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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Wiyono, Ketang, Zulherman Zulherman, Saparini Saparini, Melly Ariska, Rini Khoirunnisa, and Sri Zakiyah. "Moodle-based E-Learning Model for Critical Thinking in the Lesson of Electromagnetic Induction." Jurnal Penelitian & Pengembangan Pendidikan Fisika 6, no. 2 (December 31, 2020): 237–46. http://dx.doi.org/10.21009/1.06210.
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This study aims to develop a valid and practical e-learning model for critical thinking skills using the moodle platform in the lesson of electromagnetic induction. Dick and Carey instructional design model is applied for the product development—which consists of nine stages, (1) instructional goals identification, (2) instructional analysis, (3) learners and contexts analysis, (4) objective performance arrangement, (5) assessment instruments development, (6) instructional strategy’s plan, (7) instructional material selection, (8) preparation for conducting a formative evaluation of the instruction, and (9) revise instruction. The results reveal the moodle design is valid and practical regarding expert and user perspectives, respectively. Besides, there is an improvement of student’s critical thinking skills according to the obtained n-gain score, which stands for 0.38.
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Davie, Emily, Malissa Martin, Micki Cuppett, and Denise Lebsack. "Effectiveness of Mobile Learning on Athletic Training Psychomotor Skill Acquisition." Athletic Training Education Journal 10, no. 4 (October 1, 2015): 287–95. http://dx.doi.org/10.4085/1004287.
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Context Instruction of psychomotor skills is an important component of athletic training education. Accommodating the varied learning abilities and preferences of athletic training students can be challenging for an instructor initiating skill acquisition in a traditional face-to-face (F2F) environment. Video instruction available on mobile devices may offer an alternative teaching tool, allowing for student-initiated learning. Objective To compare outcomes of Quick Clips (QC) instruction with F2F instruction as measured by skill-examination scores. Design Quasi-experimental. Setting Five higher learning institutions with Commission on Accreditation of Athletic Training Education (CAATE) accredited athletic training education programs. Patients or Other Participants Seventy-four pre-athletic training students, average age 18.86 ± 1.0 years (49 women, 25 men), volunteered for this study. Participants were randomly assigned to 1 of 2 instructional groups (F2F or QC). Intervention(s) The principal investigator provided F2F instruction to 38 participants in 3 skills (knee valgus stress test, middle trapezius manual muscle test, and goniometric measurement of active ankle dorsiflexion). The remaining 36 participants watched 3 QC videos demonstrating the same skills. Main Outcome Measure(s) Three individual skill exam scores and the total score. Results A 1-way multivariate analysis of variance indicated a significant effect (P < .0001) of instructional method on exam scores. Follow-up univariate analysis of variance indicated knee valgus stress test exam scores were significantly higher after F2F instruction (P < .0001). Neither manual muscle test nor goniometric measurement exam scores were affected by instructional method. Conclusions The findings support the use of QC as an alternative to F2F instruction for 2 of the 3 skills. This finding is similar to studies reported in the nursing literature on computer-assisted learning, which found inconclusive evidence to support the superiority of one method over another. Mobile video instruction is an effective teaching strategy. It may be best utilized to supplement traditional F2F instruction.
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Wisshak, Susanne, and Sabine Hochholdinger. "Perceived instructional requirements of soft-skills trainers and hard-skills trainers." Journal of Workplace Learning 32, no. 6 (July 11, 2020): 405–16. http://dx.doi.org/10.1108/jwl-02-2020-0029.
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Purpose This study aims to investigate whether soft-skills trainers and hard-skills trainers have different perspectives regarding their required instructional knowledge and skills. Design/methodology/approach An online questionnaire was completed by 129 soft-skills trainers and 61 hard-skills trainers. The authors used 14 items covering relevant instructional knowledge and skills based on the training literature. Findings An exploratory factor analysis identified the following two factors: managing interactions and instructional activities. A multivariate analysis of variance showed significant differences in the assessments of managing interactions (p = 0.00) and instructional activities (p = 0.01) between soft- and hard-skills trainers. The differences in managing interactions were larger than those in instructional activities. The soft-skills trainers showed higher agreement with all items. Most individual items had medium effect sizes. The differing perspectives of soft- and hard-skills trainers are not an effect of different educational backgrounds. Research limitations/implications These findings suggest that differences exist in the required instructional knowledge and skills depending on whether trainers teach soft or hard skills. Further research should consider the training content. Practical implications Practitioners can ensure that soft-skills trainers meet the respective requirements. Originality/value This study is the first to investigate the differences in soft- and hard-skills trainers’ perceptions of instructional requirements.
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Hanson, Ralph A., and Richard E. Schutz. "A Comparison of Methods for Measuring Achievement in Basic Skills Program Evaluation." Educational Evaluation and Policy Analysis 8, no. 1 (March 1986): 101–13. http://dx.doi.org/10.3102/01623737008001101.
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Standardized achievement tests continue to be used as the primary criterion measures in the evaluation of basic skills programs despite explicit recommendations against this practice by many testing and evaluation experts. A major issue behind this criticism is examined in this comparative study of three types of tests. These tests represent three points on a content validity continuum which references their correspondence to the instructional program being evaluated. Data are examined on these tests at two levels in eight groups of elementary school students receiving instruction on various basic skills. The results show why and how standardized tests provide different information from other tests that are more closely matched to program instruction. They also show why out-of-level standardized test results often correspond more closely to the results of instructionally referenced tests as compared to at-level tests. The implications of this research for basic skill program evaluations are discussed.
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Torgesen, Joseph K., and Theodore A. Barker. "Computers as Aids in the Prevention and Remediation of Reading Disabilities." Learning Disability Quarterly 18, no. 2 (May 1995): 76–87. http://dx.doi.org/10.2307/1511196.
