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Опубліковано: 4 червня 2021
Оновлено: 30 липня 2024

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Статті в журналах з теми "Instruction and study"

1

Paulsen, Kim J., Kyle Higgins, Susan Peterson Miller, Sherri Strawser, and Randall Boone. "Delivering Instruction via Interactive Television and Videotape: Student Achievement and Satisfaction." Journal of Special Education Technology 13, no. 4 (March 1998): 59–77. http://dx.doi.org/10.1177/016264349801300401.

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Distance education in the form of Interactive Television (ITV) and videotape currently is being discussed as a method to provide instruction to students enrolled in education courses. In this study, the effect of traditional, ITV, and videotape lectures on student achievement and attendance was investigated. Student satisfaction with the course and student evaluations of the instructor were also analyzed. Sixty-seven preservice special education students were randomly assigned to one of three instructional methods. One group received instruction with the instructor present, one group received instruction via ITV and the third group received instruction by means of a videotape lecture. Results indicated that (a) students achieved equally well on quizzes and tests regardless of the instructional method, (b) students who received instruction in the traditional setting were satisfied with the instruction they received, (c) students who received instruction via ITV were satisfied with the instruction they received, (d) students who received instruction by means of videotape were not satisfied with the instruction they received, (e) students attended class regularly regardless of the instructional method, and (f) students who received instruction via ITV and videotape did not perceive the instructor as taking an active role in the course.
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2

Palvia, Shailendra, and Vic Matta. "Comparing student perceptions of in-class, online synchronous, and online asynchronous instruction." World Journal on Educational Technology: Current Issues 15, no. 3 (July 31, 2023): 303–20. http://dx.doi.org/10.18844/wjet.v15i3.8656.

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This article compares the efficacy of undergraduate teaching for in-class, online synchronous, and online asynchronous modes of instruction with implications for adapting the modes of instruction in computer information processing. The study uses a repeated measures design with pairwise comparisons while controlling for instructor, students, and course content across these modes of instruction. The study examines the following six perceptions held by students: instructional aspects such as instructor facilitation, student-to-student interaction, instructor-to-student interaction, course design, learning outcomes, and student satisfaction. The study also examines actual student performance on homework, quizzes, and exams. All findings were interesting and insightful. Student perceptions of almost all instructional aspects were significantly higher for the in-class mode than the two online modes of instruction. However, actual student performance was significantly better for online modes of instruction. The discussion section triangulates these statistical results with a review of 3000+ open-ended student responses to explain results, provide guidelines, and suggest future research. Keywords: Asynchronous instruction; distance education; E-learning; in-class; online; synchronous instruction
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3

YUN, Ga-young. "A Study on the Role of Instructor and Learner for Good Instruction: Focusing on the Perception of Prospective Instructors." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 24 (December 31, 2023): 749–67. http://dx.doi.org/10.22251/jlcci.2023.23.24.749.

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Objectives This study attempted to contribute to the restoration of subjectivity by identifying the roles of instructors and learners for good instruction. Methods For this purpose, written interviews were conducted with 26 graduate students using an online platform. The collected data were analyzed by subject analysis, and the teaching and learning factors that make up good instruction, and the instructors' and learners' tasks for good instruction were derived. Results As a result, class content delivery, instructor competency, and attitude were derived as higher categories for teaching activities that compose good instructions, and learner participation activities and learning attitudes were derived for learning activities. In addition, as for the role of instructors for good instruction, strategies for preparation, acquisition and performance, and relationship formation were derived as higher categories, and detailed subcategories corresponding to each item were presented. As for the role of learners for good instruction, the role of learners over time was organized into the upper category, before, during, after instruction, and into detailed subcategories. Conclusions In instructions, instructors are in charge of teaching and learners are in charge of learning. And good instruction can be made when the instructor's teaching activities can induce and promote learners' learning. Based on the results of this study, it was suggested to design and implement good instructions under the relationship between desirable instructors and learners.
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4

