Relevant bibliographies by topics / Instructional skills

Academic literature on the topic 'Instructional skills'

Author: Grafiati
Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Instructional skills"

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Al-Shehri, Mohammad Salih. "Effect of Differentiated Instruction on the Achievement and Development of Critical Thinking Skills among Sixth-Grade Science Students." International Journal of Learning, Teaching and Educational Research 19, no. 10 (October 30, 2020): 77–99. http://dx.doi.org/10.26803/ijlter.19.10.5.

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The objective of this study was to explore the effect of using a differentiated instruction method on the achievement and development of critical thinking skills among sixth-grade students in Abha, Saudi Arabia. The study used the experimental method through the application of the instructional program on a sample of 50 students, who were chosen purposefully from one school in Abha city. The sample was divided into an experimental group (n = 25), which received instructions using differentiated instruction, and a control group (n = 25), which received instructions using conventional methods. Two tests were developed, an academic achievement test and a critical thinking test, to measure the performance of students before and after using the instructional program. Findings showed an improvement in the academic performance of the experimental group, which were taught using the instructional program based on differentiated instruction. Participants were able to increase their level of critical thinking skills in science. The study recommends using this instructional strategy in different school subjects other than science. The study also recommends training teachers on its implementation in classrooms.
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Sanders, Sara, Lauren Hart Rollins, Linda H. Mason, Ashley Shaw, and Kristine Jolivette. "Intensification and Individualization of Self-Regulation Components Within Self-Regulated Strategy Development." Intervention in School and Clinic 56, no. 3 (July 20, 2020): 131–40. http://dx.doi.org/10.1177/1053451220941414.

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Self-regulated strategy development (SRSD) is an effective instructional approach used to teach academic strategies for skills such as writing and reading comprehension. Included in SRSD are direct strategy instruction and explicit procedures for teaching self-regulation skills, a method that has been effective at improving academic skills of students with disabilities, including those with emotional and behavioral disorders (EBD). However, due to pre-existing deficits in self-regulation skills, students with EBD may benefit from intensifying the four self-regulation skills already present in SRSD. This article provides practical examples for intensifying goal setting, self-monitoring, self-instructions, and self-reinforcement within the existing SRSD instructional approach.
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Lv, Hong Ning. "Multimedia Technology Application in Teaching Basketball Skills." Advanced Materials Research 557-559 (July 2012): 2025–28. http://dx.doi.org/10.4028/www.scientific.net/amr.557-559.2025.

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Technology and multimedia tools are constantly evolving and providing instructional designers new ways to present instruction. While the evolution of technology is full of instructional design potential, more research is needed to understand the cognitive processes when learning with different combinations of multimedia. The paper intends to interpret the application of multimedia technology in teaching basketball skills.
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Eberman, Lindsey E., and Megan E. Finn. "Enhancing Clinical Evaluation Skills: Palpation as the Principal Skill." Athletic Training Education Journal 5, no. 4 (October 1, 2010): 170–75. http://dx.doi.org/10.4085/1947-380x-5.4.170.

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Context: Recognition and evaluation of injuries/illnesses accounts for the greatest percentage (24%) of an athletic trainer's responsibilities as a clinician. When teaching orthopedic evaluation, we often emphasize history taking and special/ligamentous tests to achieve a diagnosis. Because of its complexity and variability, palpation becomes an underutilized skill in the evaluation process. Objective: The intent of this article is to provide educators with some nontraditional instructional techniques to assist students' development of palpation skills. Background: Palpation is used to identify somatic problems, treat those problems, and assess the result of the treatment. Within the examination, palpation identifies the specific tissues associated with an individual's complaint. By correctly identifying the affected tissues, the remainder of the evaluation can be shaped to appropriately address the injured structures. If students are able to comprehend the significance of palpation, they can enhance their evaluation skills. Description: We describe four lessons (Anatomy of a Penny, Controlling Pressure, Discriminating Changes in Soft Tissues, Integrating Skills with Blindfold Palpation) to help instructors provide a foundation for, as well as to advance and integrate, palpation skills in the evaluation process. Clinical Advantages: Education programs aim to enhance students' clinical abilities to recognize and evaluate injuries. The methods used to achieve improvement are not driven by accreditation standards, but by instructional technique. Nontraditional instructional methods may assist instructors with enhancing the palpation skills of their students. Conclusions: Palpation is an integral skill in the evaluation process. With creative instruction, educators can help students advance their skills.
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Quisquino, Dr John Marco F. "Master Teachers as Instructional Leaders in Public Elementary Schools in the Division of Rizal." International Journal for Research in Applied Science and Engineering Technology 10, no. 12 (December 31, 2022): 891–99. http://dx.doi.org/10.22214/ijraset.2022.47974.