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This article provides examples of ways that computer-assisted instruction can help children with learning disabilities (LD) learn to read more effectively. Computer-assisted instruction and practice in reading is fit within an instructional model for LD children that recognizes their special needs for assistance in acquiring accurate and fluent word identification skills. The theory that reading disabilities are phonologically based is discussed as a context for focusing instruction on alphabetic reading skills. Computer programs that provide training in phonological awareness, specific context-free word identification skills, and reading of connected text are described, and preliminary evidence about their instructional effectiveness is presented.
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Ajimotokan, Habeeb A., Rashidat M. Ambali, Abdulkareem B. Rabiu, Temitayo S. Ogedengbe, Hassan K. Ibrahim, and Mudasir O. Yusuf. "Development and Evaluation of an Interactive Instructional Package for Teaching Engineering Graphics Skills." FUOYE Journal of Engineering and Technology 7, no. 2 (June 30, 2022): 280–86. http://dx.doi.org/10.46792/fuoyejet.v7i2.806.
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Exposure to modern pedagogical approaches and methods with appropriate instructional media can enhance the development of high-level critical thinking and technical skills. This study examined the development of an interactive instructional software package for teaching engineering graphics and evaluated its relative effectiveness on second-year undergraduate engineering students' academic achievement, skill transfer, and retention. In this study, the quasi-experimental, pre-test, post-test, control group design was employed. 45 research participants were sampled, employing two-stage stratified sampling technique, which comprises the simple random sampling to assign students into three groups from the study population and systematic sampling with k = 3 to select 15 students from each group to a control group and experimental groups A and B. The control group was exposed to conventional classroom instruction (CI), group A to computer-aided instruction (CAI); and group B to conventional and computer-aided instructions (CCAIs). A computer-aided learning package on engineering graphics was developed using the Camtasia software package, which served as the treatment instrument. The pre-test and post-test data used for analysis stemmed from a validated Engineering Graphics Achievement Test instrument. Analysis of covariance and Sidak post hoc test statistical analysis of the groups' performance provided the results on the comparative effects of the treatment conditions. Findings indicated significant differences between the academic achievement, skill transfer, and retention of students, exposed to CCAIs, and CI or CAI strategies. When used together, a significant improvement in students' academic achievement, transfer, and retention of engineering graphics skills occurred than either the CI or CAI strategy used alone.
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Gilson, Carly B., Erik W. Carter, and Elizabeth E. Biggs. "Systematic Review of Instructional Methods to Teach Employment Skills to Secondary Students With Intellectual and Developmental Disabilities." Research and Practice for Persons with Severe Disabilities 42, no. 2 (March 31, 2017): 89–107. http://dx.doi.org/10.1177/1540796917698831.
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Effective vocational instruction is an essential aspect of preparing students with intellectual and developmental disabilities (IDD) for the world of work. We systematically reviewed research on instructional methods used to teach employment skills to secondary students with IDD. We identified 56 studies involving 766 participants with IDD. Four intervention approaches emphasized technology or some other instructional stimulus (i.e., self-management devices, video-based, audio-based, picture and tactile-based) and four focused on live instructors (i.e., direct instruction, augmentative and alternative communication, simulation, peer-delivered). Among the 21 instructional methods used within these approaches, performance feedback, device-assisted instruction, response prompting, and community-based instruction were the most common. We address the extent to which these intervention approaches were effective across students, instructional methods, settings, and outcomes, as well as offer recommendations for future research and practice.
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White, Antoinette, Dennis William Moore, Marilyn Fleer, and Angelika Anderson. "A Thematic and Content Analysis of Instructional and Rehearsal Procedures of Preschool Social Emotional Learning Programs." Australasian Journal of Early Childhood 42, no. 3 (September 2017): 82–91. http://dx.doi.org/10.23965/ajec.42.3.10.
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RESEARCH HAS DOCUMENTED THE positive effects of social emotional learning (SEL), and educational policy developments and accepted learning standards are beginning to reflect these findings. However, how best to include evidence-based practices in the instruction of social emotional competencies in regular preschool settings is not yet fully understood. Through a thematic and content analysis, this study identifies the target skills, implementation, instructional and rehearsal procedures in eight effective preschool SEL programs. The analysis describes a differential relationship between target skills and instructional and rehearsal procedures. The findings highlight the relevance of particular procedures in the instruction of specific competencies, and in broader social emotional instruction. These findings may assist educators in instructional planning with current learning documents, such as the Early Years Learning Framework (DEEWR, 2009).
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Lee, Ming Foong, Chee Sern Lai, and Azmanirah Ab Rahman. "Evaluation of Fundamental Instructional Design Skill: The Quality of PPG Program In-Service Teachers." International Journal of Global Optimization and Its Application 1, no. 4 (December 31, 2022): 266–72. http://dx.doi.org/10.56225/ijgoia.v1i4.105.
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Program Pensiswazahan Guru (PPG) is a targeted degree program catered for those in-service teachers mention above. PPG is conducted using a distance learning mod and the duration is 4 years. In-service teachers will attend the courses during the weekend and only five times face-to-face meetings with the lecturers. However, there is no comprehensive research has been conducted towards PPG students’ mastery skills in fundamental instructional design. Therefore, this study aimed to evaluate the fundamental instructional design skill level among PPG students and to determine the differences in fundamental instructional design skills among three groups of PPG students (Primary School, Secondary School, and Vocational College). This study employed a tracer study survey as the research design by using a set of questionnaires on the Needham Model-based instructional design skill assessment sheet. A total number of 276 respondents were involved in this study. The collected data will be analysed by using descriptive statistics and the One-Way ANOVA Test. Results show that most of the in-service teachers tend to have high scores in fundamental instructional design skills, namely orientation, idea generation, idea restructuring, application of the idea, and reflection. Vocational college teachers were champions in all four phases of instructional design skills except the reflection phase. The reflection phase was championed by teachers from primary school. Meanwhile, secondary school teachers tend to achieve middle level across all instructional design skills. In conclusion, the PPG programme conducted by the university can enhance the in-service teacher’s instructional design skills.