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

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The objective of this study was to explore the effect of using a differentiated instruction method on the achievement and development of critical thinking skills among sixth-grade students in Abha, Saudi Arabia. The study used the experimental method through the application of the instructional program on a sample of 50 students, who were chosen purposefully from one school in Abha city. The sample was divided into an experimental group (n = 25), which received instructions using differentiated instruction, and a control group (n = 25), which received instructions using conventional methods. Two tests were developed, an academic achievement test and a critical thinking test, to measure the performance of students before and after using the instructional program. Findings showed an improvement in the academic performance of the experimental group, which were taught using the instructional program based on differentiated instruction. Participants were able to increase their level of critical thinking skills in science. The study recommends using this instructional strategy in different school subjects other than science. The study also recommends training teachers on its implementation in classrooms.
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Miguel, Elizandra, and William Carney. "Foreign Language Acquisition Anxiety and Project-Based Learning in Collaborative L2 Instruction: A Case Study." Theory and Practice in Language Studies 12, no. 1 (January 2, 2022): 1–6. http://dx.doi.org/10.17507/tpls.1201.01.

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This article discusses the experiences of an instructor-student collaboration in combining English as a Second Language instruction with a project-based model. It provides information about a year-long period of instruction that made use of extensive collaboration in language instruction for the creation of business documents geared to a specific purpose. The article suggests that such a project-based and collaborative approach to Foreign Language Learning might be useful in alleviating foreign language learning anxiety for advanced speakers of a second language. Additionally, the article discusses instruction performed via the Zoom platform. The use of platforms such as Zoom, or Skype, are becoming more ubiquitous as an instructional trend that pre-dates recent public health concerns, and this technology is discussed here in terms of the opportunities for collaborative learning and feedback it offers in a discipline that is still favors traditional face-to-face instruction. Although the experiences described here occurred in a non-academic setting with an instructor-student dyad, we suggest that it may be useful in academic settings with additional students and fewer collaborative opportunities to create highly specific objectives.
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YUN, Ga-young. "A Study on the Learning Process and Evaluation Characteristics with High and Low Learning Effects: Focusing on the Experience of Prospective Instructors." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 9 (May 15, 2024): 173–93. http://dx.doi.org/10.22251/jlcci.2024.24.9.173.

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Objectives The purpose of this study is to explore the characteristics of instructions recognized as having a high learning effect and as having a low learning effect. Methods For this purpose, we conducted written interviews using online platform with 18 prospective instructors who are experiencing the pre-instructor course at the graduate school of education. It was designed to focus on instructions experienced before, not on instructions currently being taken, and through this, the process and effect of learning could be reported more objectively. The collected qualitative data were analyzed using a thematic anal-ysis method, and the learning process of instructions with high learning effects and instructions with low learning effects were derived and presented in a diagram. Results As a result of the study, 3 main categories, 9 themes, and 19 subcategories were derived as character-istics of the learning process included in instruction with high learning effect, and the amount of learning load, dif-ficulty, and responsibility perceived by learners were also confirmed along with the learning burden factors. As for the instruction with low learning effect, 3 main categories, 9 themes, and 18 subcategories were derived, and these included ‘no task’ and ‘no burden’. In the instruction with high learning effect, the focus of assignments and evaluations was on the learning process and performance, and improvement and feedback were made through the feedback of the instructor. In the instruction with low learning effect, the focus of assignments and evaluations was on organizing, summarizing, and general evaluation, and it was difficult to confirm improvement and feedback through instructor's feedback. Moreover, the difficulty and amount of learning load in the class were burden factors that appeared in both classes with high and low learning effects. Considering these results, instructors need to consider ways to have explanatory power to effectively deliver class content by analyzing learners' levels rather than reducing the difficulty and amount of learning. Conclusions Based on these findings, recommendations were provided to guide professors in aiming for and de-signing effective instructions.
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Gladdines, Saskia, Denise Eygendaal, Leonieke van Boekel, Evert Verhagen, and Annechien Beumer. "How to optimise the fidelity of exercises in an unsupervised golf injury prevention programme? A pilot study." BMJ Open Sport & Exercise Medicine 10, no. 1 (February 2024): e001681. http://dx.doi.org/10.1136/bmjsem-2023-001681.