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Abstract: The study aimed to determine the instructional leadership skills and competencies of Master teachers and its effect on professional growth of teachers in the Division of Rizal during the school year 2019-2020 base reference for policy enhancement. The study found out that in general, the master teachers are highly competent as regard to instructional skills and competencies in terms of instruction, research, coaching and mentoring, and observation and supervision. Also, in general, the teachers had a great extent on their professional growth in gaining new knowledge and information as regard to teaching techniques and methodologies that they could apply it in the teaching arena. There is a significant relationship between the level of instructional leadership skills and competencies of master teachers with respect to instruction, research, coaching and mentoring, and observation and supervision, and the extent of professional growth of teachers, since the computed p-value is less than 0.05 thus the null hypothesis is rejected. The findings show that the instructional leadership skills and competencies of master teachers with respect to instruction, research, coaching and mentoring, and observation and supervision are significantly correlated with the professional growth of teachers. It can be concluded that the instructional skills and competencies of master teachers are highly competent in terms of instruction, research, coaching and mentoring, and observation and supervision. Teachers have a great extent on their professional growth in accessing to and are participating in a variety of learning opportunities that addresses their needs and preferences. Further, master teacher’s instructional skills and competencies in terms of instruction, research, coaching and mentoring, and observation and supervision were significantly related to the professional growth of teachers
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Snell, Martha E. "Teaching Children and Young Adults with Mental Retardation in School Programs: Current Research." Behaviour Change 14, no. 2 (June 1997): 73–105. http://dx.doi.org/10.1017/s0813483900003557.

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This paper reviews the recent behavioural research on instruction of children and young adults with mental retardation in schools settings and community-based school programs. Instructional research in 12 skill areas (motor, self-care, communication, social skills, choice making, school behaviours, health and safety skills, home management, leisure skills, community use, vocational skills, and academics) meeting specified criteria on population (age and disability), location of instruction, functionality of skill, and research integrity was identified in 11 journals from 1990 through 1996. The pool of identified research is discussed by skill category and by intervention method, with critical comments made regarding strengths and weaknesses. Conclusions are drawn for practitioners and future researchers.
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Bottge, Brian A., Enrique Rueda, Timothy S. Grant, Ana C. Stephens, and Perry T. Laroque. "Anchoring Problem-Solving and Computation Instruction in Context-Rich Learning Environments." Exceptional Children 76, no. 4 (July 2010): 417–37. http://dx.doi.org/10.1177/001440291007600403.

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Middle school students with learning disabilities in math (MLD) used two versions of Enhanced Anchored Instruction (EAI). In one condition, students learned how to compute with fractions on an as-needed basis while they worked to solve the EAI problems. In the other condition, teachers used a computer-based instructional module in place of one of the EAI problems to deliver formal fraction instruction. The results indicated that students in both instructional formats improved their fraction computational skills and that formal instruction provided an added benefit. Both instructional conditions improved students' problem-solving skills by about the same amount. The findings suggest that combining formal fraction instruction with EAI is a viable way to improve the problem-solving and computational skills of students with MLD.
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Hartanti, Indah, Raharjo Raharjo, and Tarzan Purnomo. "PENGEMBANGAN PERANGKAT PEMBELAJARAN PENEMUAN TERBIMBING BERBANTUAN MIKROSKOP SEDERHANA UNTUK MELATIHKAN KETERAMPILAN PROSES SAINS DAN PEMAHAMAN KONSEP MATERI SISTEM ORGANISASI KEHIDUPAN PADA SISWA SMP." JPPS (Jurnal Penelitian Pendidikan Sains) 7, no. 1 (January 10, 2018): 1397. http://dx.doi.org/10.26740/jpps.v7n1.p1397-1408.