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Anuar, Roslaili, Shahriman Zainal Abidin, and Wan Zamani Wan Zakaria. "THE DESIGN, DEVELOPMENT AND EVALUATION OF TPSACK COURSEWARE TO FACILITATE THE ART AND DESIGN EDUCATION STUDENTS ARTISTIC SKILLS KNOWLEDGE." Asian Journal of University Education 15, no. 3 (December 31, 2019): 56–69. http://dx.doi.org/10.24191/ajue.v15i3.06.
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This study examines the efficacy of the TPSACK courseware which was developed with artistic skills practice to discover the Technological, Pedagogical and Content Knowledge components in the design of the courseware. The courseware was developed based on Dick and Carey Instructional Design Model (2009) which addresses instruction as an entire system, focusing on the inter-relationship between context, content, learning and instruction. Respondents from 130 Art and Design Education (ADE) group were gathered to analyse the TPSACK courseware. The courseware is designed with artistic skills practice for Arts students aimed at developing their artistic skills using technological assistance. The artistic skills included in the courseware are vital for students in preparation of becoming future art educator. The TPSACK courseware was evaluated using questionnaire with 5 point Likert scale comprising elements of interface design, content, artistic skills practice and the usability of the courseware. Significant findings revealed that the courseware include satisfactory and appropriate practices of artistic skills for Art students to improve their personal skills. Not only that, the study also suggests that the Dick and Carey Instructional model (2009) may be an ideal model in providing an instructional framework for courseware development.
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Kniffin, Michael. "Instructional Skills for Student Teachers." Strategies 1, no. 6 (June 1988): 5–8. http://dx.doi.org/10.1080/08924562.1988.10591631.
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Keefer, Cathy, Holly Mortlock, and Heidi Smith. "Instructional developers' skills and knowledges." Performance + Instruction 26, no. 9-10 (November 1987): 58–60. http://dx.doi.org/10.1002/pfi.4160260918.
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Klein, James D., and Sharon Jun. "Skills for Instructional Design Professionals." Performance Improvement 53, no. 2 (February 2014): 41–46. http://dx.doi.org/10.1002/pfi.21397.
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Bouck, Emily C., Jordan Shurr, and Jiyoon Park. "Virtual Manipulative-Based Intervention Package to Teach Multiplication and Division to Secondary Students With Developmental Disabilities." Focus on Autism and Other Developmental Disabilities 35, no. 4 (July 23, 2020): 195–207. http://dx.doi.org/10.1177/1088357620943499.
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Mathematics instruction for students with intellectual disabilities and autism is important. However, it is imperative for researchers and practitioners to focus on the maintenance of mathematical concepts and not just acquisition for these students. Through a single-case multiple probe across participants study, researchers explored an intervention package consisting of a manipulative-based instructional sequence involving virtual manipulatives and then representations (i.e., drawings; referred to as the virtual-representational instructional sequence), explicit instruction, the system of least prompts, overlearning, and support fading to support students with intellectual disability and autism to acquire and maintain multiplication or division skills. The three middle school students who completed the entire intervention acquired and maintained their targeted mathematics skill—in multiplication or division. The results have implications for use of intervention packages to teach foundational mathematics skills to students with developmental disabilities.
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Latham, Don, and Melissa Gross. "Instructional Preferences of First-Year College Students with Below-Proficient Information Literacy Skills: A Focus Group Study." College & Research Libraries 74, no. 5 (September 1, 2013): 430–49. http://dx.doi.org/10.5860/crl-343.
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The Attaining Information Literacy Project has focused on identifying first-year college students with below-proficient information literacy skills, gaining an understanding of those students’ self-views and perceptions of information literacy, gaining an understanding of their instructional experiences and preferences, and developing an intervention that will address their instructional needs. Focus groups were conducted with students with below-proficient skills to determine their instructional preferences. The findings from the focus groups indicate that students place a high value on personal relevance in the knowledge and skills they are learning, and they prefer a combination of demonstration and hands-on activities, interaction with the instructor and other students, and the availability of supplemental instructional materials in the form of handouts. In addition, they feel that incentives to participate in instruction are crucial and that a number of communication strategies are needed to advertise effectively the availability of instructional sessions.
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Rokhayani, Atik, Agung Dwi Nurcahyo, Dwi Rukmini, and Ahmad Sofwan. "Peer Teaching as a Simulation for Communicative Classroom English Rehearsal." Celt: A Journal of Culture, English Language Teaching & Literature 17, no. 1 (October 21, 2017): 103. http://dx.doi.org/10.24167/celt.v17i1.1164.
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One of the professional competences that should be owned by English teachers is classroom English skill since they have to deliver instructions in various classroom context. Consequently, it becomes a challenge for teacher training and education institutions to prepare their student teachers with good English speaking skills for instructional purposes. Student teachers usually have to complete a teaching internship program for one semester at school so as to engage them in a real situation of teaching experience. In that period of time, they will have to use appropriate classroom language when giving instructions to their students. Therefore, student teachers should be provided enough opportinuties for practicing their classroom English skill. In Indonesian English Education Department there is a compulsory course named ‘micro teaching class’ that should be attended by student teachers before they have a teaching internship program at school. This study aims at describing how peer teaching is practiced by the students of the English Education Department of Universitas Muria Kudus as a simulation activity to use classroom English in delivering classroom’s instruction. The study will explore to what extent this simulation can help student teachers improve their communicative competence in classroom instructional process.
