Relevant bibliographies by topics / Quality and Quantity of Literacy Instruction

Academic literature on the topic 'Quality and Quantity of Literacy Instruction'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Quality and Quantity of Literacy Instruction"

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Stephens, O. "Braille—Implications for Living." Journal of Visual Impairment & Blindness 83, no. 6 (June 1989): 288–89. http://dx.doi.org/10.1177/0145482x8908300606.

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This article develops two contrasting themes: 1) the prime importance of braille as the only medium of literacy available to blind persons; and 2) the widely perceived de-emphasis of braille instruction in the United States. Attention is also directed to the importance of braille in contributing to the quality of life attainable by blind persons. Resolutions of the American Council of the Blind are summarized, indicating the position that removal of deficiencies in the quantity and quality of braille instruction should be given high priority.
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Pianta, Robert C., Jay Belsky, Nathan Vandergrift, Renate Houts, and Fred J. Morrison. "Classroom Effects on Children’s Achievement Trajectories in Elementary School." American Educational Research Journal 45, no. 2 (June 2008): 365–97. http://dx.doi.org/10.3102/0002831207308230.

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This nonexperimental, longitudinal field study examines the extent to which variation in observed classroom supports (quality of emotional and instructional interactions and amount of exposure to literacy and math activities) predicts trajectories of achievement in reading and math from 54 months to fifth grade. Growth mixture modeling detected two latent classes of readers: fast readers whose skills developed rapidly and leveled off, and a typical group for which reading growth was somewhat less rapid. Only one latent class was identified for math achievement. For reading, there were small positive associations between observed emotional quality of teacher-child interactions and growth. Growth in math achievement showed small positive relations with observed emotional interactions and exposure to math activities. There was a significant interaction between quality and quantity of instruction for reading such that at higher levels of emotional quality there was less of a negative association between amount of literacy exposure and reading growth.
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Dawe, Lydia, and Ainslie Robinson. "Wikipedia editing and information literacy: a case study." Information and Learning Science 118, no. 1/2 (January 9, 2017): 5–16. http://dx.doi.org/10.1108/ils-09-2016-0067.

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Purpose This paper aims to evaluate the success of a Wikipedia editing assessment designed to improve the information literacy skills of a cohort of first-year undergraduate health sciences students. Design/methodology/approach In this action research case study (known hereafter as “the project” to differentiate this action research from the students’ own research), students researched, wrote and published Wikipedia articles on Australia-centric health topics. Students were given a pre- and post-test to assess levels of self-confidence in finding, evaluating and referencing information. Student work was also analysed in terms of article length and quantity and the type of information sources used. Findings Tests revealed that students’ self-confidence in their information literacy skills improved overall. Analysis of student work revealed that students wrote longer articles and incorporated more references than expected. References used were of appropriate quality relevant to the article despite minimal instructions. Originality/value There are few studies that investigate information literacy development through Wikipedia editing in Australian universities. This study shows that Wikipedia editing is an effective way to carry out student assessment prior to essay writing and an innovative platform to improve information literacy skills in undergraduate students.
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Kuo, Li-Jen, Yu-Min Ku, Zhuo Chen, and Melike Ünal Gezer. "The relationship between input and literacy and metalinguistic development: A study with Chinese–English bilinguals." International Journal of Bilingualism 24, no. 1 (June 13, 2018): 26–45. http://dx.doi.org/10.1177/1367006918768312.