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This study aims to produce science instructional sets Guided Discovery Model Assisted Microscope Simple to facilitate science process skills and students’ understanding concepts. The instructional sets developed are Syllabus, Lesson Plans, Worksheets, Simple Microscope Media, Science Process Skills Test, and Concepts Understanding Test. This type of research is the instructional sets development research. The instructional sets development model used is the instructional sets development of 4D Model. The experiment of instructional sets was conducted at SMP Negeri 2 Losari Brebes by using One Group Pretest-Posttest Design. The instruments used in this study were the validation sheets of instructional sets, the observation sheets of the implementation of Lesson Plans, the students’ activities, the assessment sheets of science process skills and concepts understanding, the observation sheets of attitude and the questionnaires. Data analyzing technique used were descriptive analysis of quantitative and qualitative. The result of this research shows that the instructional sets developed are valid and can be used. The implementation of instruction are 100% done with very good category done. The most dominant of students’ activity is doing observation/investigation using simple microscope. Science process skills and students’ concepts understanding increases by value of N-Gain at middle category. The positive response of students towards the instruction is 86% with very strong category. Based on the results of data analysis, it can be concluded that the instructional sets with Guided Discovery Assisted Simple Microscope are feasible (valid, practical, and effective) to use to facilitate science process skills and students’ concepts understanding
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Lehrer, Richard, Laura D. Harckham, Philip Archer, and Robert M. Pruzek. "Microcomputer-Based Instruction in Special Education." Journal of Educational Computing Research 2, no. 3 (August 1986): 337–55. http://dx.doi.org/10.2190/cr5t-yfnl-w4tx-ln3a.

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This article reports findings of an evaluation study examining the instructional effectiveness of varying software environments for 120 preschool special needs children. Cognitive distancing principles were applied to classify children according to symbolic competence prior to instruction and to classify child-software interactions during instruction. An aptitude-by-treatment interaction design contrasted children's learning in either Logo or instructional software contexts with a control condition. Dependent measures included indicators of preschool problem solving, skill acquisition, language development, cognitive development and affective development. Results indicated that a Logo-based environment enhanced children's problem-solving skills and their acquisition of linguistic pragmatics as compared to counterparts in a control condition. In contrast, an instructional software condition promoted children's acquisition of specific skills. Neither software environment enhanced children's global levels of cognitive or of affective development. We conclude with a caution that the medium is not the message.
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Perloff, Joseph K., and Jon Wergin. "Luncheon panel: Instructional skills and developing instructional aids." Journal of the American College of Cardiology 8, no. 2 (August 1986): 480–81. http://dx.doi.org/10.1016/s0735-1097(86)80081-x.

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Dissertations / Theses on the topic "Instructional skills"

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Bliss, K., D. Dey, H. Hudson, and LeAnn E. Kesselring. "Skills-based Health Education – Instructional Strategies." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4013.

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Presenters will discuss the academic and health-related importance of teaching skills-based health education, and will provide attendees with hands-on activities that can be used to teach four of the eight National Health Education Standards: interpersonal communication, decision-making, goal-setting, and practicing health-enhancing behaviors.
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Gagné, Thomas Arthur. "College instructors' perceptions of instructional skills development activities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0025/NQ29037.pdf.

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Viršulienė, Kristina. "Student-teachers' instructional communication skills and their development." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20141222_133054-46024.

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The research by Lithuanian and foreign scientists justify the fact that instructional communication becomes a topical objective in the teacher-students’ professional self-development. Instructional communication is defined as a complex integral phenomenon, the most significant part of teacher’s activity, joining together all other activities into the whole and having an impact on pupil’s and teacher’s interaction, success of the self-developmental process. Teacher’s informative-communicative, perceptive, interactive skills of instructional communication perform a multifunctional role in pupils’ self-developmental process, while designing their world of values, motivating them to learn all life long, embed the attitudes of humanism, democracy, etc. Scientific literature data and legal documents‘ analysis substantiate theoretically the development of student-teachers’ instructional communication topical and points out the problem of its insufficient research. The aim of the research is to reveal peculiarities and dynamics of student‘s and teachers‘ instructional communication in the study process. The data of the empirical research revealed and substantiated prerequisites for student-teachers’ self-development of instructional communication skills: one’s self-determination to become a teacher, interpersonal relationship in a study group, carrying out practical tasks under the guidance of competent supervisors in particular. The integration of theoretical knowledge on... [to full text]
Lietuvos ir užsienio mokslininkų darbai pagrindžia, kad pedagoginis bendravimas – aktualus siekinys būsimųjų mokytojų profesiniame ugdyme(si). Pedagoginis bendravimas apibrėžiamas kaip sudėtingas integruotas reiškinys, svarbiausia mokytojo veiklos dalis, jungianti į visumą visas kitas veiklas bei lemianti mokinio ir mokytojo sąveiką, ugdymo(si) proceso sėkmingumą. Mokytojo pedagoginio bendravimo informaciniai-komunikaciniai, percepciniai, interakciniai gebėjimai atlieka polifunkcinį vaidmenį mokinių ugdymo(si) procese, kuriant vertybinį pasaulį, motyvuojant mokymąsi visą gyvenimą, įtvirtina humaniškumo, demokratiškumo nuostatas ir kt. Darbe mokslinės literatūros analize aktualizuota būsimųjų mokytojų pedagoginio bendravimo ugdymo(si) aukštojoje mokykloje nepakankamo mokslinio ištyrimo problema, todėl išsikeltas tyrimo tikslas – atskleisti būsimųjų mokytojų pedagoginio bendravimo ypatumus ir dinamiką studijų procese. Remiantis empirinio tyrimo rezultatais atskleistos ir pagrįstos būsimųjų mokytojų pedagoginio bendravimo gebėjimų ugdymo(si) prielaidos: pasiryžimas dirbti mokytoju, tarpasmeniniai santykiai studijų grupėje, savarankiškos praktinės užduotys konsultuojant kompetentingiems vadovams. Taip pat pagrįstas integruoto pedagoginio bendravimo ugdymo pozityvus poveikis studentams: jų profesiniam (stiprėjantis apsisprendimas būti mokytoju), dalykiniam (sąmoningas siekis gilesnio dalykinio išprusimo) apsisprendimui, tarpasmeninių santykių grupėje dinamikai ir kt.
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Castaneda, Carmelita (Rosie) Patrice. "Descriptive study of aerobic dance-exercise instructional skills." Thesis, Virginia Tech, 1992. http://hdl.handle.net/10919/40613.

