Zeitschriftenartikel: „Education, Leadership|Education, Educational Psychology|Education, Curriculum and Instruction“

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Wang, Victor X., und Judith Parker. „Educational Leadership and Ralph Tyler“. International Journal of Adult Vocational Education and Technology 2, Nr. 3 (Juli 2011): 48–59. http://dx.doi.org/10.4018/javet.2011070104.

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This article addresses the traditional instructional leadership (characterized with Tyler’s four questions; teachers prescribe a curriculum; learners assume a submissive role of following instructors) in comparison with the andragogical or innovative instructional leadership. As more and more scholars cast their doubt on this particular instructional mode (traditional instructional leadership), especially when compared with the innovative instructional leadership, this article seeks to draw on traditional instructional leadership that revolves around Ralph Tyler’s model. In doing so, instructors and practitioners will see clearly what the traditional instructional leadership may bring to most education settings and above all, they may rely on a ready-made formula when planning curriculums, instruction, program planning, or evaluation. While traditional instructional leadership may have come under much criticism, there is much to learn from it.

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Galang, Aljon Delmo. „Teachers’ Critical Reflections on the New Normal Philippine Education Issues: Inputs on Curriculum and Instruction Development“. International Journal of Social Learning (IJSL) 1, Nr. 3 (04.08.2021): 236–49. http://dx.doi.org/10.47134/ijsl.v1i3.43.

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Due to the COVID-19 pandemic, the Philippine educational landscape is greatly affected. This education issue concerns the country's curriculum and instruction (CIN), covering students' learning, delivery modalities, competencies, teachers' characteristics, and community involvement. Nonetheless, the CIN must be developed, considering the students, teachers, community, and the pressing challenges in the teaching-learning process, promoting quality education while considering the pandemic, by looking into teachers' perspectives. This qualitative research used content analysis to derive insights from the critical reflections of sixteen (16) teacher participants. It aims to present the participants' reflections on the New Normal education issues, leading to curriculum and instruction development inputs. Furthermore, the emerging themes are (a) essentiality and feasibility in choosing learning competencies; (b) good quality, flexibility, sustainability, and safety in choosing learning modalities; (c) learning materials' alignment, sufficiency, and proper distribution; (d) devotion, adaptability, and helpfulness of teachers; (e) reaching out students and task individualization; and (f) leadership and involvement needed to achieve success in education. Moreover, the findings suggest that the New Normal classroom requires a curriculum and instruction, teacher, leadership, and involvement adaptive and flexible of the changing and multifaceted educational landscape brought by the persisting disease.

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Fuchs, Lynn S., Douglas Fuchs, Carol L. Hamlett, Norris B. Phillips und Johnell Bentz. „Classwide Curriculum-Based Measurement: Helping General Educators Meet the Challenge of Student Diversity“. Exceptional Children 60, Nr. 6 (Mai 1994): 518–37. http://dx.doi.org/10.1177/001440299406000605.

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This study examined the effectiveness of innovative curriculum-based measurement (CBM) classwide decision-making structures within general education mathematics instruction, with and without recommendations for how to incorporate CBM feedback into instructional planning. Forty general educators, each of whom had at least one student with an identified learning disability for math instruction, were randomly assigned to three groups: CBM with classwide reports that summarized information and provided instructional recommendations, CBM with reports but without recommendations, and contrast (no CBM). Results indicated that only the CBM teachers who received instructional recommendations designed better instructional programs and effected greater achievement for their students.

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Sands, Deanna J., Lois Adams und Donna M. Stout. „A Statewide Exploration of the Nature and Use of Curriculum in Special Education“. Exceptional Children 62, Nr. 1 (September 1995): 68–83. http://dx.doi.org/10.1177/001440299506200106.

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This study reports the results of a statewide survey of the beliefs and practices, regarding curriculum, of 341 elementary and secondary special education teachers serving students with a variety of disabilities. Findings indicate that (a) teacher training in curriculum development occurs mostly on the job; (b) teachers want training in teaching compensatory skills and life skills; (c) teachers believe that the IEP constitutes the curriculum for students with disabilities; (d) teacher judgment primarily guides the content of classroom instruction; (e) teachers focus principally on academic remediation versus life-skill or other instruction; (f) curriculum focus varies little across service-delivery models, but does vary by grade level; and (g) minimal articulation of curriculum exists across grade levels.

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Gersten, Russell, John Woodward und Craig Darch. „Direct Instruction: A Research-Based Approach to Curriculum Design and Teaching“. Exceptional Children 53, Nr. 1 (September 1986): 17–31. http://dx.doi.org/10.1177/001440298605300102.

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Direct instruction has come to have many different meanings, all of which are associated with some form of structured teaching. In this article, Direct Instruction refers primarily to the work done by Engelmann and his colleagues. Further, this article focuses on curriculum analysis, an aspect of Direct Instruction that is frequently neglected or obscured by an emphasis in the literature on classroom management and teacher performance. We discuss explicit strategies as they are used to teach higher cognitive skills, the importance of teacher training to an appropriate use of Direct Instruction curricula, and the supporting empirical research—from the mildly to the severely handicapped—for this highly successful approach to instruction.

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Dr. Preeti Oza, Dr Gurudutta P. Japee,. „Curriculum and Evaluation in Outcome-Based Education“. Psychology and Education Journal 58, Nr. 2 (10.02.2021): 5620–25. http://dx.doi.org/10.17762/pae.v58i2.2982.