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BackgroundGolf is an individual sport that is usually done without the supervision of a trainer or coach. Therefore, an injury prevention programme in golf will primarily be performed without supervision and feedback. However, the effectiveness of any preventive exercise programme is determined by exercise fidelity.ObjectiveTo investigate the different instruction options of an injury prevention programme on exercise fidelity in individual golfers.MethodsWe randomly assigned golfers to one of three groups receiving different exercise instructions. One group received only instructional cards (A), one received only instructional videos (B) and a third group (C) received both instructional cards and videos. The golfers were allowed to familiarise themselves with the exercises based on the provided instruction option, after which we recorded their exercise execution on video. Two authors independently scored each exercise’s fidelity from these recordings.ResultsIn total, 18 golfers (12 women and 6 men, average age of 61.94 years) were equally divided across the 3 study groups completed 108 exercises. In group A 73.7% of exercises were executed as intended, in group B 88.6% and in group C 86.3%. Significantly more exercises were conducted correctly in groups B and C compared with group A (p<0.05).ConclusionGolfers who received instructions that included a video explanation had a higher exercise fidelity when compared to only written instructions.
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8

Bray, Laura E., Alicia A. Mrachko, and Christopher J. Lemons. "Standardized Writing Opportunities: A Case Study of Writing Instruction in Inclusive Classrooms." Teachers College Record: The Voice of Scholarship in Education 116, no. 6 (June 2014): 1–40. http://dx.doi.org/10.1177/016146811411600606.

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Background/Context For an increasing percentage of students with disabilities, writing instruction is taking place in general education classrooms. The practice of instructing students with disabilities in general education classrooms is commonly referred to as inclusion. For elementary and middle school English teachers, inclusion requires that they teach students with varying instructional needs how to write. While numerous studies have examined writing instruction and interventions for students with disabilities, little research has closely examined the phenomenon and implications of providing writing instruction in inclusive classrooms. Focus of Study In this study, we examined the writing opportunities provided to students in four eighth-grade English classrooms at a full inclusion middle school. Research Design We employed a qualitative case study design to collect multiple sources of data, including writing tasks, grading requirements, prewriting activities, lesson plans, writing task information sheets, and interviews with teachers. Our analysis sought to triangulate findings from these multiple data sources to examine the types and quality of writing instruction provided in these inclusive English classrooms, along with the factors that influenced this instruction. Findings The findings from this study indicate the writing opportunities provided to students were of poor quality and were influenced by state standards and high-stakes accountability assessments. Furthermore, students with disabilities were provided with nearly the same writing opportunities as their nondisabled peers, with little differentiation, modifica-tion, or accommodation. The study also exposed organizational features and accountability policy pressures that promoted the instructional practice of standardization. Conclusions/Recommendations Our findings suggest that including students with disabilities into a general education English classroom does not necessarily lead to high-quality writing opportunities for those students. Current accountability policy emphasizes the standardization of learning goals and outcomes, with little focus on the actual types and quality of instruction provided to students. We argue that for students with disabilities, focusing solely on teaching grade-level learning standards and improving high-stakes accountability assessments is not the solution for improving instructional opportunities and outcomes. Our findings also revealed that, under certain conditions, standardization of instruction is a potential unintended consequence of inclusive education.
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Omoniyi, Tayo, and Gisanrin Gbenga. "The Effect of Three Instructional Elements on Achievement in Computer-Based Mathematics Instruction of Senior Secondary School Students in Nigeria." Journal of Education in Black Sea Region 4, no. 1 (December 9, 2018): 164–72. http://dx.doi.org/10.31578/jebs.v4i1.163.

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This study investigated the effect of three instructional elements on achievement in computer-based mathematics instruction. The subjects were senior secondary school students who used four versions of computer-based instruction developed on compact disc to learn about the volume of solid shapes. The four versions of the programme were (1) a full version that had the three instructional elements (2) a version without objectives (3) a version without practice (4) a version without examples. The results indicated that the full package, which included objectives, practice and examples, had a significant effect on students’ achievement in the computer-based mathematics instruction. Furthermore, of the three elements, practice, had the most effect on the learners’ achievement. Implications of the findings on development of computer-based instructions are also discussed.
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Wahyumi, Maulidia, Wirdatul Aini, and Irmawita Irmawita. "Tanggapan Warga Belajar terhadap Komunikasi Instruksional Instruktur Pelatihan Memasak Kue di SPNF SKB Kota Payakumbuh." Spektrum: Jurnal Pendidikan Luar Sekolah (PLS) 1, no. 1 (March 1, 2018): 58. http://dx.doi.org/10.24036/spektrumpls.v1i1.9198.