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Baker, Joshua N., Christopher Rivera, Stephanie Devine, and Lee Mason. "Teaching Emergent Literacy Skills to Students With Autism Spectrum Disorder." Intervention in School and Clinic 54, no. 3 (May 10, 2018): 166–72. http://dx.doi.org/10.1177/1053451218767907.
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This article provides six fundamental steps for using a task analysis to teach emergent literacy skills to young learners with autism spectrum disorder (ASD). Compared to general education peers, students with ASD score lower on reading measures and often have difficulty acquiring literacy skills via the instruction methods used in typical classrooms. An effective instructional technique for many students with ASD is systematic instruction via task analysis. Task analysis may be a useful tool for teachers of students with ASD to build literacy skills by aligning instruction in missing skills to the curriculum standards. The steps to consider when using a task analysis include what emergent literacy skills will be taught, defining expected steps and correct responses, the instructional method to be used, systematic prompting techniques, piloting and updating the task analysis, and teaching and collecting data. Considerations for implementation for practice are provided.
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Gardner, Stephanie J., and Pamela S. Wolfe. "Results of a Video Prompting Intervention Package Impacting Dishwashing Skill Acquisition for Adolescents With Autism." Journal of Special Education Technology 34, no. 3 (September 27, 2018): 147–61. http://dx.doi.org/10.1177/0162643418802666.
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In order to maximize the future level of independence learners with autism spectrum disorder display, daily living tasks can be taught in K–12 programs using a variety of instructional methods, including video-based instruction. This study investigated the effectiveness of an instructional package including video priming and prompting along with a graduated guidance error correction procedure to teach dish washing skills to four adolescents with autism. A multiple baseline across participants design demonstrated that three of the four participants acquired dishwashing skills upon introduction of the intervention. In addition, two participants were able to generalize their performance to two novel settings and maintain their skills for up to 3-week postintervention. Future research should further explore the efficacy of error correction procedures used with video prompting and the impact that these procedures have on student learning and skill retention.
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Jacob, Udeme Samuel, and Jace Pillay. "Instructional strategies that foster reading skills of learners with intellectual disability: A scoping review." Cypriot Journal of Educational Sciences 17, no. 7 (July 29, 2022): 2222–34. http://dx.doi.org/10.18844/cjes.v17i7.7589.
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Effective learning and classroom interaction depend on learners’ reading skills. In essence, reading is the cornerstone of academic success. Thus, functional literacy enhances learners' abilities irrespective of their intellectual abilities. Learners with intellectual disability will have an improved ability to understand and apply the information learnt to real-life situations. This scoping review aimed to examine instructional strategies adopted to foster the reading skills of learners with intellectual disabilities. A database search of relevant studies revealed 522 academic papers. Only six articles met the inclusion criteria for an in-depth analysis of studies on the use of instructional strategies to improve reading skills among learners with intellectual disabilities. The study included in this review used six strategies to improve reading skills. Furthermore, all strategies except phonics-based instruction effectively enhanced reading skills. Based on these findings, we recommend that workshops be organized for professionals providing services to learners with intellectual disabilities on the advantages of applying appropriate instructional strategies to develop reading skills among learners with intellectual disability. Moreover, larger sample sizes are required in future studies to draw generalizable conclusions.
Key words: fostering; learners; instructional strategies; intellectual disability; reading skills
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Anuar, Roslaili, Shahriman Zainal Abidin, and Wan Zamani Wan Zakaria. "THE DESIGN, DEVELOPMENT AND EVALUATION OF TPSACK COURSEWARE TO FACILITATE THE ART AND DESIGN EDUCATION STUDENTS ARTISTIC SKILLS KNOWLEDGE." Asian Journal of University Education 15, no. 3 (December 31, 2019): 69. http://dx.doi.org/10.24191/ajue.v15i3.7561.
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This study examines the effectiveness of the TPSACK courseware which was developed with artistic skills practice to discover the Technological, Pedagogical and Content Knowledge components in the design of the courseware. The courseware was developed based on Dick and Carey Instructional Design Model (2009) to address instruction as an entire system and focusing on the inter-relationship between various factors such as context, content, learning and instruction. A total of 130 respondents Art and Design Education (ADE) group were selected to analyse the TPSACK courseware. The courseware is aimed to develop the students’ artistic skills using technological assistance. The artistic skills included in the courseware are vital for students in preparation of becoming a future art educator. The TPSACK courseware was evaluated using questionnaire with a 5-point Likert scale comprising elements of interface design, content, artistic skills practice and the usability of the courseware. The findings revealed that the courseware indicated satisfactory and appropriate practices of artistic skills for Art students to improve their personal skills. Not only that, the study also suggests that the Dick and Carey Instructional model (2009) will be an ideal model to provide an instructional framework for courseware development.
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Duffyy, Gerald G., Laura R. Roehler, Michael S. Meloth, Ruth Polin, Gary Rackliffe, Ann Tracy, and Linda Vavrus. "Developing and Evaluating Measures Associated with Strategic Reading." Journal of Reading Behavior 19, no. 3 (September 1987): 223–46. http://dx.doi.org/10.1080/10862968709547602.
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This paper describes and evaluates four measures recently developed for use in an instructional study of students' awareness and use of reading skills as strategies. The focus here is on the evaluation of the measures, rather than the study itself. Included are measures of (a) students' awareness of lesson content following skill instruction, (b) students' reasoning as they perform a particular skill task, (c) students' reasoning when reading connected text, and (d) students' awareness of the general need to be strategic when reading. Recommendations are provided regarding the modification and use of these measures in future instructional studies.