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The “Outcome-Based Education” (OBE) model is being adopted at a fast pace in education institutions. it's considered an enormous breakthrough to enhance education across the world . Outcome-based education (OBE) may be a student-centered instruction model that focuses on measuring student performance through outcomes. Outcomes include knowledge, skills, and attitudes. there's a hidden contradiction within the projection and implementation of the OBE. One results in Multidisiciplinarity and therefore the other results in OBE. At first, we expect freedom and in other structured progress is predicted . One results in democratic knowledge and therefore the other results in capitalist knowledge management. Our education is sort of a lady with over ornaments who is unable to steer simply because of the load she carries of the ornaments. Technology silences the mind and not questioning a mind and thus this information society or knowledge society is ignorant and this may come whenever and wherever we mention mass education and not class education. This paper discusses the necessity and importance of curriculum formation and enhancing evaluation within the Outcome Bases education –OBE

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Yazzie-Mintz, Tarajean. „Native Teachers' Beliefs and Practices: Choosing Language and Cultural Revitalization over Uniformity and Standardization“. Contemporary Issues in Early Childhood 12, Nr. 4 (01.01.2011): 315–26. http://dx.doi.org/10.2304/ciec.2011.12.4.315.

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The goal of implementing a culture-based curriculum that draws upon indigenous knowledge, traditions, and language is currently in competition with demands placed on schools by high stakes educational reform to implement a standards-based curriculum in schools. Though often left out of the policy conversation, Native teachers in particular have much to contribute to understandings of how such reform discourse may derail Indigenous-centered discussions about education. This article draws from interview and observational data collected during a three-year (2005–2008) qualitative study of Native teacher beliefs and practices. Participants in the study included nine teachers who implement a language- and culture-based curriculum. Classroom observations, interviews, and focus groups were conducted to gather information about instructional practices in one Native language immersion school (pre-kindergarten to third grade). Findings indicate the teachers' perspectives on the ways in which their language instruction is compromised in light of pressures to teach to narrow conceptions of academic subject knowledge emergent from high-stakes policy and testing discussions. Teachers are neither passive recipients of curricular goals nor passive instructional directors of standards-based curriculum. Recommendations include cautioning tribal nations to find ways to buffer outside high stakes pressures impacting promising practices of immersion language teachers in early childhood education.

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Soukup, Jane H., Michael L. Wehmeyer, Susan M. Bashinski und James A. Bovaird. „Classroom Variables and Access to the General Curriculum for Students with Disabilities“. Exceptional Children 74, Nr. 1 (Oktober 2007): 101–20. http://dx.doi.org/10.1177/001440290707400106.

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This study investigated the degree to which students with intellectual and developmental disabilities have access to the general education curriculum and the degree to which such access is related to and predicted by classroom setting and ecological variables. We observed 19 students during science or social studies instruction and collected data with Access CISSAR, a computer-based observation system that uses time sampling observation. The results of the study indicated that accommodations and modifications were provided depending on the amount of time students were educated with their nondisabled peers. Further, one-on-one or independent instructional groupings were better predictors of access than whole-group instruction, as were entire or divided group physical arrangements.

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Leone, James E., Michael R. Judd und Robert M. Colandreo. „Descriptive Qualities Of Athletic Training Education Program Directors“. Athletic Training Education Journal 3, Nr. 2 (01.04.2008): 43–49. http://dx.doi.org/10.4085/1947-380x-3.2.43.

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Context: Limited literature explores professional preparation of program directors (PD) to lead an athletic training education program (ATEP). Objective: To explore challenges, effectiveness, leadership, and PD role selection. Design: Descriptive and qualitative exploratory email survey. Setting: Educational. Participants: Emails were sent to 345 PDs from a Commission on Accreditation of Athletic Training Education (CAATE) listing. Main Outcome Measure(s): Measures of central tendency were used to observe years of experience, role selection (applied versus appointed), education level, and gender. Program Director effectiveness, leadership, and challenges were grouped according to common themes. Results: Most PDs (82.5%; n = 99) reported having one to ten years of experience. Mean years of experience was 7.46 (±6.36) years. A majority, 61.7% (n = 74), reported having applied for their position. Educationally, 54.2% (n = 65) held doctoral degrees compared to 45.8% (n = 55) whose highest degree was a masters degree. Six themes emerged for PD effectiveness and challenges. Lastly, seven themes regarding leadership were described. Conclusions: Program Directors should approach their role with savvy, caring, and humanistic attitudes, developed by professional preparation. Firm in their convictions and vision, PDs also are viewed as empathetic advocates for students. Program Directors play a critical role in the advocacy of the profession within institutions of higher education through professional preparation of students. Several themes pertaining to professional preparation of PDs may positively impact the profession. Future PD's should seek educational programs that prepare them for these challenges of the position, such as professional preparation in education and higher administration or curriculum and instruction.

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Edwards, Lana, und David J. Chard. „Curriculum Reform in a Residential Treatment Program: Establishing High Academic Expectations for Students with Emotional and Behavioral Disorders“. Behavioral Disorders 25, Nr. 3 (Mai 2000): 259–63. http://dx.doi.org/10.1177/019874290002500302.

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The importance of high-quality academic instruction and high academic expectations for students with emotional and behavioral disorders (E/BD) is discussed. A sample language arts/history curriculum based on state curriculum standards was created and implemented in a classroom at a residential treatment program. Twenty-two students ranging in age from 11 to 16 participated in a 4-week pilot study designed to examine the effects of systematic instruction in story elements and narrative summary writing on student writing skills and academic engagement. Results suggest that students with E/BD who participated in the study's language arts/history curriculum showed improvements in both summary writing skills and academic engagement. Though data analysis and specifics of results are not the focus of this report, results highlight the importance of thoughtful, thorough instructional planning and the need for high levels of teacher instructional engagement when working with students with E/BD.

