Relevant bibliographies by topics / Direct instruction

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Direct instruction'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2024

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Journal articles on the topic "Direct instruction"

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Stein, Marcy, Douglas Carnine, and Robert Dixon. "Direct Instruction." Intervention in School and Clinic 33, no. 4 (March 1998): 227–33. http://dx.doi.org/10.1177/105345129803300405.

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Lee Swanson, H. "Searching for the best cognitive model for instructing students with learning disabilities: A component and composite analysis." Educational and Child Psychology 17, no. 3 (2000): 101–21. http://dx.doi.org/10.53841/bpsecp.2000.17.3.101.

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The purpose of this paper is to identify the components of various cognitive instructional models that best predicted effect sizes for students with learning disabilities. Based on an exploratory analysis, eight models were identified: Direct instruction (sequencing & segmentation), explicit strategy training, monitoring, individualised remedial training, small interactive group instruction, teacher-indirect instruction, verbal questioning/attribution instruction, and technology mediated instruction. The models were tested in a hierarchical weighted least square regression analysis. The results indicated that explicit strategy instruction (explicit practice, elaboration, strategy cuing) and small group interactive settings best predicted the magnitude of treatment outcomes. Although direct instruction also positively predicted the magnitude of effect size, its effects were mitigated when an explicit strategy model was entered into the equation. The results support the robust effects of strategy training as a general heuristic for instructing students with learning disabilities.
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Moore, Joseph. "Direct Instruction: a model of instructional design." Educational Psychology 6, no. 3 (January 1986): 201–29. http://dx.doi.org/10.1080/0144341860060301.

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Caballero, Mari, and Jerry Liss. "Universal Design for Learning and Direct Instruction in a Special Education Practicum." Journal of Technology-Integrated Lessons and Teaching 2, no. 1 (June 23, 2023): 88–94. http://dx.doi.org/10.13001/jtilt.v2i1.7727.

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The Instructional Planning Project (IPP) assignment is set in an online practicum course for graduate students in a high incidence special education teacher preparation program. The IPP assignment is the culminating assignment in a sixteen-week long course. The course provides students with a lesson plan template, for a reading or math lesson, that integrates direct instruction and Universal Design for Learning. The template is used for the major IPP assignment as well as for prior lesson plan assignments. Detailed instructions and a rubric are provided on Canvas, the learning management system, for the IPP assignment, where practicum students infuse Universal Design for Learning principles into a direct instruction lesson.
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Zendler, Andreas, and Manuel Gohl. "Direct Instruction vs. Computer Simulation and their Learning Outcome in Engineering Education." International Journal of Engineering Education 1, no. 2 (December 15, 2019): 91–98. http://dx.doi.org/10.14710/ijee.1.2.91-98.

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Answers to the questions of which instructional methods are suitable for school, what instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This study focuses on the empirical examination of learning outcome in engineering educationwith respect to two instructional methods: direct instruction and computer simulation. A CRF 2x2 design is used to control instructional method and class context. Learning outcome on bridge construction is assessed with reference to the optics of bridge and the material usage for the bridge. The empirical findings show that learning with direct instruction was superior to computer simulation.
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Dichanz, Horst, and John A. Zahorik. "Zauberformel „Direct Instruction“." Bildung und Erziehung 39, no. 3 (September 1986): 295–310. http://dx.doi.org/10.7788/bue.1986.39.3.295.

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Gersten, Russell, Douglas Carnine, and John Woodward. "Direct Instruction Research." Remedial and Special Education 8, no. 6 (November 1987): 48–56. http://dx.doi.org/10.1177/074193258700800610.

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Taggart, Andrew. "Fitness—Direct Instruction." Journal of Teaching in Physical Education 4, no. 2 (January 1985): 143–50. http://dx.doi.org/10.1123/jtpe.4.2.143.

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Young students who train intensively for competition reach much the same level of physiologic development as do adult athletes who undergo an equivalent program of conditioning. Failure to find a training response in more average children cannot therefore be attributed to a preexistent adequate level of habitual activity. Presumably blame for any absence of response must be attributed to an inadequate program of physical education (too low an intensity relative to normal daily activity, and/or too little involvement of the individual class members, V. Seliger, 1968). Given a vigorous program that involves all students for most of the class time, it is possible to induce gains not only in performance test scores, but also in aerobic power muscular strength, and sensory perception. (Shephard, 1982, p. 193)
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Winter, Sam, Elizabeth Glenville, and Ann Lendrumc. "Direct Instruction Spelling." School Psychology International 11, no. 1 (February 1990): 45–54. http://dx.doi.org/10.1177/0143034390111007.