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Horrocks, Erin L., and Robert L. Morgan. "Effects of Inservice Teacher Training on Correct Implementation of Assessment and Instructional Procedures for Teachers of Students With Profound Multiple Disabilities." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 34, no. 4 (March 7, 2011): 283–319. http://dx.doi.org/10.1177/0888406410397556.
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A multicomponent training package (live training, video modeling, role playing, and feedback) was used to train teachers to conduct assessment and to instruct students with profound multiple disabilities. Phase 1 of the study involved training seven teachers to conduct assessment in three areas: (a) preference assessment (i.e., identification of potential reinforcing items), (b) controlled body movement assessment (i.e., gross and fine motor skills), and (c) access skill assessment (i.e., assessment of basic skills or prerequisite skills necessary for further instruction). Four teacher–student pairs from Phase 1 participated in Phase 2, where teachers were trained to use one of the following instructional strategies: least-to-most prompting, most-to-least prompting, time delay, or graduated guidance. A multiple baseline design across four teacher participants was used to determine if training was effective in increasing the percentage of correctly implemented instructional steps. Data indicated that the training package was effective in increasing teachers’ skills in assessing and instructing students with profound multiple disabilities. In addition, data from student participants showed they were responsive to teachers’ instruction, as the percentage of independently performed student responses increased from baseline to training and posttraining sessions.
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Et al., Chanasith Sithsungnoen. "The Development of GPAS 5 Steps Teaching Model for Enhancing Learning Skills in Thailand 4.0 Era." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1340–47. http://dx.doi.org/10.17762/pae.v58i1.906.
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The purposes of this research were 1) to develop GPAS 5Steps Teaching Model for enhancing learning skills in Thailand 4.0 era, 2) to evaluate the effectiveness ofconducted model in aspects of 2.1) instructors: 2.1.1) knowledge and understanding about ofinstruction, 2.1.2) instructional design ability, 2.1.3) instructional ability, 2.1.4) instructional innovation, and 2.1.5) instructors’ opinion towards the model, 2.2) students: 2.2.1) higher order thinking, 2.2.2) innovative skills, 2.2.3) innovative construction skills, 2.2.4) morality and ethics, and 2.2.5) opinion towards instruction, and 3) to disseminate using theconducted model, to childhood, secondary and elementary education. The subjects consisted of school administrators, instructors, and students of Satit Vajiralongkorn Rajabhat University School in the academic year 2018. The instruments used included 1) GPAS 5Steps Teaching Model, 2) test, 3) instructors and learners’ ability evaluation, 4) observation form, and 5) opinion evaluation. The statistical analysis utilized mean, percentage, standard deviation, and content analysis.
The results were as follows: 1) GPAS 5Steps Teaching Model included principle, objectives, instructions, assessment and evaluation, and success factors. 2) The effectiveness of the conducted model was indicated by:2.1) instructors 2.1.1) instructors’ knowledge at the highest level, 2.1.2) design ability was at a high level, 2.1.3) teaching abilities were at the highest levels, 2.1.4) innovative abilities were at the highest levels, 2.1.5) instructors’ opinions toward the conducted model benefited both instructors and students, 2.2) students 2.2.1) students’ higher order thinking were at a high level, 2.2.2) innovative skills were at high level, 2.2.3) innovative construction skills were at a high level, 2.2.4) morality and ethics were at high levels, and 2.2.5) opinion toward instructions were at a high level. 3) In conclusion, the disseminatedresults provided benefit to instructors as pedagogues and the overall student learning experience.
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Latinjak, Alexander T., Marc Masó, and Nikos Comoutos. "Goal-Directed Self-Talk Used During Technical Skill Acquisition: The Case of Novice Ultimate Frisbee Players." Sport Psychologist 32, no. 1 (March 1, 2018): 60–65. http://dx.doi.org/10.1123/tsp.2017-0047.
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Even though goal-directed self-talk is a key element in self-regulated learning, providing instruction and giving feedback during technical skill acquisition, few studies have explored the specific functions with which it might enhance learning and improve performance. Therefore, immediately after a training session, 32 novice Ultimate Frisbee players (Mage = 22.88, SD = 9.71) were asked to report as many self-instructions as they remembered using before task execution, after unsuccessful throws, and after successful throws. A hierarchical content analysis indicated that players used mainly instructional self-talk in all situations. However, instructional self-talk was aimed at technical aspects before their throws; at negative reinforcement, error detection, and technical adjustment after unsuccessful throws; and at positive reinforcement and technical transference after successful throws. Other functions of self-talk were confidence-enhancement and goal-promotion. Overall, we discussed that goal-directed self-talk is a relevant self-regulated learning strategy employed by novice Ultimate Frisbee players when acquiring technical skills.
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MacLeod, Rebecca B. "The Perceived Effectiveness of Nonverbal, Co-Verbal, and Verbal String Ensemble Instruction: Student, Teacher, and Observer Views." Journal of Music Teacher Education 27, no. 3 (October 28, 2017): 65–79. http://dx.doi.org/10.1177/1057083717739790.
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The purpose of this study was to determine how students, teachers, and outside observers perceive teaching effectiveness within a university-level string ensemble rehearsal setting. Students, teachers, and observers reflected on six rehearsal segments that used primarily nonverbal, co-verbal, or verbal instruction as outlined by Bob Culver in the Master Teacher Profile. Overall, participants viewed the verbal teaching episodes as being most effective, and expressed a preference for several elements associated with the verbal instructional mode. Five common elements of effective rehearsals identified by participants were Specific Instructions and Feedback, Delivery Skills and Eye Contact, Audible and Focused Co-Verbal Instruction Prompts, Conducting Effectiveness, and Ensemble Progress. Effectiveness perceptions were colored by participants’ sense of each teacher’s comfort with the different instructional modes as well as the elements of rehearsal teaching they personally valued.