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Carnine, Douglas. „Reforming mathematics instruction: The role of curriculum materials“. Journal of Behavioral Education 1, Nr. 1 (März 1991): 37–57. http://dx.doi.org/10.1007/bf00956753.

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Kinder, Diane, und William Bursuck. „History Strategy Instruction: Problem-Solution-Effect Analysis, Timeline, and Vocabulary Instruction“. Exceptional Children 59, Nr. 4 (Februar 1993): 324–35. http://dx.doi.org/10.1177/001440299305900405.

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This multiple baseline study investigated the effectiveness of history strategy instruction emphasizing the linkage of knowledge in teaching junior high students with behavior disorders. The intervention included 24 students and 3 teachers across three classes for 3–6 weeks. The strategy included a scripted curriculum involving brisk student-teacher interchanges; student note taking and constructing of timelines and vocabulary definitions; and reciprocal questioning, using a carefully selected history textbook. Results indicate that the history strategy was effective; students in each class showed immediate and educationally significant improvement compared with baseline instruction that employed traditional history instruction.

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Kourea, Lefki, Lenwood Gibson und Robai Werunga. „Culturally Responsive Reading Instruction for Students With Learning Disabilities“. Intervention in School and Clinic 53, Nr. 3 (22.05.2017): 153–62. http://dx.doi.org/10.1177/1053451217702112.

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As student populations are becoming more diverse in ability and ethnicity across American classrooms, teachers are faced with instructional challenges in meeting their students’ learning needs. Challenges are heightened for general and special education teachers who teach students with learning disabilities (LD) and have a culturally and linguistically diverse background. This article analyzes three main domains of culturally responsive reading instruction for students with LD: (a) instructional delivery, (b) environmental support, and (c) curriculum context. Specific strategies and teaching tools are described in each domain to assist teachers in making their daily reading instruction more culturally responsive and relevant to the needs of their students.

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Carter, Erik W., Kathleen L. Lane, Melinda R. Pierson und Kristin K. Stang. „Promoting Self-Determination for Transition-Age Youth: Views of High School General and Special Educators“. Exceptional Children 75, Nr. 1 (Oktober 2008): 55–70. http://dx.doi.org/10.1177/001440290807500103.

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Recent developments in policy and practice have emphasized the importance of promoting self-determination and supporting access to the general curriculum for youth with disabilities. To understand how these trends align, we examined the efforts of 340 general and special educators to promote student self-determination in high school classrooms. Educators attached considerable importance to providing instruction in skills related to self-determination and reported addressing these skills with moderate to high frequency in their classrooms. Although opportunities for students with disabilities to learn skills that promote self-determination were reported to be available across the curriculum, there were some differences across teachers and curricular area. We discuss avenues for promoting student self-determination within the general curriculum, as well as offer recommendations for future research.

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Apache, R. R. Goyakla. „Activity-Based Intervention in Motor Skill Development“. Perceptual and Motor Skills 100, Nr. 3_suppl (Juni 2005): 1011–20. http://dx.doi.org/10.2466/pms.100.3c.1011-1020.

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This study assessed the effectiveness of an activity-based intervention program and a direct instruction program for preschool children with disabilities. Two groups of preschool students (average age = 4.1 yr.), classified as having developmental delays or at risk for such delays, were selected. They were provided 15 weeks of physical education through activity-based intervention and 15 weeks of physical education by direct instruction. Instruction was provided three times a week for 30-min. each session. In the fall semester the morning group received physical education through activity-based intervention, while the afternoon group received physical education through direct instruction. In the spring semester delivery of instruction was reversed for each group. The curriculum and activities provided to each group were identical with only the instructional delivery format altered. Two sets of pre- and post-tests using the Test of Gross Motor Development were administered before and after each 15-wk. instructional period. Group improvement in skills was compared between instructional methods. Significant improvement in both locomotor and object control skills through the activity-based intervention was found compared to direct instruction. Activity-based intervention was shown to be easily adapted to a naturalistic educational setting befitting that of preschool education.

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Ruiz, Nadeen T. „An Optimal Learning Environment for Rosemary“. Exceptional Children 56, Nr. 2 (Oktober 1989): 130–44. http://dx.doi.org/10.1177/001440298905600205.

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This article discusses the special education placement and instruction of language-minority children identified as mildly disabled, personified by “Rosemary,” in the context of a curriculum guide recently developed in California, The Optimal Learning Environment (OLE) Curriculum Guide: A Resource for Teachers of Spanish-Speaking Children in Learning Handicapped Programs. The guide was written in response to the growing number of such children and to the lack of direction given to special educators in meeting the educational needs of this population. The instructional principles in the guide are based on research with language-minority students and on those with learning disabilities. The guide incorporates existing, promising materials and techniques for use with language-minority populations.

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Parmar, Rene S., John F. Cawley und James H. Miller. „Differences in Mathematics Performance between Students with Learning Disabilities and Students with Mild Retardation“. Exceptional Children 60, Nr. 6 (Mai 1994): 549–63. http://dx.doi.org/10.1177/001440299406000607.

