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Academic literature on the topic 'Tabla Instruction and study'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Tabla Instruction and study"

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GIDO, NATHANIEL G., Lotes M. Rojoca, Lyndel J. Cabañero, Maricar Cañedo, Ivie De La Cruz, and Sulpicia Villaceran. "CONTEXTUALIZED INSTRUCTION FOR SPEECH COMMUNICATION." International Journal Of Multidisciplinary Research And Studies 05, no. 09 (September 30, 2022): 01–18. http://dx.doi.org/10.33826/ijmras/v05i09.3.

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In the twenty-first century, educators must tackle the issue of the modern period. The results of the study will assist school administrators in providing guidance to all English teachers regarding the adoption of contextualized instruction in teaching students in order to achieve lifelong learning that can be applied in their real life. With a mean of 1.032, the fluency and accuracy of the 31 pupils fall into the category of needing improvement. The mental structure of the kids could not be sequential, which could skew the coherence of thinking units. Numerous observations, according to Labastida (5), demonstrated that kids struggle with thinking, expressing themselves, and communicating. These can be seen in class discussions when students are reluctant to participate in them. While 13 of the responders had good content in their responses. However, 18 of the pupils had content that needed to be improved. Table 2 displays the respondents' entry-level scores. Thirty-one (31) pupils fall under the "needs improvement" category. This has implications for organizing in that it allows students to write on a particular area of interest, but there are drawbacks to the way thoughts are put together. According to Howard (88), writing that is well-organized is crucial not just for learning but also because it serves knowledge first and communication second. Table 3 shows the respondents' post-test speaking scores following their exposure to contextualized instruction. There were 10 students whose accuracy and fluency fit the good group, and 20 students whose accuracy and fluency fit the required improvement category. With a mean score of 1.290, it is possible that kids' speech is slurred and their thoughts are disjointed. Wilkins, who was cited by Flores (11), and who asserted that nothing can be communicated without grammar and vocabulary, can be used to corroborate this. There were 14 respondents whose organization fell into the "good" category; however, 16 respondents, with a mean score of 1.419, fell into the "needs improvement" category. This indicates that students have a sense of organization in their writing, even though some organizational tools are only sporadically used. According to the data, the respondents' speaking score at the entrance level, specifically in terms of fluency and accuracy, was 0.032, whereas their post-test score was 1.290.
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Indriyani, Christina Eli. "DEDUCTIVE AND INDUCTIVE INSTRUCTIONS FOR TEACHING ENGLISH GRAMMAR IN ONLINE CLASSROOM." Lire Journal (Journal of Linguistics and Literature) 5, no. 2 (October 30, 2021): 168–83. http://dx.doi.org/10.33019/lire.v5i2.131.

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Realizing the importance of teaching grammar to young learners, pre service teachers, as prospective teachers, need to reflect their own grammar teaching performance. Moreover, during the covid-19 pandemic outbreak where all learning processes are conducted online, teaching strategy needs to be considered. Therefore, this study aimed to find out whether the pre-service teachers apply the deductive or inductive teaching instructions in teaching grammar to young learners during the online class and to investigate how pre-service teachers develop the instructions. To reach the objectives, qualitative research was employed by observing and analysing the teaching videos of thirteen pre service teachers. The pre service teachers were the students of English Education Department in a private university in Jakarta who enrolled the Teaching Internship program. All videos were transcribed and then the analysed data were put in a table and coded to ease the identification of deductive and inductive instructions. The results revealed that more students adopted deductive grammar instructions in teaching grammar for young learners rather than inductive instruction. Furthermore, the way the pre service teachers developed both instructions followed the PPP and TTT models with different emphasis on the Presentation and Teach parts. The tendency done in the Presentation part for inductive teaching was the pre service teacher acted as instructor whereas the Teach part in inductive teaching was as facilitator. Eventually, from this study it can be concluded that pre service teachers adopted deductive and inductive grammar instructions because both are suitable for teaching grammar to young learners in online classroom setting within consideration of meaningful learning activities.
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Armadi, Samsu. "Pengggunaan Media Belajar dalam Memotivasi Siswa." EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran 4, no. 2 (December 30, 2019): 117–28. http://dx.doi.org/10.21462/educasia.v4i2.49.

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This study gives expression to the correlation of medium of instruction to learning motivation of the students. Product Moment was used to analize the data. The findings of the study were revealed that a significant correlation was proven by medium of instruction (X) to learning motivation (Y) with the correlation coefficient r = 0.642 that was greater (>) than r-table 0.235 at the significance level 0.05 and N = 72. It meant that the more medium of instruction usage was good, learning motivation of the students became more and more raising, too.
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Supriyono, Supriyono, and Hesty Puspita Sari. "Research and Development: Model of Clinical Collaborative Supervision for Scientific Based English Instruction." Al-Hayat: Journal of Islamic Education 5, no. 2 (December 1, 2021): 132. http://dx.doi.org/10.35723/ajie.v5i2.177.

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This research aimed to establish an instructional supervision model for scientific-based English instruction at Islamic Junior Boarding Schools. Research questions were stated as to how was the formulation of the model. This research employed Research and Development with three phases of (1) foundational study seeking the potencies and problems using policy analysis, field study, and theoretical review; (2) design and development study by designing the hypothetical model and developing the model formulation to be validated; and (3) Try out the study by doing one group pre-post experimental and perceptional studies. Finally, the model was established informs of model book and tutorial usage. The model combined principles of clinical Supervision and collaborative orientation to control, which were compatible with the behavioural characteristic of Islamic Boarding Junior High Schools in a pesantren environment. This model obtained score validation of 89 %, categorized as valid, can be used without revision. While the pre-assessment score was 2.60 and the post-assessment score was 3.39with, the t-test was -7.0886on significant 0.05 and t table 2.447. This model was concluded to be practical and applicable to use as a Scientific Based English Instruction Supervision for Islamic Boarding Junior High Schools.
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Susantha S., Made Gede Dwi, and Sri Sumarni. "DESIGNING ICT COMPETENCES-INTEGRATED ASSESSMENT INSTRUMENTS OF PRACTICAL KEY TEACHING COMPETENCES FOR ENGLISH LANGUAGE EDUCATION STUDY PROGRAM." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 1 (June 30, 2019): 47–55. http://dx.doi.org/10.21009/ijlecr.051.05.