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The purpose of this study was to examine the relationship between input and literacy/ metalinguistic development in bilingual children. Participants included fourth-grade Chinese-English bilinguals from Taiwan and the USA. The two groups were comparable in socioeconomic status, non-verbal IQ, and the amount of literacy instruction in Chinese and English, but the bilingual participants from Taiwan had more exposure to Chinese and less exposure to English outside of school than their US counterparts. A battery of standardized and researcher-developed measures of literacy and metalinguistic skills were administered in English and Chinese. Results showed that, in general, the greater the amount of input, the more superior the linguistic/metalinguistic development. However, advantages associated with input appeared to be offset by a more balanced bilingual experience on measures that assessed higher levels of metalinguistic awareness. In addition, hierarchical regression analyses showed that morpho-syntactic awareness made a unique contribution to reading comprehension beyond that by vocabulary and morphological awareness only among the participants in Taiwan. The findings make several noteworthy contributions to research on input among bilingual learners. Firstly, the present study highlights the importance of recognizing the variations of bilinguals who speak the same pair of languages, and the impact of linguistic input outside of the school context on language and literacy development in academic settings. Secondly, findings from the present study call for a broader conceptualization of the relationship between input and linguistic/metalinguistic development, and underscore the importance of examining how input may impact the relationship of linguistic and metalinguistic variables. Finally, the present study highlights the need to re-conceptualize input. Indicators of input should go beyond to the quantity or quality of exposure to the assessed language, and be expanded to include the degree of balance in both languages.
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Sun, Lixuan, and Adelina Asmawi. "Research Progress and Trend of Business English Writing Instruction in China (2002-2021): A Bibliometric Analysis." World Journal of English Language 12, no. 6 (August 5, 2022): 241. http://dx.doi.org/10.5430/wjel.v12n6p241.

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Using the visual analysis instrument of China National Knowledge Infrastructure (CNKI) and CiteSpace, this study makes a bibliometric analysis and visual presentation of the literatures on Business English Writing Instruction in China during the last two decades (2002-2021). The examination of the number of published articles, authors and institutions, highly referenced papers, and keywords reveals that: (1) the number of published articles increases with the constant development of the business English major. It steadily reduced after reaching its peak but remained at a high level. (2) The distribution characteristics of authors and institutions are similar, which means that no single author or institution has an absolute edge in terms of the quantity of papers. (3) Although majority of the highly cited literatures are from CSSCI, the overall quality of the 433 articles chosen is not very high. (4) The research hotspots are mostly concerned with teaching content and methods, teaching mode and design, and Business English writing education in higher vocational colleges. (5) The research development process is generally divided into three stages: early investigation, prosperity and development, and sustainable development. Continuing research into Business English Writing Instruction will require that researchers conduct follow-up studies, increase quantitative analysis, and broaden the scope of research samples in order to better serve Business English majors in China as well as improve the quality of business English writing research in China.
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Beecher, Constance C., Mary I. Abbott, Sarah Petersen, and Charles R. Greenwood. "Using the Quality of Literacy Implementation Checklist to Improve Preschool Literacy Instruction." Early Childhood Education Journal 45, no. 5 (August 16, 2016): 595–602. http://dx.doi.org/10.1007/s10643-016-0816-8.

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Detmering, Robert, Anna Marie Johnson, Claudene Sproles, Samantha McClellan, and Rosalinda Hernandez Linares. "Library instruction and information literacy 2013." Reference Services Review 42, no. 4 (November 10, 2014): 603–715. http://dx.doi.org/10.1108/rsr-07-2014-0028.

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Purpose – The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy. Design/methodology/approach – Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013. Findings – Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions. Originality/value – The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
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Usova, Tatiana, and Robert Laws. "Teaching a one-credit course on data literacy and data visualisation." Journal of Information Literacy 15, no. 1 (January 11, 2021): 84. http://dx.doi.org/10.11645/15.1.2840.

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Data literacy skills are becoming critical in today’s world as the quantity of data grows exponentially and becomes the ‘currency’ of power. In spring 2020, a team of two librarians piloted a new one-credit course in data literacy and data visualisation. This report explains the rationale behind the project and discusses the place of data literacy within information literacy (IL) instruction. The authors describe the pilot’s learning objectives, topics covered, course design, the structure of assignments and the delivery of the course. They analyse the feedback received on the course and suggest ways to refine their practice. The article calls for a re-envisaging of the library’s role in data literacy instruction. It aims to address how librarians can extend their current practice of teaching IL to data literacy and why it is important. The authors’ experience may inspire other academic librarians to incorporate data literacy and data visualisation into their teaching practice.
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Matlin, Talitha Rosa, and Tricia Lantzy. "Maintaining Quality While Expanding Our Reach: Using Online Information Literacy Tutorials in the Sciences and Health Sciences." Evidence Based Library and Information Practice 12, no. 3 (September 18, 2017): 95. http://dx.doi.org/10.18438/b8zd3q.