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Many educators use the term “mildly disabled” to refer to both students with learning disabilities and those with mild mental retardation, who are frequently placed together in classrooms and provided with similar curricula. This study examined the performance of a large sample of students in both groups, age 8–14 years, in four mathematics domains: Basic Concepts, Listening Vocabulary, Problem Solving, and Fractions. Results indicated that the students with learning disabilities scored higher and had greater growth rates than did age-equivalent students with mild mental retardation. Implications for curriculum and instruction include discussions of choice of topic and timing, sequence, and intensity of instruction, particularly regarding the 1989 recommendations of the National Council of Teachers of Mathematics.

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Mastropieri, Margo A., Kim Emerick und Thomas E. Scruggs. „Mnemonic Instruction of Science Concepts“. Behavioral Disorders 14, Nr. 1 (November 1988): 48–56. http://dx.doi.org/10.1177/019874298801400103.

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Previous research has documented the severe academic deficiencies of behaviorally disordered students, but little is known regarding optimal strategies for teaching content area information to such students. The purpose of the present investigation was to determine whether mnemonic instruction, previously found effective with other mildly handicapped learners, would be effective with behaviorally disordered students. In addition, this study was intended to extend previous research by evaluating the efficacy of teacher implemented mnemonic instruction, delivered in small instructional groups using adapted classroom curriculum materials over several weeks of implementation time. Behaviorally disordered students were given two units of instruction in science concepts in a crossover design, with each student receiving both mnemonic and traditional instruction. Results indicated that students' learning was significantly improved when instructed mnemonically. Furthermore, mnemonic instruction resulted in very high levels of retention, whereas traditional instruction resulted in significant decreases in delayed recall. Additionally, students reported high levels of satisfaction with the mnemonic materials and procedures. Implications for academic instruction of behaviorally disordered students are provided.

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Baker, Joshua N., Christopher Rivera, Stephanie Devine und Lee Mason. „Teaching Emergent Literacy Skills to Students With Autism Spectrum Disorder“. Intervention in School and Clinic 54, Nr. 3 (10.05.2018): 166–72. http://dx.doi.org/10.1177/1053451218767907.

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This article provides six fundamental steps for using a task analysis to teach emergent literacy skills to young learners with autism spectrum disorder (ASD). Compared to general education peers, students with ASD score lower on reading measures and often have difficulty acquiring literacy skills via the instruction methods used in typical classrooms. An effective instructional technique for many students with ASD is systematic instruction via task analysis. Task analysis may be a useful tool for teachers of students with ASD to build literacy skills by aligning instruction in missing skills to the curriculum standards. The steps to consider when using a task analysis include what emergent literacy skills will be taught, defining expected steps and correct responses, the instructional method to be used, systematic prompting techniques, piloting and updating the task analysis, and teaching and collecting data. Considerations for implementation for practice are provided.

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Laborda, Jesús Garcia. „EDITORIAL“. New Trends and Issues Proceedings on Humanities and Social Sciences 6, Nr. 7 (31.12.2019): I. http://dx.doi.org/10.18844/prosoc.v6i7.4569.

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It is the great honor for us to edit proceedings of “10th World Conference on Learning, Teaching and Educational Leadership (WCLTA-2019)” held on 01-03 November, at the Novotel Conference Center Athens –Greece. This privileged scientific event has contributed to the field of educational sciences and research for ten years. As the guest editors of this issue, we are glad to see variety of articles focusing on the Active Learning, Administration of Education, Adult Education, Affective Learning, Arts Teaching, Asynchronous Learning, Behaviorist Learning, Biology Education, Blended Learning, Chemistry Education, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, Constructivist Learning, Content Development, Counseling Underperformers, Course and Programme Evaluation, Critical Thinking and Problem Solving Development, Curriculum and Instruction, Democracy Education, Desktop Sharing, Developmental Psychology, Digital Content, Creation, Preservation and Delivery, Distance Learning, E-administration, E-assessment, Education and Culture, Educational Administration, Educational Technology, E-learning, E-Learning Strategies, E-Library and Learning Resources, Embedding Soft Skills in Curriculum Development, Enhancing and Integrating Employability, Environmental Education, ESL Education, E-teaching, Evaluation of e- Learning Technologies, Evaluation of Student Satisfaction, Faculty Development and Support, Future Learning Trends and Globalization, Gaming, Simulation and, Virtual Worlds, Guiding and Counseling, Healthy Education, High School Teacher Education, History Education, Human Resources in Education, Human Resources Management, Human Rights Education, Humanistic Learning, Information Literacy Support for Teaching, Learning and Assessment, Innovation and Changing in Education, Innovations in e-Assessment, Innovative Teaching Strategies, Institutional Audit and Quality Assurance, Institutional Performance, Instructional Design, Instructional Design,, Knowledge Management in Education, Language Learning and Teaching, Language Teacher Education, Learner Centered Strategies, Learners Diversity, Inclusiveness and Inequality, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Disabilities, Learning Psychology, Learning Skills, Learning Theories, Lifelong Learning Strategies, Mathematics Learning and Teaching, Measurement and Evaluation in Education, Middle School Teacher Education, Mobile Learning, Multi-cultural Education, Multiple Intelligences, Music Learning and Teaching, New Learning Environments, New Learning Web Technologies, Nursery Education, Outcome-based Education, Performance Assessment, Physics Education, Portfolio Assessment, Pre-school Education, Primary School Education, Professional Development, School Administration, Science Education, Science Teaching, Social Networking and Interactive, Participatory Applications and Services, Social Sciences Teaching, Special Education, Sport and Physical Education, Strategic Alliances, Collaborations and Partnerships, Student Diversity, Student Motivation, Supporting Students Experience, Table of Specifications, Teacher skills, Teacher Training, Technology and the Learning Environment, Virtual Classroom Management, Vocational Education, Web Conferencing and etc. Furthermore, the conference is getting more international each year, which is an indicator that it is getting worldwide known and recognized. Scholars from all over the world contributed to the conference. Special thanks are to all the reviewers, the members of the international editorial board, the publisher, and those involved in technical processes. We would like to thank all who contributed to in every process to make this issue actualized. A total of 82 full papers or abstracts were submitted for this conference and each paper has been peer reviewed by the reviewers specialized in the related field. At the end of the review process, a total of 26 high quality research papers were selected and accepted for publication. I hope that you will enjoy reading the papers. Guest Editors Prof. Dr. Jesús Garcia Laborda, University of Alcala, Spain Editorial Assistant Zeynep Genc, Phd. Istanbul Aydin University, Istanbul, Turkey