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The rapid development of information and communication technology (ICT) in this 21st century arises a new major challenge in education. 21st century learning challenges require the assessment instrument to be integrated with the ICT competences which is not yet accomplished by the existing assessment instrument. This study aims to design ICT competence-integrated assessment instruments of practical key teaching competences courses. This research adapted Design and Development Research (DDR). The used of DDR stages are need analyzing, designing. prototype and evaluation. The data were taken from the existing assessment instruments from seven different universities in Indonesia. The result of the research shows that first, the existing assessment instruments make use of ICT in extent of technology literacy where the ICT competences indicators that mostly used were using word processing software by following standard conventions, using ICT resources to enhance their productivity and download resources from websites. Second, based on the need analysis the researcher designed the procedures of integrating ICT competences into table of specification of practical key teaching competences. Third, the researcher designed the table of specifications of practical key teaching competences course namely, lesson course planning, Instruction Management and Monitoring and Teaching Practice. Fourth the researcher designed the ICT competences- integrated assessment instrument test of practical key teaching competences course namely, lesson course planning, Instruction Management and Monitoring and Teaching Practice. The last, the researcher designed the ICT competences-integrated assessment instrument non-test of practical key teaching competences course namely, lesson course planning, Instruction Management and Monitoring and Teaching Practice.
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Utari, Ni Nyoman Ratih Diana, I. Dewa Ayu Made Budhyani, and Made Diah Angendari. "EFEKTIVITAS MODEL EXPLICIT INSTRUCTION MENGGUNAKAN MEDIA VIDEO UNTUK MENINGKATKAN HASIL BELAJAR PEMBUATAN POLA BUSANA WANITA." Jurnal BOSAPARIS: Pendidikan Kesejahteraan Keluarga 11, no. 2 (July 31, 2020): 77. http://dx.doi.org/10.23887/jjpkk.v11i2.30538.

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AbstrakPenelitian ini bertujuan untuk mengetahui efektivitas penerapan model explicit instruction menggunakan media video untuk meningkatkan hasil belajar pembuatan pola busana wanita kelas X Tata Busana SMK Negeri 1 Seririt. Adanya situasi pandemic Covid-19, proses pembelajaran dengan pengimplementasi model explicit instruction menggunakan media video dilaksanakan dengan menggunakan aplikasi google meet. Jenis penelitian ini adalah pre-experimental dengan desain one shot case study. Penelitian ini hanya menggunakan satu kelompok sampel yang diberikan model explicit instruction menggunakan media video. Populasi dalam penelitian adalah seluruh siswa kelas X Tata Busana di SMK Negeri 1 Seririt tahun ajaran 2020/2021 yang berjumlah 22 siswa. Penentuan sampel pada penelitian ini menggunakan teknik sampel jenuh. Pengumpulan data dalam penelitian ini dengan metode tes untuk mengetahui hasil belajar kognitif dan psikomotor siswa dan metode observsi untuk mengetahui hasil belajar afektif siswa dan kuesioner/angket digunakan untuk mengetahui kelayakan media video dengan menggunakan model angket tertutup. Berdasarkan analisis dengan statistik deskriptif diperoleh hasil perhitungan dengan uji-t diperoleh bahwa thitung = 19,86 sedangkan ttabel dapat dilihat pada tabel statistik pada taraf signifikansi 5% dengan derajat kebebasan (dk) = n-1 = 22 – 1 = 21, hasil dieroleh untuk ttabel sebesar 2,080. Ini berarti thitung > ttabel. dan hasil dalam menentukan efektivitas dari perlakuan (treatment) yaitu sebesar 4,17, termasuk kriteria efektivitas tinggi karena berada pada rentangan 0,8 < ES. Berarti H0 ditolak dan H1 diterima sehingga dapat disimpulkan bahwa model explicit instruction menggunakan media video efektif digunakan untuk meningkatkan hasil belajar siswa dalam pembuatan pola busana wanita di SMK Negeri 1 Seririt. Kata kunci : Hasil Belajar, Model explicit instruction, Media video, Pola Busana. AbstractThis study aims to determine the effectiveness of applying the explicit instruction model using video media to improve the learning outcomes of making women's clothing patterns for class X SMK Negeri 1 Seririt, with a pandemic situation like this, in applying the explicit instruction model using video media the researcher uses the google application meet. This type of research is pre-experimental with a one shot case study design. This study only uses one sample group that is given an explicit instruction model using video media. The population in the study were all students of class X Fashion Design at SMK Negeri 1 Seririt in the academic year 2020/2021, totaling 22 students. Determination of the sample in this study using a saturated sample technique. The data collection in this study was the test method to determine the student's cognitive and psychomotor learning outcomes and the observation method to determine the student's affective learning outcomes and the questionnaire / questionnaire was used to determine the feasibility of video media using a questionnaire model. closed questionnaire. Based on the analysis with descriptive statistics, the results of the calculation with the t-test show that t = 19.86 while the t table can be seen in the statistical table at the 5% significance level with degrees of freedom (dk) = n-1 = 22 - 1 = 21, the results are obtained. for t table of 2.080. This means tcount> ttable. and the results in determining the effectiveness of the treatment (treatment) is 4.17, including the criteria for high effectiveness because it is in the range 0.8 <ES. It means that H0 is rejected and H1 is accepted, so it can be concluded that the explicit instruction model using video media is effectively used to improve student learning outcomes in making women's clothing patterns at SMK Negeri 1 Seririt. Keywords: Learning Outcomes, Explicit Instruction Model, Video Media, Clothing Patterns
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R, Sunitha, and Dr Babu Dharmarajan. "Effectiveness of Programmed Instruction on Knowledge Regarding Health Problems of Primary School Children and Its Management Among Primary School Teachers." International Journal of Science and Healthcare Research 7, no. 3 (August 26, 2022): 200–206. http://dx.doi.org/10.52403/ijshr.20220728.