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Davidson, George. "Beyond Direct Instruction: Educational Leadership in the Elementary School Classroom." Journal of School Leadership 2, no. 3 (May 1992): 280–88. http://dx.doi.org/10.1177/105268469200200303.

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The instructional imperatives of the principalship demand a knowledge of more than the direct instruction model. Changing the role of the direct instruction model from an instructional methodology to a planning tool permits the principal to introduce additional instructional methods based upon the characteristics of the school and the classroom. The article presents a set of frames for the implementation of instructional methods and strategies.
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Dissertations / Theses on the topic "Direct instruction"

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Fahrner, Helke. "Direct instruction: A whole school longitudinal evaluation." Thesis, Fahrner, Helke (1996) Direct instruction: A whole school longitudinal evaluation. Professional Doctorate thesis, Murdoch University, 1996. https://researchrepository.murdoch.edu.au/id/eprint/51394/.

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Longitudinal school evaluations which investigate outcome and process variables are rare. When a West Australian primary school became the first regular school in Australia to adopt Direct Instruction (DI) reading and spelling programmes across the school in 1986, the opportunity arose to evaluate the implementation of this teaching method on a long-term basis. The effectiveness of DI reading and spelling has been researched extensively and over considerable periods of time, but rarely in a natural setting without the direction and involvement of a research team. Also, most research has centred on student academic outcome variables and has omitted effects on teachers. This study sought to provide (1) additional evaluative data concerning the effectiveness of the DI Reading Mastery and Spelling Master curricula over seven years in a regular school with a high proportion of disadvantaged students, (2) to address the question of a possible effect of DI on leisure reading (3) to investigate how student behaviour in the classroom is influenced by DI, and (4) to evaluate what effects a DI programme might have on teachers. Student results for reading comprehension, reading vocabulary and spelling were monitored over seven years. DI students (eight cohorts) were followed for varying lengths of time and three groups of DI students were contrasted with groups from a neighbouring school over three years. Grade 7 comprehension test results were compared with those of two neighbouring school groups over seven years. A reading survey was conducted among grade 7, 8, 9 and 10 students to investigate the effect of DI on leisure reading. Students' behaviour in DI and non-DI lessons was monitored for one whole year in five classrooms of the DI school. Time off-task and teacher praise were analysed in DI and non-DI reading lessons for grade 3 and grade 7 classes. The impact of DI on teachers was measured by administering two measures: a questionnaire investigating teachers' perceptions about DI three years after the initial start of the programme, a stress questionnaire comparing DI and non-DI teachers' perceived stress relating to the teaching of reading and spelling, and by investigating teachers' length of employment in the DI school and a contrast school. Results indicated that the academic status of the school had changed positively when comparing 1986 pre-DI results and results in subsequent years up to 1992. DI cohorts performed near or at the national norm in reading comprehension, reading vocabulary and spelling after exposure to DI of between one and five years. DI students performed as well as, or better than, their peers at the comparable contrast school. A steady increase in mean reading comprehension test scores was evidenced for grade 7 DI students between 1987 and 1991; by 1991 this group was achieving significantly higher than their peers from two neighbouring schools. DI students in grade 7 as well as at high school were reading more as well as wider than their peers. Cautiously, the findings could be interpreted as indicating generalisation into amount of leisure reading. There were unequivocal findings that students incurred less infringements in DI lessons than in other core lessons, and student off-task behaviour was less and teacher praise more frequent in DI reading lessons than in non-DI lessons. Teachers perceived the teaching of DI reading and spelling as significantly less stressful than teachers using basal readers and normal spelling programmes. The majority of teachers found DI valuable and successful for most students after teaching it for three years and changed employment less frequently than their counterparts following the introduction of DI. The evaluation supports the use of the DI reading and spelling programmes in a regular school which had minimal outside professional support and which was initiated and conducted entirely by a principal and his teaching staff. To produce even better results, less student turnover and increased parent support should be actively promoted.
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Hands, Beth P. "Measurement of teacher attitude to direct instruction." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1140.