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Shaunessy‐Dedrick, Elizabeth, und Barbara Lazarou. „Curriculum and instruction for the gifted: The role of school psychologists“. Psychology in the Schools 57, Nr. 10 (06.04.2020): 1542–57. http://dx.doi.org/10.1002/pits.22379.

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Shinn, Mark R., Kelly A. Powell-Smith, Roland H. Good und Scott Baker. „The Effects of Reintegration into General Education Reading Instruction for Students with Mild Disabilities“. Exceptional Children 64, Nr. 1 (Oktober 1997): 59–79. http://dx.doi.org/10.1177/001440299706400105.

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This study reports results of reintegrating 23 elementary-age students with mild disabilities served in special education pull-out programs into their general education classroom for reading instruction. These students were placed into general education classrooms for reading for up to 12 weeks. Effects were evaluated using Curriculum-Based Measurement. Achievement gains for reintegrated students were evaluated in the context of the academic gains made by general education students in the same reading groups. Results showed that on average, reintegrated students made academic gains comparable with their general education counterparts. Parents and general education teachers responded favorably to the reintegration decision, and their support did not change over the course of the reintegration trial. Implications for reintegration efforts are discussed.

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Schumm, Jeanne Shay, Sharon Vaughn, Diane Haager, Judith McDowell, Liz Rothlein und Linda Saumell. „General Education Teacher Planning: What Can Students with Learning Disabilities Expect?“ Exceptional Children 61, Nr. 4 (Februar 1995): 335–52. http://dx.doi.org/10.1177/001440299506100403.

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This in-depth study addressed the nature of general education teachers' planning for content area instruction for students with learning disabilities. Participants included 12 teachers, elementary through high school. Through interviews, classroom observations, teacher reflections, and surveys, we used the Flow of the Planning Process Model to investigate teachers' preplanning, interactive planning, and postplanning activities. Elementary general education teachers did more planning to include the needs of diverse students—and collaborated more with special education teachers—than did teachers at other levels. Other results indicated the extent of special help offered by teachers, as well as the pressures felt by teachers to cover the curriculum.

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Sayeski, Kristin L., David F. Bateman und Mitchell L. Yell. „Re-envisioning Teacher Preparation in an Era of Endrew F.: Instruction Over Access“. Intervention in School and Clinic 54, Nr. 5 (04.02.2019): 264–71. http://dx.doi.org/10.1177/1053451218819157.

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The Supreme Court decision in Endrew F. v. Douglas County School District (2017) established a higher standard of what constitutes an appropriate education for students receiving special education. In contrast to the previous standard provided in the Board of Education v. Rowley (1982) decision, which established that some benefit (even minimal or trivial benefit) was acceptable, the Endrew F. decision reflected a higher standard for the delivery of special education. Specifically, special education should result in measurable progress toward individualized education program goals. This article explores what it means for special education teacher educators to prepare teacher candidates to meet this higher standard. In particular, how a focus on instruction (i.e., the delivery of specially designed instruction) rather than a focus on access to the general curriculum is necessary in order for meaningful, measurable change to occur in the outcomes of students with high-incidence disabilities will be explored.

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McDougall, Christine. „Inquiry and Participatory Action Research in Primary School“. Caribbean Journal of Education 42, Nr. 1&2 (03.03.2021): 157–205. http://dx.doi.org/10.46425/c642123197.

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In Jamaica, learner-centered instruction is commended for teaching a curriculum focused on environmental education and sustainable development. This study investigated the potential of participatory action research (PAR) as an inquiry-based instructional method in a sixth-grade Jamaican classroom. Mixed methods compared the academic performance of students between teacher-led and PAR-driven groups, and analyzed key attributes of sustainable development. Though practicing PAR had no significant effect on students’ academic performance, perceived collaboration skills, and interest in science, participants displayed leadership skills, such as self-confidence, commitment, and teambuilding. Moreover, the inquiry group conducted cross-curricular research towards place-based environmental improvement. These assets correspond to the Jamaican educational objective of integrating multiple disciplines and stakeholders in the equation for a sustainable future and warrant a further evaluation of PAR in Jamaican schools.

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Hallinger, Philip, Allan Walker, Dao Thi Hong Nguyen, Thang Truong und Thi Thinh Nguyen. „Perspectives on principal instructional leadership in Vietnam: a preliminary model“. Journal of Educational Administration 55, Nr. 2 (10.04.2017): 222–39. http://dx.doi.org/10.1108/jea-11-2015-0106.

