers' Perspectives of Research-Based Instructional Strategies and Implementation to Promote Literacy Skills for Students with Autism Spectrum Disorders: A Collection of Case Studies

ERIC Educational Resources Information Center

Pinto, Prasopsuk Y.

2014-01-01

The purpose of this collection of multiple case studies was to examine teachers' perspectives and practices to determine whether instructional strategies implemented in their classrooms to promote literacy skills for students with autism spectrum disorders were described as research-based practices. Although extensive research has been conducted…

Using ICT-Based Instructional Technologies to Teach Science: Perspectives from Teachers in Trinidad and Tobago

ERIC Educational Resources Information Center

Maharaj-Sharma, Rawatee; Sharma, Aarti; Sharma, Aditi

2017-01-01

The purpose of this study was to investigate how science teachers in Trinidad and Tobago use ICT-based instructional technologies in classroom science teaching. The participants were 30 secondary school science teachers who completed their Postgraduate Diploma in Education within the last 2 years from the University of the West Indies in Trinidad…

Language of poverty strategies: Implemented in the urban elementary science classroom

NASA Astrophysics Data System (ADS)

Jeanpierre, Bobby Jo

2000-08-01

This research study reports the results of school-based staff development models used at three urban elementary schools that had liaison teachers assisting classroom teachers in implementing instructional strategies in science teaching from "Language of Poverty," a curriculum framework designed to address the academic needs of disadvantaged students. The case study of two urban elementary schools and six classroom teachers, and survey and interview data results of a third school, uncovered insights into several areas of science teaching in urban settings. One conclusion is that in spite of substantial allocation of resources and assistance, teachers did not translate instructional strategies from "Language of Poverty" curriculum into their classroom practices in a way that would foster urban disadvantaged students' understanding of "big science concepts." A second conclusion is that the school-based staff development models were limited in their ability to address the diverse professional needs of all of its staff. Third, as it relates to students, discipline issues occurred in these urban classrooms across ethnicity and gender. And in addition to teachers being knowledgeable of relevant social and cultural group norms' application of this knowledge in an appropriate and consistent manner is needed to effectively address discipline concerns.

A qualitative study of the instructional behaviors and practices of a dyad of educators in self-contained and inclusive co-taught secondary biology classrooms during a nine-week science instruction grading period

NASA Astrophysics Data System (ADS)

Hardy, Shanon D.

The Individuals with Disabilities Education Act (IDEA) (1997) mandates that students with disabilities have access to the general education curriculum. School districts have developed a variety of service delivery models to provide challenging educational experiences for all students. Co-teaching or collaborative teaching is the most widely used of the different service delivery models. While the philosophy of inclusion is widely accepted, the efficacy of the various inclusion models has recently been the focus of educational research. Researchers have questioned whether the presence of a special educator in the general education classroom has resulted in students with high incidence disabilities receiving specialized instruction. A qualitative study was designed to examine the instructional behaviors and practices exhibited and used by a dyad of educators in self-contained learning disabilities and inclusive co-taught secondary Biology classrooms during a nine-week science instruction grading period. In addition to utilizing interviews, observations, and classroom observation scales to answer the research questions, supporting student data (time-sampling measurement/opportunity to learn and student grades) were collected. The study concluded that the presence of a special educator in a co-taught classroom: (1) did contribute to the creation of a new learning environment, and notable changes in the instructional behaviors and practices of a general educator; (2) did contribute to limited specialized instruction for students with disabilities in the co-taught classrooms and embedded (not overt) special education practices related to the planning and decision-making of the educators; (3) did contribute to the creation of a successful co-teaching partnership including the use of effective teaching behaviors; and (4) did impact success for some of the students with disabilities in the co-taught classrooms; but (5) did not ensure the continuation of some of the new instructional behaviors and practices in the general education classroom if the collaboration ended.

Evaluating the effectiveness of a laboratory-based professional development program for science educators

NASA Astrophysics Data System (ADS)

Amolins, Michael Wayne

The development of effective science educators has been a long-standing goal of the American education system. Numerous studies have suggested a breadth of professional development programs that have sought to utilize constructivist principles in order to orchestrate movement toward student-led, inquiry-based instruction. Very few, however, have addressed a missing link between the modern scientific laboratory and the traditional science classroom. While several laboratory-based training programs have begun to emerge in recent years, the skills necessary to translate this information into the classroom are rarely addressed. The result is that participants are often left without an outlet or the confidence to integrate these into their lessons. The purpose of this study was to examine the effectiveness of a laboratory-based professional development program focused on classroom integration and reformed science teaching principles. This was measured by the ability to invigorate its seven participants in order to achieve higher levels of success and fulfillment in the classroom. These participants all taught at public high schools in South Dakota, including both rural and urban locations, and taught a variety of courses. Participants were selected for this study through their participation in the Sanford Research/USD Science Educator Research Fellowship Program. Through the use of previously collected data acquired by Sanford Research, this study attempted to detail the convergence of three assessments in order to demonstrate the growth and development of its participants. First, pre- and post-program surveys were completed in order to display the personal and professional growth of its participants. Second, pre- and post-program classroom observations employing the Reformed Teaching Observation Protocol allowed for the assessment of pedagogical modifications being integrated by each participant, as well as the success of such modifications in constructively administering student-led and inquiry-based instruction. Finally, pre- and post-program focus groups allowed for an intimate view into how each participant utilized their time in the classroom, and how each perceived job satisfaction, challenges, and self-efficacy. The findings of these assessments supported the hypothesis that laboratory-based professional development and focused instruction on the pedagogy and integration of reformed teaching principles were constructive in cultivating the student-led and inquiry-based environment desired in the modern science classroom.

Q & A with Ed Tech Leaders: Interview with John R. Savery

ERIC Educational Resources Information Center

Fulgham, Susan M.; Shaughnessy, Michael F.

2014-01-01

John R. Savery is Professor of Education and Director of Instructional Services at the University of Akron. His research and teaching interests focus on problem-based learning and technology-rich learning environments. As Director he supports faculty integration of instructional technology across the spectrum, from traditional classrooms to…

A Comparison of Online and Classroom-Based Developmental Math Courses

ERIC Educational Resources Information Center

Eggert, Jeanette Gibeson

2009-01-01

Effectiveness was operationalized as a combination of successful developmental course completion, high student satisfaction at the end of the course, and high academic achievement in a subsequent college-level math course. Instructional methodologies were similar to the extent that the instructional delivery systems allowed. With a sample size of…

Effects of Multimedia Vocabulary Annotations on Vocabulary Learning and Text Comprehension in ESP Classrooms

ERIC Educational Resources Information Center

Lin, Huifen

2012-01-01

For the past few decades, instructional materials enriched with multimedia elements have enjoyed increasing popularity. Multimedia-based instruction incorporating stimulating visuals, authentic audios, and interactive animated graphs of different kinds all provide additional and valuable opportunities for students to learn beyond what conventional…

When Readers Ask Questions: Inquiry-Based Reading Instruction

ERIC Educational Resources Information Center

Ness, Molly

2016-01-01

When literacy instruction is driven by student-generated questions, students are able to dive deeper into text. This article explores the cognitive and motivational benefits of question generation to foster reading comprehension. The author presents classroom vignettes where students become inquisitive readers by posing their own questions. As…

Computers and Instruction: Implications of the Rising Tide of Criticism for Reading Education.

ERIC Educational Resources Information Center

Balajthy, Ernest

1988-01-01

Examines two major reasons that schools have adopted computers without careful prior examination and planning. Surveys a variety of criticisms targeted toward some aspects of computer-based instruction in reading in an effort to direct attention to the beneficial implications of computers in the classroom. (MS)

A Conceptual Model of Structured Support in Physical Education

ERIC Educational Resources Information Center

Hinton, Vanessa; Buchanan, Alice M.; Rudisill, Mary

2016-01-01

Schools implement Positive Behavior Intervention and Supports (PBIS) as a way of meeting students' needs in classrooms. PBIS focuses on tiered instruction. Tiered instruction is a teaching strategy in which the educator implements incremental changes that increase supports based on students' needs--academic or behavioral. Yet, tiered instruction…

What Do Faculty Want?

ERIC Educational Resources Information Center

Chizmar, John F.; Williams, David B.

2001-01-01

Uses classroom experience and data from a faculty survey to explore what faculty want from instructional technology. Presents several assertions, such as "faculty want instructional technology driven by pedagogical goals" and "faculty desire Web-based tools designed for a specific pedagogical task as opposed to a Swiss-Army-knife Web tool designed…

Mathematical Tasks as a Framework for Reflection: From Research To Practice.

ERIC Educational Resources Information Center

Stein, Mary Kay; Smith, Margaret Schwan

1998-01-01

Describes the Quantitative Understanding: Amplifying Student Achievement and Reasoning (QUASAR) national reform project aimed at studying and fostering the development and implementation of enhanced mathematics instructional programs. It is a framework for reflection based on mathematical tasks used during classroom instruction and the ways in…

Implementing Standards-Based Mathematics Instruction: A Casebook for Professional Development.

ERIC Educational Resources Information Center

Stein, Mary Kay; Smith, Margaret Schwan; Henningsen, Marjorie A.; Silver, Edward A.

Teachers and teacher educators interested in synthesizing their current practice with new mathematics standards will welcome this highly useful volume. The QUASAR Project at the University of Pittsburgh presents prevalent cases of mathematics instruction drawn from their research of nearly 500 classroom lessons. The Mathematical Tasks…

A Framework for Explicit Vocabulary Instruction with English Language Learners

ERIC Educational Resources Information Center

Nisbet, Deanna L.; Tindall, Evie R.

2015-01-01

Academic vocabulary development is critical to the success of all learners--particularly English language learners (ELLs). This article presents a framework for integrating explicit academic vocabulary instruction for ELLs into middle school classrooms. The framework embodies five research-based principles and serves as a vehicle for structuring…

What Research Has To Say about Reading Instruction. Third Edition.

ERIC Educational Resources Information Center

Farstrup, Alan E., Ed.; Samuels, S. Jay, Ed.