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This study investigates teacher attitude towards a teaching innovation, Direct Instruction. In particular, it is concerned with what aspects of this teaching strategy affect a teacher's decision to implement the method and the relationship between experience with Direct Instruction and teacher attitude. A repeated measures, pretest-posttest design was employed to assess participants' attitude before and after viewing a video demonstrating the teaching method, Direct Instruction. The 40 item Attitude towards Direct Instruction (AD I) scale comprised 30 items derived from a questionnaire designed by Proctor (1989) in addition to ten new items created especially for the study. The scoring function comprised the familiar Likert rating format using five response categories; Strongly Agree, Agree, Not Sure (NS), Disagree, and Strongly Disagree. Data was collected from two sample groups. The first group, or 'change' sample, comprised 144 primary trained teachers and was used to assess the degree of attitude change between the pretest and posttest occasion. The second group, referred to as the 'control sample', comprised 275 third year education students at Edith Cowan University and was included in the study to assess the influence of the NS response category on the precision of the measuring instrument as well as forming part of the calibration sample. Item analyses were conducted on the ADI scale using the extended model of Rasch, an important measurement model for assessing the psychometric properties of items with ordered categories. Due to the nature of the change sample, which included teachers with no experience with Direct Instruction, it was necessary to include the NS category despite the knowledge that it can cause problems of a measurement nature. By assessing threshold order across all items it was shown that the NS category could be employed during the initial data collection but that any responses obtained had to be suppressed and changed to missing data in the data file if the subsequent analyses were to be effective. A final instrument comprising 19 items demonstrated sound psychometric properties with high reliability and person separation capabilities; Graphical procedures, which took account of the special features of the measurement model, were used to investigate item bias (as part of the calibration of the instrument) as well as attitude change. In both cases, the plots provided an effective and simple interpretation of information as inconsistencies amongst both items and people were readily identified. The relationship between attitude change, as a result of the demonstration of Direct Instruction, and prior teacher experience with the method was also obtained from an examination of plot shifts across the calibration range. Generally, teachers were more likely to have a negative attitude towards Direct Instruction if they had never taught the method. They perceived Direct Instruction to be too teacher oriented and highly structured. On the other hand, teachers were more likely to have a positive attitude towards Direct Instruction if they had had the opportunity to use it. They saw Direct Instruction as effective, easy to use, and versatile.
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Hope, Amy D. "Bridges between direct instruction and inquiry-based mathematics /." abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3342544.

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Thesis (Ed. D.)--University of Nevada, Reno, 2008.
"December 2008." Includes bibliographical references (leaves 146-157). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2009]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.
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Akers, John W. "A comparison of guided exploration and direct instruction computer tutors." Thesis, Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/30996.

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Michielsen, Hans M. "Using Direct Instruction To Teach Compliance To Seriously Noncompliant Students." DigitalCommons@USU, 1991. https://digitalcommons.usu.edu/etd/6030.

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This research study investigated the effectiveness of a direct instruction program (Treatment 2) for increasing compliance with teachers' instructions in students for whom manipulation of conventional antecedent stimuli and consequences {Treatment 1) had not resulted in adequate compliance. Five students participated in this study. A multiple baseline design across participants was used to evaluate treatment effectiveness. Introduction of Treatment 2 was followed by an increase in compliance by all five participants. The relationship between compliance and other appropriate classroom behaviors, as well as the relationship between compliance and qualitatively good and qualitatively poor instructions, was also investigated. Those relationships were found to exist, but they were not as strong as had been reported in earlier studies. Generalization of participants' compliance with qualitatively good instructions across school staff occurred. With the exception of one participant, increases in compliance with qualitatively good instructions were maintained for up to eight weeks. Limitations of the present study and suggestions for future research are presented.
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Wilson, Kristine Elizabeth. "Developmental Readers, New Literacies, and the Impact of Direct Instruction." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/2075.