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Purpose Worldwide interest in principal instructional leadership has led to global dissemination of related research findings despite their concentration in a limited set of western cultural contexts. An urgent challenge in educational leadership and management lies in expanding the range of national settings for investigations of instructional leadership. The current study addressed this challenge in the context of Vietnam, a nation with a very limited formal knowledge base in school leadership (Hallinger and Bryant, 2013b; Hallinger and Truong, 2014). The purpose of this paper is to describe the perspectives of Vietnamese primary school principals toward their role as instructional leaders, illuminate instructional leadership practices perceived as important by the principals, and develop a preliminary model of instructional leadership within the Vietnamese education context. Design/methodology/approach This study was a qualitative inquiry that sought to illuminate the perspectives of Vietnamese principals toward their role as instructional leaders. The research employed semi-structured interviews with 27 primary school principals. Data analysis employed grounded theory in order to synthesize results gathered from the principals into a preliminary conceptual model. Findings The study yielded a preliminary model of principal instructional leadership in Vietnam. The authors’ model evidences similarities to western models of instructional leadership by including dimensions focusing on setting direction, managing curriculum and instruction and developing the school learning climate. Differences also emerged in terms of two additional constructs, building solidarity and managing external relationships. Other distinctive practices of Vietnamese instructional leaders also emerged in the findings which the authors suggest can be linked to the institutional, political and socio-cultural context of education in this society. Research limitations/implications Key limitations arise from the focus on primary schools, small size of the sample, absence of data from the Northern region of Vietnam, and lack of verification of principals’ perspectives with data from other stakeholders. Originality/value This study is one of the first empirical studies of Vietnamese school leadership submitted for publication in international refereed journals and the first study that has that sought to conceptualize the instructional leadership role of principals in Vietnam. Moreover, the study illustrates how conceptualizations of school leadership are shaped by features of specific societies. This lends credence to scholarly admonitions concerning the lack of universality of leadership theories.

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Jenkins, Joseph, Margaret Schulze, Allison Marti und Allen G. Harbaugh. „Curriculum-Based Measurement of Reading Growth: Weekly Versus Intermittent Progress Monitoring“. Exceptional Children 84, Nr. 1 (28.08.2017): 42–54. http://dx.doi.org/10.1177/0014402917708216.

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We examined the idea that leaner schedules of progress monitoring (PM) can lighten assessment demands without undermining decision-making accuracy. Using curriculum-based measurement of reading, we compared effects on decision accuracy of 5 intermittent PM schedules relative to that of every-week PM. For participating students with high-incidence disabilities—all receiving special education reading instruction ( N = 56)—intermittent schedules of PM performed as well as every-week PM. These findings signal a need for research on the relative accuracy and timeliness of curriculum-based measurement decision making for intermittent and weekly PM.

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Trout, Alexandra L., Michael H. Epstein, William T. Mickelson, J. Ron Nelson und Linda M. Lewis. „Effects of a Reading Intervention for Kindergarten Students at Risk for Emotional Disturbance and Reading Deficits“. Behavioral Disorders 28, Nr. 3 (Mai 2003): 313–26. http://dx.doi.org/10.1177/019874290302800315.

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Although students with or at risk for emotional disturbance present significant academic challenges, few researchers have studied the outcomes of interventions designed to improve the reading skills of this population. In this study we assessed the outcomes of a supplemental daily Direct Instruction reading curriculum, Reading Mastery I., and fluency building program, Great Leaps, on the reading skills of students at risk for emotional disturbance and reading deficits. Over a period of 7 months, 6 students received a supplementary reading intervention and 12 students (6 control at-risk and 6 norm-referencing students without disabilities) received their regular classroom instruction. Curriculum-based measures assessing early phonemic awareness and basic reading skills (i.e., letter sounds, blends, and high-frequency sight words) were collected biweekly to assess student performance. The results of this study revealed that at-risk students receiving the Direct Instruction curriculum intervention met or outperformed their control at-risk and norm-referencing peers in all three reading measures. Implications of these findings and areas of future research are discussed.

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Matijevic, Prof Dr Milan. „EDITORIAL“. New Trends and Issues Proceedings on Humanities and Social Sciences 6, Nr. 2 (20.08.2019): I. http://dx.doi.org/10.18844/prosoc.v6i2.4579.

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It is the great honor for us to edit proceedings of “8th International Conference on Education (IC-ED-2019), 27 –29 June 2019, Tirana International Conference Centre, Tirana, Albania. This privileged scientific event has contributed to the field of educational sciences and research for eight years. As the guest editor of this issue, I am glad to see variety of articles focusing on Curriculum and Instruction, Educational Technology, Educational Administration, Guiding and Counseling, Educational Planning ,Measurement and Evaluation in Education, Learning Psychology ,Developmental Psychology ,Education and Culture ,Instructional Design, Learning and Teaching, Special Education, Distance Education, Life Long Learning, Mathematic Education, Social Sciences Teaching, Science Education, Language Learning and Teaching, Human Resources in Education, Teacher Training,Pre-school Education, Primary School Education, Secondary School Education, Vocational Education, College and Higher Education, Learner Needs in 21 Century, The Role of Education in the Globalization World ,Human Rights Education ,Democracy Education, Innovation and Changing in Education ,New Learning Environments ,Environmental Education, Professional Development ,Creativity ,Nursery Education, Healthy Education ,Sport and Physical Education, Multi-cultural Education ,Mobile Learning, Technology-Based Learning, Music Education, Art Education, History Education, etc.. Furthermore, the conference is getting more international each year, which is an indicator that it is getting worldwide known and recognized. Scholars from all over the world contributed to the conference. Special thanks are to all the reviewers, the members of the international editorial board, the publisher, and those involved in technical processes. We would like to thank all who contributed to in every process to make this issue actualized. A total of 32 full papers or abstracts were submitted for this conference and each paper has been peer reviewed by the reviewers specialized in the related field. At the end of the review process, a total of 6 high quality research papers were selected and accepted for publication. I hope that you will enjoy reading the papers. Best Regards Guest Editors Prof. Dr. Milan Matijevic, University of Zagreb, Croatia Editorial Assistant Zeynep Genc, Phd. Istanbul Aydin University, Istanbul, Turkey

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Bruhn, Allison, Shanna Hirsch und Kari Vogelgesang. „Motivating Instruction? There’s an App for That!“ Intervention in School and Clinic 52, Nr. 3 (28.07.2016): 163–69. http://dx.doi.org/10.1177/1053451216644825.

