Relevant bibliographies by topics / Classroom-based instruction

Academic literature on the topic 'Classroom-based instruction'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Classroom-based instruction"

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Visperas, Julie Christie G. "Effectiveness of Combined Flipped and Classroom-based Instruction in Teaching Pulmonary Ultrasound to First-year Medical Students." Journal of Medicine, University of Santo Tomas 6, S1 (December 7, 2022): S90—S97. http://dx.doi.org/10.35460/2546-1621.2022-sp12.

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Background and Objectives of the Study The study aimed to determine the effectiveness of combining flipped classroom on pulmonary ultrasound instruction in first-year medical students with traditional classroom-based instruction and compared it to traditional classroom-based instruction alone. The insights of the teachers and the students on the implementation of both interventions were also evaluated. Research Methodology This is a mixed qualitative (concurrent triangulated) and quantitative research. Baseline procedural knowledge and skills of a total of 282 students on the lung ultrasound scanning using pre-test 20-item summative test, multiple-choice question type of examination, and a pre-test narrative test on lung ultrasound were obtained. A post-intervention summative assessment and narrative test were administered. Statistical analyses were done to compare the scores. A thematic analysis was done to evaluate the responses to the survey. Results 138 students were randomly assigned to the classroom-based instruction group, while 144 students in the combined flipped and classroom-based instruction group. The number of students who passed the summative (MCQ) test and were given flipped classroom and classroom-based instruction increased (6.3% to 79.9%; p<0.001) and the number of students given classroom-based instruction only, significantly increased (4.3% to 79.9%; p<0.001). The number of students who passed the narrative test and were given flipped classroom and classroom-based instructions increased (2.1% to 84.0%; p<0.001) and the number of students given the classroom-based instruction only, also significantly increased (3.6% to 84.2%; p<0.001). The students appreciated the classroom-based instruction because of the knowledgeable facilitators, the very concise approach, that is understandable and done in real-time. In addition, the flipped classroom was likewise helpful and a good introduction before the classroom-based instruction. The facilitators have noticed that the ease in instruction was influenced by the student’s enthusiasm and willingness to learn. Conclusion Flipped classroom in addition to classroom-based instruction, and classroom based instruction were effective in teaching pulmonary ultrasound to First-year medical students Key words: flipped classroom, lung ultrasound, pulmonary ultrasound, medical school, medical students, medical education, blended classroom, classroom-based instruction, ultrasound, ultrasound medical education, video-based instruction
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Giri, Putu Ayu Laras Pradnyani Nirmala. "Teachers’ Perception of HOTS-Based Learning in EFL Classroom." Art of Teaching English as a Foreign Language 2, no. 1 (November 2, 2021): 27–32. http://dx.doi.org/10.36663/tatefl.v2i1.122.

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This study examines the perception of English teachers towards HOTS-based Learning in EFL classroom. This study was a survey study with interview as the data collection technique. The participants of the study were five English teachers in senior high school in Singaraja, Buleleng, Bali. The result of data analysis found that teachers’ awareness of implementing HOTS-based instruction starting from lesson plan, teaching strategies that promote higher thinking and assessment. However, teachers also faced difficulties in developing HOTS-based Instructions such as limited knowledge and lack of training. It is suggested that English teachers broaden their knowledge on developing HOTS-based instruction and conduct a discussion with peers and experts. The role of principle is also essential in giving instructions and training towards HOTS-based learning instructions.
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Giri, Putu Ayu Laras Pradnyani Nirmala. "Teachers’ Perception of HOTS-Based Learning in EFL Classroom." Art of Teaching English as a Foreign Language 2, no. 2 (November 30, 2021): 103–8. http://dx.doi.org/10.36663/tatefl.v2i2.122.

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This study examines the perception of English teachers towards HOTS-based Learning in EFL classroom. This study was a survey study with interview as the data collection technique. The participants of the study were five English teachers in senior high school in Singaraja, Buleleng, Bali. The result of data analysis found that teachers’ awareness of implementing HOTS-based instruction starting from lesson plan, teaching strategies that promote higher thinking and assessment. However, teachers also faced difficulties in developing HOTS-based Instructions such as limited knowledge and lack of training. It is suggested that English teachers broaden their knowledge on developing HOTS-based instruction and conduct a discussion with peers and experts. The role of principle is also essential in giving instructions and training towards HOTS-based learning instructions.
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Goldberg, Harry R., Eileen Haase, Artin Shoukas, and Lawrence Schramm. "Redefining classroom instruction." Advances in Physiology Education 30, no. 3 (September 2006): 124–27. http://dx.doi.org/10.1152/advan.00017.2006.