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This research is motivated by the success of entrepreneurship cooking skill. The purpose of this study was to describe the responses of learners to instructional communication of cooking instructor in cooking instruction in the explanation of learning materials, initial ability assessment, strategy setting, and feedback. This type of research is descriptive quantitative. The population in the study amounted to 15 people. The sample in this study is the total number of respondents. Data collection techniques used were interviews, while data collection tools used interview guidelines. Data analysis techniques using the formula percentage. The result of the research showed that the respondent's response to instructional instruction of instructor in (1) explanation of learning material of cooking cake training is categorized very good, (2) assessment of early ability of learners of cake cooking training categorized very good, (3) instructional strategy stipulation cake cooking training categorized very good, (4) feedback cooking cake is categorized very well.
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Дисертації з теми "Instruction and study"

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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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Greenwell, Stacey. "USING THE I-LEARN MODEL FOR INFORMATION LITERACY INSTRUCTION: AN EXPERIMENTAL STUDY." UKnowledge, 2013. http://uknowledge.uky.edu/edc_etds/6.

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Given the proliferation of information and the lifelong importance of information literacy skills, there is a need to determine how to best design information literacy instruction in order to help students locate, evaluate, and use information more effectively. This experimental study examined whether information literacy skills instruction designed using the I-LEARN model increased student understanding and application of information literacy concepts as compared to how librarians currently provide information literacy skills instruction. The experimental group received an instruction session and an online library research guide designed using the I-LEARN model, and the control group received an instruction session and an online library guide designed using a systems model. The analysis of the results of pre- and post-test scores and scores on a citation analysis showed that there was no significant difference between the two groups.
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3

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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4

Gernert, Rodney L. "Impact of the Study Island Program on Students' Reading Comprehension." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1162.

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School administrators at the research site, which is a public school district, had been under pressure to improve low reading state scores of Grade 11 students as measured by Pennsylvania System of School Assessment (PSSA) tests. A web-based reading software called Study Island was integrated into the literacy curriculum for students to increase their reading proficiency and pass PSSA state tests. The research problem was that the integration of Study Island had not been evaluated and students were not meeting adequate yearly progress (AYP). The purpose of this study was to provide research-based evidence on whether Study Island helped students to improve their reading proficiency. This nonequivalent, quasi-experimental study was based on Tomlinson's differentiated instruction theory and Marzano's intelligence theory. Archived PSSA scores were collected for 2 cohorts of Grade 11 students (N = 800), before and after the curricular integration of Study Island between the academic years 2009--2011 and 2011--2013. An independent samples t test showed that students' reading proficiency scores were significantly higher after receiving the Stony Island software than they were before the software. These findings can be used by school and district administrators regarding the integration of Study Island into other academic subjects. Implications for positive social change may include professional development (PD) for high school teachers to use Study Island in the academic subjects they teach. PD on Study Island for high school teachers may help students pass PSSA testing, meet AYP, and graduate from high school.
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Owens, Paul School of English UNSW. "Cognitive load theory and music instruction." Awarded by:University of New South Wales. School of English, 2005. http://handle.unsw.edu.au/1959.4/22994.