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Many students enter college underprepared for the rigors of college-level reading, and these students are often placed in developmental courses. Furthermore, many students, with and without the developmental label, face challenges when reading online and in print, and research shows that these reading processes are not exactly the same. Research into new literacies finds that online reading comprehension gaps exist that are different from print reading. Varying reading strategies as well as metacognitive strategies can help assist students in successfully comprehending texts at the college level. This study investigated how explicit instruction in new literacy strategies impacts a reader’s ability to comprehend as well as their self-concept. The seven participants were 18-19-year-olds in a developmental college reading course at a Historically Black College and University in the Mid-South region. This university setting had elected to use all digital texts for courses. Data was collected using questionnaires, interviews, and screencasts. The analysis of data shows that students need explicit instruction and practice in using new literacy strategies before, during, and after reading as well as instruction in digital platform navigation. Furthermore, students need opportunities to practice metacognitive strategies while reading online.
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Graham, Day Kristall J. "Traditional Instruction Versus Direct Instruction: Teaching Content Area Vocabulary Words to High School Students with Reading Disabilities." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281026667.

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Vander, Wiede Jamie. "Direct, hands-on or inquiry instruction a study of instructional sequencing and motivation in the science classroom." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5073.

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Currently, a debate exists between the strengths and weaknesses of direct and inquiry instruction. Inquiry instruction is related to positive effect on learner motivation whereas supporters of direct instruction point to its ability to adequately support learners' working memories (Hmelo-Silver, Duncan, & Chinn, 2007; Kirschner, Sweller, & Clark, 2006; Kuhn, 2007; Sweller, 1988). This study examined the possibility of combining the best features of both inquiry and direct instruction by sequencing them together. A two-part lesson on electrical circuits was presented in three separate sequences of instruction to middle school students to determine if differences in student motivation and academic achievement emerge depending on whether a guided inquiry lab followed or preceded direct instruction. Results indicated equal levels of perceived competence by students across all instructional sequences and greater interest/enjoyment and perceived autonomy support when the instructional sequence began with a guided inquiry lesson. No significant differences in achievement were reported among the sequences.
ID: 030423060; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 42-48).
M.A.
Masters
Teaching, Learning and Leadership
Education
Applied Learning and Instrucation
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Andorfer, Kenya. "A Mixed-Methods Problem-Based Approach to Mathematics Versus Direct Instruction." Wittenberg University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=witt1438788985.

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Comeaux, Brian. "A Comparison of Instructional Strategies: Does How You Teach Mathematics Matter?" ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/honors_theses/123.

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For most of the twentieth and all the twenty-first century, there has been a great debate over educational reform for teaching mathematics. From these debates have come a critical look at how to properly instruct students so they can actively learn in the classroom, yet still retain the information for use in their later life. These questions are rooted in the larger debate between philosophical and psychological dimensions of human growth and development. Some educators, therefore, believe structuring their instruction around some philosophies such as idealism, realism, pragmatism, or existentialism was the key to success for their students. Others took the psychological approach and featured behaviorist or cognitive ideas in their teaching. Most feel that the approaches to psychology reflect these philosophical and psychological theories. These positions have resulted in the emergence of specific suggested teaching strategies that each proponent believes provide the solutions to the dilemma of how to best educate today’s students. This study examines what effect two different instructional strategies have on student acquisition of mathematical concepts and procedures.
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Books on the topic "Direct instruction"

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Silbert, Jerry. Direct instruction mathematics. 2nd ed. Columbus: Merrill Pub. Co., 1990.

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Silbert, Jerry. Direct instruction mathematics. 2nd ed. Columbus: Merrill Pub. Co., 1991.

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Douglas, Carnine, ed. Direct instruction reading. 5th ed. Upper Saddle River, N.J: Merill Prentice Hall, 2010.

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Jerry, Silbert, and Kameenui Edward J, eds. Direct instruction reading. 2nd ed. Columbus: Merrill Pub. Co., 1990.

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Jerry, Silbert, and Kameenui Edward J, eds. Direct instruction reading. 3rd ed. Upper Saddle River, N.J: Merrill, 1997.

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Douglas, Carnine, and Carnine Douglas, eds. Direct instruction reading. 4th ed. Upper Saddle River, NJ: Pearson Prentice Hall, 2004.

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Engelmann, Siegfried. Journeys: Direct instruction reading. Columbus, Oh: SRA/McGraw-Hill, 2000.

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Engelmann, Siegfried. Journeys: Direct instruction reading. Columbus, Oh: SRA/McGraw-Hill, 2000.

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E, Marchand-Martella Nancy, Slocum Timothy A, and Martella Ronald C, eds. Introduction to direct instruction. Boston: Pearson/A and B, 2004.

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Stein, Marcy. Designing effective mathematics instruction: A direct instruction approach. 3rd ed. Upper Saddle River, N.J: Merrill, 1997.