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The purpose of this study was to describe the instructional skills demonstrated by 29 aerobic dance-exercise instructors as identified through the Aerobic Dance Observation System (ADOS). A secondary purpose was to describe the instructional skills across demographic and contextual variables such as years of teaching experience, certification, age, gender, facility, and equipment. Twenty-nine aerobic dance-exercise instructors (Male = 5; Female = 24) were observed in a variety of facilities: recreational programs, educational institutions, health clubs and aerobic dance-exercise studios. Each facility had different features and equipment such as floor type (hardwood, concrete or padded), portable or built-in sound system, mirrors and microphones. The exercise classes consisted of low-impact, high-impact, or step classes that varied from 50 to 90 minutes in length. Class sizes ranged from 4 to 150 individuals from all levels of fitness. Data were collected using three different methods: demographic questionnaire, on-site data analysis (Tech Checks and the physical location of the instructor) and videotaped analysis (instructional cues, nonverbal cues, general/specific feedback and choreographed movement patterns). Through descriptive statistical analysis, a profile of the instructional skills used in aerobic dance-exercise teaching environment was compiled. The findings from this study indicate that overall the aerobic dance exercise instructors demonstrated more similarities than differences in their patterns of teaching across demographic and contextual variables. The instructional profile describes instructors leading from the front of the room providing limited instructional information.
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Castaneda, Carmelita Patrice. "Descriptive study of aerobic dance-exercise instructional skills /." This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-01122010-020142/.

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St, Amand Santos Monica. "Generalization of Social Skills Based on Instructional Setting." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6129.

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Children with social skills deficits in verbal and nonverbal communication can face a variety of social challenges in many aspects of their lives. Given the increasing social needs of many students in today's classrooms, there is a need for increased social skills instruction and support in public schools. Inclusion opportunities in public schools can have a positive impact on the development of social skills and can increase peer understanding and empathy for students with special needs. Although there is research in the area of inclusion and its benefits, there is little known about the impact of the instructional setting on the ability of children to generalize social skills to other school settings. Based on social development theory and social learning theory, this quantitative study used secondary data (N = 129) from 2 primary schools in Connecticut to determine whether elementary age children are more likely to generalize social skills if they are taught social skills in the general education classroom setting compared to those who are taught social skills in the resource room setting or receive no instruction in social skills controlling for natural social skills growth. The result of an ANCOVA revealed that children who were taught social skills in the general education setting were more likely to generalize social skills across settings. The results of this study contribute to positive social change by helping inform school administrators and teachers about how to best support children with social deficits in reaching their academic and social potential. The findings may also help to create an environment that is more accepting of the varying needs of students and as a result can help to create a positive school climate and increase acceptance and friendships among elementary age students that can last into adulthood.
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Russell, Philip Michael. "Focused instructional multimedia design guidelines." Thesis, Staffordshire University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325220.

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Warfield, Nikkita Davenport. "Educating Instructional Mentors: A Qualitative Case Study of Instructional Coaches." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3844.