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van Batenburg, Eline, Ron Oostdam, Amos van Gelderen, Ruben Fukkink, and Nivja de Jong. "The effects of instructional focus and task type on pre-vocational learners’ ability in EFL oral interaction." ITL - International Journal of Applied Linguistics 171, no. 2 (June 25, 2019): 153–90. http://dx.doi.org/10.1075/itl.18027.van.
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Abstract Little is known about the effect of diverging pedagogies on the development of interactional oral skills in a foreign language. In a controlled study, we evaluated three newly developed instructional programmes that were situated in the same training context, but that differed in instructional focus and type of task. These were compared to the effects of business-as-usual instruction. Multilevel analysis revealed that all experimental groups outperformed the ‘business-as-usual’ control group on oral interaction skills (N = 199), with similar results for the programmes. Positive effects were found on interaction skills for trained contexts of use only. No transfer was found to tasks in other contexts of use. We conclude that receiving contextualised oral interaction instruction is beneficial to the development of pre-vocational learners’ interaction skills.
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Otara, Alfred. "Organizational Instructional Interventions in Bridging Skills Gap in Education." International Journal of Research in Education and Science 6, no. 4 (September 19, 2020): 588. http://dx.doi.org/10.46328/ijres.v6i4.1187.
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This analytical descriptive study was done to assess the effects of organizational interventions by learning institutions in bridging skills gap. The intervention activities were designed to develop information handling skills, Communication and presentation skills, planning and problem-solving skills, Social development skills, creativity and innovation skills, and entrepreneurial skills. A post-intervention evaluation was then done to assess the effectiveness of the interventions using 120 students as respondents. Analysis of data for pre and post intervention was statistically significant. This is an indication that organizational interventions in bridging the skill gap were effective. The findings showed that skill development can happen if institutions can be able to adopt appropriate strategies like the use of case studies networking, report writing, debates, speech contests, and allowing oral presentations. The study revealed that there is a need to change the behavior, attitude, and perception of educators in order to enhance change in terms of delivery. This study recommends that training programs should be revised to include skill development as part of lesson work in classrooms. Program planners should ensure that students, irrespective of module choice have a broadly similar experience of teaching and learning by establishing a set of agreed operational principles.
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Farahani, Samieh, Imaneh Farahani, Bjoern B. Burckhardt, Holger Schwender, and Stephanie Laeer. "Self-Instruction Video Versus Face-to-Face Instruction of Pharmacy Students’ Skills in Blood Pressure Measurement." Pharmacy 8, no. 4 (November 16, 2020): 217. http://dx.doi.org/10.3390/pharmacy8040217.
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A modern approach to clinical skill education is the use of educational videos, yet there is a shortage of literature investigating the effect of self-instruction videos (SIVs) in pharmacy students. Therefore, our objective was to investigate whether an SIV is non-inferior compared to face-to-face instruction (FTFI) in acquiring blood pressure measurement skills. The participants in this randomized controlled study were pharmacy students. The control group was taught by FTFI, while the intervention group watched an SIV. Before and after the instruction, the participants’ performance was assessed by an objective structured clinical examination (OSCE). The participants completed a self-assessment survey before each OSCE session. Moreover, the participants’ perception and satisfaction were assessed using another survey. The OSCE score and self-assessment score increased significantly from pre- to post-instruction in both groups. The SIV was non-inferior compared to FTFI in terms of the OSCE score, considering a predefined non-inferiority margin of −10%. The participants’ self-assessment yielded inconclusive results for non-inferiority. Both instructional approaches were well received. Considering our findings, SIVs might be a valuable option for teaching pharmacy students’ blood pressure measurement skills. However, depending on the skill intended to be taught, a combination of an instructional video with instructor-led teaching may be necessary.
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Martin, Sarah J., and Philip A. Reed. "Instructional Alignment of Workplace Readiness Skills in Marketing Education." International Journal of Adult Vocational Education and Technology 6, no. 3 (July 2015): 31–44. http://dx.doi.org/10.4018/ijavet.2015070103.
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This study examined high school marketing education teachers' knowledge of workplace readiness skills and whether that knowledge had an impact on student workplace readiness skill achievement. Further, this study examined the usage of Virginia's 13 Workplace Readiness Skills curriculum and identified the teaching methods and instructional strategies used to disseminate the skills to students. Three sets of data were used for this study: teacher workplace readiness skills data, teacher survey data, and student workplace readiness skills post-test data. Pearson's correlation was used to determine whether teacher knowledge of workplace readiness skills had an impact on student attainment of the same. The results showed that while overall teacher scores did not show a statistical significance on overall student scores, there were four individual skill areas in which there was a relationship between teacher and student scores.
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Rule, Sarah, Charles L. Salzberg, and Kim Schulze. "The Role of Videodiscs in Special Education Methods Courses." Journal of Special Education Technology 10, no. 2 (December 1989): 80–85. http://dx.doi.org/10.1177/016264348901000203.
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This article describes applications of videodisc technology to instruction. The focus is on the incorporation of videodiscs into methods training for preservice teachers. Methods training requires that teacher trainees acquire a knowledge base for instructional skills, learn to identify specific instructional methods, and learn to discriminate between appropriate and inappropriate applications of particular methods. Next, trainees must learn to perform each method and, finally, must apply each method in the classroom. Videodiscs are an efficient medium for teaching about teaching methods. However, the videodisc cannot provide practice in the actual performance of teaching skills, and must be supplemented with live supervision. In combination with other instructional technologies, it provides an efficient medium for helping preservice teachers to learn instructional methods.
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Apache, R. R. Goyakla. "Activity-Based Intervention in Motor Skill Development." Perceptual and Motor Skills 100, no. 3_suppl (June 2005): 1011–20. http://dx.doi.org/10.2466/pms.100.3c.1011-1020.