Maintaining a balance among theory, research, and effective classroom practice without presenting a formulaic view of good instruction or overly theoretical discussions in which practical applications of research findings are not adequately explored, the 17 chapters in this book capture the best evidence-based thinking of experienced researchers…

Student Identity Considerations and Implications Associated with Socioscientific Issues Instruction

ERIC Educational Resources Information Center

Ruzek, Mitchel James

2014-01-01

The purpose of this investigation was to explore how aspects of identity, perceived levels of controversy, and the strength of a student's attachment to their controversial identity relate to conceptual understanding and knowledge acquisition during socioscientific issues (SSI) based instruction in a biology classroom. The knowledge gained from…

One-to-One Assistant Engagement in Autism Support Classrooms

PubMed Central

Azad, Gazi F.; Locke, Jill; Downey, Margaret Mary; Xie, Ming; Mandell, David S.

2015-01-01

Classroom assistants and one-to-one assistants are an important part of the staffing structure of many autism support classrooms. Limited studies, however, have examined how one-to-one assistants spend their time in the classroom. The purpose of this article was to examine the percentage of time one-to-one assistants were engaged in instruction or support of students with autism and to determine the factors associated with their engagement. Direct observations were conducted in 46 autism support classrooms. Teachers and classroom assistants were engaged in instruction or support 98% and 91% of the time, respectively. One-to-one assistants were engaged in instruction or support 57% of the time. Classroom assistants’ and one-to-one assistants’ engagement was significantly correlated. The low rate of one-to-one assistants’ engagement suggests an inefficient use of an important resource. PMID:26807003

A Comparison of Live Classroom Instruction and Internet-Based Lessons for a Preparatory Training Course Delivered to 4th Year Pharmacy Students

ERIC Educational Resources Information Center

Nuffer, Wesley; Duke, Jodi

2013-01-01

To compare the effectiveness of an internet-based training series with a traditional live classroom session in preparing pharmacy students to oversee a diabetes management program in community settings. Two cohorts of students were identified that prepared by utilizing a recorded online training exclusively, and two separate cohorts of students…

The Evolving Classroom: A Study of Traditional and Technology-Based Instruction in a STEM Classroom

ERIC Educational Resources Information Center

Devlin, Timothy J.; Feldhaus, Charles R.; Bentrem, Kristin M.

2013-01-01

During the last ten years, the No Child Left Behind Act of 2001 (NCLB) has ensured that educators at every level focus on accountability, use scientifically-based research, be data driven, and use standardized tests in an effort to improve student learning. Love it or hate it, NCLB has been the catalyst for huge changes in the world of education…

An Exploratory Comparison of Traditional Classroom Instruction and Anchored Instruction with Secondary School Students: Turkish Experience

ERIC Educational Resources Information Center

Elcin, Melih; Sezer, Baris

2014-01-01

The purpose of this study was to investigate the impact of anchored instruction on the students in secondary school math studies classrooms. This study adopted a quasi-experimental design. This research involved both quantitative and qualitative methods to investigate the effects of anchored instruction on students' academical achievement,…

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

ERIC Educational Resources Information Center

Martin, Peter Clyde

2013-01-01

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…

How does high stakes testing influence teachers' classroom instruction?: Institutional pressures and classroom instruction

NASA Astrophysics Data System (ADS)

Yamashita, Mika Yoder

2011-12-01

This study examined how a total of eight math and science elementary school teachers changed their classroom instruction in response to high stakes and low stakes testing in one school district. The district introduced new assessment in the school year of 2005--06 to meet the requirement set forth by the No Child Left Behind Act (NCLB)---that the assessment should be aligned with the state academic standards. I conducted interviews with teachers and school administrators at two elementary schools, district officials, and a representative of a non-profit organization during the school year 2007--08 to examine how the new assessment introduced in 2005--06 had shaped classroom instruction. Concepts from New Institutional Theory and cognitive approaches to policy implementation guided the design of this study. This study focused on how materials and activities associated with high stakes testing promoted ideas about good instruction, and how these ideas were carried to teachers. The study examined how teachers received messages about instruction and how they responded to the messages. The study found that high stakes testing influenced teachers' classroom instruction more than low stakes testing; however, the instructional changes teachers made in response to state testing was at the content level. The teachers' instructional strategies did not change. The teachers' instructional changes varied with the degree of implementation of existing math curriculum and with the degree of support they received in understanding the meaning of assessment results. The study concluded that, among the six teachers I studied, high stakes testing was not a sufficient intervention for changing teachers' instructional strategies. The study also addressed the challenges of aligning instructional messages across assessment, standards, and curriculum.

Using Systematic Classroom Observation to Explore Student Engagement as a Function of Teachers' Developmentally Appropriate Instructional Practices (DAIP) in Ethnically Diverse Pre-Kindergarten through Second-Grade Classrooms

ERIC Educational Resources Information Center

Alford, Beverly L.; Rollins, Kayla B.; Padrón, Yolanda N.; Waxman, Hersh C.

2016-01-01

Researchers observed pre-kindergarten through second-grade public school classrooms, specifically noting child-centered and teacher-directed pedagogical approaches, by simultaneously examining: (a) student behavior and activities, (b) teacher instructional orientation and rationale, and (c) overall classroom environment. Dissimilar to previous…

Teaching Cockpit Automation in the Classroom

NASA Technical Reports Server (NTRS)

Casner, Stephen M.

2003-01-01

This study explores the idea of teaching fundamental cockpit automation concepts and skills to aspiring professional pilots in a classroom setting, without the use of sophisticated aircraft or equipment simulators. Pilot participants from a local professional pilot academy completed eighteen hours of classroom instruction that placed a strong emphasis on understanding the underlying principles of cockpit automation systems and their use in a multi-crew cockpit. The instructional materials consisted solely of a single textbook. Pilots received no hands-on instruction or practice during their training. At the conclusion of the classroom instruction, pilots completed a written examination testing their mastery of what had been taught during the classroom meetings. Following the written exam, each pilot was given a check flight in a full-mission Level D simulator of a Boeing 747-400 aircraft. Pilots were given the opportunity to fly one practice leg, and were then tested on all concepts and skills covered in the class during a second leg. The results of the written exam and simulator checks strongly suggest that instruction delivered in a traditional classroom setting can lead to high levels of preparation without the need for expensive airplane or equipment simulators.

Classroom Management with Exceptional Learners

ERIC Educational Resources Information Center

Myers, Diane; Freeman, Jennifer; Simonsen, Brandi; Sugai, George

2017-01-01

Effective and engaging instruction is the cornerstone of any well-managed classroom. Even the best behavior support practices will not lead to academic achievement if the academic instruction is ineffective. Specific teacher practices associated with improved student behavior include high rates of opportunities to respond, direct instruction, and…

Instruction of Diverse Students in Mainstream Classrooms

ERIC Educational Resources Information Center

Chang, Sau Hou

2013-01-01

This chapter focuses on the instruction of diverse students in mainstream classrooms. The first part summarizes academic achievement of diverse students from different ethnicity, gender, language and social class. The second part discusses the characteristics of different diverse instruction. The third part suggests specific instructional…

Exploring Cells from the Inside out: New Tools for the Classroom

ERIC Educational Resources Information Center

Minogue, James; Jones, Gail; Broadwell, Bethany; Oppewal, Tom

2006-01-01

After the first observation of life under the microscope, it took two centuries of research before the "cell theory" was established. Luckily, today's teachers can take advantage of computer technology and speed up the discovery process in their classrooms. This article describes how computer-based instructional programs can be used to engage…

Teaching New Literacies in Grades 4-6: Resources for 21st-Century Classrooms

ERIC Educational Resources Information Center

Moss, Barbara, Ed.; Lapp, Diane, Ed.

2009-01-01

Upper-elementary students encounter a sometimes dizzying array of traditional and nontraditional texts both in and outside of the classroom. This practical handbook helps teachers in grades 4-6 harness the instructional potential of fiction, poetry, and plays; informational texts; graphic novels; digital storytelling; Web-based and multimodal…

Beliefs about Using Technology in the Mathematics Classroom: Interviews with Pre-Service Elementary Teachers

ERIC Educational Resources Information Center

Lin, Cheng-Yao

2008-01-01

This study explored the efficacy of web-based workshops in topics in elementary school mathematics in fostering teachers' confidence and competence in using instructional technology, and thereby promoting more positive attitudes toward using computers and Internet resources in the mathematics classroom. It consisted of in-depth interviews of…

Relations of Instructional Tasks to Teacher-Student Discourse in Mathematics Classrooms of Chinese Primary Schools

ERIC Educational Resources Information Center

Ni, Yujing; Zhou, Dehui; Li, Xiaoqing; Li, Qiong

2014-01-01

This study, based on observation of 90 fifth-grade mathematics classes in Chinese elementary schools, examined how the task features, high cognitive demand, multiple representations, and multiple solution methods may relate to classroom discourse. Results indicate that high cognitive demand tasks were associated with teachers' use higher order…

Five Ideas for 21st Century Math Classrooms

ERIC Educational Resources Information Center

Gasser, Kenneth W.

2011-01-01

This article draws on the 21st Century Skills Movement and the successful teaching practices of Asian schools in order to provide five suggestions that secondary math teachers can incorporate into their classrooms in order to promote the skill set necessary for an ever-changing global economy. Problem-based instruction, student-led solutions, risk…

Implementing the Flipped Classroom in Teacher Education: Evidence from Turkey

ERIC Educational Resources Information Center

Kurt, Gökçe

2017-01-01

The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in…

Beyond Clickers, Next Generation Classroom Response Systems for Organic Chemistry

ERIC Educational Resources Information Center

Shea, Kevin M.

2016-01-01

Web-based classroom response systems offer a variety of benefits versus traditional clicker technology. They are simple to use for students and faculty and offer various question types suitable for a broad spectrum of chemistry classes. They facilitate active learning pedagogies like peer instruction and successfully engage students in the…

Examining the Instructional Design of a Technology Enhanced Course for New Mentor Teachers

ERIC Educational Resources Information Center

Schneider, Rebecca M.

2009-01-01

To be effective, teacher education programs need to engage teachers in learning as professionals. This includes learning experiences grounded in classroom practice and guidance to develop as professionals so teachers can take on roles of leaders and mentors in their classrooms and in partnerships with universities. New web-based communication…

A Case Study of Teachers' Practices Using Formative Assessment for Fifth Grade Mathematics Students

ERIC Educational Resources Information Center

Veon, Kenneth E.

2016-01-01

Formative assessment is a classroom learning process that consists of clear goals and objectives, assessing students' knowledge, providing feedback and adjusting instruction based upon the data within a socially interactive process. Because of inconsistent implementation of the formative assessment process within classrooms, the efficacy of the…

Implementing and Assessing a Flipped Classroom Model for First-Year Engineering Design

ERIC Educational Resources Information Center

Saterbak, Ann; Volz, Tracy; Wettergreen, Matthew

2016-01-01

Faculty at Rice University are creating instructional resources to support teaching first-year engineering design using a flipped classroom model. This implementation of flipped pedagogy is unusual because content-driven, lecture courses are usually targeted for flipping, not project-based design courses that already incorporate an abundance of…

Changing Teacher Roles in the Foreign-Language Classroom.