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In this study, the role of the classroom instructor was redefined from a “lecturer” responsible for delivering the core curriculum to a “facilitator” at the center of an active learning environment. Web-based lectures were used to provide foundation content to students outside of the classroom, which made it possible to improve the quality of student-faculty contact time in the classroom. Students reported that this hybrid format of instruction afforded them a better understanding of the content, a higher probability of retaining the content, and the opportunity to spend more time thinking about the application of the content compared with more traditional lecture-based methods of instruction.
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Parlindungan, Firman, and Willy Prasetya. "Literature Review on Trends of Comprehension Instruction for Elementary School Students." Education and Human Development Journal 7, no. 01 (April 30, 2022): 42–54. http://dx.doi.org/10.33086/ehdj.v7i01.2589.

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Abstract: The objective of this article is to construct evidence-based arguments on what comprehension is and what are various instructional approaches to improve comprehension post the National Reading Panel’s (NRP) report (2000). The NRP (2000) reported seven text comprehension instructions that have scientific evidences in improving reading comprehension. Those instructions are: (1) comprehension monitoring, (2) cooperative learning, (3) graphic and semantic organizers, (4) question answering, (5) question generation, (6) summarization, and (7) multiple strategies. It has been more that 20 years since the NRP reviewed empirical evidences of those text comprehension instructions. What have we learnt since then? Having reviewed 29 studies on comprehension instruction published in the past twenty years, we found top three comprehension instructions that are used in elementary classroom. They are: (1) differentiated/individualized reading instruction, (2) vocabulary-based reading instruction, and (3) transactional approach. These findings informed us that further research on elementary reading comprehension instruction needed. Also, the NRP categorization of comprehension instruction (2000) needs modification.
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Fisk, Arthur D., and Joan K. Gallini. "Training Consistent Components of Tasks: Developing an Instructional System Based on Automatic/Controlled Processing Principles." Human Factors: The Journal of the Human Factors and Ergonomics Society 31, no. 4 (August 1989): 453–63. http://dx.doi.org/10.1177/001872088903100408.

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The research evaluated the effectiveness of rule-based versus single-step (non-rule-based) approaches to training skills in a classroom setting. Trainees received three days of either rule-based or single-step instruction on base-5 arithmetic skills. Achievement tests were administered after each instructional unit, and trainees' self-assessment of learning was also measured. The trainees' ability to transfer the classroom instruction to a speed-stressed verification task (determining the correctness of equations) was assessed. After rule-based instruction trainees were better able to assess their readiness for promotion to a higher level of instruction. The rule-based instruction also facilitated transfer to the verification task. The implications of automatic/controlled processing theory for providing theoretical and practical underpinnings for the development of instructional systems design are discussed.
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Westby, Carol. "Classroom-Based Narrative and Vocabulary Instruction." Word of Mouth 26, no. 3 (December 9, 2014): 10–12. http://dx.doi.org/10.1177/1048395014558406b.

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Bajracharya, Jiwak Raj. "TPACK-integrated Worked Examples for Technology Integration." Journal of Training and Development 4 (December 24, 2019): 46–63. http://dx.doi.org/10.3126/jtd.v4i0.26837.

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The purpose of the study was to develop and validate the Worked Examples to enhance the instructors’ competencies in carrying out technology integration during teaching and learning. Worked Examples in the study was developed based on the Gagne’s Nine Event of Instruction, which is one of the classroom-oriented micro level Instructional Design Models. Technology integration in the study is defined as an implementation of technological resources and pedagogical strategies to deliver the required content knowledge during classroom instruction. Thus, Technological Pedagogical and Content Knowledge (TPACK) was integrated in the developed Worked Examples. Development and Design research design was implemented to develop and validate the Worked Examples, employing qualitative and quantitative data, where three instructors from Teacher Education Program utilized Worked Examples during their classroom instruction. Extraneous cognitive load of instructors found to be addressed because of employing Worked Examples. Furthermore, pre-service teachers learning outcomes was also significantly improved because of instructors’ instructions with Worked Examples.
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Ezza, El-Sadig Yahya, Eman Abdulrahman Alhuqail, and Summaya Wahab Elhussain. "Technology-based instructional intervention into an EFL writing classroom." Cypriot Journal of Educational Sciences 14, no. 4 (December 31, 2019): 507–19. http://dx.doi.org/10.18844/cjes.v11i4.3904.