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Cognitive load theory assumes that effective instructional design is subject to the mechanisms that underpin our cognitive architecture and that understanding is constrained by the processing capacity of a limited working memory. This thesis reports the results of six experiments that applied the principles of cognitive load theory to the investigation of instructional design in music. Across the six experiments conditions differed by modality (uni or dual) and/or the nature of presentation (integrated or adjacent; simultaneous or successive). In addition, instructional formats were comprised of either two or three sources of information (text, auditory musical excerpts, musical notation). Participants were academically able Year 7 students with some previous musical experience. Following instructional interventions, students were tested using auditory and/or written problems; in addition, subjective ratings and efficiency measures were used as indicators of mental load. Together, Experiments 1 and 2 demonstrated the benefits of both dual-modal (dual-modality effect) and physically integrated formats over the same materials presented as adjacent and discrete information sources (split-attention effect), confirming the application of established cognitive load effects within the domain of music. Experiment 3 compared uni-modal formats, consisting of auditory rather than visual materials, with their dual-modal counterparts. Although some evidence for a modality effect was associated with simultaneous presentations, the uni-modal format was clearly superior when the same materials were delivered successively. Experiment 4 compared three cognitively efficient instructional formats in which either two or three information sources were studied. There was evidence that simultaneously processing all three sources overwhelmed working memory, whereas an overlapping design that delayed the introduction of the third source facilitated understanding. Experiments 5 and 6 varied the element interactivity of either two- or three- source formats and demonstrated the negative effects of splitting attention between successively presented instructional materials. Theoretical implications extend cognitive load principles to both the domain of music and across a range of novel instructional formats; future research into auditory only formats and the modality effect is suggested. Recommendations for instructional design highlight the need to facilitate necessary interactions between mutually referring musical elements and to maintain intrinsic cognitive load within working memory capacity.
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Bell, Jeffery E. "American musical theater songs in the undergraduate vocal studio : a survey of current practice, guidelines for repertoire selection, and pedagogical analyses of selected songs." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1026700.

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American musical theater songs are popular with the general public, and many college and university voice students are familiar with them. Some voice teachers also use musical theater repertoire to varying degrees in voice instruction. Such familiarity and interest lend significance to this study of the songs in a teaching context. There is therefore a need for the establishment of repertoire-selection guidelines and pedagogical analysis of selected musical theater songs so that additional teachers will become well informed.Following the introduction in Chapter One, the results of a survey sent to one hundred members of the National Association of Teachers of Singing are presented. The survey posed questions concerning the current use of musical theater songs. Among other things, the results revealed strong interest in the analysis and application of this literature in the voice studio. Guidelines for repertoire selection (also used by the author in selecting songs that address specific aspects of singing) are introduced in Chapter Three, along with a description of analytical procedures. Chapters Four through Eight include summaries of the analyses and suggested applications in the voice studio:Developing the ability to sing longer phrases"You'll Never Walk Alone" (Rodgers)"Where Is Love?" (Bart)"After the Ball" (Harris)• Developing the ability to sing wide intervals in a legato fashion "Lost in the Stars" (Weill)"Warm All Over" (Loesser)"Green Finch and Linnet Bird" (Sondheim)•Developing the ability to articulate words rapidly "My Darling, My Darling" (Loesser) "Seventy-Six Trombones" (Willson) "Soliloquy" (Rodgers)•Developing the ability to move smoothly between registers "Someone to Watch Over Me" (Gershwin) "Where or When" (Rodgers) "O1' Man River" (Kern)•Managing a large range and mature quality "Maria" (Bernstein)"Memory" (Lloyd Webber) "One More Kiss" (Sondheim)Conclusions in Chapter Nine include: (1) teachers should judge musical theater songs by the same criteria as other songs; (2) musical theater literature offers useful material for students who are striving to develop certain aspects of singing; (3) analyses of selected songs demonstrate their suitability for pedagogical use; and (4) there is a need for additional critical analysis of musical theater literature.
School of Music
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Nugent, Mary E. "An alternative approach to spelling instruction." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/375.

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Miller, Susan Frances 1962. "Vocabulary instruction: Teacher perceptions and classroom observations." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/291918.

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This study investigates the relationships between theory-based vocabulary research (Anderson and Freebody, 1981; Mezynski, 1983), teacher perceptions of the effectiveness and usability of twelve vocabulary strategies on a researcher-developed survey, and observations in content area classrooms during vocabulary instruction. Among the findings, the following are major: (1) Each hypothesis offers differing instructional implications for vocabulary instruction; (2) the responses on the survey indicate that strategies implied by the Knowledge Hypothesis are the most effective and strategies implied by the Instrumental Hypothesis are the most usable; (3) observations of five teachers indicate that observed behaviors, reported practices, and personal reports are inconsistent; and (4) triangulation of the three data sources reveals some consistency and some contradictions. Implications for future research, teacher education and practice are discussed.
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9

Isaacson, David J. "A suggestopaedia-based method of guitar instruction." Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/16849.