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Abstract Objective – This article aims to assess student achievement of higher-order information literacy learning outcomes from online tutorials as compared to in-person instruction in science and health science courses. Methods – Information literacy instruction via online tutorials or an in-person one-shot session was implemented in multiple sections of a biology (n=100) and a kinesiology course (n=54). After instruction, students in both instructional environments completed an identical library assignment to measure the achievement of higher-order learning outcomes and an anonymous student survey to measure the student experience of instruction. Results – The data collected from library assignments revealed no statistically significant differences between the two instructional groups in total assignment scores or scores on specific questions related to higher-order learning outcomes. Student survey results indicated the student experience is comparable between instruction groups in terms of clarity of instruction, student confidence in completing the course assignment after library instruction, and comfort in asking a librarian for help after instruction. Conclusions – This study demonstrates that it is possible to replace one-shot information literacy instruction sessions with asynchronous online tutorials with no significant reduction in student learning in undergraduate science and health science courses. Replacing in-person instruction with online tutorials will allow librarians at this university to reach a greater number of students and maintain contact with certain courses that are transitioning to completely online environments. While the creation of online tutorials is initially time-intensive, over time implementing online instruction could free up librarian time to allow for the strategic integration of information literacy instruction into other courses. Additional time savings could be realized by incorporating auto-grading into the online tutorials.
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Caplan, Victoria F., and Eunice S. P. Wong. "Diversity within unity: jazzing up sustainable information literacy teams." Library Management 37, no. 6/7 (August 8, 2016): 326–39. http://dx.doi.org/10.1108/lm-05-2016-0039.

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Purpose The purpose of this paper is to show how one medium-sized research library sustainably delivers large scale integrated library instruction via team efforts that allow for (and encourage) librarians diverse teaching approaches within a unified team. Design/methodology/approach This paper examines an individual case within the context of library and management research literature. Findings A self-managed library instruction team, using agreed upon learning outcomes and supported by good infrastructure, communication skills and tools, and within administration supportive of professional development and experimentation can sustainably delivery high volume, high-quality library instruction. Practical implications This paper may help other libraries learn how to develop their own self-managed teams to deliver sustainable high volume, high-quality library instruction. Originality/value This paper contributes to the literature on self-managed teams in librarianship and especially self-managed teams to deliver sustainable high volume information literacy. It also contributes to the small pool of literature using the jazz metaphor in library instruction.
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Dissertations / Theses on the topic "Quality and Quantity of Literacy Instruction"

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Sahin, Alpaslan. "The effects of types, quantity, and quality of questioning in improving students' understanding." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-2491.

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Farley, Kristin S. "Quantity and Quality of Early Childhood Language and Literacy Learning Opportunities: A Latent Profile Analysis and Examination of Predictors and Associations with Children’s Language and Literacy Outcomes." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523633548428041.

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Miller, Cynthia Lynn. "Elements of process quality within a preschool's language and early literacy environment| The influence on children's pre-reading and writing performance in the beginning of kindergarten." Thesis, Indiana University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10107037.