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Book chapters on the topic "Direct instruction"

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Stabel, Aaron, Kimberly Kroeger-Geoppinger, Jennifer McCullagh, Deborah Weiss, Jennifer McCullagh, Naomi Schneider, Diana B. Newman, et al. "Direct Instruction." In Encyclopedia of Autism Spectrum Disorders, 979–80. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1025.

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Kirschner, Paul A., and Carl Hendrick. "Direct instruction." In How Learning Happens, 176–85. Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429061523-18.

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Weik, Martin H. "direct instruction." In Computer Science and Communications Dictionary, 420. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_5144.

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Hornby, Garry, and Deborah Greaves. "Direct Instruction." In Essential Evidence-Based Teaching Strategies, 45–62. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96229-6_4.

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DeAquair, Rebecca. "Direct Instruction." In Encyclopedia of Autism Spectrum Disorders, 1485–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1025.

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Volz, Austin, Julia Higdon, and William Lidwell. "Direct Instruction." In The Elements of Education for Teachers, 27–28. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315101002-14.

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Kirschner, Paul A., and Carl Hendrick. "Direct instruction." In How Learning Happens, 241–52. 2nd ed. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003395713-28.

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Matsuda, Kozue. "Direct Instruction." In Springer Texts in Education, 109–20. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-35825-8_10.

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Joyce, Bruce, and Emily Calhoun. "Direct Instruction." In Models of Teaching, 287–94. 10th ed. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003455370-23.

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Lightbody, Bradley. "Dynamic direct instruction." In Advancing Learning Within and Beyond the Classroom, 105–23. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003132783-10.

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Conference papers on the topic "Direct instruction"

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Johnson, Lisa Rose. "Increasing Pragmatic Competence Through Direct Instruction and STEAM Approaches." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1583430.

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Ruutmann, Tiia, and Hants Kipper. "Teaching strategies for direct and indirect instruction in teaching engineering." In 2011 14th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2011. http://dx.doi.org/10.1109/icl.2011.6059556.

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Smith, Julie M. "The Role of Direct Instruction in Computer Science Education Research." In ITiCSE 2022: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3502717.3532151.

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Firmansyah, Firmansyah, E. Gradini, B. Yustinanningrum, and N. Lubis. "Comparison of The Implementation of Direct Instruction, Problem-Based Instruction, and Cooperative Learning using Cabri 3D on Geometry." In Proceedings of The 5th Annual International Seminar on Trends in Science and Science Education, AISTSSE 2018, 18-19 October 2018, Medan, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.18-10-2018.2287192.

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Richardson, Jennifer, and Patrick Lowenthal. "INSTRCUTOR SOCIAL PRESENCE: A NEGLECTED COMPONENT OF THE COMMUNITY OF INQUIRY." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-160.

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The Community of Inquiry framework posits that a meaningful educational experience consists of teaching presence, social presence, and cognitive presence. Garrison, Anderson, and Archer intentionally labeled the act of direct instruction, facilitating discourse, and designing instruction as teaching presence instead of teacher presence. This was largely due to the fact that teachers are not the only one’s who engage in “teaching” activities in online courses. This nomenclature also supports the belief that ideal educational experiences are centered on learners and not teachers. As ideal as this is, it fails to highlight the unique role teachers play in online courses. There is an effective teacher behind every successful online course. Students are particularly interested in their teacher’s social presence (which we refer to as instructor social presence). We posit that the Community of Inquiry framework does not clearly articulate or validate this important aspect of communities of inquiry. Here we describe what instructor social presence is, explain its importance, highlight its role in the community of inquiry framework, and summarize research others have conducted on instructor social presence.
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Winarsih, Sri, Khresna Bayu Sangka, and Dini Octoria. "The effect of direct instruction and problem based learning on millennial." In THE 2ND INTERNATIONAL CONFERENCE ON SCIENCE, MATHEMATICS, ENVIRONMENT, AND EDUCATION. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5139873.

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Zhang, Chuanjun. "An efficient direct mapped instruction cache for application-specific embedded systems." In the 3rd IEEE/ACM/IFIP international conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1084834.1084850.

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Subandi, Muhammad Farhan Masrur, Cicik Arista, and Rendy Aditya. "Implementing Direct Instruction in the Teaching and Learning Instrument Development Course." In Proceedings of the Social Sciences, Humanities and Education Conference (SoSHEC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/soshec-19.2019.40.