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The aim of this study is to highlight the role of technology-based instructional intervention in enhancing the composing competence of struggling student writers at Majma’ah University (MU) in Saudi Arabia. Such instructional choice issues from the belief that the students have experiences and stories to share through writing. In the current intervention, a total of 26 participants enrolled in a short essay course offered by the Community College and the College of Education optionally participated in the study. They were equally divided into experimental and control groups, respectively. While the experimental group received both traditional and online instruction, using the MU Learning Management System, the control group received traditional instruction only. The experimental group outperformed the control group in the post-intervention test. Evidence from the quantitative and qualitative data attests to the assumption that instructional technology could significantly enhance learners’ composing skills. Thus, the English programme administrators are strongly recommended to post and conduct most writing classes online. Keywords: Intervention, SRSD, rubrics, revision, drafting, self-revision.
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Keengwe, Jared, and Farhan Hussein. "Computer-Assisted Instruction." International Journal of Information and Communication Technology Education 9, no. 1 (January 2013): 70–79. http://dx.doi.org/10.4018/jicte.2013010107.

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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 than the students relying solely on traditional classroom instruction. In addition, using CAI to supplement traditional lectures helped the charter schools to close the educational achievement gap of their students. Based on the findings, there is need for teachers to move past traditional learning, and learn new technology skills in order to incorporate sound technology-enhanced instructional strategies to support student learning.
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Dissertations / Theses on the topic "Classroom-based instruction"

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Corzine, Elizabeth. "Standards-based grading| Effects on classroom instruction." Thesis, McKendree University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10190457.

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The purpose of this study was to determine if the implementation of a standards-based grading system has an effect on classroom instruction. In particular, how does the implementation of a standards-based grading system impact the teaching methods, curriculum, differentiation, and formative assessments being used in classrooms? The researcher identified five schools in the Southern Illinois area that have adopted the standards-based grading system and chose eleven teachers to participate in this study through purposeful convenience sampling. This study used a phenomenological qualitative approach. There were two methods used in order to collect data including face to face interviews and document analysis. The findings of this study are significant to any district who is considering changing their grading system from a traditional grading system to a standards-based grading system. Through six major themes that emerged, this study shows that by switching to a standards-based grading system multiple parts of the classroom are impacted including the teaching methods, content, differentiation, and formative assessments. The six major themes included: teaching methods have been modified to better adjust to the standards-based grading system and include a larger variety of approaches, teaching methods are more of a response to student need than a pre-planned approach to teaching, the curriculum and content being taught in the classroom have better alignment to the standards, teachers have a greater awareness of both the curriculum and standards that are being taught at their grade level, as well as at other grade level, teachers have a better understanding of the individual needs of students and have used differentiation to meet these unique needs, and the use of formative assessments have increased in order to adjust for more fluid groupings being used in the classroom.

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Baker, Jonathan Ramon. "Web-Based vs. Classroom Instruction of Statistics." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250705851.

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Zigrang, Barbara C. "Standards-based instruction what teachers do in the classroom /." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2008. http://etd.umsl.edu/r2721.

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Crawford, Kathleen Marie 1959. "Curriculum negotiation in an inquiry-based classroom." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/288716.

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This teacher research takes place in an inquiry based, intermediate, multiage classroom in Tucson, Arizona. The purpose of this research is to explore how students and teacher determine a new class focus through the use of a broad concept to make decisions about curriculum. In particular, this research examines the process of negotiation the teacher and students create to make connections from a previous class focus in order to discover a new focus of study. As a qualitative study, this teacher research employs the data collection techniques such as the use of field notes, reflective journals (both teacher and students), transcripts from discussions from negotiation meetings, student interviews on teacher role, and analysis of children's written artifacts. Triangulation of the data allowed for an in-depth analysis resulting in thick description of the planning conferences for a new class focus. This study focuses on the role and process the teacher takes within the negotiation period. There is an examination of how the teacher looks at (1) the organizational structures, (2) focus lessons, (3) structures for reflection, (4) facilitation, and (5) kidwatching. This study also focuses on the roles and processes of the students within the planning conference when determining a class focus. There is a look at how the students (1) make decisions, (2) listen and organize, (3) assume different roles in discussions, and (4) work toward an understanding among each other. The findings of the study points toward the need for democratic classrooms. Students need to be in a learning context where decisions are made by the members in the classroom. Education in a democratic community moves beyond the individual growth of a member. Social interaction between community members is essential to the growth of members in a learning community where people are expected to live and work together. In this study students had opportunity to voice their opinions and the freedom to create their own curriculum through meaningful contexts.
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Hogan, Marsha Ranata. "Differentiated Instruction in a Standards-Based Middle School Science Classroom." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/33.