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The purpose of this correlational study was to determine whether a relationship existed between the physical and social elements of process quality within a preschool’s language and early literacy environment and children’s pre-reading and writing performance in the beginning of kindergarten in a rural school district. The study examined school readiness, quality preschool experiences, and early literacy development with theoretical concepts by Vygotsky providing the foundation for children’s development. Four Keystone STAR preschools and ninety-seven kindergarten children participated in the study. Preschool observation data were collected utilizing the Early Childhood Environment Rating Scale – Revised Edition (ECERS-R) (Harms, Clifford, & Cryer, 1998) and the Early Language & Literacy Classroom Observation (ELLCO) Pre-K (Smith, Brady, & Anastasopoulos, 2008). Assessment data pertaining to children’s pre-reading and writing performance in the beginning of kindergarten were collected from the Center for Improving the Readiness of Children for Learning and Education (CIRCLE) (Landry, Assel, Williams, Zucker, Swank, & Gunnewig, 2014), Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next (Good, Kaminski, Cummings et al., 2011), Concepts About Print tasks, and District Writing Samples scored using the Conventions of Writing Developmental Scale (Feldgus & Cardonick, 1999). Demographic data were also collected about kindergarten participants to provide background information used for statistical analyses. Qualitative data were collected in the form of preschool observation notes and information reported on a Response Survey for Participating Preschools. Preschool observation data from the ECERS-R and ELLCO Pre-K revealed strengths and weaknesses in rating scores for elements of process quality related to language and literacy. Results of data analyses showed a significant relationship between the physical elements of process quality from the ELLCO Pre-K and children’s performance on the DIBELS Next. Other factors that were found to have significant relationships included gender (female) with performance on the CIRCLE Rapid Letter Naming, gender (female) with performance on the DIBELS Next, and entry age to kindergarten with results from the CIRCLE PA Composite score. This study found the quality of preschool environments, among other factors, to contribute to children’s early literacy development.

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Reach, Karen Pierson. "An Investigation of Reading Instruction in Northeast Tennessee." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1377.

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The purpose of this qualitative study was to examine specific prekindergarten- through 8th-grade reading programs, instructional best practices, academic interventions, and educational activities that are perceived as successful practices in four high achieving schools within the parameters of Northeast Tennessee. This study was accomplished through a protocol of open-ended interviews with 15 participants comprised of 4 school principals, 4 primary reading teachers, 4 intermediate reading teachers, 2 Title I reading specialists, and 1 district language arts coordinator. Additionally, school-specific documentation and basal reading programs were reviewed to triangulate the findings of this investigation. The findings from this study suggested that the educational perceptions among Title I and nonTitle I participants as well as the perceptions among school principals, reading teachers, and reading specialists were parallel. In general the participants' perceptions held in common were associated with frequent opportunities for classroom reading practice; the incorporation of self-selected literature; the appropriation of differentiated instruction; a blending of reading, writing, and grammar; strategic progress monitoring through formative assessment checkpoints; and the implications of summative assessment data. Major recommendations from this study included the consideration of providing students with frequent and consistent classroom reading time; opportunities for frequent nonfiction reading assignments; the provision of self-selected literature; the appropriation of a blended approach to reading, writing, and grammar; and the implementation of differentiated instruction within the prekindergarten- through 8th-grade reading classroom.
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Hsu, Ya Hui, and 許雅惠. "Effects of “Literacy Instruction of Characters’Glyphs and Meanings” on Word Recognition Ability and Quantity of Chinese Characters of First Graders." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/48934494756053617377.

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碩士
國立臺中教育大學
語文教育學系碩博士班
100
The main purpose of this study was to investigate the effects of “Literacy Instruction of Characters’Glyphs and Meanings” on word recognition ability and quantity of Chinese characters of the first grade students. Quasi-experiment design was adapted to the present study. The participants were 47 first grade students selected from two classes in an elementary school in Taichung City. There were 23 students in the experimental group and 24 students in the control group. Students in the experimental group received “Literacy Instruction of Characters’Glyphs and Meanings” for 10 weeks, 5 sections (i.e. 200 mines) per week, while those in the control group did not receive any. This study utilized two quantitative facilities. The Word Recognition Ability Test and the Vocabulary Rating Scales were utilized to examine the word recognition ability and the effects of the quantity of Chinese characters. The collected data were analyzed by one-way ANCOVA. The feedbacks offered by students in the experimental group were also analyzed. The conclusions of the study were summarized as follows: First, “Literacy Instruction of Characters’Glyphs and Meanings” could significantly increase the ability of the experimental group students’ word recognition. This instruction significantly improved the performance of the students’ word recognition ability on the aspects of “orthography,” and “character structure” in the Word Recognition Ability Test, but did not significantly improve the aspects of “phonology,” and “semantics”. Second, “Literacy Instruction of Characters’Glyphs and Meanings” could significantly increase the performance of students’ quantity of Chinese characters on the Vocabulary Rating Scales. Results showed that the average of the quantity of Chinese characters 830 in the experimental group, and 629 in the control group. Third, the students’ feedbacks showed that more than 86% of students in experimental group enjoyed “Literacy Instruction of Characters’Glyphs and Meanings” and that more than 80% of students in experimental group enjoyed the practice worksheets. All results are discussed and some suggestions for the application of instructional and future researches are offered as well.
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Krohn, Katherine Rae. "The Effect of Self-Recording and Contingent Credit on the Quantity and Relevance of College Student Participation in Class Discussion." 2010. http://trace.tennessee.edu/utk_graddiss/815.