ERIC Educational Resources Information Center

Johnson, Francis; Delarche, Marion; Marshall, Nicholas; Wurr, Adrian; Edwards, Jeffery

This paper examines trends reflecting changes in the role of the classroom foreign language teacher, particularly as these trends affect English-as-a-Second-Language instruction. This study is based on relevant literature and research being carried out in the English Language Institute at Kanda University of International Studies (Japan). Past and…

Generic Dimensions of Teaching Quality: The German Framework of Three Basic Dimensions

ERIC Educational Resources Information Center

Praetorius, Anna-Katharina; Klieme, Eckhard; Herbert, Benjamin; Pinger, Petra

2018-01-01

In this paper, we argue that classroom management, student support, and cognitive activation are generic aspects of classroom teaching, forming Three Basic Dimensions of teaching quality. The conceptual framework was developed in research on mathematics instruction but it is supposed to generalize across subjects. It is based on general theories…

Epistemic Search Sequences in Peer Interaction in a Content-Based Language Classroom

ERIC Educational Resources Information Center

Jakonen, Teppo; Morton, Tom

2015-01-01

Epistemics in interaction refers to how participants display, manage, and orient to their own and others' states of knowledge. This article applies recent conversation analytical work on epistemics to classrooms where language and content instruction are combined. It focuses on Epistemic Search Sequences (ESSs) through which students in peer…

Comparing Traditional versus Alternative Sequencing of Instruction When Using Simulation Modeling

ERIC Educational Resources Information Center

Bowen, Bradley; DeLuca, William

2015-01-01

Many engineering and technology education classrooms incorporate simulation modeling as part of curricula to teach engineering and STEM-based concepts. The traditional method of the learning process has students first learn the content from the classroom teacher and then may have the opportunity to apply the learned content through simulation…

ICT and an Exploratory Pedagogy for Classroom-Based Chinese Language Learning

ERIC Educational Resources Information Center

Zhao, XingLong; Wang, MinJuan; Wu, Juan; He, KeKang

2011-01-01

This paper reports on a new pedagogy for Chinese language teaching and learning at elementary schools through exploratory classroom instruction using Information and Communication Technologies. The study used quantitative method to collect data from two elementary schools of China. The results showed that: (1) the three-in-one pedagogy of…

My Teaching Partner-Secondary: A Video-Based Coaching Model

ERIC Educational Resources Information Center

Gregory, A.; Ruzek, E.; Hafen, C. A.; Mikami, A. Y.; Allen, J. P.; Pianta, R. C.

2017-01-01

In the My Teaching Partner (MTP) program, coaches engage teachers in 6 to 9 coaching cycles across a school year. Guided by the program's theory, coaches help teachers reflect on the emotional, organizational, and instructional features of classrooms. MTP was originally developed for pre-K and early elementary classrooms (MTP Pre-K), but this…

Teaching the Humanities Online: A Practical Guide to the Virtual Classroom

ERIC Educational Resources Information Center

Hoffman, Steven J., Ed.

2010-01-01

This practical guide is essential for anyone new to or intimidated by online instruction. It distills the wisdom of veteran instructors and program directors who have successfully navigated the transition from face-to-face classroom teaching to the online learning environment. Chapters cover all the bases from skills assessment to instructional…

Implementing Technology in the Classroom: Paths to Success and Failure.

ERIC Educational Resources Information Center

Harvey, Glen; And Others

This paper discusses the change process experienced by teachers participating in a study of a computer-based language arts instructional program for the early elementary grades--the Apple Learning Series: Early Language (ALS-EL). The study explored ways in which the teachers were implementing ALS-EL in their classrooms before attempting to…

A Review of Literature on Teacher Efficacy and Classroom Management

ERIC Educational Resources Information Center

Dibapile, Waitshega Tefo Smitta

2012-01-01

The purpose of this paper was to review the literature on teacher efficacy and classroom management. The conceptual framework of this paper was based on the theories of Rotter (1966) and Bandura (1977). The review of literature indicated that teacher efficacy helps teachers plan effective instructional strategies, increases performance, and…

Inquiry and Learning: Realizing Science Standards in the Classroom. The Thinking Series.

ERIC Educational Resources Information Center

Layman, John W.; And Others

This book provides a focused, extended response to the question How does standards-based science instruction look and feel in the classroom? This question is addressed by considering two related issues: (1) "How can teachers cultivate the quality of scientific thinking and understanding defined by standards?" and (2) "How can…

Classroom Composition and Measured Teacher Performance: What Do Teacher Observation Scores Really Measure?

ERIC Educational Resources Information Center

Steinberg, Matthew P.; Garrett, Rachel

2016-01-01

As states and districts implement more rigorous teacher evaluation systems, measures of teacher performance are increasingly being used to support instruction and inform retention decisions. Classroom observations take a central role in these systems, accounting for the majority of teacher ratings upon which accountability decisions are based.…

Work-Based Learning: Valuing Practice as an Educational Event

ERIC Educational Resources Information Center

Raelin, Joseph A.

2010-01-01

The dominant method of providing formal knowledge to students in education in North America is through classroom training. The focus of this effort is on the delivery of a broad range of conceptual knowledge and skills in various liberal and professional fields of endeavor. Besides classroom instruction, the other predominant mode is through…

Intensive Mentoring that Contributes to Change in Beginning Elementary Teachers' Learning to Lead Classroom Discussions

ERIC Educational Resources Information Center

Stanulis, Randi Nevins; Little, Sarah; Wibbens, Erin

2012-01-01

This study examines whether targeted mentoring can make a difference during the induction years. The effects of a mentoring intervention based on principles of instructional quality and effective professional development were studied. Learning to lead classroom discussions is a high-leverage practice related to effective teaching. Forty-two…

Flipped Classroom Instruction for Inclusive Learning

ERIC Educational Resources Information Center

Altemueller, Lisa; Lindquist, Cynthia

2017-01-01

The flipped classroom is a teaching methodology that has gained recognition in primary, secondary and higher education settings. The flipped classroom inverts traditional teaching methods, delivering lecture instruction outside class, and devoting class time to problem solving, with the teacher's role becoming that of a learning coach and…

Blended Course Design for Multi-Campus Technology Instruction: An Expository Study

ERIC Educational Resources Information Center

Thrasher, Evelyn; Coleman, Phillip; Willis, Jeffrey

2014-01-01

This manuscript shares the results of an experimental blended course design that combines online and synchronous technology instruction across four geographically dispersed computer classrooms using ITV technology. Lessons learned include equipment requirements, both in the main classroom and remote classrooms, taking insufficient bandwidth into…

Understanding science teaching effectiveness: examining how science-specific and generic instructional practices relate to student achievement in secondary science classrooms

NASA Astrophysics Data System (ADS)

Mikeska, Jamie N.; Shattuck, Tamara; Holtzman, Steven; McCaffrey, Daniel F.; Duchesneau, Nancy; Qi, Yi; Stickler, Leslie

2017-12-01

In order to create conditions for students' meaningful and rigorous intellectual engagement in science classrooms, it is critically important to help science teachers learn which strategies and approaches can be used best to develop students' scientific literacy. Better understanding how science teachers' instructional practices relate to student achievement can provide teachers with beneficial information about how to best engage their students in meaningful science learning. To address this need, this study examined the instructional practices that 99 secondary biology teachers used in their classrooms and employed regression to determine which instructional practices are predictive of students' science achievement. Results revealed that the secondary science teachers who had well-managed classroom environments and who provided opportunities for their students to engage in student-directed investigation-related experiences were more likely to have increased student outcomes, as determined by teachers' value-added measures. These findings suggest that attending to both generic and subject-specific aspects of science teachers' instructional practice is important for understanding the underlying mechanisms that result in more effective science instruction in secondary classrooms. Implications about the use of these observational measures within teacher evaluation systems are discussed.

Chemistry Teachers' Journey through Modeling Instruction: From Workshop to Classroom

NASA Astrophysics Data System (ADS)

Frick, Tasha

This presentation will feature case study research that describes the difficulties that four high school chemistry teachers faced while implementing Modeling Instruction into their classrooms. Modeling Instruction is characterized by the development of understanding through cooperative inquiry and collective discourse on a path from concrete to abstract. The complications in transforming a classroom from traditional teacher centered methods to one which focuses on the use of student-centered Modeling Instruction will be thoroughly investigated through the stories of each of the participants. The study begins with observations of the teachers prior to the introduction of Modeling Instruction and follows them into the professional development in the summer, the initial use in the fall term, a follow-up workshop, and finally back into the classrooms. The enlightening findings highlight the difficulties teachers had in aligning the standards, and developing a scope and sequence, as well as reconciling their beliefs about student ability.

Problems with science teaching and learning for English Language Learners in one diverse elementary school

NASA Astrophysics Data System (ADS)

Rodriguez, Karen Margaret

This qualitative study centered on science instruction and learning that occurred in a Title I elementary school in a suburban district in southeast Texas. Twelve teachers were interviewed in order to understand their perceptions of their classroom practices in terms of science instruction and learning for English Language Learners (ELL). This study also analyzed information gathered from teacher lesson plan and classroom observations. The participants’ awareness of the instructional practices necessary for ELL student achievement in science was evident through analysis of interview transcripts. However, after observation of actual classroom instruction, it became apparent that the teaching and learning in most classrooms was not reflective of this awareness. This study proposes that this disconnect may be a result of a lack of quality professional development available to the teachers. The study also outlines and describes the characteristics of quality professional development and its relationship to focused instruction and continuous student improvement.

Impact of virtual learning environment (VLE): A technological approach to genetics teaching on high school students' content knowledge, self-efficacy and career goal aspirations

NASA Astrophysics Data System (ADS)

Kandi, Kamala M.