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Keeping students engaged in the curriculum is extremely important when attempting to close the achievement gap for students with and at risk for disabilities. This is particularly important for students with learning disabilities or behavior disorders. This article discusses the use of applications (apps) for mobile technologies that may be used to motivate and thus engage students in the classroom by supporting best instructional practices. These apps are matched to specific strategies that researchers have suggested for increasing motivation and engagement.

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Browder, Diane M., Lynn Ahlgrim-Delzell, Ginevra Courtade, Susan L. Gibbs und Claudia Flowers. „Evaluation of the Effectiveness of an Early Literacy Program for Students with Significant Developmental Disabilities“. Exceptional Children 75, Nr. 1 (Oktober 2008): 33–52. http://dx.doi.org/10.1177/001440290807500102.

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This study evaluated the impact of a curriculum called the Early Literacy Skills Builder on the language and early literacy skills of students with significant developmental disabilities. Students in the control group received the ongoing sight word and picture instruction prescribed by their individualized education programs. Results indicate statistically significant interaction effects for the treatment group for two research team-designed measures of early literacy (the Nonverbal Literacy Assessment and a pretest/posttest for the experimental curriculum). Significant interaction effects were also found for two standardized measures (Peabody Picture Vocabulary Test III and Memory for Sentences of the Woodcock Language Proficiency Battery). Implications and future research needs are provided.

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Hoover, John J., und James R. Patton. „Differentiating Curriculum and Instruction for English-Language Learners With Special Needs“. Intervention in School and Clinic 40, Nr. 4 (März 2005): 231–35. http://dx.doi.org/10.1177/10534512050400040401.

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Blank, Rolf K. „Using Surveys of Enacted Curriculum to Advance Evaluation of Instruction in Relation to Standards“. Peabody Journal of Education 77, Nr. 4 (01.10.2002): 86–121. http://dx.doi.org/10.1207/s15327930pje7704_5.

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Epstein, Michael H., Diane Kinder und Bill Bursuck. „The Academic Status of Adolescents with Behavioral Disorders“. Behavioral Disorders 14, Nr. 3 (Mai 1989): 157–65. http://dx.doi.org/10.1177/019874298901400302.

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Academic competence and school performance are important to the successful adjustment of pupils. Unfortunately, along with social-emotional deficits, a primary characteristic of behaviorally disordered pupils is an inability to learn from academic instruction. The purpose of this article is to review the research on the academic status of behaviorally disordered adolescents and to identify future research needs and issues. The research needs identified involve sampling techniques, the selection of dependent measures including curriculum-based assessment, the assessment of the learning strategy, abilities of students with behavioral disorders, and instructional variables affecting the achievement of adolescents with social-emotional disorders.

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Hagaman, Jessica L., und Kathryn J. Casey. „Paraphrasing Strategy Instruction in Content Area Text“. Intervention in School and Clinic 52, Nr. 4 (24.09.2016): 210–17. http://dx.doi.org/10.1177/1053451216659468.

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Reading comprehension is important for academic success and is a skill required for many activities in school and beyond. With the implementation of the Common Core State Standards (CCSS), many teachers have reported feeling overwhelmed by the expectations that reading and writing skills should be emphasized, taught, and supported in the content area classroom. This article discusses how to teach a paraphrasing strategy using the self-regulated strategy development (SRSD) model in content area texts to support the development of comprehension skills. The strategy can easily be incorporated into existing curriculum as a support for a variety of readers who struggle with comprehension and aligns well with the CCSS.

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Ellis, Rod. „In defence of a modular curriculum for tasks“. ELT Journal 74, Nr. 2 (17.03.2020): 185–94. http://dx.doi.org/10.1093/elt/ccaa015.

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Abstract In this article, I start by distinguishing two approaches to the design of a language curriculum: the structural approach and the task-based approach. I then present my views relating to three key question: Is one approach superior to the other? When implemented, do these approaches result in different classroom processes? Are there advantages in combining the two approaches? I argue that the evidence points to the superiority of a task-based approach, that prior explicit instruction can have a deleterious effect on the performance of tasks and that a curriculum that combines the two approaches is preferable. I conclude by pointing out the flexibility of a modular curriculum that makes it well suited to a variety of instructional contexts.

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Roach, Andrew T., Bradley C. Niebling und Alexander Kurz. „Evaluating the alignment among curriculum, instruction, and assessments: Implications and applications for research and practice“. Psychology in the Schools 45, Nr. 2 (Februar 2008): 158–76. http://dx.doi.org/10.1002/pits.20282.

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Dixon, Robert C., und Douglas W. Carnine. „A Response to Heshusius' “Curriculum-Based Assessment and Direct Instruction: Critical Reflections on Fundamental Assumptions”“. Exceptional Children 58, Nr. 5 (März 1992): 461–63. http://dx.doi.org/10.1177/001440299205800509.