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In sizeable discussion-based college classrooms, achieving any approximation of balanced student participation is difficult. More common is a pattern that develops wherein a small percentage of the class dominates discussion and a larger percentage rarely or never participates. Thus, the purpose of this study was to find ways to balance the amount of discussion across students without diminishing the relevance of discussion. Consequently, this study evaluated the efficacy of crediting participation and requiring students to self-record their daily participation. Students (N = 160) in three sections of an undergraduate educational psychology course self-recorded their comments on specially designed record cards and received credit for participation during selected phases of the study. Additionally, an observer kept track of each class discussion by coding the quantity of each student’s daily participation. Relevance and type of student responses were assessed as ancillary dependent measures, also recorded by the observer. Credit decreased the percentage of both non-participants and dominant participants, thus balancing participation across students. Self-recording had a minimal effect on participation. Neither credit nor self-recording altered relevance or type of student comments. Few overall instances of non-relevant student commenting indicated that the construct was too narrowly defined, which provides direction for future attempts to assess quality of student participation. Because these findings resulted from comparisons within and between three sections of the course, instructor behavior was also monitored daily. A secondary observer’s records revealed that instructor behaviors (i.e., type and number of questions asked and feedback given) did not inflate or diminish the effect of treatment conditions. A 50-item survey assessed student perceptions of participation at the beginning of the course and was found to significantly predict student participation. Through a series of four principal components analyses, I extracted three specific factors. Logistic regression analyses showed that the primary factor, History and Confidence regarding Participation, differentiated high and low participants as well as the total survey and the three combined factors. This factor best predicted membership in a low participant group in the non-credit units and membership in a high participant group in the credit units.
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Books on the topic "Quality and Quantity of Literacy Instruction"

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H, Brock Cynthia, ed. Academic literacy for English learners: High-quality instruction across content areas. New York: Teachers College Press, 2009.

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Reading for Life: High Quality Literacy Instruction for All. Taylor & Francis Group, 2018.

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Stone, Lyn. Reading for Life: High Quality Literacy Instruction for All. Taylor & Francis Group, 2018.

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Stone, Lyn. Reading for Life: High Quality Literacy Instruction for All. Taylor & Francis Group, 2018.

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Stone, Lyn. Reading for Life: High Quality Literacy Instruction for All. Taylor & Francis Group, 2018.

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Stone, Lyn. Reading for Life: High Quality Literacy Instruction for All. Taylor & Francis Group, 2018.

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Stone, Lyn. Reading for Life: High Quality Literacy Instruction for All. Taylor & Francis Group, 2018.

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Quality Literacy Instruction For Students With Autism Spectrum Disorders. Autism Asperger Publishing Company, 2010.

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Quality Literacy Instruction for Students W/Autism Spectrum Disorders. Autism Asperger Publishing Company, 2012.

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Peery, Angela, and Tracey Shiel. What to Look for in Literacy: A Leader's Guide to High Quality Instruction. Taylor & Francis Group, 2021.

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Book chapters on the topic "Quality and Quantity of Literacy Instruction"

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Gabriel, Rachael. "How Literacy Policy Shapes Understandings of Teacher Quality: Coaching, Evaluation, and Measures of Teacher Effectiveness." In How Education Policy Shapes Literacy Instruction, 169–85. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08510-9_7.

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Wang, Morgan C., Charles D. Dziuban, Ida J. Cook, and Patsy D. Moskal. "Dr. Fox Rocks: Using Data-mining Techniques to Examine Student Ratings of Instruction." In Quality Research in Literacy and Science Education, 383–98. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-8427-0_19.