This study examines the effect of a technology-based instructional tool 'Geniverse' on the content knowledge gains, Science Self-Efficacy, Technology Self-Efficacy, and Career Goal Aspirations among 283 high school learners. The study was conducted in four urban high schools, two of which have achieved Adequate Yearly Progress (AYP) and two have not. Students in both types of schools were taught genetics either through Geniverse, a virtual learning environment or Dragon genetics, a paper-pencil activity embedded in traditional instructional method. Results indicated that students in all schools increased their knowledge of genetics using either type of instructional approach. Students who were taught using Geniverse demonstrated an advantage for genetics knowledge although the effect was small. These increases were more pronounced in the schools that had been meeting the AYP goal. The other significant effect for Geniverse was that students in the technology-enhanced classrooms increased in science Self-Efficacy while students in the non-technology enhanced classrooms decreased. In addition, students from Non-AYP schools showed an improvement in Science and Technology Self-Efficacy; however the effects were small. The implications of these results for the future use of technology-enriched classrooms were discussed. Keywords: Technology-based instruction, Self-Efficacy, career goals and Adequate Yearly Progress (AYP).

Teaching habitat and animal classification to fourth graders using an engineering-design model

NASA Astrophysics Data System (ADS)

Marulcu, Ismail

2014-05-01

Background: The motivation for this work is built upon the premise that there is a need for research-based materials for design-based science instruction. In this paper, a small portion of our work investigating the impact of a LEGOTM engineering unit on fourth grade students' preconceptions and understanding of animals is presented. Purpose: The driving questions for our work are: (1) What is the impact of an engineering-design-based curricular module on students' understanding of habitat and animal classification? (2) What are students' misconceptions regarding animal classification and habitat? Sample: The study was conducted in an inner-city K-8 school in the northeastern region of the United States. There were two fourth grade classrooms in the school. The first classroom included seven girls and nine boys, whereas the other classroom included eight girls and eight boys. All fourth grade students participated in the study. Design and methods: In answering the research questions mixed-method approaches are used. Data collection methods included pre- and post-tests, pre- and post-interviews, student journals, and classroom observations. Identical pre- and post-tests were administered to measure students' understanding of animals. They included four multiple-choice and six open-ended questions. Identical pre- and post-interviews were administered to explore students' in-depth understanding of animals. Results: Our results show that students significantly increased their performance after instruction on both the multiple-choice questions (t = -3.586, p = .001) and the open-ended questions (t = -5.04, p = .000). They performed better on the post interviews as well. Also, it is found that design-based instruction helped students comprehend core concepts of a life science subject, animals. Conclusions: Based on these results, the main argument of the study is that engineering design is a useful framework for teaching not only physical science-related subjects, but also life science subjects in elementary science classrooms.

What goal is of most worth? The effects of the implementation of the Texas Assessment of Knowledge and Skills on elementary science teaching

NASA Astrophysics Data System (ADS)

Rodgers, Pamela England

This qualitative, narrative study centered on the effects of the implementation of the science portion of the fifth grade Texas Assessment of Knowledge and Skills (TAKS) on the instruction of science at the elementary level, grades one through five. Fourteen teachers and five administrators were interviewed at two elementary schools (kindergarten through grade four) and one middle school (grades five and six). Classroom observations of each of the teachers were also conducted. The study focused on the effect of the implementation of the science TAKS on the amount of time spent on science as well as the instructional methods utilized in the elementary science classroom. Lower grade levels were found to have changed little in these areas unless strong administrative leadership---emphasizing curriculum alignment, providing adequate materials and facilities, and encouraging sustained, content-based professional development in science---was present in the school. At the fifth grade level, however, the amount of time spent on science had increased significantly, although the instructional methods utilized by the teachers were focused more often upon increasing ratings on the test rather than providing the research-based best practice methods of hands-on, inquiry-based science instruction. In addition, the study also explored the teachers' and administrators' perceptions of the state and local mandates concerning science instruction and preparation for the TAKS. Other topics that came to light during the course of the study included the teachers' views on accountability and the effects of the state assessments on children in their classrooms. It was found that most teachers readily accept accountability for themselves, but are opposed to one-shot high-stakes tests which they feel are damaging for their students emotionally and academically---adversely affecting their love of learning science.

Does interactive instruction in introductory physics impact long-term outcomes for students?

NASA Astrophysics Data System (ADS)

Gordon, Vernita

Early college classroom experiences contribute greatly to students leaving STEM majors. Peer instruction is a research-based pedagogy in which students, in small groups in the classroom, discuss concepts and work short problems. A single study at Harvard found that taking peer-instruction introductory physics also increases persistence in science majors. To what degree, if at all, peer instruction helps retention and performance for STEM majors at large public institutions (like University of Texas, Austin) is not known. Here I describe the results of a retrospective pilot study comparing outcomes for students who took different sections of the same calculus-based introductory mechanics course in Fall 2012 and Fall 2014. Compared with traditional lecture sections, peer-instruction sections had a 50% lower drop rate, a 40% / 55% higher rate of enrollment in the 2nd/ 3rd courses in the sequence, and, for the Fall 2012 cohort, a 74% / 165% higher rate of graduating from UT Austin / the UT Austin College of Natural Sciences by Fall 2015. I will discuss weaknesses of this retrospective pilot study and present plans for an intentionally-designed study to be implemented beginning Fall 2017.

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

PubMed Central

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

2012-01-01

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 sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers’ inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms. PMID:23222837

Teaching neuroscience to science teachers: facilitating the translation of inquiry-based teaching instruction to the classroom.

PubMed

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

2012-01-01

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 sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers' inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms.

Managing Mathematics: How Does Classroom Management Affect the Maintenance of High Cognitive Demand Tasks during Lessons with Standards-Based Instructional Materials?

ERIC Educational Resources Information Center

Barriteau Phaire, Candace

2013-01-01

The teaching and learning of mathematics has been the subject of debate for over 30 years and the most recent reform efforts are in response to concerns regarding the mathematical competence of students in the United States (Ball, Hill, & Bass, 2005; Battista, 1994; Cavanagh, 2008). Standards-based Instructional Materials (SBIM) allows…

Lessons Learnt from Employing van Hiele Theory Based Instruction in Senior Secondary School Geometry Classrooms

ERIC Educational Resources Information Center

Alex, Jogymol Kalariparambil; Mammen, Kuttickattu John

2016-01-01

This paper reports on a part of a study which was conducted to determine the effect of van Hiele theory based instruction in the teaching of geometry to Grade 10 learners. The sample consisted of 359 participants from five conveniently selected schools from Mthatha District in the Eastern Cape Province in South Africa. There were 195 learners in…

Review of Research-Based Interventions for Students with Autism Spectrum Disorders in Content Area Instruction: Implications and Considerations for Classroom Practice

ERIC Educational Resources Information Center

Spencer, Vicky G.; Evmenova, Anya S.; Boon, Richard T.; Hayes-Harris, Laura

2014-01-01

The purpose of this article is to provide a comprehensive review of the published research-based strategies used in content area instruction for students with autism spectrum disorders (ASD). Twenty-eight (N = 28) studies published from 2000-2012 that met the criteria for inclusion were located, reviewed, and synthesized. Findings revealed the…

Explicit Instruction and Next Generation Science Standards Aligned Classrooms: A Fit or a Split?

ERIC Educational Resources Information Center

Therrien, William J.; Benson, Sarah K.; Hughes, Charles A.; Morris, Jared R.

2017-01-01

The purpose of this article is to discuss the use of explicit instruction in the curriculum area of science where non-explicit approaches (e.g., discovery learning) are often used. While there has been a relative paucity of research on explicit instruction in science classrooms, we argue that explicit instruction, particularly when it is embedded…

Educational Technology: Computer-Based Instruction. Hearing before the Subcommittee on Technology and Competitiveness of the Committee on Science, Space, and Technology. U.S. House of Representatives, One Hundred Second Congress, First Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Science, Space and Technology.

This hearing on computer assisted instruction and the use of educational technology in classrooms was held in response to a presidential request that instructional innovation be given special attention, particularly in science and mathematics education, in every congressional district. This transcript of the hearing includes statements presented…

Equity Conscious Instruction in Problem-based Multilingual Science Classrooms

NASA Astrophysics Data System (ADS)

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.

Transfer of Instructional Practices from Freedom Schools to the Classroom

ERIC Educational Resources Information Center

Stanford, Myah D.

2017-01-01

The instructional practices of three current classroom teachers who formerly served as Servant Leader Interns (SLIs) in the Children's Defense Fund Freedom Schools (CDFFS) Program were examined. Haskell ("Transfer of learning: cognition, instruction, and reasoning." Academic Press, San Diego, 2001) outlined eleven principles of transfer…

Working Collaboratively To Support Struggling Readers in the Inclusive Classroom.

ERIC Educational Resources Information Center

Fitzharris, Linda H.; Hay, Genevieve H.

2001-01-01

Focuses on the complementary model of Lawton's (1999) three collaborative instructional models. Notes that the complementary model establishes the classroom teacher as the educator primarily responsible for instruction. Discusses collaboration during reading instruction, helping students prepare to read, helping students engage in the reading…

Technologies To Improve In-Class Instruction. Resource Paper.

ERIC Educational Resources Information Center

Sharma, Motilal

It is especially important that teachers working in classrooms in rural areas of developing countries select instructional technologies that are appropriate, pedagogically sound, innovative, cost-effective, and manageable. When selecting the instructional media that will be used in a particular classroom situation, teachers should remember that…

Technology Use in Science Instruction (TUSI): Aligning the Integration of Technology in Science Instruction in Ways Supportive of Science Education Reform

NASA Astrophysics Data System (ADS)

Campbell, Todd; Abd-Hamid, Nor Hashidah

2013-08-01

This study describes the development of an instrument to investigate the extent to which technology is integrated in science instruction in ways aligned to science reform outlined in standards documents. The instrument was developed by: (a) creating items consistent with the five dimensions identified in science education literature, (b) establishing content validity with both national and international content experts, (c) refining the item pool based on content expert feedback, (d) piloting testing of the instrument, (e) checking statistical reliability and item analysis, and (f) subsequently refining and finalization of the instrument. The TUSI was administered in a field test across eleven classrooms by three observers, with a total of 33 TUSI ratings completed. The finalized instrument was found to have acceptable inter-rater intraclass correlation reliability estimates. After the final stage of development, the TUSI instrument consisted of 26-items separated into the original five categories, which aligned with the exploratory factor analysis clustering of the items. Additionally, concurrent validity of the TUSI was established with the Reformed Teaching Observation Protocol. Finally, a subsequent set of 17 different classrooms were observed during the spring of 2011, and for the 9 classrooms where technology integration was observed, an overall Cronbach alpha reliability coefficient of 0.913 was found. Based on the analyses completed, the TUSI appears to be a useful instrument for measuring how technology is integrated into science classrooms and is seen as one mechanism for measuring the intersection of technological, pedagogical, and content knowledge in science classrooms.