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In a rural Title I school district in Georgia, teachers are mandated to implement research-based best practices in their delivery of instructional standards so that K-12 students can master 21st century competencies and meet mandated academic targets. District administrators indicated many teachers lack skills to implement best practices. To address this concern, instructional coaches were hired to support teachers with implementation of instructional practices and address teacher accountability; however, coaches received no training to outline their roles and responsibilities. The purpose of this bounded qualitative single case study was to examine the role of instructional coaches and how they support teachers to improve instruction, and to identify supports needed to assist instructional coaches. Knowles's andragogy theory guided this study. The research questions were used to explore instructional coaches' perceptions of their roles and responsibilities, guidance to support K-12 educators, and professional development (PD) to improve coaching skills. A purposeful sample of 12 K-12 instructional coaches volunteered and participated in open-ended interviews, observations, and document reviews. Data were analyzed thematically using open and axial coding. Coaches perceived their roles as developing good relationships with teachers and garnering administrator support to sustain a consistent instructional coaching model. They also requested PD that featured direct/indirect collaboration with coaching experts. Results of the study were used to develop a 5-day PD session to address coaches' instructional needs. This endeavor may contribute to positive social change when instructional coaches understand their roles in creating systemic transformation in the instructional practices of teachers to benefit K-12 learners' achievement.
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Lin, Borchyi. "A HYPERMEDIA SIMULATION THAT TEACHES DEFENSIVE DRIVING SKILLS." UKnowledge, 2006. http://uknowledge.uky.edu/gradschool_diss/337.

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Because of increased commuter traffic volume on rural roadways collisions between motor vehicles and farm equipment have increased in frequency and severity over the last several years. This study investigated the effects of a multimedia narrative simulation program that taught hazard recognition and promoted defensive driving on rural roadways shared by farm equipment. A companion animated driving game allowed users to practice reaction/stopping time distances with a simulated automobile on a simulated highway when objects appeared suddenly in the path of the automobile. The program and game were delivered by an objective-oriented client/server computer program that also recorded and stored student pre-test, performance, and posttest data. Prior to the main study a user test and pilot study were conducted. Fifteen instructional systems design graduate students completed the user test to evaluate the study procedures and debug the program. Then, a pilot study sample of 17 rural high school students completed the narrative simulation exercise, the reaction/stopping time game, and the study measures that included a demographic survey, pre- and post measures of predicted reaction/stopping time, recognition of collisions hazard cues, numerical performance scores for the simulation exercise, and tracking logs of each student's performance during the animated raction/stopping time game. The main study sample included 123 students age 16 years and older who attended four rural and suburban county high schools. The schools were randome assigned to the four treatment conditions, one control and three treatment groups. The treatment group students completed either (a) the multimedia narrative simulation only, (b) the animated reaction time/stopping time game only, or (c) both the multimedia simulation and the reaction time/stopping time game. As hypothezised, students in the groups that completed the hazard recognition and defensive driving skills performed significantly better on posttests of those skills than students in groups that did not complete the simulation. Compared to students that did not complete the reaction/stopping time game, significantly more students that did complete the game became aware that they could not stop the simulated automobile before hitting an object in its pathway. Yet there was nodifference across the four groups in students' estimates of reaction/stopping time distances. Limitations of the study are noted and discussed. Recommendations for future studies are proposed.
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Copley, Charlotte Evans. "The effects of microcomputers on the mathematical skills of low-achieving students." W&M ScholarWorks, 1990. https://scholarworks.wm.edu/etd/1539618774.

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The purpose of this study was to determine the effectiveness of using the microcomputer to improve mathematics achievement for those students who did not pass the mathematics section of the State Literacy Passport Test in Grade 6.;The sample consisted of nine classes of seventh grade students who had not passed the LPT and whose parent(s) committed to the five week summer program. Students were assigned randomly to the nine teachers. The teachers were then assigned randomly to either the microcomputer or non microcomputer group with five being assigned to the microcomputer group. to control for teacher variability staff development and a detailed teacher's guide were provided. The topics covered in both groups were those which are addressed on the State LPT: numbers and numeration; relations and functions; computation with whole numbers, decimals, and fractions; measurement and geometry; and applications. The lessons for both groups included identical teacher directed activities. Students in the microcomputer group were assigned in pairs to a microcomputer and spent approximately 20% of the time using the microcomputer for follow-up activities whereas the students in the non microcomputer group worked on more conventional follow-up activities such as games and puzzles. The students attended classes for two and one-half hours, four days a week for five weeks.;A literacy passport test developed by the project director which was previously examined for content and concurrent validity and reliability was the posttest assessment. The pretest assessment was the State LPT.;The major findings of the study were: (1) Students in the microcomputer group scored significantly higher on the posttest for the total test and for the subtests of--computation with decimals, computations with fractions, and measurement and geometry. (2) Students in the microcomputer group experienced significant posttest gains on the subtest on computation with whole numbers but the posttest differences were not significant (p {dollar}<{dollar}.05). This was due to the significant differences in pretest scores in favor of the non microcomputer group.
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Books on the topic "Instructional skills"

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Sullivan, Richard L. Instructional design skills for reproductive health professionals. Baltimore, Md: JHPIEGO Corp., 1997.