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Schweig, Jonathan D., and José Felipe Martínez. "Understanding (Dis)Agreement in Student Ratings of Teaching and the Quality of the Learning Environment." In Student Feedback on Teaching in Schools, 91–110. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_6.

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AbstractStudent surveys are increasingly being used to collect information about important aspects of learning environments. Research shows that aggregate indicators from these surveys (e.g., school or classroom averages) are reliable and correlate with important climate indicators and with student outcomes. However, we know less about whether within-classroom or within-school variation in student survey responses may contain additional information about the learning environment beyond that conveyed by average indicators. This question is important in light of mounting evidence that the educational experiences of different students and student groups can vary, even within the same school or classroom, in terms of opportunities for participation, teacher expectations, or the quantity and quality of teacher–student interactions, among others. In this chapter, we offer an overview of literature from different fields examining consensus for constructing average indicators, and consider it alongside the key assumptions and consequences of measurement models and analytic methods commonly used to summarize student survey reports of instruction and learning environments. We also consider recent empirical evidence that variation in student survey responses within classrooms can reflect systematically different experiences related to features of the school or classroom, instructional practices, student background, or a combination of these, and that these differences can predict variation in important academic and social-emotional outcomes. In the final section, we discuss the implications for evaluation, policy, equity, and instructional improvement.
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Cheng, May May Hung, and Fang-Yin Yeh. "STEM Teacher Professional Development for Primary School Teachers in Hong Kong." In Concepts and Practices of STEM Education in Asia, 271–87. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2596-2_15.

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AbstractThis study draws on the findings from a STEM education project to examine Hong Kong in-service primary school teachers’ perceived challenges in implementing STEM education, the support they received in STEM teacher professional development (STEM TPD), and their needs for future STEM TPD. The study engaged teacher professional development through a school-university partnership and adopted a practitioner research approach that aimed at enhancing primary school teachers’ professional capacity of designing STEM activities relevant to the Hong Kong curriculum, with an emphasis on the learning of crosscutting concepts and inquiry-based teaching. STEM TPD is aimed at collaborative curriculum development as an opportunity to foster active learning through co-creating curriculum materials among teachers and university facilitators. Twelve primary school teachers from various subject teaching backgrounds were interviewed. Semi-structured interviews were carried out to collect the teachers’ experiences with the STEM TPD and their views on the integration of cross-cutting concepts in designing STEM lessons. Findings of the study revealed teachers' perceived challenges during the preparation and teaching phases related to STEM instruction and lesson planning, limited resources, and other concerns embedded in broader contextual situations. While teachers reported to have received different types of support from the STEM TPD relating to the pedagogical knowledge of STEM, future directions for STEM TPD were expressed in relation to content components of STEM TPD, opportunities for authentic learning and first-hand experiences, and coherence. Finally, this chapter discusses areas that need to be resolved before a further enhancement in terms of quality and quantity of STEM lessons could be expected.
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Ferrante, Mauro, and Anna Maria Parroco. "Media and fake news: An analysis of citizens’ attitudes toward misinformation in European countries." In Proceedings e report, 185–90. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-461-8.35.

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The rapid changes determined by the rise of Internet and the recent development of social media in daily life have led to profound consequences on the quantity and quality of data made available and on the mechanisms of their dissemination. The rapid spread of on-line disinformation is one of the most discussed topic, and has been identified as one of the top-trends in modern societies by the World Economic Forum, also because of the link between these processes and political communication. Thanks to the availability of micro-data from the Flash Eurobarometer survey on “Fake news and disinformation online”, the present work aims at analyzing the attitude of European citizens toward fake news and disinformation. In a first step, cluster of citizens are identified according to their level of trust in media news, in relation to different types of media. Given the categorical nature of the variables considered, k-mode clustering is implemented. Secondly, the main determinants of news trust levels are analyzed, through regression models for categorical response variables. Preliminary results show that socio-demographic characteristics as well as technological use have an influence on trust in the media, which in turn determines different approaches on the role of institutions in tackling disinformation. The relevance of fake news in contemporary period and its potential consequences on the political side require a reflection on the role of statistical literacy and of official statistical institutes in dealing with disinformation in the post-truth era.
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"Quality Instruction in Adult Literacy Education." In Toward Defining and Improving Quality in Adult Basic Education, 101–20. Routledge, 2013. http://dx.doi.org/10.4324/9780203936740-13.