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Yudani, Julian, M. Arifuddin, Misbah, and Dewi Dewantara. "Implementing Direct Instruction Model with Mind Mapping Method on Static Fluids." In 2nd International Conference on Learning Innovation. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008409701930196.

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Baco, Christophe. "Direct Observation to Assess the Evolution of a Teacher's Explicit Instruction Strategies." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2101825.

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Reports on the topic "Direct instruction"

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Pleban, Robert J., Paul N. Blankenbeckler, Richard L. Wampler, Michael D. Dlubac, and Brian Perdomo. Comparison of Direct Instruction and Problem Centered Instruction for Army Institutional Training. Fort Belvoir, VA: Defense Technical Information Center, April 2013. http://dx.doi.org/10.21236/ada578566.

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Love, Bradley C. Maximizing the Benefits of Training by Example and Direct Instruction. Fort Belvoir, VA: Defense Technical Information Center, January 2008. http://dx.doi.org/10.21236/ada475528.

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Tucker, Jennifer S., Robert P. Semmens, Jason Sidman, Alexandra Geyer, and E. D. Vaughn. Training Tactical-Level Planning Skills: An Investigation of Problem-Centered and Direct Instruction Approaches. Fort Belvoir, VA: Defense Technical Information Center, June 2011. http://dx.doi.org/10.21236/ada545362.

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Author, Unknown. PR-138-907-R01 Test Kit Manual Field Sampling and Analysis of Contaminant Ions on Pipe Surfaces. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), February 1995. http://dx.doi.org/10.55274/r0012142.

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This document contains instructions for the sampling of steel pipe surfaces for contaminant ions using electrolytic limpet cell extraction or direct contact extraction with chromatographic papers, and analytical test methods for chloride, sulfate, nitrate/nitrite, and ferrous iron ions. The electrolytic limpet cell sampling method is the preferred technique for the recovery of ion contaminants from all pipe surfaces. Contact paper sampling may be used when operating conditions make the use of electrolytic limpet cell sampling impractical or inconvenient. Examples of sampling and analysis data forms to facilitate record keeping are located at the end of the manual.
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Feltovich, Paul J., and Richard L. Coulson. Conceptual Knowledge Foundations for Naval Medical Training: A Scheme for Directed Curricular Planning and Instructional Design. Fort Belvoir, VA: Defense Technical Information Center, January 1992. http://dx.doi.org/10.21236/ada249987.

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Cruickshank, Garry, and Don Mardle. Wetback Research: Thermodynamic Flow Characteristics of Passive Thermosyphon Energy Transfer from Independent Heat Source to Remote Storage Using Both Direct and Indirect Systems. Unitec ePress, December 2022. http://dx.doi.org/10.34074/rsrp.094.

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The method of heating water by means of a water jacket installed in the firebox of a solid-fuel burner, connected by pipes to a hot-water cylinder (HWC), was once commonplace in New Zealand, but has become less so in recent years. These systems, known as wetbacks, are covered by Building Code Clause G12, but considerable confusion has been caused by conflicting rules specified in the two main compliance documents, G12/AS1 and AS/NZS 3500.4 (hot water). In both compliance documents, wetback systems are defined as ‘uncontrolled heat sources’ with specific rules and limitations that stipulate how they are to be installed, and to keep them safe. However, other than common safety rules, each has entirely different ‘mandatory’ installation rules that affect the efficiency of the systems. They couldn’t both be right, but they could both be wrong. This is further confused by another standard, NZS 4603:1985, being mentioned in G12 as ‘another acceptable solution’ and differing from and contradicting both of the above. This standard is often quoted by manufacturers in their instructions. One driver of this research, from a regulatory view, was to determine which of the two main compliance documents was correct, if either.
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Regalia, Ferdinando, and Arianna Legovini. Targeted Human Development Programs: Investing in the Next Generation. Inter-American Development Bank, September 2001. http://dx.doi.org/10.18235/0008940.