Pay It Forward: High School Video-based Instruction Can Disseminate CPR Knowledge in Priority Neighborhoods.

PubMed

Del Rios, Marina; Han, Josiah; Cano, Alejandra; Ramirez, Victor; Morales, Gabriel; Campbell, Teri L; Hoek, Terry Vanden

2018-03-01

The implementation of creative new strategies to increase layperson cardiopulmonary resuscitation (CPR) and defibrillation may improve resuscitation in priority populations. As more communities implement laws requiring CPR training in high schools, there is potential for a multiplier effect and reach into priority communities with low bystander-CPR rates. We investigated the feasibility, knowledge acquisition, and dissemination of a high school-centered, CPR video self-instruction program with a "pay-it-forward" component in a low-income, urban, predominantly Black neighborhood in Chicago, Illinois with historically low bystander-CPR rates. Ninth and tenth graders followed a video self-instruction kit in a classroom setting to learn CPR. As homework, students were required to use the training kit to "pay it forward" and teach CPR to their friends and family. We administered pre- and post-intervention knowledge surveys to measure knowledge acquisition among classroom and "pay-it-forward" participants. Seventy-one classroom participants trained 347 of their friends and family, for an average of 4.9 additional persons trained per kit. Classroom CPR knowledge survey scores increased from 58% to 93% (p < 0.0001). The pay-it-forward cohort saw an increase from 58% to 82% (p < 0.0001). A high school-centered, CPR educational intervention with a "pay-it-forward" component can disseminate CPR knowledge beyond the classroom. Because schools are centrally-organized settings to which all children and their families have access, school-based interventions allow for a broad reach that encompasses all segments of the population and have potential to decrease disparities in bystander CPR provision.

Guided Reading in Inclusive Middle Years Classrooms

ERIC Educational Resources Information Center

Lyons, Wanda; Thompson, Scott Anthony

2012-01-01

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…

Pacific Rim Cultures in the Classroom. Multicultural Education Resource Series.

ERIC Educational Resources Information Center

Ogilvie, A. Barretto, Ed.; Magnusson, Elaine, Ed.

Seventeen instructional units on Asian and Pacific culture, society, and economic life are provided in this handbook, the result of a workshop entitled "Pacific Rim Cultures in the Classroom." Most of the lessons include suggestions for classroom activities, quizzes, and supplementary reading matter. The instructional units are organized…

Learning about Teachers' Literacy Instruction from Classroom Observations

ERIC Educational Resources Information Center

Kelcey, Ben; Carlisle, Joanne F.

2013-01-01

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 (e.g.,…

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

ERIC Educational Resources Information Center

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

2014-01-01

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…

An Examination of Interactive Whiteboard Perceptions using the Concerns-Based Adoption Model Stages of Concern and the Apple Classrooms of Tomorrow Model of Instructional Evolution

ERIC Educational Resources Information Center

Hall, Jeffrey; Chamblee, Gregory; Slough, Scott

2013-01-01

Two high school mathematics teachers who use Interactive Whiteboards (IWBs) in the classroom were interviewed annually over the course of three years regarding their perceptions of the technology. During the third year, the two teachers were asked to complete the Concerns-Based Adoption Model Stages of Concern Questionnaire. The data obtained from…

Enhancing Soldier-Centered Learning with Emerging Training Technologies and Integrated Assessments

DTIC Science & Technology

2013-12-01

classroom and game -based training platform. The mobile training focuses on declarative knowledge and covers basic terminology and principles for...International, has over 20 years of experience in instructional design with focus on game -based training for Defense-related projects. Jessie Hyland...training content, which teaches Soldiers how to operate a common piece of signal equipment, is delivered via a mobile device, virtual classroom and game

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

ERIC Educational Resources Information Center

Salas, Alexandra

2016-01-01

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…

It's All about Baxter: Task Orientation in the Effective Teaching of Writing

ERIC Educational Resources Information Center

Gadd, Murray; Parr, Judy M.

2016-01-01

This New Zealand-based study of the classroom practice of nine exemplary teachers of writing to upper primary-age students explored the significance of task orientation as a component of effective teacher instruction and the instructional strategies or actions that effective teachers utilise to promote such. Effectiveness pertains to teachers…

Multiple Intelligences: The Most Effective Platform for Global 21st Century Educational and Instructional Methodologies

ERIC Educational Resources Information Center

McFarlane, Donovan A.

2011-01-01

This paper examines the theory of Multiple Intelligences (MI) as the most viable and effective platform for 21st century educational and instructional methodologies based on the understanding of the value of diversity in today's classrooms and educational institutions, the unique qualities and characteristics of individual learners, the…

Instructional Reasoning about Interpretations of Student Thinking That Supports Responsive Teaching in Secondary Mathematics

ERIC Educational Resources Information Center

Dyer, Elizabeth B.; Sherin, Miriam Gamoran

2016-01-01

Basing instruction on the substance of student thinking, or responsive teaching, is a critical strategy for supporting student learning. Previous research has documented responsive teaching by identifying observable teaching practices in a broad range of disciplines and classrooms. However, this research has not provided access to the teacher…

Robust Implementation of MDC: Teacher Perceptions of Tool Use and Outcomes. Brief Three

ERIC Educational Resources Information Center

Lawrence, Nancy; Sanders, Felicia

2012-01-01

The Bill and Melinda Gates Foundation has invested in the development and dissemination of high-quality instructional and formative assessment tools to support teachers' incorporation of the Common Core State Standards (CCSS) into their classroom instruction. Lessons from the first generation of standards-based reforms suggest that intense…

Robust Implementation of LDC: Teacher Perceptions of Tool Use and Outcomes. Brief Two

ERIC Educational Resources Information Center

Reumann-Moore, Rebecca; Sanders, Felicia

2012-01-01

The Bill and Melinda Gates Foundation has invested in the development and dissemination of high-quality instructional and formative assessment tools to support teachers' incorporation of the Common Core State Standards (CCSS) into their classroom instruction. Lessons from the first generation of standards-based reforms suggest that intense…

Graduate Student Research Instruction: Testing an Interactive Web-Based Library Tutorial for a Health Sciences Database

ERIC Educational Resources Information Center

Lechner, David L.

2005-01-01

Interactive electronic tutorials offer flexibility in delivering library instruction; however, questions linger regarding their effectiveness compared to traditional librarian-led classroom lectures. This study examines a tutorial introducing health science students to the Cumulative Index to Nursing and Allied Health Literature database. Half the…

The McLuhan Global Classroom: A Singapore-U.S. One-Year Instructional Interaction.

ERIC Educational Resources Information Center

Aune, Adonica Schultz; Lim, Dan

WebCT was integrated and modeled in a global Instructional Technology (IT) Certification Summer Institute offered through the University of Minnesota. Courses were first introduced with an on-site certification where technology integration was modeled in each course through the use of highly interactive web-based learning applications and games…

Surveys of Enacted Curriculum Content & Instruction in Focus

ERIC Educational Resources Information Center

Council of Chief State School Officers, 2013

2013-01-01

The "Surveys of Enacted Curriculum" (SEC) is a Web-based tool that provides K-12 mathematics, science, English language arts, and social studies teachers with consistent data, both on current instructional practices and the content actually being taught in their classrooms (the "how" and the "what"). Survey results are presented in clear and…

Studying the Impact of Three Different Instructional Methods on Preservice Teachers' Decision-Making

ERIC Educational Resources Information Center

Cevik, Yasemin Demiraslan; Andre, Thomas

2014-01-01

This study compared the impact of three types of instructional methods (case-based learning, worked example and faded worked example) on preservice teachers' (n?=?72) decision-making about classroom management. A quasi-experimental study was conducted to investigate both the outcomes and the processes of preservice teachers' decision-making…

Technology and Secondary Writing: A Review of the Literature

ERIC Educational Resources Information Center

Blankenship, Matthew U.; Margarella, Erin E.

2014-01-01

This article reports a review of the literature that focused on relationship between writing instruction and technology in the secondary classroom since the passing of the No Child Left Behind Act over the past two decades. Based on the search, six themes have emerged across the fields of writing instruction and assessment. Within writing…

A Professional Learning Community Activity for Science Teachers: How to Incorporate Discourse-Rich Instructional Strategies into Science Lessons

ERIC Educational Resources Information Center

Lewis, Elizabeth; Baker, Dale; Watts, Nievita Bueno; Lang, Michael

2014-01-01

In this article we describe current educational research underlying a comprehensive model for building a scientific classroom discourse community. We offer a professional development activity for a school-based professional learning community, providing specific science instructional strategies within this interactive teaching model. This design…

Student-Described Engagement with Text: Insights Are Discovered from Fourth Graders

ERIC Educational Resources Information Center

Weih, Timothy G.

2014-01-01

This article reports on a research study investigating student-described engagement with self-selected text in a classroom where a core reading program (in the context of this study meaning instruction based primarily on manuals and commercial textbooks) comprised the majority of their literacy instruction. Fourth grade students were invited to…

Is Online Instruction Perceived as Effective as Campus Instruction by Graduate Students in Education?

ERIC Educational Resources Information Center

Robertson, Janna Siegel; Grant, Michael M.; Jackson, Lorrie

2005-01-01

At a southern metropolitan university, the researchers examined the students' perceived quality of the learning experience of the online courses as compared to classroom-based learning for graduate education courses. The researchers used Chickering and Gamson's (1987) [Chickering, A. W., & Gamson, Z. F. (1987, March). Seven principles for good…

Automatic Classification of Question & Answer Discourse Segments from Teacher's Speech in Classrooms

ERIC Educational Resources Information Center

Blanchard, Nathaniel; D'Mello, Sidney; Olney, Andrew M.; Nystrand, Martin

2015-01-01

Question-answer (Q&A) is fundamental for dialogic instruction, an important pedagogical technique based on the free exchange of ideas and open-ended discussion. Automatically detecting Q&A is key to providing teachers with feedback on appropriate use of dialogic instructional strategies. In line with this, this paper studies the…

Finding Possibility in Pitfalls: The Role of Permeable Methods Pedagogy in Preservice Teacher Learning

ERIC Educational Resources Information Center

Hebard, Heather

2016-01-01

Background/context: Tensions between university-based teacher preparation courses and field placements have long been identified as an obstacle to novices' uptake of promising instructional practices. This tension is particularly salient for writing instruction, which continues to receive inadequate attention in K-12 classrooms. More scholarship…

Evaluating Design Enhancements to the Tablet Arm Chair in Language Instruction Classes at UNC Chapel Hill

ERIC Educational Resources Information Center

Henshaw, Robert Griffith; Reubens, Andrea

2014-01-01

Higher education institutions are increasingly interested in cost-effective classroom furniture solutions that support diverse teaching methods by facilitating movement between lecture and interactive instructional methods such as small group work. Several furniture manufacturers are exploring designs based on the traditional tablet arm chair. A…

Teaching and Learning with Computers! A Method for American Indian Bilingual Classrooms.