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Guthrie, John, and Jennifer McPeake. "Literacy Engagement: The Missing Link." In Quality Reading Instruction in the Age of Common Core Standards, 162–75. International Reading Association, 2013. http://dx.doi.org/10.1598/0496.12.

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Fenley, Sue. "Navigation and Visualisation Techniques in eLearning and Internet Research." In Digital Literacy, 636–67. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1852-7.ch033.

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Research into investigating how users navigate through internet and multimedia resources in an educational context has revealed distinct preferences in how they approach the resource, their methods of interrogating it and both the quantity and quality of the information they obtain. Using highly sophisticated software even for digital natives involves learning a series of methods or techniques for easily manoeuvring through the vast quantities of data and developing schemas to do this efficiently and accurately. This chapter analyses methods that have been used for navigating through multimedia packages, explores users’ preferences for navigation and visualisation, investigates design errors in multimedia that prevent good navigation and details newer visualisation methods and navigational tools. The chapter should give educational users a fresh perspective of issues of navigation and visualisation and allow them to develop these techniques in order to improve their use of internet and web resources and teaching materials.
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Strickland, Dorothy. "Linking Early Literacy Research and the Common Core State Standards." In Quality Reading Instruction in the Age of Common Core Standards, 13–25. International Reading Association, 2013. http://dx.doi.org/10.1598/0496.02.

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"A Balanced Framework for Instruction." In Advances in Early Childhood and K-12 Education, 63–81. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5007-5.ch004.

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This chapter begins with the premise that literacy educators must prepare for varying curricula, be aware of quality effectiveness, and base methods on sound research, as well as demonstrate knowledge of instructional techniques. They must seek evidence-based instructional practices to be used with all children, including those who struggle in the area of literacy. Preservice and inservice literacy educators are expected to understand that a balanced framework for literacy instruction is essential for children to experience success as a reader. The foundation for having a balanced framework is rooted in the components needed to be a proficient reader. Several conceptual areas of learning how to read include concepts of print, phonemic awareness, phonics, fluency, vocabulary, and comprehension. This chapter defines each conceptual area, as well as writing, and discusses the role it plays in the reading process and why it is important for the struggling reader to strengthen it.
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Conference papers on the topic "Quality and Quantity of Literacy Instruction"

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Li, Haiyan. "Quality of English Language Learner Literacy Instruction Before and During the COVID-19 Pandemic." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1883614.

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Li, Haiyan. "Quality of English Language Learner Literacy Instruction Before and During the COVID-19 Pandemic." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1883614.

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Song, Min Hae, Seong-Hyeok Yang, and Jooyong Park. "Asking for Good Ideas can Hurt Creativity: The Effects of Two-step Instruction Method on Quantity and Quality of Ideas." In C&C '21: Creativity and Cognition. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3450741.3466631.

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Schmidt, Philip S., and Theresa L. Jones. "Automated Outcomes-Based Assessment Process for Traditional and Project-Based Engineering Instruction." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-60947.

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An outcomes-based assessment process called QQI, an acronym for Quantity-Quality-Improvement, has been developed and pilot-tested in several courses, both traditional and project-based, in mechanical engineering at the University of Texas at Austin. An online version of the QQI survey instrument has been created which automates collection of data and rapid generation of reports to faculty. The QQI process, including the instrument and report generator, research and design basis, and results of pilot testing, are described and department-wide implementation plans are discussed.
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Hassad, Rossi. "Variability in the teaching of statistical literacy: a case of pedagogical dissonance?" In Advances in Statistics Education: Developments, Experiences, and Assessments. International Association for Statistical Education, 2015. http://dx.doi.org/10.52041/srap.15320.