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This study assessed the effectiveness of an activity-based intervention program and a direct instruction program for preschool children with disabilities. Two groups of preschool students (average age = 4.1 yr.), classified as having developmental delays or at risk for such delays, were selected. They were provided 15 weeks of physical education through activity-based intervention and 15 weeks of physical education by direct instruction. Instruction was provided three times a week for 30-min. each session. In the fall semester the morning group received physical education through activity-based intervention, while the afternoon group received physical education through direct instruction. In the spring semester delivery of instruction was reversed for each group. The curriculum and activities provided to each group were identical with only the instructional delivery format altered. Two sets of pre- and post-tests using the Test of Gross Motor Development were administered before and after each 15-wk. instructional period. Group improvement in skills was compared between instructional methods. Significant improvement in both locomotor and object control skills through the activity-based intervention was found compared to direct instruction. Activity-based intervention was shown to be easily adapted to a naturalistic educational setting befitting that of preschool education.
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Yudi, Yudi. "MODEL KREATIF PEMBELAJARAN P4 PADA PENDIDIKAN KECAKAPAN HIDUP PRODUKSI JAMUR MERANG." JIV 5, no. 1 (June 30, 2010): 62–76. http://dx.doi.org/10.21009/jiv.0501.6.
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The instruction ofP4 was found not satisfactory to meet the instruction objectives employing the traditional ,nuuel. lt71S research developed a creative model for P4 instruction particularly for life skills using descriptive methods. Instruments to collect data included check list, evaluation sheets for tryout and implementation. After try out process and revision, this research could developed P4 Instruction Model for Life Skill to Produce Mushroom. This mode/ has been able to solve the instructional problems in UPTD SKB in Bekasi District.
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Liao, Chin-Wen, Ying-Ju Tseng, Yu-Hsiang Liao, Bo-Siang Chen, Wei-Sho Ho, I.-Chi Wang, Hung-I. Lin, and I.-Min Chen. "A Practical Curriculum Design and Learning Effectiveness Evaluation of Competence-Oriented Instruction Strategy Integration: A Case Study of Taiwan Skills-Based Senior High School." Behavioral Sciences 13, no. 1 (January 4, 2023): 43. http://dx.doi.org/10.3390/bs13010043.
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The 12-Year Basic Education Curricula not only follow the objectives of previous curriculum syllabus development, but they place more focus on competence-oriented instruction, which aims to emphasize the importance of combining the curriculum with life situations that are not solely based on learning knowledge and skills. This study aims to investigate the results of the students’ learning effectiveness and learning engagement after adding competence-oriented instructional strategies into electrical engineering practical subjects offered by the Department of Electrical Engineering in skills-based senior high schools, and, at the same time, to figure out the difference in learning effectiveness using different instructional strategies. Two classes of students from the Department of Electrical Engineering major in electrical engineering practical subjects in one skills-based senior high school in Central Taiwan were chosen as the participants for this study. By way of pre-test–post-test research design and heterogeneous grouping, a 10-week instruction experiment consisting of two groups and occurring over the course of 30 classes was conducted, wherein competence-oriented instructional strategies were used in an experimental group, while traditional didactic instructional strategies were used in a control group. By analyzing the collection of quantitative and qualitative data through competence-oriented instructional strategies, the instruction effectiveness and feasibility of the basic electricity practical curriculum were developed as the study topic for understanding how competence-oriented instruction can be implemented into the practical curriculum of the electrical engineering and electronic engineering group. According to the research objective, the results were concluded as follows: (1) Students of the Department of Electrical Engineering have a slightly better learning effectiveness in electrical engineering practice under competence-oriented instructional strategies compared with those who learned under the traditional didactic instructional strategies; (2) there is a significant difference in the students’ learning engagement in electrical engineering practice from the Department of Electrical Engineering under competence-oriented instructional strategies compared with those who learned under the traditional didactic instructional strategies. The conclusion of this study emphasizes designing questions based on life situations, thereby applying what students have learned to solve problems they encounter in their daily lives. Compared with traditional didactic instructional strategies, competence-oriented instructional strategies not only have a better learning effectiveness and provide flexibility for the students to solve problems and provide analysis for situations, they also have broader applicability and an increased number of positive benefits when it comes to students’ group interactions and sharing.
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Pun, Raymond. "Conceptualizing the integration of digital humanities in instructional services." Library Hi Tech 33, no. 1 (March 16, 2015): 134–42. http://dx.doi.org/10.1108/lht-06-2014-0055.