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The present study was aimed to assess the effectiveness of programmed instruction on knowledge among primary school teachers about management health problems in primary school children. A quasi-experimental, one-group pre- and post-test research design was adopted to carry out the study. A self- administered knowledge questionnaire was used to collect the data among samples who were selected through purposive sampling technique. Results evidenced that there was a significant improvement in the overall posttest knowledge score while compared with overall pretest knowledge score. The calculated value was significantly higher than the table value, hence it is evident that the posttest knowledge of primary school teachers on management of common health problems were increased through the programmed instruction. Thus, increasing knowledge of primary school teachers regarding management of common preschool children health issues could provide an opportunity to protect the majority of young children. Keywords: Primary school children; school teachers; health problems; instruction material
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Rahayu, Ni Kadek Linda Astiti, and Gusti Ngurah Sastra Agustika. "Improving Mathematics Learning Outcomes Through Problem Based Instruction." International Journal of Elementary Education 4, no. 3 (September 22, 2020): 261. http://dx.doi.org/10.23887/ijee.v4i3.25409.

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The main problem in this study refers to the students that have a low mathematics learning outcome. This is caused by the lack of application of relevant learning models in the mathematics learning process. This study aimed to analyze the effect of the Problem Based Instruction model on the mathematics learning outcomes of fifth-grade students. This research is a quasi-experimental research using the Non-Equivalent Control Group Design which in its pretest is only used to determine group equality. Cluster technique was used to determine the research sample until 2 groups were selected consisting of the experimental group and the control group with a total sample of 87 students from a total of 8 population members with a total number of students 243. The test description was chosen as an instrument for data collection to obtain the score, analyzed by analysis techniques inferential statistics use the formula of variance separated in the t-test. Based on the results of the analysis, t count > t table is 7.2909> 2.021. So H0 is rejected and Ha is accepted. Thus, it can be concluded that the Problem Based Instruction model has a positive effect on the learning outcomes of students.
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Fakhrah, Fakhrah, Muhibbuddin Muhibbuddin, and M. Ali Sarong. "Peningkatan Pemahaman Konsep Siswa Materi Pengklasifikasian Phylum Arthropoda Melalui Model Pembelajaran Langsung (Direct Instruction)." BIOTIK: Jurnal Ilmiah Biologi Teknologi dan Kependidikan 2, no. 2 (January 31, 2017): 93. http://dx.doi.org/10.22373/biotik.v2i2.241.

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Penelitian ini bertujuan untuk mengetahui peningkatan pemahaman konsep dan keterampilan proses sains siswa yang diajarkan menggunakan model pembelajaran langsung (Direct Instruction) dengan model pembelajaran konvensional pada materi pengklasifikasian phylum arthropoda. Metode yang digunakan dalam penelitian ini adalah metode eksperimen dengan desain kontrol grup tes awal dan tes akhir. Penelitian telah dilaksanakan pada kelas X1 menggunakan model pembelajaran direct instruction dan kelas X2 menggunakan model konvensional. Instrumen yang digunakan adalah instrumen tes pemahaman konsep, keterampilan proses sains dan angket. Pengumpulan data dilakukan dengan memberikan tes kemampuan awal siswa (pretes), tes kemampuan akhir siswa (postes), data peningkatan pemahaman konsep dan keterampilan proses sains (N-Gain), dan data tanggapan siswa terhadap model pembelajaran direct instruction yang diukur dengan angket. Hasil uji statistik untuk pemahaman konsep diperoleh hasil t-hitung 5,734, sedangkan untuk keterampilan proses sains diperoleh hasil t-hitung 24,90 dengan nilai t-tabel 1,645. Kesimpulan dari penelitian ini adalah terdapat peningkatan pemahaman konsep dan keterampilan proses sains siswa yang diajarkan menggunakan model pembelajaran direct instruction dengan siswa yang diajarkan menggunakan model pembelajaran konvensional. Kata Kunci: Model Pembelajaran Langsung (Direct Instruction), Pemahaman Konsep, dan Keterampilan Proses Sains. This study aimed at improving students’ understanding of science concepts and processing skills by implementing Direct Instruction model and conventional learning model on the classification of the phylum arthropods material. This study used experimental method with pre-test and post-test control group design. It has been conducted at class X1 as experimental class (implementing Direct Instruction) and class X2 as control class (implementing conventional learning model). The data were collected by pre-test and post-test, and also test of science processing skills as well as questionnaires. The improvement of students’ understanding of science concepts and processing skills were analyzed by using N-Gain, while the data of students’ response toward the implementation of direct instruction were measured by using questionnaire. The result of t-test for students’ understanding of the concept was 5.734, whereas for science processing skills the t-test was 24.90 with the t-table 1.645. The conclusion was that there was improvement on students’ understanding of science concepts and processing skills that were taught by using direct instruction model compare to those who were taught by using conventional learning model. Keyword: Direct Instruction, Understanding Concepts and Science Processing Skills
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Zhang, Peng, Phillip Ward, Weidong Li, Sue Sutherland, and Jackie Goodway. "Effects of Play Practice on Teaching Table Tennis Skills." Journal of Teaching in Physical Education 31, no. 1 (January 2012): 71–85. http://dx.doi.org/10.1123/jtpe.31.1.71.