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Statistics education is a fast evolving discipline, and major advances have been made over the past two decades regarding reform of the introductory statistics course. There is now growing consensus that the introductory statistics course should seek to develop statistical literacy. The objective of this pilot study was to explore and describe self-reports of course learning outcomes and assessment strategies, as well as the extent to which instructors of introductory statistics at the college level emphasize statistical literacy. The results revealed that for a considerable proportion of instructors, what they think they are teaching is at variance with what and how they teach. If this gap is not addressed, it will quite likely result in students not being adequately prepared in statistical literacy, as well as misrepresentation of the type and quality of instruction. This gap or conflict between what instructors think they do and what they actually do, can be viewed as pedagogical dissonance, which can be attributed to a multiplicity of factors, addressed herein.
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Coffin Murray, Meg, and Jorge Pérez. "Informing and Performing: A Study Comparing Adaptive Learning to Traditional Learning." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2140.

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Technology has transformed education, perhaps most evidently in course delivery options. However, compelling questions remain about how technology impacts learning. Adaptive learning tools are technology-based artifacts that interact with learners and vary presentation based upon that interaction. This paper compares adaptive learning with a conventional teaching approach implemented in a digital literacy course. Current research explores the hypothesis that adapting instruction to an individual’s learning style results in better learning outcomes. Computer technology has long been seen as an answer to the scalability and cost of individualized instruction. Adaptive learning is touted as a potential game-changer in higher education, a panacea with which institutions may solve the riddle of the iron triangle: quality, cost and access. Though the research is scant, this study and a few others like it indicate that today’s adaptive learning systems have negligible impact on learning outcomes, one aspect of quality. Clearly, more research like this study, some of it from the perspective of adaptive learning systems as informing systems, is needed before the far-reaching promise of advanced learning systems can be realized. A revised version of the paper was published in Informing Science: the International Journal of an Emerging Transdiscipline, Volume 18, 2015
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Reports on the topic "Quality and Quantity of Literacy Instruction"

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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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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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Schipper, Youdi, Isaac Mbiti, and Mauricio Romero. Designing and Testing a Scalable Teacher Incentive Programme in Tanzania. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/044.

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School participation in Tanzania has increased dramatically over the past two decades: primary school enrolment increased from 4.9 million in 2001 to 10.9 million in 2020. While 81 percent of primary-school-age children are currently enrolled, over the last ten years, the primary completion rate has dropped and remains below 70 percent since 2015 (data from UNESCO Institute for Statistics).1 Despite improvements in enrolment, indicators of foundational learning remain low. According to the 2020 report of the Standard Two National Assessment (STNA), conducted by the National Examinations Council of Tanzania (NECTA), in 2019 five percent of Grade 2 students pass the benchmark for reading proficiency (“Can correctly read exactly 50 words of the passage in one minute and with 80 percent or higher comprehension”). The report finds that 17 percent of students pass the benchmark (80 percent correct) of the addition and subtraction sub-tasks. These outcomes are not the result of students’ lack of academic aspiration: according to the RISE Tanzania baseline survey, 73 percent of Grade 2 and 3 students say they would like to complete secondary school or university. In a recent report, the Global Education Evidence Advisory Panel (World Bank, 2020) asked what programmes and policies are the most cost-effective instruments for addressing the learning crisis and improving learning for all children. The report creates three categories: the “great buys” category includes programmes that provide very low-cost but salient information on the benefits, costs, and quality of education. The “good buys” category includes programmes that provide structured pedagogy, instruction targeted by learning level, merit-based scholarships and pre-school interventions. Finally, the category “promising but low-evidence” includes teacher accountability and incentive reforms. KiuFunza, a teacher performance pay programme in Tanzania, fits this last category. KiuFunza (shorthand for Kiu ya Kujifunza or Thirst to Learn) provides test-score linked cash incentives to teachers in Grades 1, 2, and 3 to increase foundational literacy and numeracy outcomes for students. The programme is managed by Twaweza East Africa, a Civil Society Organization, and was set up to provide evidence on the impact of teacher incentives in a series of experimental evaluations. This note discusses the rationale for teacher incentives in Tanzania, the design elements of KiuFunza and preliminary results for the most recent phase of KiuFunza (this phase was implemented in 2019-2021 and the impact evaluation is part of the RISE Tanzania research agenda).
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