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New Mexico State University. Center for Educational Development., ed. Essential skills for college teaching: An instructional approach. 3rd ed. Las Cruces, NM: Center for Educational Development, New Mexico State University, 1994.

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Simulations for skills training. Englewood Cliffs, N.J: Educational Technology Publications, 1998.

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Smith, Patricia L. Instructional design. New York: Merrill, 1993.

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J, Ragan Tillman, ed. Instructional design. 2nd ed. Upper Saddle River, N.J: Merrill, 1999.

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Smith, Patricia L. Instructional design. New York: Merrill, 1993.

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J, Ragan Tillman, ed. Instructional design. 3rd ed. Hoboken, N.J: J. Wiley & Sons, 2005.

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Beaudoin, Michael F. Online learner competencies: Knowledge, skills, and attitudes for successful learning in online settings. Charlotte, North Carolina: IAP, Information Age Publishing Inc., 2013.

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L, Lowther Deborah, ed. Integrating computer technology into the classroom: Skills for the 21st century. 4th ed. Boston: Allyn & Bacon, 2010.

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Service, Educational Testing. LearningPlus: An innovative instructional handbook for building reading skills ; self-paced learning of skills and strategies. Princeton, N.J: Educational Testing Service, 1994.

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Book chapters on the topic "Instructional skills"

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White, Jason M., and Neil Brewer. "A sample instructional program." In Teaching Basic Skills, 71–77. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-15176-9_5.

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White, Jason M., and Neil Brewer. "General instructional principles: part 1." In Teaching Basic Skills, 13–30. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-15176-9_2.

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White, Jason M., and Neil Brewer. "General instructional principles: part 2." In Teaching Basic Skills, 31–48. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-15176-9_3.

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White, Jason M., and Neil Brewer. "General instructional principles: part 3." In Teaching Basic Skills, 49–70. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-15176-9_4.

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Ono, Shigeharu, Hideaki Kanai, Ryosuke Atsumi, Hideki Koike, and Kazushi Nishimoto. "Learning Support and Evaluation of Weight-Shifting Skills for Novice Skiers Using Virtual Reality." In Adaptive Instructional Systems, 226–37. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05887-5_16.

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van der Pal, Jelke, and Armon Toubman. "An Adaptive Instructional System for the Retention of Complex Skills." In Adaptive Instructional Systems, 411–21. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50788-6_30.

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Daly, Tarah, Allison Hancock, Jennifer Phillips, Marcus Mainz, and Breck Perry. "Development of the Assessment Toolkit for Leader Adaptability Skills (ATLAS)." In Adaptive Instructional Systems, 271–85. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05887-5_19.

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Karahan, Mustafa, and Gabrielle Tuijthof. "Arthroscopic Simulation in Skills Training: European Initiatives." In ESSKA Instructional Course Lecture Book, 195–207. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-53983-1_16.

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Lockee, Barbara B., and Miriam B. Larson. "Developing Consulting Skills in Novice Instructional Designers." In The Instructional Design Trainer's Guide, 229–44. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003109938-22.

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Beishuizen, Jos, and Emiel Felix. "Adaptive tutoring of arithmetic skills." In Instructional Models in Computer-Based Learning Environments, 243–61. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-662-02840-7_15.

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Conference papers on the topic "Instructional skills"

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Fenrich, Peter. "An Instructional Model for Teaching Troubleshooting Skills." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2478.

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It is typically difficult or impractical to teach troubleshooting skills in a classroom or lab setting. A computer-based training software package was designed and developed to teach students the problematic skill of how to troubleshoot malfunctions in hydronic heating systems. A summative evaluation was needed to ascertain whether the skills learned on the computer would transfer to the real world. The results of this study show that the instructional model used in teaching learners how to troubleshoot hydronic heating systems was effective (p < 0.001). Learners were able to transfer what they learned on the computer to real systems. Students can effectively learn these troubleshooting skills through CD-ROM delivery without instructor intervention. It is hypothesized that this unique instructional model can be used to teach other troubleshooting skills. This paper describes the initial project and discusses the summative evaluation results.
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Fenrich, Peter. "Instructional Design Tips for Virtually Teaching Practical Skills." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2752.