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The purpose of this study was to examine the effects of Play Practice (PP) instruction on the performance of table tennis skills. Fifty-six college students in four intact classes were taught by two instructors using PP and Skill-focused Instruction (SI). A nonequivalent control/comparison group experimental design with pre and post measures was used. Three separate ANOVAs with a repeated measure (time effect) were conducted to examine the effects of PP and SI for each of the three dependent variables: (a) forehand drive accuracy, (b) forehand attack, and (c) serve. Results demonstrated that both PP and SI conditions were effective in improving participants’ skills in forehand drive, forehand attack, and serving from pre- to posttest. However, PP was more effective in improving participants’ skills in forehand attack and serving from pre to post as compared with SI.
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Dissertations / Theses on the topic "Tabla Instruction and study"

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Ariss, Laila Diane. "Differentiated Instruction: An Exploratory Study in a Secondary Mathematics Classroom." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1493411297122313.

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Котун, К. В. "Професійна підготовка майбутніх учителів початкової школи в університетах Фінляндії." Thesis, Видавництво Інституту обдарованої дитини НАПН України, 2015. http://lib.iitta.gov.ua/709875/1/%D0%90%D0%B2%D1%82%D0%BE%D1%80%D0%B5%D1%84%D0%B5%D1%80%D0%B0%D1%82%20-%20%D0%BA%D0%BE%D0%BF%D0%B8%D1%8F.pdf.

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Дисертація на здобуття наукового ступеня кандидата педагогічних наук за спеціальністю 13.00.04 – теорія і методика професійної освіти. – Інститут педагогічної освіти і освіти дорослих, Київ, 2015. У дисертації проаналізовано наукову зарубіжну й вітчизняну літературу з проблем дослідження; здійснено теоретико-методологічний аналіз становлення, розвитку та реформування педагогічної освіти Фінляндії в умовах європейської інтеграції; виявлено характерні особливості сучасного стану фінської системи освіти на міжнародній арені; окреслено загальну характеристику системи освіти Фінляндії. Охарактеризовано систему професійної підготовки майбутніх учителів початкової школи в університетах Фінляндії та викладено особливості професійної підготовки вчителів початкової школи; окрему увагу приділено куррікулуму професійної підготовки майбутніх учителів початкової школи та аналізу педагогічної практики у підготовці майбутнього вчителя початкової школи. Виокремлено прогресивні ідеї фінського досвіду у модернізації професійної підготовки майбутнього вчителя початкової школи в Україні та проаналізовано інноваційні підходи у вивченні фінського досвіду; досліджено подібне і відмінне у професійній підготовці вчителів початкової школи у Фінляндії та Україні; обґрунтовано перспективи використання ідей фінського досвіду у підготовці майбутнього вчителя початкової школи в системі педагогічної освіти України. Для реалізації можливостей творчого використання прогресивних ідей досвіду фінських науковців у професійній підготовці вчителя початкової школи розроблено методичні рекомендації «Педагогічна освіта Фінляндії у контексті європейського виміру», які можуть використовуватися викладачами і студентами вищих педагогічних навчальних закладів, а також дослідниками проблем порівняльної педагогіки.
Dissertation for the degree of Philosophy Doctor (candidate of pedagogical sciences), specialty 13.00.04 – Theory and Methods of Professional Education. – Institute of Pedagogical and Adult Education, Kyiv, 2015. In the thesis analyzes the native and foreign scientific literature of research problem; performed theoretical and methodological analysis of the formation, development and reform of teacher education in Finland in terms of European integration; found characteristics of the current state of the Finnish education system in the international arena; described the education system in Finland. The training system of primary school teachers at the Universities of Finland and describes peculiarities of training primary school teachers; Special attention is paid in curriculum of primary school teachers training and analysis of pedagogical practice in the preparation of future primary school teacher. Author determined progressivism Finnish experience in the modernization of training future teachers of primary school in Ukraine and analyzes innovative approaches in the study of the Finnish experience; investigated similar and different in the training of primary school teachers in Finland and Ukraine; reasonable prospects of ideas Finnish experience in preparing future teachers of primary school teacher education system in Ukraine. Become a school teacher, only through strict selection - with 30% of the best graduate schools in the Faculty of Education selected the best (according to statistics, nearly 12%). Strict state requirements is a guarantee that the quality criteria of teacher education remains high. Class teacher teaches elementary school students for 6 years from 1 to 6 classes. Two cycle teacher training program - Bachelor degree(180 ECTS-credits) and Master degree (120 ECTS-credits). By teaching in schools admitted only students who received master's degree. The main principles of the Finnish system of primary school teachers training we have identified: an individual approach, high education teachers, trust and equality, high mobilization potential of the system of teacher education, autonomy of universities and their scarcity, implementation of the program of internationalization of higher education and educational system without government inspectors creativity and independence of the profession, flexibility, creativity, professionalism, mutual trust in society. Analyzing the Finnish education policy, we concluded that the quality of the education system can not exceed the quality of teachers working in it. We should note openness to international education communities, reliance on students and teachers, individual curriculum, excellent physical infrastructure, practice-oriented and research-based learning, competitive, flexible curriculum, excellent public funding calculated in accordance with a set number of students in class, it allows you to receive relevant competitive salary, plan costs for the organization of educational process and to contribute to its development and to ensure the work. To realize the possibilities of creative use of progressive ideas, experiences Finnish scientists in the training of primary school teachers, author developed methodical recommendations "Teacher Education in Finland in the context of the European dimension" that can be used by teachers and students of higher educational institutions and researchers of Comparative Education problems.
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James, Casie Dawn. "Strategic spelling instruction." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2993.