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Bibliography: pages 133-138.
Sight-reading is generally regarded by guitar teachers as a problem area of instruction. The aim of this thesis is to address the problem through a fourfold approach: 1. defining sight-reading in terms of its historical context ; 2. providing a rationale, and proposing an alternative method, for teaching sight-reading on the guitar based on a language teaching model ; 3. developing the proposed method ; 4. evaluating the proposed method experimentally. Music and language share many common characteristics. It is for this reason that Suggestopaedia, a method validated in language teaching, has been adapted for teaching the guitar with sight-reading skills as the central focus. Suggestopaedia has been chosen because it stimulates the whole personality, and all brain systems, of the learner.
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Cumyn, Lucy A. "Pedagogical reflection in statistics instruction." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115594.

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Today, education is arguably one of the most important facets used to prepare and train students for the future. Society expects that students will acquire the requisite knowledge and competence in their respective fields to prepare them to successfully navigate the demands of today's competitive markets. This expectation has consequences on teachers at all levels of education across many domains. Teachers have a significant role: to prepare students for the future. Competent teachers spend a great deal of time reflecting on their own practices and beliefs, reviewing their teaching goals and evaluating if students have met these goals effectively. The process of reflection in teaching is vital in the preparation and training of students.
The purpose of this dissertation therefore was to investigate how statistics professors reflect on their practice. The research questions were designed to access what statistics teachers thought about before giving their courses and before giving two of their classes (hypothesis testing, t-tests). Post class evaluation interviews were conducted to determine where professors thought they were effective and whether they considered a need for change based on student understanding. More specifically, the questions asked: 1) What are the main themes in teacher reflection? 2) How is the content of reflection similar or different between statistics teachers? 3) How is the content of teacher reflection defined in statistics?
The design was based on a grounded theory approach whereby data collection consisted solely of interviews conducted throughout the semester: one pre-course interview and two sets of pre-class and post-class interviews. There were 13 participants in total. Participants were either statistics teachers from Quebec Cegeps or university professors. Participants were from the following departments: anthropology, economics, psychology, sociology, education, math, and biology. The analyses dealt with three data sources: pre class reflection, in class reflection, and post class reflection.
Data analysis focused on defining the main themes of teacher reflection that emerged from the data, identifying the content of reflection between and within participants in terms of similarities or differences. The pre course interview revealed five main themes: the course (logistics), the teacher as 'self, teaching approaches (what do they say they do in the classroom?), teaching and learning influences, and evaluation of teaching.
The pre and post class interviews addressed class planning. What did the professors foresee as any issues students might have in understanding hypothesis testing and t-tests? What changes would they make the next time they taught these concepts? Results showed that the focus of professor reflection centered around three main categories: the class, the student, and the teacher. For the main category, class, some professors reviewed lecture notes, added examples that emphasized authentic statistical problems, and others did no preparation. Student related themes addressed issues students had with understanding statistical content, learning associated difficulties, and student affect. The last category, the teacher, looked at self evaluation, their in-class strategies, methods of promoting and gauging student understanding, and decisions made in class and for future classes. Recommendations for future research include examining the role of experience in professor's level of reflection as well as defining the process of decision making and its role in reflection.
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Книги з теми "Instruction and study"

1

Jones, Bobby. Classic instruction. Greenwich, Conn: American Golfer, 1998.

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2

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

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3

California Community Colleges. Research and Analysis Unit., ed. Study of part-time instruction. Sacramento: California Community Colleges, Research and Analysis Unit, Chancellor's Office, 1987.

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4

Bolnick, Helen. Archery instruction manual. 4th ed. Dubuque, Iowa: Kendall/Hunt Publishing Company, 1993.

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5

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

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6

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

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7

Palmer, Sue. The instruction book. Sutton-in-Ashfield, Nottinghamshire: Peter Ellse, TTS Group Ltd, 2001.

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8

James, Flood, and Langer Judith A, eds. Literature instruction: Practice and policy. New York: Scholastic, 1994.

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9

1937-, Telfer Ross, ed. Aviation instruction and training. Aldershot, Hants, England: Ashgate, 1993.

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10

Russell, Burris, ed. Computer-assisted legal instruction. Tübingen: Attempto, 1989.

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Частини книг з теми "Instruction and study"

1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

Chi, Michelene T. H. "Theoretical Perspectives, Methodological Approaches, and Trends in the Study of Expertise." In Expertise in Mathematics Instruction, 17–39. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-1-4419-7707-6_2.