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What can you do to virtually teach the hands-on skills traditionally taught in labs? If you include simulations, active experimentation, discovery-learning techniques, numerous questions with detailed feedback, video, animations, and photographs, you can effectively teach practical hands-on skills through multimedia technology. Through discussion and demonstration, this session will highlight practical tips for implementing the instructional development cycle as well as uncommon but effective instructional design strategies for teaching practical skills. Some of the highlighted programs (such as a virtual chemistry lab) have pushed the boundaries of what can be accomplished with multimedia technology. By the end of this interactive session, participants (who can range from novices to experts) should be able to identify computer-based training applications that effectively use multimedia technology, generate examples of where new media technology can be appropriately used to virtually teach hands-on skills, and decide where to incorporate the strategies shown into their computer-based training productions.
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Susantini, Endang, Sifak Indana, Isnawati Isnawati, and Sonia Dianita Sayitri. "Developing Instructional Video to EnhanceBiology Pre-Service Teachers’Metacognitive Skills." In Proceedings of the Mathematics, Informatics, Science, and Education International Conference (MISEIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/miseic-19.2019.35.

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Mathien, Lorena D. "Developing Effective Instructional Skills: The Master Educator Program at SUNY Buffalo State." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11020.

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With higher education facing budget cuts and declining enrollment, instructor effectiveness continues to be crucial, particularly in a state of increasing workloads with restricted resources. However, the dilemma of how to develop effective instructional skills while still maintaining a research agenda stems from a larger contradiction within professional disciplines; teaching is essential to the profession but holds a devalued position compared to research. It is not enough for educator to recognize that teaching and research are mutually reinforcing, universities must also recognize and support this reality. Understanding that we must learn to be good instructors, even as teaching is devalued, led our School of Professions to reflect on how we can develop strategies for becoming effective educators while still fulfilling our research (and service) agenda. With the Master Educator (MEP) program, our school is developing internal talent via instructional coaching between our School of Education (SOE) and our School of Professions (SOP). Research indicates that traditional forms of professional development are not effective. In turn, research on instructional coaching in K-12 setting has indicated a much higher implementation rate than traditional approaches to professional development; however, to our knowledge, there have been no attempt at implementing instructional coaching at the university level. The MEP is the first program to implement this practice at the university level.
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Hendri, Hendri, I. Gede Yusartika, and Nurie S. Athifa. "Development of Interactive Instructional Media of Photography: Multimedia Skills Competency." In Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ictvet-18.2019.21.

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Whitehill, Jacob, Zewelanji Serpell, Aysha Foster, Yi-Ching Lin, Brittney Pearson, Marian Bartlett, and Javier Movellan. "Towards an Optimal Affect-Sensitive Instructional System of cognitive skills." In 2011 IEEE Computer Society Conference on Computer Vision and Pattern Recognition Workshops (CVPR Workshops). IEEE, 2011. http://dx.doi.org/10.1109/cvprw.2011.5981778.

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Hasan, Hosni, and Fadhlan Aris. "The effect of three types instructional feedback on soccer skills." In 2010 International Conference on Science and Social Research (CSSR). IEEE, 2010. http://dx.doi.org/10.1109/cssr.2010.5773743.

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Pecheanu, Emilia, Adina Cocu, Ioan Susnea, Luminita Dumitriu, Diana Stefanescu, and Adrian Istrate. "Building Instructional Methodologies for Teaching Transversal Skills to Future Engineers." In 2020 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2020. http://dx.doi.org/10.1109/educon45650.2020.9125277.

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Notargiacomo Mustaro, Pollyana, Ismar Frango Silveira, Nizam Omar, and Sandra Maria Dotto Stump. "Structure of Storyboard for Development of Interactive Learning Objects." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2912.

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A theoretical discussion and practical guidelines for development and production of learning objects as a result of a structural document named storyboard will be presented. A storyboard must contain instructions and detailed description for development learning objects. During the instructional design phase, the storyboards are elaborated by the instructional designer with collaborate of subject matter expert (SME), graphic artists, programmers, and other interdisciplinary team members research. This involves researches in instructional design procedures and processes for improvement materials, environments and learning experiences and promotes the acquisition of specifics skills and knowledge by students. But one of the problems to create learning objects is the simple transposing of traditional elements for cyberspace without concerning about the instructional strategies or considering learning styles that could be more significant than content-by-strategy. One solution for this problem is using storyboards as model schemes built over some theoretical proposals: Robert Gagne’s conditions for learning, levels of interaction present in Rod Sims’ Taxonomy, characteristics of hypertext systems presented by Pierre Levy and George Landow, and orientation in knowledge domain by using diagrams and reduction of information overload, characterized by Richard Wurman.
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Fenrich, Peter. "What Can You Do To Virtually Teach Hands-on Skills?" In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2879.