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The study proposes an alternative way for elementary school educators to instruct students in spelling. It suggests that spelling instruction should allow ample time for students to manipulate letters and patterns in their spelling words and provide time for writing. It also offers a two-week lesson plan of spelling instruction backed by research. The study was conducted using a mixed design with a predominantly Hispanic 6th grade class at a Title I school, with 60% of the students classified as English Language Learners. The study design consisted of observations of the students manipulating the spelling words, anecdotal notes taken while observing the students, and the collection of writing samples across time. Data was collected by four formal language arts tests and bimonthly spelling assessments.
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DeWitt, S. Lloyd Hesse Douglas Dean. "Hypertextualizing composition instruction a research study /." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9234461.

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Thesis (D.A.)--Illinois State University, 1992.
Title from title page screen, viewed January 25, 2006. Dissertation Committee: Douglas D. Hesse (chair), James R. Kalmbach, Janice G. Neuleib, Anne Rosenthal. Includes bibliographical references (leaves 194-202) and abstract. Also available in print.
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Wang, Changhua. "A comparative study of Chinese EFL reading instruction and American ESL reading instruction." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3861.

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Reading instruction in China and that in the United States are so different that they are not compatible. In fact, they seem to go in opposite directions. This study examined some of the differences between Chinese EFL reading instruction and American ESL reading instruction through analyzing selected tape-recordings of reading classes from China and the United States, and comparing Chinese EFL reading textbooks with American ESL reading textbooks. This study was intended to answer the following questions. 1. Is a bottom-up method of reading really taught in China while a top-down method is taught in the United States? 2. Compared with the ESL reading textbooks used in the United States, do the Chinese EFL reading textbooks have a larger proportion of exercises dealing with vocabulary, grammar and pronunciation and fewer items in reading skills? 3. Compared with the American ESL subjects, what are the strengths and weaknesses of the Chinese EFL subjects in reading comprehension in terms of recognizing main ideas, understanding direct statements and drawing inferences?
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Kwong, Chung-yuk. "A classroom study of collaborative study at the computer." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20137424.

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Ersoy, Halil. "Blending Online Instruction With Traditional Instruction In The Programming Language Course: A Case Study." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1063429/index.pdf.

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This study investigated the students&rsquo
perceptions about the web-based learning environment in the blended learning environment in terms of web-based instruction, online collaborative learning and the online instructor. The study tried to show the contributions of the web-based instruction in traditional face-to-face instruction. In this case study, Programming Languages II Course (CEIT211), a undergraduate course at Computer Education and Instructional Technology Department (CEIT), at Middle East Technical University, at the 2002-2003 Spring semester, was delivered as blended learning with a new web site. Totally 65 subjects, 2nd year CEIT students, attended the course in the term and participated to the study. The course was delivered via traditional face-to-face instruction and supported with the web site. At the end of the semester, three questionnaires were administrated in order to understand the students&rsquo
perceptions about web-based learning environment in terms of web-based instruction, online collaborative learning and online instructor. The time spent on the web site and the numbers of messages posted to forum were other data sources in this study. The data were statistically analyzed. The quantitative data showed that the students&rsquo
perceptions about web-based instruction and online instructor were positive, but online collaborative learning perceptions are about neutral. Beside the research questions, some design considerations in the blended learning case were presented. The study results may be used in evaluation of the blended learning environment for the instructor and for the department, may show a direction in the future design of the course.
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CARVER, TIMOTHY A. "A STUDY OF ADAPTIVE COMPUTER ASSISTED INSTRUCTION." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1006187967.

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Постригач, Н. О. "Розвиток педагогічної освіти в Греції, Італії та Іспанії (кінець ХХ – початок ХХІ століття)." Thesis, Видавець ПП Заколодний М. І, 2021. http://lib.iitta.gov.ua/729061/1/Postryhach_aref.pdf.