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Middle schools in Georgia and all over the United States face unique obstacles for enhancing the academic accomplishment of an increasingly diverse group of learners. Under pressure to implement innovative research-based teaching practices to overcome these challenges, many schools and teachers adopt differentiated instruction (DI), a teaching approach designed to accommodate different learning styles and levels of ability. This study was grounded in Howard Gardner's multiple intelligences and Lev Vygotsky's zone of proximal development (ZPD) theory. The research questions investigated in this study were designed (1) to explore the perceptions of science teachers regarding how they apply DI and (2) what obstacles they encountered in their application of DI methods. The data collected were analyzed using occurring themes through individual interviews, observations, and artifacts from 5 regular education science teachers and 2 special service teachers who implemented DI in their classroom. Findings of the study revealed that the teachers experienced successes and difficulties in implementing DI strategies in science. They addressed these difficulties by changing their lessons to coincide with available materials or resources and applying low-preparation DI strategies to meet the needs of each student. Data from this study informed social change by assisting teachers in providing enhanced instruction which promotes student engagement and academic success through the grades. In turn, empowers students to graduate from high school prepared for advanced learning, which leads to productive careers.
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Riggs, Arthur Hughes. "Evaluating IT in ESP: action research comparing web-based and classroom-based instruction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B3194467X.

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McVeigh, Matt. "Standards-based performance assessment in the comprehensive music classroom." Thesis, The University of Wisconsin - Milwaukee, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1546867.

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The purpose of this study was to examine the effectiveness of standards-based assessment practices within a music performance curriculum. This pre-survey, post-survey experimental treatment included 169 students, 97 parents, and 3 teachers from 3 school districts across Wisconsin. The results from this study indicated that music teachers rely on a variety of assessment strategies to monitor student achievement regardless of if they are using standards-based assessment practices; however, teachers who used standards-based assessment were more likely to use formal assessments to determine student achievement and were more likely to assess students both formally and informally on a regular basis. Furthermore, when standards-based practices were implemented students' awareness of the learning target increased. Students also became less reliant on teacher feedback in determining their success but valued the feedback that was received at a higher level. Finally, parents relied on both online gradebooks, and conversations with their child regarding student achievement.

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Chandler, Erol. "Increasing Evidence Based Reasoning in an 8th Grade Classroom Through Explicit Instruction." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1474.

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This study investigates the effectiveness of an instructional strategy that uses students' prior understanding of informal evidence based reasoning (EBR) to build an understanding of scientific EBR. A pre and post instructional strategy survey revealed that students' understanding of EBR increased over the length of the study. Data collected from pre and post instructional discussions also showed increases in the amount of EBR students used.
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Grupe, John. "A comparison of student success in University of Wisconsin-Stout's computer-based and classroom-based instruction." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003grupej.pdf.

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Colón, Elayne Proesel. "Utility of the Lindamood Phoneme Sequencing Program (LiPS) for classroom-based reading instruction." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0013098.

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Books on the topic "Classroom-based instruction"

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Classroom assessment: Supporting effective standards-based instruction. 4th ed. Boston: Pearson/Allyn & Bacon, 2007.

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McMillan, James H. Classroom assessment: Principles for effective standards-based instruction. 5th ed. Boston: Pearson, 2011.

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Ruday, Sean, and Katie Caprino. Inquiry-Based Literature Instruction in the 6–12 Classroom. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003099987.

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Concept-based curriculum and instruction for the thinking classroom. Thousand Oaks, Calif: Corwin Press, 2007.

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Debra, Pickering, and Pollock Jane E. 1956-, eds. Classroom instruction that works: Research-based strategies for increasing student achievement. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall, 2005.

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J, Marzano Robert, ed. Classroom instruction that works: Research-based strategies for increasing student achievement. 2nd ed. Alexandria, Va: ASCD, 2012.

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C, Linn Marcia, ed. WISE science: Web-based inquiry in the classroom. New York: Teachers College Press, 2009.