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Targeted Human Development Programs (THDPs) are integrated poverty reduction programs designed to increase the capacity of the poor to accumulate human capital. The programs are directed primarily to poor and vulnerable families with pre-school and school-age children. Their main long-term objective is to eradicate the structural causes of poverty by fostering investment in the next generation's human capital. A secondary objective is to alleviate poverty in the short term, mainly through monetary transfers. This report sets out the motivation for implementing THDPs and step-by-step instructions for design and implementation. It describes the implementation of impact evaluation mechanisms and results that can be expected and offers a list of appropriate country conditions for a THDP. A model logical framework for a THDP operation is presented in the Annex of this report.
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Glewwe, Paul, and Kenn Chua. Learning Environments under COVID-Induced School Closures: Evidence from Vietnam. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/056.

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The COVID-19 pandemic has disrupted the education of over 1.5 billion students globally. A majority of students live in countries where schools were either fully closed or were operational only through remote access. As school disruptions are likely to have lasting impacts on children’s human capital accumulation, data documenting how schools and households have adapted to this new learning environment have the potential to provide information on how to curb the adverse effects of school closures on children’s educational progress. Using a telephone survey, the RISE Vietnam country research team (CRT) collected data from 134 school principals from a nationally representative sample of 140 primary schools (a response rate of 95.7 percent). A telephone survey was also conducted of 2,389 parents of Grade 3 and 4 students enrolled in these 140 primary schools; this survey covers all 140 schools, with an average of 17 parents per school. Principals were asked what schools did to provide instruction while schools were closed in early 2020, while parents were interviewed regarding children’s weekday activities as well as the types of instruction the children received during this period. The telephone interviews with school principals and parents were conducted between July and September of 2020. In 2020, Vietnam was in many ways an outlier in that it flattened its epidemic curve early in that year, thereby allowing schools to reopen as early as May 4, 2020—roughly three months after schools were first directed to shut down. Vietnam’s schools continued to stay open and ended its 2019-2020 school year towards the end of June. While the period of school closure in Vietnam was brief, the country’s example may provide lessons for other nations that faced, and are still facing, the educational consequences of the pandemic.
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Wezeman, Pieter D., Lucie Béraud-Sudreau, Alexandra Marksteiner, and Nan Tian. A Practical Guide to State Participation in the UN Report on Military Expenditures. Stockholm International Peace Research Institute, September 2022. http://dx.doi.org/10.55163/hqro4757.

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The United Nations Report on Military Expenditures (UNMILEX) is a reporting Instrument established by the UN General Assembly. Each year all UN member states can voluntarily provide data on their military expenditures to enhance multilateral transparency in military matters. In recent years less than 50 states on average per year have participated in the instrument. However, most states release public information on their military spending at the national level, which could directly support submissions for UNMILEX. To assist the revival of the instrument and to contribute to transparency in military affairs, this guide aims to support officials in preparing their country’s annual submission for UNMILEX. It provides step-by step advice and concrete examples on how to use the information readily available in public government budget documents to fill in UNMILEX submissions. It discusses the definition of ‘military expenditure’ for UNMILEX purposes, shows where to find budget documents and explains whether to report on actual or planned expenditures. Most importantly, the guide gives instructions on how to transcribe data from national budget documents to the correct UNMILEX form. The focus is on making participation easy by using the simplified or single-figure form.
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Landwehr, Philipp, Paulius Cebatarauskas, Csaba Rosztoczy, Santeri Röpelinen, and Maddalena Zanrosso. Inverse Methods In Freeform Optics. Technische Universität Dresden, 2023. http://dx.doi.org/10.25368/2023.148.

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Traditional methods in optical design like ray tracing suffer from slow convergence and are not constructive, i.e., each minimal perturbation of input parameters might lead to “chaotic” changes in the output. However, so-called inverse methods can be helpful in designing optical systems of reflectors and lenses. The equations in R2 become ordinary differential equations, while in R3 the equations become partial differential equations. These equations are then used to transform source distributions into target distributions, where the distributions are arbitrary, though assumed to be positive and integrable. In this project, we derive the governing equations and solve them numerically, for the systems presented by our instructor Martijn Anthonissen [Anthonissen et al. 2021]. Additionally, we show how point sources can be derived as a special case of a interval source with di- rected source interval, i.e., with each point in the source interval there is also an associated unit direction vector which could be derived from a system of two interval sources in R2. This way, it is shown that connecting source distributions with target distributions can be classified into two instead of three categories. The resulting description of point sources as a source along an interval with directed rays could potentially be extended to three dimensions, leading to interpretations of point sources as directed sources on convex or star-shaped sets.
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