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У дисертації «Розвиток педагогічної освіти в Греції, Італії та Іспанії (кінець ХХ – початок ХХІ століття)» науково обґрунтовано тенденції розвитку педагогічної освіти в Греції, Італії та Іспанії й запропоновано науково-методичні рекомендації щодо творчої екстраполяції конструктивних ідей педагогічного досвіду Греції, Італії та Іспанії для модернізації української системи педагогічної освіти. У дисертації здійснено цілісний порівняльно-історичний аналіз розвитку педагогічної освіти в Греції, Італії та Іспанії наприкінці ХХ – початку ХХІ століття на основі інтегративного, компетентнісного, культурологічного, парадигмального, синергетичного, системного, цілісного, порівняльно- історичного загальнонаукових підходів. Прогностичний потенціал здійсненого дисертаційного дослідження полягає в тому, що його практичні результати відкривають перспективи вдосконалення системи педагогічної освіти в Україні в аспекті формування системних знань про педагогічну діяльність, їхньої здатності підвищувати якість педагогічного процесу в школі засобами суб’єкт-суб’єктної педагогічної взаємодії «учитель-учень», гуманізації, демократизації, відкритості школи до оточуючого середовища, забезпечують потенційну можливість організації та реалізації подальшої науково-дослідницької роботи прикладного та фундаментального спрямування щодо обґрунтування концептуальних засад розвитку педагогічної освіти у контексті поглиблення європейських інтеграційних процесів
В диссертации «Развитие педагогического образования в Греции, Италии и Испании (конец ХХ – начало XXI века)» научно обоснованны тенденции развития педагогического образования в Греции, Италии и Испании и предложены научно-методические рекомендации по творческой экстраполяции конструктивных идей педагогического опыта Греции, Италии и Испании для модернизации украинской системы педагогического образования. В диссертации осуществлен целостный сравнительно-исторический анализ развития педагогического образования в Греции, Италии и Испании в конце ХХ – начале XXI века на основе интегративного, компетентностного, культурологического, парадигмального, синергетического, системного, целостного, сравнительно-исторического общенаучных подходов. Прогностический потенциал проведенного исследования заключается в том, что его практические результаты открывают перспективы совершенствования системы педагогического образования в Украине в аспекте формирования системных знаний о педагогической деятельности, их способности повышать качество педагогического процесса в школе средствами субъект-субъектной педагогического взаимодействия «учитель-ученик», гуманизации, демократизации, открытости школы к окружающей среде, обеспечивают потенциальную возможность организации и реализации дальнейшей научно-исследовательской работы прикладного и фундаментального направления по обоснованию концептуальных основ развития педагогического образования в контексте углубления европейских интеграционных процессов
Thesis for obtaining a scientific degree of Doctor of Pedagogical Sciences, speciality 13.00.01 «General Pedagogy and History of Pedagogy». – Khmelnytskyi Humanitarian-Pedagogical Academy Ministry of Education and Science of Ukraine, Khmelnytskyi, 2020. The thesis «Development of Pedagogical Education in Greece, Italy and Spain (Late 20th – Early 21st Centuries)» scientifically substantiates the trends of pedagogical education development in Greece, Italy and Spain; outlines promising directions for the creative usage of constructive ideas from the Southern European experience; offers scientific and methodological recommendations for the creative extrapolation of constructive ideas of the pedagogical experience of Greece, Italy and Spain to modernize the Ukrainian pedagogical education system. The scientific novelty and theoretical significance of the study was that: for the first time in Ukraine, the holistic comparative analysis of teacher education development in Greece, Italy and (late XX – early XXI century) has been carried out, namely, retrospective analysis and periodization of the historical stages of pedagogical education development in Greece, Italy and Spain in the context of European integration processes under the influence of socio-economic factors and legal reforms have done; specific features of the implementation of the competency-based approach to the organization of pedagogical education have been specified; justifiably the possibility of critical reflection and creative usage of the progressive ideas of the Southern European experience; the provisions on the theoretical and methodological foundations of pedagogical education development in Greece, Italy and Spain have been improved; the main provisions of comparative pedagogy; new facts and documents on pedagogical education development in Greece, Italy and Spain, based on Greek, Italian and Spanish educational works, have been introduced into the scientific space, contributing to the formation of the holistic view of the modernization of Ukrainian pedagogical education system in the context of European integration. In view of the above, we have substantiated scientific and methodological recommendations for creative extrapolation of constructive ideas of pedagogical experience of Greece, Italy and Spain for the modernization of pedagogical education in Ukraine: giving priority to the problems of building a modern system of teacher education in the context of the tasks of modernization of schools of the XXI century and the development of the latest international model of teachers; implementation of comparative educational research taking into account the European trends in the development of pedagogical education as an open dynamic system and the policy of formation of the European space; the priority of disseminating the progressive pedagogical experience of Greece, Italy and Spain in the national multicultural society in the context of civil society development; meeting the educational needs of national minorities in the Ukrainian multiethnic society, taking into account the Southern European experience; updating the content of basic pedagogical education of bachelors, as well as content development, forms and methods of pedagogical training of masters as highly qualified specialists, real teachers-europeans; fundamentalization of the content of education by expanding and deepening the interdisciplinary knowledge of pedagogical specialists focused on innovative thinking in solving problem situations of scientific and practical activities, increasing the level of formation of methods of cognitive, professional, communicative and axiological activities. The prognostic potential of the study is determined by the potential organization and implementation on its basis of further research work of applied and fundamental directions regarding the conceptual foundations of pedagogical education development in the context of European integration processes
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Roberson-Weser, Bettyjean. "An exploratory study of multicultural curriculum and instruction." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2004. http://digitalcommons.auctr.edu/dissertations/2320.

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This study examines whether or not student teachers are prepared to work with students from diverse populations. Teachers' perceptions of culture-related identities and their manifestations in the classroom are relevant to school achievement in students. Teachers understanding of students from various cultural backgrounds can provide a caring an supportive learning environment that will more than likely promote the students cultural identity and encourage high academic performance. However, teachers misunderstandings of and reactions to students' cultural behavior can lead to school and social failure. A predominantly white college located in Atlanta, Georgia, provided the sample of 35 student teachers. Each participant completed a questionnaire regarding their prior understanding of diverse cultures prior to entering school. The questionnaire also discussed if the schools they are attending includes multicultural instruction and curriculum. The data collected via the questionnaire were analyzed using descriptive, as well as a P-Test. The findings of this study showed that multicultural curriculum and instruction had no effect on teachers' perceptions when working with students form diverse culture backgrounds. Implications for measuring the variables are also discussed.
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Books on the topic "Tabla Instruction and study"

1

Courtney, David. Fundamentals of tabla. 3rd ed. Houston: Sur Sangeet Services, 1998.

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Courtney, David. Fundamentals of tabla. Houston: Sur Sangeet Services, 1994.

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Courtney, David. Fundamentals of tabla. 2nd ed. Houston: Sur Sangeet Services, 1995.

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Theory and practice of Tabla. Mumbai: Popular Prakashan, 2005.

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Mokammel, Sabbir. Rhythm: Tabla lessons, demonstration with figures. Dhaka: Trace Bangladesh, 1996.