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Berman, Barry. Directory of classroom-based PC software for schools of business. Hempstead, NY: Hofstra University School of Business Press, 1994.

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Luppens, Valeaira. Making the grade: Creative standard-based lessons for the music classroom. 3rd ed. Van Nuys, CA: Alfred Publishing Co., 2005.

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1962-, Kwinn Ann, ed. The new virtual classroom: Evidence-based guidelines for synchronous e-learning. San Francisco, CA: J. Wiley & Sons, 2007.

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Book chapters on the topic "Classroom-based instruction"

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Han, Beom-Soo, Jeong-Yong Ahn, and Kyung-Soo Han. "Web-Based Instruction Model for Interactive Classroom Learning." In Web and Communication Technologies and Internet-Related Social Issues — HSI 2003, 707–12. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/3-540-45036-x_79.

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Peart, Silvia M., Bradford S. Barrett, and Sharika D. Crawford. "Content-Based Instruction in a Spanish Language Classroom." In Education for Sustainable Development in Foreign Language Learning, 179–96. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003080183-14.

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Ruday, Sean, and Katie Caprino. "Supporting English Language Learners in Inquiry-Based Literature Instruction." In Inquiry-Based Literature Instruction in the 6–12 Classroom, 134–42. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003099987-11.

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Esser, Katie. "Task-based vlogs in an elementary Russian classroom." In Task-Based Instruction for Teaching Russian as a Foreign Language, 65–76. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003146346-5.

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Ruday, Sean, and Katie Caprino. "Assessing Inquiry." In Inquiry-Based Literature Instruction in the 6–12 Classroom, 125–33. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003099987-10.

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Ruday, Sean, and Katie Caprino. "Key Recommendations to Keep in Mind When Conducting Inquiry-Driven Units." In Inquiry-Based Literature Instruction in the 6–12 Classroom, 143–49. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003099987-12.

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Ruday, Sean, and Katie Caprino. "Introduction." In Inquiry-Based Literature Instruction in the 6–12 Classroom, 3–9. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003099987-2.

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Ruday, Sean, and Katie Caprino. "The Importance of Inquiry." In Inquiry-Based Literature Instruction in the 6–12 Classroom, 10–14. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003099987-3.

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Ruday, Sean, and Katie Caprino. "Inquiry and Essential Questions." In Inquiry-Based Literature Instruction in the 6–12 Classroom, 15–21. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003099987-4.

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Ruday, Sean, and Katie Caprino. "An Inquiry-Driven Unit on Social Action." In Inquiry-Based Literature Instruction in the 6–12 Classroom, 25–53. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003099987-6.

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Conference papers on the topic "Classroom-based instruction"

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Dollar, Anna, Paul S. Steif, and Ross Strader. "Enhancing traditional classroom instruction with web-based Statics course." In 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4417892.

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Saravanan, Ramalingam. "Creating a browser-based virtual computer lab for classroom instruction." In Python in Science Conference. SciPy, 2014. http://dx.doi.org/10.25080/majora-14bd3278-00c.

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Anderson, Richard, Ruth Anderson, K. M. Davis, Natalie Linnell, Craig Prince, and Valentin Razmov. "Supporting active learning and example based instruction with classroom technology." In Proceedinds of the 38th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1227310.1227338.

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Wilson, Mark. "Keynote: Rethinking measurement for accountable assessment." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_13.

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The underlying model for most formal educational measurement (e.g. standardised tests) is based on a very simple model: the student takes a test (possibly alongside other students). The complications of there being an instructional plan, actual instruction, interpretation of the outcome, and formulation of next steps, are all bypassed in considering how to model the process of measurement. There are some standard exceptions, of course: a pre-test/post-test context will involve two measurements, and attention to gain score, or similar. However, if we wish to design measurement to hold to Lehrer’s (2021) definition of ‘accountable assessment’ – as ‘actionable information for improving classroom instruction’ – then this narrow conceptualisation must be extended. In this presentation, I will posit a simple model that reflects the simple one-test context described above, and then elaborate on it by adding in a) a framework for design of the assessments that is keyed to educational interpretation, b) further rounds of data collection that can indicate changes in a student’s underlying ability, and c) provision for varied assessment modes that will allow for i) classroom-independent tasks that operate at the summative and meso levels, and ii) classroom-dependent tasks that operate at the micro level. The former are designed to provide a basis for triangulating student responses across different contexts, and the latter are designed to closely track the variation of student performance over time in a classroom instructional context. This framing will be exemplified in a in a K–5 elementary school that is seeking to improve the quality of instruction and students’ understandings of measure and arithmetic. The different levels of data collection will be instantiated by two different pieces of software, which operate at the micro level and the meso/summative levels respectively.
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Zhang, Weiran, Rongxia Wang, and Jinjun Chen. "Flipped Classroom Model Based Instruction of College English in ICT Environment." In 2015 International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icadce-15.2015.196.