ERIC Educational Resources Information Center

Bennett, Ruth

Computer instruction can offer particular benefits to the Indian child. Computer use emphasizes the visual facets of learning, teaches language based skills needed for higher education and careers, and provides types of instruction proven effective with Indian children, such as private self-testing and cooperative learning. The Hupa, Yurok, Karuk,…

Supporting Classroom Instruction: The Textbook Navigator/Journal

ERIC Educational Resources Information Center

Cogan, Leland S.; Burroughs, Nathan; Schmidt, William H.

2015-01-01

Researchers at the Center for the Study of Curriculum at Michigan State University have developed a tool to help teachers implement the Common Core State Standards in mathematics by letting standards, not textbooks, guide their instruction. Using the web-based Textbook Navigator/Journal, teachers can pick a standard and ask which portions of the…

Instructed Concept Appropriation and L2 Pragmatic Development in the Classroom

ERIC Educational Resources Information Center

van Compernolle, Rémi A.; Henery, Ashlie

2014-01-01

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…

Explaining Variation in Instructional Time: An Application of Quantile Regression

ERIC Educational Resources Information Center

Corey, Douglas Lyman; Phelps, Geoffrey; Ball, Deborah Loewenberg; Demonte, Jenny; Harrison, Delena

2012-01-01

This research is conducted in the context of a large-scale study of three nationally disseminated comprehensive school reform projects (CSRs) and examines how school- and classroom-level factors contribute to variation in instructional time in English language arts and mathematics. When using mean-based OLS regression techniques such as…

Travel and Transportation. An Adult Competency Education Learning Module.

ERIC Educational Resources Information Center

Wallace, Virginia

This instructional unit on travel and transportation is one of six Adult Competency Education Learning Modules designed for use in a program of competency-based instruction for students with intermediate reading level ability. It is self-contained and designed for immediate classroom use. Each of five lessons contains these types of materials:…

Improving Creative Problem-Solving in a Sample of Third Culture Kids

ERIC Educational Resources Information Center

Lee, Young Ju; Bain, Sherry K.; McCallum, R. Steve

2007-01-01

We investigated the effects of divergent thinking training (with explicit instruction) on problem-solving tasks in a sample of Third Culture Kids (Useem and Downie, 1976). We were specifically interested in whether the children's originality and fluency in responding increased following instruction, not only on classroom-based worksheets and the…

Blended Instruction: The Roaring Twenties Meets Coursesites.com

ERIC Educational Resources Information Center

Waldron, Diane L.

2014-01-01

The action research study described in this report outlines the design and implementation of a unit of blended instruction in a traditional high school English classroom. Twenty technical high school students in an 11th grade Honors English class engaged in a variety of internet-based activities in conjunction with traditional learning activities…

Human Resource Support for School Principals in Two, Urban School Districts: An Exploratory Study

ERIC Educational Resources Information Center

Lochmiller, Chad R.

2010-01-01

School districts are increasingly focused on instructional practice in classrooms. Many urban school districts have shifted decision-making responsibility to school principals in order to improve instruction. This reform strategy has been referred to as decentralization or school-based management. Decentralization has a significant influence on…

The Effective Supervision, Coordination and Improvement of the Instructional Activities of Professional Colleagues.

ERIC Educational Resources Information Center

Schonberger, Vincent L.

1982-01-01

Focuses upon general improvement of classroom instruction, advocating a more personal and analytical supervisory approach. Advocates a change from the present supervisory practices of fear and distrust, in which power stifles creativity and innovative thought, to that of consultation and collaboration based on social management principles of…

Teachers' goal orientations: Effects on classroom goal structures and emotions.

PubMed

Wang, Hui; Hall, Nathan C; Goetz, Thomas; Frenzel, Anne C

2017-03-01

Prior research has shown teachers' goal orientations to influence classroom goal structures (Retelsdorf et al., 2010, Learning and Instruction, 20, 30) and to also impact their emotions (Schutz et al., 2007, Emotion in education, Academic Press, Amsterdam, the Netherlands). However, empirical research evaluating possible causal ordering and mediation effects involving these variables in teachers is presently lacking. The present 6-month longitudinal study investigated the relations between varied motivational, behavioural, and emotional variables in practising teachers. More specifically, this study examined the reciprocal, longitudinal relations between teachers' achievement goals, classroom goal structures, and teaching-related emotions, as well as cumulative mediational models in which observed causal relations were evaluated. Participants were 495 practising teachers from Canada (86% female, M = 42 years). Teachers completed a web-based questionnaire at two time points assessing their instructional goals, perceived classroom goal structures, achievement emotions, and demographic items. Results from cross-lagged analyses and structural equation modelling showed teachers' achievement goals to predict their perceived classroom goal structures that, in turn, predicted their teaching-related emotions. The present results inform both Butler's (2012, Journal of Educational Psychology, 104, 726) theory on teachers' achievement goals and Frenzel's (2014, International handbook of emotions in education, Routledge, New York, NY) model of teachers' emotions in showing teachers' instructional goals to both directly predict their teaching-related emotions, as well as indirectly through the mediating effects of classroom goal structures. © 2016 The British Psychological Society.

Classroom Instruction: The Influences of Marie Clay

ERIC Educational Resources Information Center

McNaughton, Stuart

2014-01-01

Marie Clay's body of work has influenced classroom instruction in direct and indirect ways, through large overarching themes in our pedagogical content knowledge as well as specific smart practices. This paper focuses on her the contributions to our thinking about instruction which come from two broad theoretical concepts; emergent literacy…

Response Switching and Self-Efficacy in Peer Instruction Classrooms

ERIC Educational Resources Information Center

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

2015-01-01

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…

Computer-Assisted Instruction: A Case Study of Two Charter Schools

ERIC Educational Resources Information Center

Keengwe, Jared; Hussein, Farhan

2013-01-01

The purpose of this study was to examine the relationship in achievement gap between English language learners (ELLs) utilizing computer-assisted instruction (CAI) in the classroom, and ELLs relying solely on traditional classroom instruction. The study findings showed that students using CAI to supplement traditional lectures performed better…

Creating Shared Instructional Products: An Alternative Approach to Improving Teaching

ERIC Educational Resources Information Center

Morris, Anne K.; Hiebert, James

2011-01-01

To solve two enduring problems in education--unacceptably large variation in learning opportunities for students across classrooms and little continuing improvement in the quality of instruction--the authors propose a system that centers on the creation of shared instructional products that guide classroom teaching. By examining systems outside…

The importance of formative assessment in science and engineering ethics education: some evidence and practical advice.

PubMed

Keefer, Matthew W; Wilson, Sara E; Dankowicz, Harry; Loui, Michael C

2014-03-01

Recent research in ethics education shows a potentially problematic variation in content, curricular materials, and instruction. While ethics instruction is now widespread, studies have identified significant variation in both the goals and methods of ethics education, leaving researchers to conclude that many approaches may be inappropriately paired with goals that are unachievable. This paper speaks to these concerns by demonstrating the importance of aligning classroom-based assessments to clear ethical learning objectives in order to help students and instructors track their progress toward meeting those objectives. Two studies at two different universities demonstrate the usefulness of classroom-based, formative assessments for improving the quality of students' case responses in computational modeling and research ethics.

Flipping the Classroom in Freshman English Library Instruction: A Comparison Study of a Flipped Class versus a Traditional Lecture Method

ERIC Educational Resources Information Center

Rivera, Eduardo

2017-01-01

A problem that Instruction Librarians often grapple with is the lack of time that is necessary to deliver, and assess, proper library instruction to students so the students grasp the Information Literacy concepts that are delivered especially in one or two instruction sessions. This article examines using the flipped classroom model in English…

The effects of departmentalized and self-contained classrooms on fifth-grade students' achievement in science on the Georgia Criterion Referenced Competency Test

NASA Astrophysics Data System (ADS)

Koch, Lisa S.

Elementary instruction of fifth grade classrooms was found to be primarily in two organizational models in a school district northwest of Atlanta, Georgia. The self-contained classroom provided a generalist teacher responsible for the instruction of all academic subjects to one group of students throughout the day, while departmentalized classrooms were structured utilizing one teacher for the instruction of one or two content areas, and students rotated throughout the day for each of the academic subjects. The majority of studies looking at the effect of instructional organization were concentrated in the content areas of mathematics and reading. This quantitative study, utilized an ex post facto methodology to determine whether fifth grade students attending departmentalized schools or self-contained classrooms had higher student achievement in science as measured by the Georgia Criterion Referenced Competency Test (CRCT). The statistical data was collected through the Georgia Department of Education and included raw mean scores of over 500 students attending departmentalized schools and 500 students attending self-contained classrooms, along with the various subgroups such as gender, ethnicity status, English language learners (ELL), and students with disability (SWD) placement. This data was analyzed to show if a significant statistical difference emerged from either instructional organization. The overall results that emerged from the archival data suggested no significant difference in student achievement existed for almost all subgroups tested of the total 1000+ participant scores used in the study. The results also did however, showed the departmentalization model of instruction had a slight advantage over self-contained classrooms for male students with disabilities.

Creating Interactive Teaching Methods for ASTRO 101 That Really Work

NASA Astrophysics Data System (ADS)

Prather, E. E.; Adams, J. P.; Bailey, J. M.; Huggins, D.; Jones, L. V.; Slater, T. F.