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Courtney, David. Advanced theory of tabla. Houston, TX: Sur Sangeet Services, 1998.

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Dāśa, Pinusena. Tabalāra sahaja pāṭha. Ḍhākā: Myāganāma Opāsa, 2007.

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Courtney, David. A focus on the kaidas of tabla. Houston, TX: Sur Sangeet Services, 2002.

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Mittala, Pūnama. Pramukha vādya Tabalā: Eka śodha-paraka dr̥shṭi. Dillī: Lokavāṇī Saṃsthāna, 2010.

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Datta, Aloka. Prasaṅga tabalā. Kalikātā: Subarṇarekhā, 2000.

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Book chapters on the topic "Tabla Instruction and study"

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Nowatzki, Tony, Michael Ferris, Karthikeyan Sankaralingam, Cristian Estan, Nilay Vaish, and David Wood. "Case Study: Instruction Set Customization." In Optimization and Mathematical Modeling in Computer Architecture, 49–60. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-031-01773-5_3.

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Kruse, Sharon D., and Julie A. Gray. "Curriculum, Instruction, and Assessment." In A Case Study Approach to Educational Leadership, 51–75. New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315108308-3.

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Gatto, Lynn Astarita. "Inclusivity Through Discursive Instruction." In A Retrospective Study of a Dialogic Elementary Classroom, 82–105. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003121893-5.

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Yang, Sixian, and Abdullah Abdulrazik. "Supplemental Academic Instruction (SAI) Pilot Study." In Institutional Research Initiatives in Higher Education, 172–84. New York, NY: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315136042-10.

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Kaplan, Sandra N. "Independent Study." In Differentiated Curriculum and Instruction for Advanced and Gifted Learners, 95–111. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003111443-6.

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Ishii, Terumasa. "Historical overview of lesson study." In Curriculum, Instruction and Assessment in Japan, 57–72. New York, NY : Routledge, 2016. | Series: Routledge series on schools and schooling in Asia: Routledge, 2016. http://dx.doi.org/10.4324/9781315709116-7.

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Guarda, Marta. "The Contexts of this Study." In Student Perspectives on English-Medium Instruction, 22–43. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003094098-3.

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Frick, Theodore W., Rodney D. Myers, Cesur Dagli, and Andrew F. Barrett. "Overview of the Big Study." In Innovative Learning Analytics for Evaluating Instruction, 9–27. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003176343-2.

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Yang, Yudong. "How Classroom Instruction Was Improved in a Teaching Research Group: A Case Study from Shanghai." In Transforming Mathematics Instruction, 355–81. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04993-9_20.

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Deolekar, Subodh, Ninad Godambe, and Siby Abraham. "Genetic Algorithm to Generate Music Compositions: A Case Study with Tabla." In Hybrid Intelligent Systems, 331–40. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76351-4_34.

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Conference papers on the topic "Tabla Instruction and study"

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Benning, Manjinder S., Ajay Kapur, Bernie Till, George Tzanetakis, and Peter Driessen. "A Comparative Study on Wearable Sensors for Signal Processing on the North Indian Tabla." In 2007 IEEE Pacific Rim Conference on Communications, Computers and Signal Processing. IEEE, 2007. http://dx.doi.org/10.1109/pacrim.2007.4313313.

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Sahu, Dr Atma. "Undergraduate Mathematics Online Instruction Study." In Annual International Conference on Computer Science Education: Innovation & Technology. Global Science & Technology Forum (GSTF), 2014. http://dx.doi.org/10.5176/2251-2195_cseit14.02.

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Xie, Guimei. "Flipping Language Study in Classroom Instruction." In The Joint Conferences of 2015 International Conference on Computer Science and Engineering Technology (CSET2015) and 2015 International Conference on Medical Science and Biological Engineering (MSBE2015). WORLD SCIENTIFIC, 2015. http://dx.doi.org/10.1142/9789814651011_0061.

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Ke, Xixiang, and Xue Yang. "Study on the Instruction of EOP." In 2017 7th International Conference on Education and Management (ICEM 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icem-17.2018.9.

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Ragel, Roshan, Swarnalatha Radhakrishnan, and Angelo Ambrose. "Instruction-set selection for multi-application based ASIP design: An instruction-level study." In 2012 IEEE 6th International Conference on Information and Automation for Sustainability (ICIAfS). IEEE, 2012. http://dx.doi.org/10.1109/iciafs.2012.6419895.

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Shi, Yinghui, Harrison Yang, Di Wu, and Sha Zhu. "Interactive Whiteboard-Based Instruction versus Lecture-Based instruction: A Study on Students' Learning Achievement." In 2015 International Conference of Educational Innovation through Technology (EITT). IEEE, 2015. http://dx.doi.org/10.1109/eitt.2015.56.

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Ching, Emily, Chih-Ti Chen, Chih-Yueh Chou, Yi-Chan Deng, and Tak-Wai Chan. "A pilot study of computer supported learning by constructing instruction notes and peer expository instruction." In th 2005 conference. Morristown, NJ, USA: Association for Computational Linguistics, 2005. http://dx.doi.org/10.3115/1149293.1149302.

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Ragel, Roshan G., Swarnalatha Radhakrishnan, Jude Angelo Ambrose, and Sri Parameswaran. "A Study on Instruction-set Selection Using Multi-application Based Application Specific Instruction-set Processors." In 2013 26th International Conference on VLSI Design: concurrently with the 12th International Conference on Embedded Systems. IEEE, 2013. http://dx.doi.org/10.1109/vlsid.2013.154.

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Cen, Gang, and XueFen Lin. "A study of project instruction based on Internet." In 2011 International Conference on Electrical and Control Engineering (ICECE). IEEE, 2011. http://dx.doi.org/10.1109/iceceng.2011.6056882.