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Purpose – The purpose of this paper is to conceptualize how digital humanities (DH) projects can be integrated into instructional services programs in libraries. The paper draws on three digital projects from the New York Public Library (NYPL) and explores how librarians can creatively utilize these resources to teach new digital literacy skills such as data analysis and data management. For patrons, they can learn about the content of these crowd-sourcing projects as well. By integrating DH projects into library instruction, the possibilities and opportunities to expand and explore new research and teaching areas are timely and relevant. Design/methodology/approach – The approach of this paper is to explore NYPL’s three digital projects and underscore how they can be integrated into instructional services: “What’s On the Menu,” “Direct Me NYC” and “Map Warper” all offer strengths and limitations but they serve as paradigms to explore how digital resources can serve multipurpose use: they are databases, digital repositories and digital libraries but they can also serve as instructional service tools. Findings – The paper conceptualizes how three DH projects can serve as teaching opportunities for instructional services, particularly teaching digital literacy skills. By exploring the content of each digital project, the paper suggests that users can develop traditional information literacy skills but also digital literacy skills. In addition, as crowdsourcing projects, the Library also benefits from this engagement since users are adding transcriptions or rectified maps to the Library’s site. Patrons develop visual literacy skills as well. The paper addresses how librarians can meet the needs of the scholarly community through these new digital resources. While the paper only addresses the possibilities of these integrations, these ideas can be considered and implemented in any library. Practical implications – The paper addresses positive outcomes with these digital resources to be used for library instructional services. Based on these projects, the paper recommends that DH projects can be integrated into such instructions to introduce new content and digital skills if appropriate. Although, there are limitations with these digital resources, it is possible to maximize their usage if they are used in a different and creative way. It is possible for DH projects to be more than just digital projects but to act as a tool of digital literacy instruction. Librarians must play a creative role to address this gap. However, another limitation is that librarians themselves are “new” to these resources and may find it challenging to understand the importance of DH projects in scholarly research. Originality/value – This paper introduces DH projects produced in a public research library and explores how librarians can use these digital projects to teach patrons on how to analyze data, maps and other content to develop digital literacy skills. The paper conceptualizes the significant roles that these DH projects and librarians can play as critical mediators to introducing and fostering digital literacy in the twenty-first century. The paper can serve as an interest to academic and public libraries with large research collections and digital projects. By offering new innovative ideas of integrating DH into instructional services, the paper addresses how DH projects teaching tools can support specific digital skills such as visual literacy and data analysis.
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Fisk, Arthur D., and Joan K. Gallini. "Training Consistent Components of Tasks: Developing an Instructional System Based on Automatic/Controlled Processing Principles." Human Factors: The Journal of the Human Factors and Ergonomics Society 31, no. 4 (August 1989): 453–63. http://dx.doi.org/10.1177/001872088903100408.
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The research evaluated the effectiveness of rule-based versus single-step (non-rule-based) approaches to training skills in a classroom setting. Trainees received three days of either rule-based or single-step instruction on base-5 arithmetic skills. Achievement tests were administered after each instructional unit, and trainees' self-assessment of learning was also measured. The trainees' ability to transfer the classroom instruction to a speed-stressed verification task (determining the correctness of equations) was assessed. After rule-based instruction trainees were better able to assess their readiness for promotion to a higher level of instruction. The rule-based instruction also facilitated transfer to the verification task. The implications of automatic/controlled processing theory for providing theoretical and practical underpinnings for the development of instructional systems design are discussed.
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Ayres, Kevin M., and John Langone. "Acquisition and Generalization of Purchasing Skills Using a Video Enhanced Computer-Based Instructional Program." Journal of Special Education Technology 17, no. 4 (September 2002): 15–28. http://dx.doi.org/10.1177/016264340201700402.
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This study evaluated stimulus generalization of purchasing skills learned in a computer simulation across settings. Three elementary school students with moderate intellectual disabilities used a computer-based instruction package to practice purchasing skills and the dollar plus strategy. The instructional package utilized video footage as an anchor for learning activities and a constant time delay procedure to facilitate skill acquisition. Student progress on the computer-based intervention did not generalize to the community setting; however, changes in purchasing behavior in the community setting were observed from baseline to post intervention probes.
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Jackson, Leonard. "Inclusion Matters! Strategies For Improving Reading And Test Skills Of Special Education Students." Scholar Chatter 2, no. 1 (March 15, 2021): 15–31. http://dx.doi.org/10.47036/sc.2.1.15-31.2021.
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The purpose of this quantitative retrospective quasi-experimental study was to determine if there was a statistically significant difference between sixth, seventh, and eighth-grade classrooms filled with both general education and special education students (mild to moderate disability) receiving multiple instructional strategies and sixth, seventh, and eighth-grade classrooms filled with general education students receiving only traditional instructional strategies. Students scoring 800 or above met reading standards for the year. Results of the analysis indicated students receiving traditional instructional strategies achieved a mean score of 830. The inclusion students receiving multiple instruction interventions also showed grade-level reading proficiency on the standardized test with a mean score of 818. The researcher focused on the issue to show there are positive outcomes from implementing inclusion. Recommendations involving a reading intervention such as guided reading groups, backwards design planning, and collaborative instruction were noted. A one-way Analysis of Variance (ANOVA) analysis tested significance and two-way ANOVA tested interaction. Both analyses were set at the.05 significance level to interpret the data. Keywords: Special education, General education, Disabilities, Inclusion, CRCT, Standardized Reading Tests.
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Mitani, Hajime. "Test Score Gaps in Higher Order Thinking Skills: Exploring Instructional Practices to Improve the Skills and Narrow the Gaps." AERA Open 7 (January 2021): 233285842110164. http://dx.doi.org/10.1177/23328584211016470.
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Today’s economy demands higher order thinking skills (HOTS), and the public education system has a critical role in supporting students’ acquisition of HOTS. Yet, numerous studies documented inequity in access to higher quality instruction that promotes HOTS, which could result in wide test score gaps in HOTS. In this study, I examined test score gaps in HOTS and explored instructional practices associated with HOTS, particularly among low-performing students, using large-scale international assessment data from the 2015 Trends in Mathematics and Science Study. I found wide test score gaps in HOTS in mathematics between the lowest and highest socioeconomic status students and between White students and students of color. Instructional practices such as the same ability group work, asking students to work on problems with teacher guidance, and working on problems with no immediately obvious method of solution were found positively associated with the test scores.
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Snelbecker, Glenn E. "Instructional design skills for classroom teachers." Journal of Instructional Development 10, no. 4 (December 1987): 33–40. http://dx.doi.org/10.1007/bf02905309.
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Knight, GW, PJ Guenzel, and PH Feil. "Designing preclinical instruction for psychomotor skills (II)-instructional engineering: task analysis." Journal of Dental Education 58, no. 11 (November 1994): 813–19. http://dx.doi.org/10.1002/j.0022-0337.1994.58.11.tb02905.x.
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