2004-05-01

Acknowledging that lecture-based teaching methods are insufficient at promoting significant conceptual gains for students in the introductory astronomy course for non-science majors (ASTRO 101) is only the first step. But then, what can you do besides lecture? The Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona has been developing and conducting research on the effectiveness of learner-centered instructional materials that put students in an active role in the classroom. With the support of an NSF CCLI (9952232) and NSF Geosciences Education (9907755) awards, we have designed and field-tested a set of innovative instructional materials called Lecture Tutorials. These Lecture Tutorial activities are intended for use with collaborative student learning groups and are designed specifically to be easily integrated into existing conventional lecture-based courses. As such, these instructional materials directly address the needs of heavily loaded teaching faculty in that they offer effective, learner-centered, classroom-ready activities that do not require any outside equipment/staffing or a drastic course revision for implementation. Each 15-minute Lecture-Tutorial poses a carefully crafted sequence of conceptually challenging, Socratic-dialogue driven questions, along with graphs and data tables, all designed to encourage students to reason critically about conceptually challenging and commonly taught topics in astronomy. The materials are based on research into student beliefs and reasoning difficulties and make use of a conceptual change instructional framework that promotes the intellectual engagement of students. Our research into the effectiveness of the Lecture Tutorials illustrates that traditional lectures alone make unsatisfactory gains on student understanding; however, supplementing traditional instruction with the lecture tutorials helps students make impressive conceptual gains over traditional instruction. In addition to the Lecture Tutorials we will discuss our current development of another set of engaging conceptual exercises that may have special benefit in the ASTRO 101 classroom known as Ranking Tasks.

Novice Urban Elementary School Teachers' Reports of the Supports They Receive from Their Instructional Leaders to Be Culturally Responsive to the Students in Their Classrooms

ERIC Educational Resources Information Center

Morton, Angela Burke

2012-01-01

Cultural competence in education is a vital part of running an effective classroom with cross-cultural relationships. However, there has been limited research addressing the supports classroom teachers receive from their instructional leaders in being culturally responsive to the students in their classroom. The purpose of this study was to…

The Effect of Content-Focused Coaching on the Quality of Classroom Text Discussions

ERIC Educational Resources Information Center

Matsumura, Lindsay Clare; Garnier, Helen E.; Spybrook, Jessaca

2012-01-01

This study examines the effect of a comprehensive literacy-coaching program focused on enacting a discussion-based approach to reading comprehension instruction (content-focused coaching [CFC]) on the quality of classroom text discussions over 2 years. The study used a cluster-randomized trial in which schools were assigned to either CFC or…

The Role of Staff Development in the Improvement of Reading Instruction.

ERIC Educational Resources Information Center

Winn, Deanna D.; Mitchell, Judith P.

More is known about the effective teaching of reading than is reflected in classroom practice. The critical link in the chain from research findings to classroom practices is staff development. A staff development model was designed, based upon the notions that change is a gradual and difficult process for teachers; that teachers vary widely in…

Integrating Pragmatics Instruction in a Content-Based Classroom

ERIC Educational Resources Information Center

Krulatz, Anna

2014-01-01

The issue of teaching pragmatics in foreign and second language classrooms has received a lot of attention in the recent years. Its origins can be dated back to the Cross-Cultural Speech Act Realization Project (CCSRAP) led by Blum-Kulka, House and Kasper (1989) and the research on interlanguage speech acts that followed (for a comprehensive…

Establishing a Strong Foundation: District and School Supports for Classroom Implementation of the MDC Framework

ERIC Educational Resources Information Center

Lawrence, Nancy; Sanders, Felicia; Christman, Jolley Bruce; Duffy, Mark

2011-01-01

The Bill and Melinda Gates Foundation has invested in the development and dissemination of high-quality formative assessment tools to support teachers' incorporation of the Core Common State Standards (CCSS) into their classroom instruction. Lessons from the first generation of standards-based reforms suggest that intense attention to high quality…

The Effectiveness of Function-Based Classroom Interventions Using Functional Behavior Assessments and an In-School Suspension Program

ERIC Educational Resources Information Center

Smith, Clinton

2010-01-01

Every day administrators and teachers issue increasing numbers of disciplinary referrals that document problematic behaviors in the classroom. When placed in in-school suspension (ISS) because of disciplinary reasons students lose valuable academic instruction time and their academic achievement is negatively impacted. ISS produces little, if any,…

The Inclusive Classroom Profile (ICP) Preliminary Findings of Demonstration Study in North Carolina

ERIC Educational Resources Information Center

Soukakou, E.; Winton, P.; West, T.

2012-01-01

The Inclusive Classroom Profile (ICP) was developed in response to a lack of validated instruments designed specifically to measure the quality of inclusive practices, and it is based on research evidence on the effectiveness of specialized instructional strategies for meeting the individual needs of children in inclusive settings (Odom, 2004;…

A Brave New World: Synchronous Environments in the Literature Classroom.

ERIC Educational Resources Information Center

Rozema, Robert

The Internet may be the ultimate immersive and participatory medium, opening doors as it does to countless story worlds. As such, it has much to offer reading instruction in both elementary and secondary classrooms. This paper explores how a teacher used one web application--a text-based virtual environment called a MOO--to encourage his high…

Explorations of Year 10 Students' Conceptual Change during Instruction

ERIC Educational Resources Information Center

Hubber, Peter

2005-01-01

This article reports on a classroom-based case study of a group of six Year 10 students, within a class of 23 students. The study implemented constructivist-informed teaching and learning approaches within a classroom setting in the topic of optics and documented any changes in the conceptual understanding students had about seven central concepts…

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

ERIC Educational Resources Information Center

McNamee, Merideth M.

2011-01-01

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…

Persuasive Writing with Mobile-Based Graphic Organizers in Inclusive Classrooms across the Curriculum

ERIC Educational Resources Information Center

Regan, Kelley; Evmenova, Anya S.; Good, Kevin; Legget, Alicia; Ahn, Soo Y.; Gafurov, Boris; Mastropieri, Margo

2018-01-01

As writing instruction expands beyond the language arts classroom, students with disabilities, English language learners, and others who struggle with writing continue to need support with written expression. A timely practice to support student writing is the use of technology. This study used a quasi-experimental group design to examine the…

Using Technology to Break Gender Barriers: Gender Differences in Teachers' Information and Communication Technology Use in Saudi Arabian Classrooms

ERIC Educational Resources Information Center

Wiseman, Alexander W.; Al-bakr, Fawziah; Davidson, Petrina M.; Bruce, Elizabeth

2018-01-01

How does teachers' gender influence their information and communication technology-based instruction in Saudi Arabian government schools? Using unique data collected in Riyadh, Saudi Arabia, in 2014, the analyses presented here show that male and female teachers in intermediate school classrooms differently use information and communication…

A Musical Approach to Reading Fluency: An Experimental Study in First-Grade Classrooms

ERIC Educational Resources Information Center

Leguizamon, Daniel F.

2010-01-01

The purpose of this quantitative, quasi-experimental study was to investigate the relationship between Kodaly-based music instruction and reading fluency in first-grade classrooms. Reading fluency and overall reading achievement were measured for 109 participants at mid-point in the academic year pre- and post treatment. Tests were carried out to…

Enhancing Literacy Practices in Science Classrooms through a Professional Development Program for Canadian Minority-Language Teachers

ERIC Educational Resources Information Center

Rivard, Léonard P.; Gueye, Ndeye R.

2016-01-01

'Literacy in the Science Classroom Project" was a three-year professional development (PD) program supporting minority-language secondary teachers' use of effective language-based instructional strategies for teaching science. Our primary objective was to determine how teacher beliefs and practices changed over time and how these were enacted…

Assessment in the Private Studio Setting: Supporting Student Learning, Providing Effective Instruction, and Building Faculty-Student Interaction

ERIC Educational Resources Information Center

Laubenthal, Jennifer

2018-01-01

A significant amount of literature exists about how to design and implement an effective assessment process for students in a music program, specifically in the classroom setting. This article suggests a framework for incorporating individualized assessment in the private-lesson setting based on effective classroom assessment practices. Many…

Beyond the Flipped Classroom: Redesigning a Research Methods Course for e[superscript3] Instruction

ERIC Educational Resources Information Center

Hoffman, Ellen S.

2014-01-01

The "flipped classroom" has gained in popularity as a new way to structure teaching in which lectures shift from in-class events to digitally-based homework, freeing up class time for practice exercises and discussion. However, critics note such a teaching strategy continues emphasis on the less effective techniques of the lecture as…

Supporting Teachers' Use of Research-Based Instructional Sequences

ERIC Educational Resources Information Center

Cobb, Paul; Jackson, Kara

2015-01-01

In this paper, we frame the dissemination of the products of classroom design studies as a process of supporting the learning of large numbers of teachers. We argue that high-quality pull-out professional development is essential but not sufficient, and go on to consider teacher collaboration and one-on-one coaching in the classroom as additional…

Recreating Realities: An Ethnographic/Case Study Approach to the Historic Composition Classroom.

ERIC Educational Resources Information Center

Claywell, Gina

Traditional histories of American college composition instruction in the 19th and 20th centuries examine primarily the textbooks used in those courses, then draw conclusions based on the content of those textbooks about the activities and attitudes expressed in the classroom. The canon of composition historiography is lacking in several ways: the…

Verbalizing in the Second Language Classroom: The Development of the Grammatical Concept of Aspect

ERIC Educational Resources Information Center

Garcia, Prospero N.

2012-01-01

Framed within a Sociocultural Theory of Mind (SCT) in the field of Second Language Acquisition (Lantolf & Thorne, 2006), this dissertation explores the role of verbalizing in the internalization of grammatical categories through the use of Concept-based Instruction (henceforth CBI) in the second language (L2) classroom. Using Vygotsky's…

Development of a System for Observing Dance Activities in the Classroom Environment (SODANCE)

ERIC Educational Resources Information Center

Sims, Meredith; Abel, Mark; Clasey, Jody; Beighle, Aaron; Fedewa, Alicia; Erwin, Heather

2016-01-01

This study sought to develop a system for observing dance activities in the classroom environment (SODANCE) based on the system for observing fitness instructional time (SOFIT). SODANCE utilizes direct observation to quantify the physical activity intensity of dance activities. Female students aged 11-17 years participated in an activity protocol…

Daily Autonomy Supporting or Thwarting and Students' Motivation and Engagement in the High School Science Classroom

ERIC Educational Resources Information Center

Patall, Erika A.; Steingut, Rebecca R.; Vasquez, Ariana C.; Trimble, Scott S.; Pituch, Keenan A.; Freeman, Jen L.

2018-01-01

This diary study provided the first classroom-based empirical test of the relations between student perceptions of high school science teachers' various autonomy supporting and thwarting practices and students' motivation and engagement on a daily basis over the course of an instructional unit. Perceived autonomy supporting practices were…

Individualized Instruction Strategies in Mainstream Classrooms: Including Students with Autistic Spectrum Disorder

ERIC Educational Resources Information Center

Betts, Stephanie R.