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Zhiqiang Li. "Study on system of Intelligent Computer Assisted Instruction." In 2011 International Conference on Computer Science and Service System (CSSS). IEEE, 2011. http://dx.doi.org/10.1109/csss.2011.5974485.

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Reports on the topic "Tabla Instruction and study"

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Wang, Changhua. A comparative study of Chinese EFL reading instruction and American ESL reading instruction. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5745.

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Glaser, Robert, and Miriam Bassok. Learning Theory and the Study of Instruction. Fort Belvoir, VA: Defense Technical Information Center, February 1989. http://dx.doi.org/10.21236/ada204744.

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Pratton, Jerry. A study of the effects of active participation in instruction upon learning. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.775.

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Percival, Georgann. The Adjunct Model of Content-based Instruction: A Comparative Study in Higher Education in Oregon. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7178.

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Sitabkhan, Yasmin, Matthew C. H. Jukes, Eileen Dombrowski, and Indrah Munialo. Differentiated Instruction in Multigrade Preprimary Classrooms in Kenya. RTI Press, December 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0084.2212.

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There is little evidence of how differentiated instruction is being implemented, if at all, in low- and middle-income contexts, which often have unique challenges such as availability of resources and large class sizes. In this paper, we present the results of a qualitative study in eight multigrade preprimary classrooms in Kenya. We used classroom observations and teacher interviews to understand how teachers approached differentiation during language and mathematics lessons, including understanding why teachers were making the moves we observed. All teachers differentiated instruction to some extent in our findings, and we provide detailed descriptions of the ways that teachers adapted content to fit the needs of their students. We also provide recommendations, including how to support teachers in creating activities that are appropriate for different abilities of students in the same classrooms, and suggest next steps for research in this area.
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BOWLES NA. FIELD TEST INSTRUCTION 100-NR-2 OPERABLE UNIT DESIGN OPTIMIZATION STUDY FOR SEQUESTRATION OF SR-90 SATURATED ZONE APATITE PERMEABLE REACTIVE BARRIER EXTENSION. Office of Scientific and Technical Information (OSTI), October 2010. http://dx.doi.org/10.2172/1000062.

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Angrist, Noam, and Rachael Meager. The role of implementation in generalisability: A synthesis of evidence on targeted educational instruction and a new randomised trial. Centre for Excellence and Development Impact and Learning (CEDIL), September 2022. http://dx.doi.org/10.51744/cswp4.

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Targeted instruction is one of the most effective educational interventions in low- and middle-income countries, yet the reported impacts of this approach vary, from 0.07 to 0.78 standard deviations (SDs) across contexts. We study this variation and the contextual factors associated with it by combining an evidence aggregation covering 10 study arms with a new randomised trial. The results show that two factors explain most of the heterogeneity in reported effects: the degree of implementation (intention-to-treat or treatment-on-the-treated effects) and the instruction delivery model (teachers or volunteers). Accounting for these implementation factors enables substantial generalisation of effect sizes across contexts. We introduce a new Bayesian model which incorporates implementation information into the evidence aggregation process. The results show that targeted instruction can deliver 0.39 SD improvements in learning on average when taken up, and 0.80 SD gains when implemented with high fidelity, explaining the upper range of effects in the literature. Given the central role of implementation identified in our synthesis, we conduct a new randomised trial to increase programme fidelity in Botswana. The results show additional 0.22 SD gains relative to standard implementation, revealing concrete mechanisms to enhance implementation and achieve the largest frontier effects identified in the literature.
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Atuhurra, Julius, and Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uganda, for example, only four of the fourteen topics in the English curriculum standards appear on the primary leaving exam, and two of the highest-priority topics in the standards are completely omitted from the exams. In Tanzania, only three of fourteen English topics are covered on the exam, and all are assessed at the “memorization” level. Rather than aligning with either the curriculum standards or exams, teachers’ classroom instruction is poorly aligned with both. Teachers tend to cover broad swathes of content and levels of cognitive demand, unrelated to the structure of either the curriculum standards or exams. An exception is Uganda mathematics, for which standards, exams, and teacher instruction are all well aligned. By shedding light on alignment deficits in the two countries, these results draw attention to a policy area that has previously attracted little (if any) attention in many developing countries’ education policy reform efforts. In addition to providing empirical results for Uganda and Tanzania, this study provides a proof-of-concept for the use of the SEC methodology as a diagnostic tool in developing countries, helping education systems identify areas of instructional (in)coherence and informing efforts to improve coherence for learning.
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Lavadenz, Magaly. Think Aloud Protocols: Teaching Reading Processes to Young Bilingual Students. Center for Equity for English Learners, 2003. http://dx.doi.org/10.15365/ceel.article.2003.1.

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This digest describes the use of think-aloud protocols with young bilingual children. Qualitative findings from a small study with 12 first through third grade students in dual language programs demonstrated that think-alouds were used effectively with elementary school emergent bilingual learners. The evidence from this study suggests that instruction in reading strategies should be given to young bilingual students and that more research needs to be done in this area.
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Johnson, Mark, John Wachen, and Steven McGee. Policy window in a pandemic: How a computer science RPP fostered equity in credit recovery. The Learning Partnershipip, April 2021. http://dx.doi.org/10.51420/conf.2021.1.

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The Chicago Alliance for Equity in Computer Science is a research-practice partnership that is working to broaden the participation of Chicago Public Schools’ students in computer science. For this study, we applied the multiple streams approach from theories of the policy process (Kingdon, 1995; Zahariadis, 2014) to explain how the COVID-19 pandemic helped open a policy window for the continued use of synchronous online instruction during the implementation of an equity-centered computer science credit recovery option in Chicago.
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