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Guy, Retta, and Gerald Marquis. "Flipped Classroom: A Comparison Of Student Performance Using Instructional Videos And Podcasts Versus The Lecture-Based Model Of Instruction." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3458.

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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] The authors present the results of a study conducted at a comprehensive, urban, coeducational, land-grant university. A causal-comparative design was chosen for this study to compare student performance in two different classroom environments, traditional versus flipped. The study spanned 3 years, beginning fall 2012 through spring 2015. The participants included 433 declared business majors who self-enrolled in several sections of the Management Information Systems course during the study. The results of the current study mirrored those of previous works reporting that the flipped classroom approach offers flexibility with no loss of performance when compared to traditional lecture-based environments.
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Stone, Jessica. "Integrated Cross-Curricular Instruction: Using Literacy-Based Approaches in a Mathematics Classroom." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1442546.

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Kustini, Siti, Didi Suherdi, and Bachrudin Musthafa. "A Multimodal Based-Instruction in an EFL Classroom Context: Possibilities and Constraints." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008216102200227.

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Shi, Yinghui, Huiyun Yang, Jingman Zhang, Qiuyu Pu, and Harrison Hao Yang. "A Meta-Analysis of Students' Cognitive Learning Outcomes in Smart Classroom-Based Instruction." In 2020 International Symposium on Educational Technology (ISET). IEEE, 2020. http://dx.doi.org/10.1109/iset49818.2020.00012.

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Gupta, Gopal, Pawan Saxena, and Sanjay K. Singh. "Analogy-based Instruction for Effective Teaching of Abstract Concepts in Computer Science." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13115.

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In the analogy-based learning method we map a concept that is being learned to a well-understood concept. An analogy is mainly useful when learners lack prior knowledge of the topic being learned. Computer Science (CS) is a subject whose concepts tend to be highly abstract and therefore difficult for undergraduate students to understand. Analogy-based instruction can greatly reduce a student’s burden of learning these abstract CS concepts. Role of analogy in teaching CS topics has not been adequately explored. In this paper we discuss analogy-based instruction in computer science and its advantages. Over the last decade we have developed analogies for a large number of difficult CS concepts and extensively used them in the classroom at our institution. We list these analogies and as an illustration discuss one of them (from the subfield of operating systems) in detail. We also present the evaluation of our analogy-based instruction method. Our results indicate that our techniques are quite effective in improving student learning outcomes.
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Reports on the topic "Classroom-based instruction"

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Chandler, Erol. Increasing Evidence Based Reasoning in an 8th Grade Classroom Through Explicit Instruction. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1473.

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Casey, Cheryl. Computer-Based Instruction as a Form of Differentiated Instruction in a Traditional, Teacher-led, Low-Income, High School Biology Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6321.

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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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Piper, Benjamin, Yasmin Sitabkhan, Jessica Mejia, and Kellie Betts. Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization. RTI Press, May 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0053.1805.

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This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.
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Kolgatin, Oleksandr H., Larisa S. Kolgatina, Nadiia S. Ponomareva, and Ekaterina O. Shmeltser. Systematicity of students’ independent work in cloud learning environment. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3247.

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The paper deals with the problem of out-of-class students’ independent work in information and communication learning environment based on cloud technologies. Results of appropriate survey among students of pedagogical university are discussed. The students answered the questions about systematicity of their learning activity and propositions for its improving. It is determined that the leading problems are needs in more careful instruction according to features of the task completing, insufficient experience in self-management, the lack of internal motivation. Most of all, students recommend to provide the tasks with detail instruction (oral or written) and to pay attention to careful planning the time that is necessary for full completion of the task. It is pointed that such complicated requirements can be satisfied only by complex use of information and communication technologies as well as the automated system of pedagogical diagnostics. Some requirements for management of students’ out-of-classroom independent work are formulated as a result of this discussion.
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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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