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What can you do to virtually teach the hands-on skills traditionally taught in labs? If you include simulations, active experimentation, discovery-learning techniques, numerous questions with detailed feedback, video, animations, and photographs, you can effectively teach practical hands-on skills through multimedia technology. Through discussion and demonstration, this session will highlight practical tips for implementing the instructional development cycle as well as uncommon but effective instructional design strategies for teaching practical skills. Some of the highlighted programs (such as a virtual chemistry lab) have pushed the boundaries of what can be accomplished with multimedia technology. By the end of this interactive session, participants (who can range from novices to experts) should be able to identify computer-based training applications that effectively use multimedia technology, generate examples of where new media technology can be appropriately used to virtually teach hands-on skills, and decide where to incorporate the strategies shown into their computer-based training productions.
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Reports on the topic "Instructional skills"

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Gardner, Jaap. TSQP: Instructional Skills for Classroom Instruction TSQP Course# 29748. Office of Scientific and Technical Information (OSTI), October 2022. http://dx.doi.org/10.2172/1893642.

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Wolfe, Randy P. Instructional Skills for Classroom Instructors (Course 29748). Office of Scientific and Technical Information (OSTI), November 2017. http://dx.doi.org/10.2172/1408850.

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Farr, Marshall J. The Long-Term Retention of Knowledge and Skills: A Cognitive and Instructional Perspective. Fort Belvoir, VA: Defense Technical Information Center, May 1986. http://dx.doi.org/10.21236/ada175905.

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Siamoo, Peter. Developing the Instructional Leadership Skills of High School Principals in Tanzania: A Problem-Based Learning Approach. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.984.

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Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abilities. PBL, TBL, GBL are being successfully implemented in the UTHSC MOT Program to enhance the learning process and improve student engagement.
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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, February 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.
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Dubeck, Margaret M., Jonathan M. B. Stern, and Rehemah Nabacwa. Learning to Read in a Local Language in Uganda: Creating Learner Profiles to Track Progress and Guide Instruction Using Early Grade Reading Assessment Results. RTI Press, June 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0068.2106.

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The Early Grade Reading Assessment (EGRA) is used to evaluate studies and monitor projects that address reading skills in low- and middle-income countries. Results are often described solely in terms of a passage-reading subtask, thereby overlooking progress in related skills. Using archival data of cohort samples from Uganda at two time points in three languages (Ganda, Lango, and Runyankore-Rukiga), we explored a methodology that uses passage-reading results to create five learner profiles: Nonreader, Beginner, Instructional, Fluent, and Next-Level Ready. We compared learner profiles with results on other subtasks to identify the skills students would need to develop to progress from one profile to another. We then used regression models to determine whether students’ learner profiles were related to their results on the various subtasks. We found membership in four categories. We also found a shift in the distribution of learner profiles from Grade 1 to Grade 4, which is useful for establishing program effectiveness. The distribution of profiles within grades expanded as students progressed through the early elementary grades. We recommend that those who are discussing EGRA results describe students by profiles and by the numbers that shift from one profile to another over time. Doing so would help describe abilities and instructional needs and would show changes in a meaningful way.
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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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Rodriguez-Segura, Daniel, and Isaac Mbiti. Back to the Basics: Curriculum Reform and Student Learning in Tanzania. Research on Improving Systems of Education (RISE), June 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/099.

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In 2015, the Tanzanian government implemented a curriculum reform that focused instruction in Grades 1 and 2 on the “3Rs”—reading, writing, and arithmetic. Consequently, almost 80 percent of the instructional time in these grades was mandated towards foundational literacy in Kiswahili and numeracy skills. Other subjects such as English were no longer taught. Using student-level panel data, we evaluate the effect of this policy on learning outcomes using a difference-in-differences approach which leverages the variation in the timing of implementation across grade levels and cohorts impacted by the policy. We find that the policy increased learning by around 0.20 standard deviations in Kiswahili and math test scores one year after the start of the reform. Timely teacher training on the new curriculum was associated with even larger effects. Evaluating longer term outcomes, we find suggestive evidence that the reform decreased the dropout rate of children up to four years later. However, this was also accompanied with lower average passing rates in the national Grade 4 examination due to compositional changes as low-performing students became less likely to dropout.
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Goodwin, Gregory A., and Paul N. Blankenbeckler. Enhancing Digital Skills Training: Interactive Multimedia Instruction. Fort Belvoir, VA: Defense Technical Information Center, May 2012. http://dx.doi.org/10.21236/ada586612.

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