2008-01-01

This literature review describes research based teaching strategies for general education teachers to provide equal education for students diagnosed with autism. General education classrooms are often made up of students with a broad spectrum of abilities, and it is the teacher's job to meet the needs of those students. Strategies addressed in…

Applying the Brakes: How Practical Classroom Decisions Affect the Adoption of Inquiry Instruction

ERIC Educational Resources Information Center

Yarnall, Louise; Fusco, Judi

2014-01-01

If college science instructors are to use inquiry practices more in the classroom, they need both professional support to foster comfort with the pedagogy and practical ways to engage students in inquiry. Over a semester, we studied 13 community college biology instructors as they adopted bioinformatics problem-based learning (PBL) modules in…

Integrating Elements of Inquiry into the Flow of Middle Level Teaching.

ERIC Educational Resources Information Center

Flick, Lawrence B.

This paper is a part of a research program whose purpose it is to design instruction for scaffolding classroom inquiry in middle school classrooms. Scaffolding is a dynamic process, reflecting teacher adjustments based on student responses. Even though a computer, textbook, or laboratory materials may serve as proxy for a "teacher", arguably the…

Students' Evocative Impact on Teacher Instruction and Teacher-Child Relationships

ERIC Educational Resources Information Center

Nurmi, Jari-Erik; Kiuru, Noona

2015-01-01

Classroom research has typically focused on the role of teaching practices and the quality of instruction in children's academic performance, motivation and adjustment--in other words, classroom interactions initiated by the teacher. The present article presents a model of classroom interactions initiated by the child, that is, the notion that a…

Instructional Variables of Inclusive Elementary Classrooms in Turkey

ERIC Educational Resources Information Center

Sucuoglu, Nimet Bulbin; Akalin, Selma; Pinar, Elif Sazak

2015-01-01

The purpose of this study is twofold: to determine the instructional variables of the inclusive classrooms in Turkey and to investigate to what extent the student behaviors change according to eco-behavioral characteristics of inclusive classrooms. The study group consisted of 44 students between the ages of six and 12 with mild disabilities who…

Learning Centers in the Classroom (Part of the Series: Developments in Classroom Instruction). Description of Teacher Inservice Education Materials.

ERIC Educational Resources Information Center

National Education Association, Washington, DC. Project on Utilization of Inservice Education R & D Outcomes.

The inservice teacher education package described here focuses on skill building in instructional, organizational, and managerial classroom techniques for developing and implementing learning centers. Seven specific learning centers are discussed, the subjects including microscopes, telling time, China, mathematics, economics, and adjectives.…

Why Can't I Play Here? The Classroom: A World in Miniature. Instructional Activities Series.

ERIC Educational Resources Information Center

Witthuhn, Burton O.

Third in the elementary set of teacher-developed instructional activities for teaching geography, this activity investigates spatial allocation through discussion and observation of classroom arrangements. Classroom space allocated for the teacher's desk, aisles, study area, and trash cans illustrates real-world locational concepts of geography…

Increasing the Inclusion of Reading Comprehension Strategies in Secondary Content-Area Classrooms

ERIC Educational Resources Information Center

Ness, Molly

2007-01-01

This article presents research on the frequency of reading comprehension instruction in secondary content-area classrooms. In 2,400 minutes of direct classroom observation, only 3% of instructional time was allotted to coaching middle and high school readers on the reading comprehension strategies essential to understanding informational text.…

Designing Instruction for Active and Reflective Learners in the Flipped Classroom

ERIC Educational Resources Information Center

Shahnaz, Sherina Mohamed Fauzi; Hussain, Raja Maznah Raja

2016-01-01

Purpose: This paper proposes a framework of instructional strategies that would facilitate active and reflective learning processes in the flipped classroom It is aimed at allowing one's maximum potential to be reached regardless of any individual learning style. As tertiary classrooms increasingly needs to be as active and social as possible, the…

Differentiated Instruction for Students with Disabilities: Using DI in the Music Classroom

ERIC Educational Resources Information Center

Darrow, Alice-Ann

2015-01-01

Students come to the music classroom with different educational readiness, learning styles, abilities, and preferences. In addition to these learner differences, classrooms in the United States are becoming more linguistically and culturally diverse each year. Differentiated instruction is an approach to teaching and learning that allows for these…

PSYCHOLOGICAL RESEARCH IN CLASSROOM LEARNING, REPORT ON A CONFERENCE (BROMWOODS RESIDENTIAL CENTER, WASHINGTON UNIVERSITY, ST. LOUIS, MO.).

ERIC Educational Resources Information Center

WIENTGE, KING M., ED.; AND OTHERS

PAPERS WERE PRESENTED AT A CONFERENCE ON CLASSROOM LEARNING ON SUCH TOPICS AS PROGRAM DESIGN, TESTING, AND OTHER EVALUATION TECHNIQUES, COMPUTER ASSISTED INSTRUCTION, PROGRAMED INSTRUCTION, SIMULATION, PACING, AND RETENTION. SEVERAL TREATED MILITARY TRAINING, ADULT LEARNING, AND ADULT-CENTERED CLASSROOM TECHNIQUES. IN ONE PAPER, THE SYSTEMS…

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

ERIC Educational Resources Information Center

Arnold-Garza, Sara

2014-01-01

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…

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

ERIC Educational Resources Information Center

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

2015-01-01

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…

Instructional Variables of Inclusive Elementary Classrooms in Turkey

ERIC Educational Resources Information Center

Sucuoglu, Nimet Bulbin; Akalin, Selma; Pinar, Elif Sazak

2014-01-01

The purpose of this study is twofold: to determine the instructional variables of the inclusive classrooms in Turkey and to investigate to what extent the student behaviors change according to eco-behavioral characteristics of inclusive classrooms. The study group consisted of 44 students between the ages of six and 12 with mild disabilities who…

Development and construct validity of the Classroom Strategies Scale-Observer Form.

PubMed

Reddy, Linda A; Fabiano, Gregory; Dudek, Christopher M; Hsu, Louis

2013-12-01

Research on progress monitoring has almost exclusively focused on student behavior and not on teacher practices. This article presents the development and validation of a new teacher observational assessment (Classroom Strategies Scale) of classroom instructional and behavioral management practices. The theoretical underpinnings and empirical basis for the instructional and behavioral management scales are presented. The Classroom Strategies Scale (CSS) evidenced overall good reliability estimates including internal consistency, interrater reliability, test-retest reliability, and freedom from item bias on important teacher demographics (age, educational degree, years of teaching experience). Confirmatory factor analyses (CFAs) of CSS data from 317 classrooms were carried out to assess the level of empirical support for (a) a 4 first-order factor theory concerning teachers' instructional practices, and (b) a 4 first-order factor theory concerning teachers' behavior management practice. Several fit indices indicated acceptable fit of the (a) and (b) CFA models to the data, as well as acceptable fit of less parsimonious alternative CFA models that included 1 or 2 second-order factors. Information-theory-based indices generally suggested that the (a) and (b) CFA models fit better than some more parsimonious alternative CFA models that included constraints on relations of first-order factors. Overall, CFA first-order and higher order factor results support the CSS-Observer Total, Composite, and subscales. Suggestions for future measurement development efforts are outlined. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Dealing with Resistance to Reform

NASA Astrophysics Data System (ADS)

Reif, Marc

2008-09-01

About the author: Any teacher, new or experienced, will at times face criticism, resistance, and even hostility from students, parents, and colleagues. An inexperienced teacher who runs a reformed classroom based on classroom discourse and "interactive engagement," both of which may run counter to school culture, risks resistance or even outright revolt. In this essay, which grew out of discussions on the Modeling Instruction Program Listserv, Marc Reif shares some strategies that can be used to forestall or deal with classroom opposition.

Taking a Closer Look.

ERIC Educational Resources Information Center

Reynolds, Karen

1996-01-01

Outlines benefits of integrating optical instruments in computer-based instructional systems in a science classroom including budget, immediacy, pictorial records, and graphic enhancement. Presents examples of investigative activities involving optical instruments and images digitized for computer-based manipulation. (JRH)

Comparative Analysis of Two Inquiry Observational Protocols: Striving to Better Understand the Quality of Teacher-Facilitated Inquiry-Based Instruction

ERIC Educational Resources Information Center

Marshall, Jeff C.; Smart, Julie; Lotter, Christine; Sirbu, Cristina

2011-01-01

With inquiry being one of the central tenets of the national and most state standards, it is imperative that we have a solid means to measure the quality of inquiry-based instruction being led in classrooms. Many instruments are available and used for this purpose, but many are either invalid or too global. This study sought to compare two…

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship

PubMed Central

Tang, Fen; Chen, Chuan; Zhu, Yi; Zuo, Chengguo; Zhong, Yimin; Wang, Nan; Zhou, Lijun; Zou, Yuxian; Liang, Dan

2017-01-01

ABSTRACT Background: In recent years, the flipped classroom method of teaching has received much attention in health sciences education. However, the application of flipped classrooms in ophthalmology education has not been well investigated. Objective: The goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach to teaching ophthalmology at the clerkship level. Design: Ninety-five fourth year medical students in an ophthalmology clerkship were randomly divided into two groups. An ocular trauma module was chosen for the content of this study. One group (FG (flipped group), n = 48) participated in flipped classroom instruction and was asked to watch a recorded lecture video and to read study materials before a face-to-face class meeting. They used the in-class time for discussion. The other group (TG (traditional group), n = 47) was assigned to traditional lecture-based instruction. These students attended a didactic lecture and completed assigned homework after the lecture. Feedback questionnaires were collected to compare students’ perspectives on the teaching approach they experienced and to evaluate students’ self-perceived competence and interest in ocular trauma. Pre- and post-tests were performed to assess student learning of the course materials. Results: More students in the FG agreed that the classroom helped to promote their learning motivation, improve their understanding of the course materials, and enhance their communication skill and clinical thinking. However, students in the FG did not show a preference for this method of teaching, and also reported more burden and pressure than those from the TG. Students from the FG performed better on the post test over the ocular trauma-related questions when compared to those from the TG. Conclusions: The flipped classroom approach shows promise in ophthalmology clerkship teaching. However, it has some drawbacks. Further evaluation and modifications are required before it can be widely accepted and implemented. Abbreviations FG: Flipped classroom group; TG: Traditional lecture-based classroom group; TBL: Team-based learning; PBL: Problem-based learning; ZOC: Zhongshan Ophthalmic Center PMID:29096591