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Тези доповідей конференцій з теми "Instruction and study"

1

Gulati, Manu, and Nader Bagherzadeh. "Performance Study of a Multithreaded Superscalar Microprocessor." In Anais Estendidos do Simpósio Brasileiro de Arquitetura de Computadores e Processamento de Alto Desempenho. Sociedade Brasileira de Computação, 1997. http://dx.doi.org/10.5753/sbac-pad_estendido.1997.22648.

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This paper describes a technique for improving the performance of a superscalar processor through multithreading. The technique exploits the instruction-level parallelism avaliable both inside each individual stream, and across streams. The former is exploited through out-of-order execution of instructions within a stream, and the latter through execution of instructions from different streams simultaneously. Aspects of multithreaded superscalar design, such as fetch policy, cache performance, instruction scheduling, and functional unit utilization are studied. We analyze performance based on the simulation of a superscalar architecture and show that it is possible to provide support for multiple streams with minimal extra hardware, yet achieving significant performance gain (20 • 55%) across a range of benchmarks.
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2

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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3

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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4

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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5

Kung, Po-Nien, and Nanyun Peng. "Do Models Really Learn to Follow Instructions? An Empirical Study of Instruction Tuning." In Proceedings of the 61st Annual Meeting of the Association for Computational Linguistics (Volume 2: Short Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2023. http://dx.doi.org/10.18653/v1/2023.acl-short.113.

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6

Kadijevich, Djordje, Vlasta Kokol-Voljc, and Zsolt Lavicza. "Towards a suitably designed instruction on statistical reasoning: understanding sampling distribution with technology." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08503.

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Earlier studies on sampling distribution, its founding concepts, misconceptions about sampling distributions, and the use of simulation highlighted that (1) learning of statistics requires an understanding of multifaceted issues and relations among them; (2) learning may be examined in terms of task, technique, theory, and learner’s profile, each of which is influenced by instructional context; and (3) learning environments should be designed to stimulate flexible travelling along the network of these issues. Considering these emerged findings we attempt to outline a possible instructional design to teach sampling distribution with technology. Suggestions for training teachers in statistics education are included.
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7

Sedlmeier, Peter, and Christoph Wassner. "German mathematics teachers’ views on statistics education." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08301.

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Although knowledge about how to improve statistics teaching is steadily increasing, still very little is known about what statistics teachers actually know, think, and do in their classrooms. The present study is a first attempt to shed more light on the issue. Experienced mathematics teachers were asked about their views of statistics in general and of current curricula, as well as about their impressions of their students’ views and abilities regarding statistics. In addition, they were asked to indicate what good statistics instruction should look like. We found that in general, teachers as well as students are quite interested in statistics but that students apparently experience greater difficulties in statistics classes than in classes on other mathematical topics. We identify several potential impediments to effective statistics instruction that might be good starting points for attempts to improve statistics education in German schools.
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8

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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9

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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10

Zhao, Liang, En Yu, Zheng Ge, Jinrong Yang, Haoran Wei, Hongyu Zhou, Jianjian Sun, et al. "ChatSpot: Bootstrapping Multimodal LLMs via Precise Referring Instruction Tuning." In Thirty-Third International Joint Conference on Artificial Intelligence {IJCAI-24}. California: International Joint Conferences on Artificial Intelligence Organization, 2024. http://dx.doi.org/10.24963/ijcai.2024/193.

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Human-AI interactivity is a critical aspect that reflects the usability of Multimodal Large Language Models (MLLMs). However, existing end-to-end MLLMs only allow users to interact with them through language instructions, leading to the limitation of the interactive accuracy and efficiency. In this study, we present precise referring instructions that utilize diverse reference representations such as points and boxes as referring prompts to refer to the special region. This enables MLLMs to focus on the region of interest and achieve finer-grained interaction. Based on precise referring instruction, we propose ChatSpot, a unified end-to-end MLLM that supports diverse forms of interactivity including mouse clicks, drag-and-drop, and drawing boxes, which provides a more flexible and seamless interactive experience. We also construct a multi-grained vision-language instruction-following dataset based on existing datasets and GPT-4 generating. Furthermore, we design a series of evaluation tasks to assess the effectiveness of region recognition and interaction. Experimental results showcase ChatSpot's promising performance. Project page: https://github.com/Ahnsun/ChatSpot.
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Звіти організацій з теми "Instruction and study"

1

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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2

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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3

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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4

Atuhurra, Julius, Rastee Chaudhry, and Michelle Kaffenberger. Conducting Surveys of Enacted Curriculum Studies in Low- and Middle-Income Countries: A Toolkit for Policymakers, Researchers, and Education Practitioners. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-misc_2023/13.

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The Surveys of Enacted Curriculum (SEC) approach is used to analyse and report on the academic content embedded in education instructional components such as curriculum standards, assessments, and teachers' classroom instruction. Through a partnership between the RISE Programme and the Center for Curriculum Analysis, the approach has been used to analyse educational alignment in low- and middle-income country education systems, including in Kenya, Nepal, Nigeria, Tanzania, and Uganda. The SEC approach has many applications including content and alignment analysis for curriculum standards, assessments, and instructional materials; curriculum reform design and implementation support; and teacher professional development and support. This document provides a comprehensive toolkit for conducting an SEC study in LMICs. Following the introduction and background, Section 2 gives an overview of the SEC approach and provides a brief description of sequential steps involved in conducting an SEC study: (i) generating data; (ii) inputting data; (iii) processing and analysing data; and (iv) interpretating results. Section 3 then gives detailed, step-by-step instructions for implementing an SEC study. Section 4 shares lessons learned from conducting SEC studies in LMICs. The document then closes with an Appendix that provides a detailed overview of the SEC tools and other resources provided with this toolkit. These appendices [.zip] are available for download.
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5

Adeniran, Adedeji, Sixtus C. Onyekwere, Anthony Okon, Julius Atuhurra, Rastee Chaudhry, and Michelle Kaffenberger. Instructional Alignment in Nigeria using the Surveys of Enacted Curriculum. Research on Improving Systems of Education (RISE), September 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/143.

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Systematic, quantitative evidence on education system coherence is limited. Prior research has indicated alignment of instructional components, such as curriculum standards, assessments, and teachers’ instruction, is important for children’s learning. This study uses the Surveys of Enacted Curriculum methodology to investigate alignment of instructional components in Nigeria's primary education system. The study analyzes curriculum standards, national exams, and classroom instructional content for mathematics and English language across all six primary-level grades. We find that key foundational mathematics and English language skills are covered by all three components, with some notable omissions on the end-of-cycle English language exams. All three components give high emphasis to the low cognitive demand processes of ‘memorize’ ‘perform’, and ‘demonstrate’, and give very low emphasis to the more demanding cognitive processes of ‘analyze’ and ‘apply to non-routine situations’. Both the curriculum standards and classroom instruction depict a slow pace of content progression across grades, manifested through broad but shallow content coverage. The high alignment suggests the potential for a well-functioning education system, however, low student performance in mathematics and English language exams suggest otherwise. The findings suggest the Nigerian primary education system may be operating in a low-achieving equilibrium in which the system is aligned for low levels of cognitive demand and student mastery.
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6

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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7

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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8

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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Анотація:
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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Hillman, Kylie, Elizabeth O'Grady, Sima Rodrigues, Marina Schmid, and Sue Thomson. Progress in Reading Literacy Study: Australia’s results from PIRLS 2021. Australian Council for Educational Research, May 2023. http://dx.doi.org/10.37517/978-1-74286-693-2.

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Progress in International Reading Literacy Study (PIRLS) is a large-scale assessment that measures how effective countries are in teaching reading literacy. Conducted every five years since 2001 (with Australia participating since 2011), PIRLS provides information about how to improve teaching and learning so that young students become accomplished and self-sufficient readers. In Australia, almost 5,500 Year 4 students participated in PIRLS 2021. These students completed tests in reading comprehension and answered questionnaires on their background and experiences in learning reading at school. To inform educational policy in the participating countries, alongside the assessment of reading literacy, PIRLS also routinely collects extensive background information that addresses concerns about the quantity, quality and content of instruction. This background information is collected through a series of questionnaires for students, teachers, principals and curriculum specialists.
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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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