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Polly, Drew, Chuang Wang, Richard Lambert, Christie Martin, Jennifer Richardson McGee, David Pugalee und Amy Lehew. „Supporting Kindergarten Teachers’ Mathematics Instruction and Student Achievement Through a Curriculum-Based Professional Development Program“. Early Childhood Education Journal 45, Nr. 1 (28.07.2013): 121–31. http://dx.doi.org/10.1007/s10643-013-0605-6.

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Hawkins, Renee O., Tai Collins, Colleen Hernan und Emily Flowers. „Using Computer-Assisted Instruction to Build Math Fact Fluency“. Intervention in School and Clinic 52, Nr. 3 (28.07.2016): 141–47. http://dx.doi.org/10.1177/1053451216644827.

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Research findings support the use of computer-assisted instruction (CAI) as a curriculum supplement for improving math skills, including math fact fluency. There are a number of websites and mobile applications (i.e., apps) designed to build students’ math fact fluency, but the options can become overwhelming. This article provides implementation guidelines to help teachers plan for CAI, including criteria for selecting a program and recommendations for monitoring student progress. In addition, free resources for CAI are discussed.

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Wilson, Scott Neal, Caroline E. Engler, Jessica E. Black, Derik K. Yager-Elorriaga, William Michael Thompson, Andrae McConnell, Javier Elizondo Cecena, Ryan Ralston und Robert A. Terry. „Game-Based Learning and Information Literacy“. International Journal of Game-Based Learning 7, Nr. 4 (Oktober 2017): 1–21. http://dx.doi.org/10.4018/ijgbl.2017100101.

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In the 21st century, students have access to a plethora of information. As such, the skills required to access and effectively sort through this information (information literacy skills) become ever more important for success in both academic and non-academic settings. This study sought to assess the efficacy of two educational games designed to increase high school students' information literacy skills. Using a randomized controlled trial in a high school setting, the games were integrated into a standard curriculum and tested for efficacy. Post-test results indicated that both games effectively transmit targeted skills. Additionally, improved performance (relative to controls) on end-of-instruction testing (EOI; end-of-year state testing) suggest that these skills transfer across important academic domains. The study provides strong evidence to support the use of these two educational games to supplement and enhance information literacy instruction.

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Jung, Pyung-Gang, Kristen L. McMaster und Robert C. delMas. „Effects of Early Writing Intervention Delivered Within a Data-Based Instruction Framework“. Exceptional Children 83, Nr. 3 (04.11.2016): 281–97. http://dx.doi.org/10.1177/0014402916667586.

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We examined effects of research-based early writing intervention delivered within a data-based instruction (DBI) framework for children with intensive needs. We randomly assigned 46 students with and without disabilities in Grades 1 to 3 within classrooms to either treatment or control. Treatment students received research-based early writing intervention within a DBI framework for 30 min, 3 times per week, for 12 weeks. Control students received business-as-usual writing instruction. We measured writing performance using curriculum-based measures (CBM) and Woodcock Johnson III Tests of Achievement (WJ III). We found significant treatment effects on CBM outcomes (Hedges g = 0.74 to 1.36). We also found a significant interaction between special education status and condition on the WJ III favoring treatment students with disabilities (Hedges g = 0.45 to 0.70). Findings provide preliminary support for using a combination of research-based intervention and DBI with students with intensive writing needs.

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Kurth, Jennifer A., Elissa Lockman-Turner, Kathryn Burke und Andrea L. Ruppar. „Curricular Philosophies Reflected in Individualized Education Program Goals for Students With Complex Support Needs“. Intellectual and Developmental Disabilities 59, Nr. 4 (20.07.2021): 283–94. http://dx.doi.org/10.1352/1934-9556-59.4.283.

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Abstract Individualized education program (IEP) goals are meant to be personalized to address the unique needs of students with disabilities, while also reflecting the student's grade-aligned general education curriculum. IEP goals describe what, how, and where students with disabilities are taught, and reflect the curriculum used to provide instruction. In this study, we analyzed how IEP goals align with the different curricular philosophies for students with severe disabilities. Using a sample of 88 IEPs for students with complex support needs (i.e., severe disabilities) in Grades K-12, we found most goals (57%) reflect curricular philosophies of the 1970s–1990s (i.e., developmental, functional, and social inclusion) eras, with only 26% of IEP goals representative of modern curricular philosophies (i.e., grade-aligned academic content). We also found secondary-aged students were less likely to have grade-aligned academic goals compared to elementary-aged students. We offer implications for ensuring individualization and goals reflecting skills needed for the 21st century.

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Gersten, Russell. „Passion and Precision: Response to “Curriculum-Based Assessment and Direct Instruction: Critical Reflections on Fundamental Assumptions”“. Exceptional Children 58, Nr. 5 (März 1992): 464–67. http://dx.doi.org/10.1177/001440299205800510.

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Diem, Chuzaimah Dahlan, und Umar Abdullah. „Promoting multiculturalism: Teachers’ English proficiency and multicultural education in Indonesia“. Indonesian Journal of Applied Linguistics 10, Nr. 1 (01.06.2020): 46–58. http://dx.doi.org/10.17509/ijal.v10i1.24983.

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Greater disparities and inadequacies of English proficiency (EP) may influence the educational process for EFL teachers of different cultural backgrounds. This study aims at describing the condition of 104 English as a Foreign Language (EFL) teachers’ EP in the Southern Region of Sumatra in relation to such variables as education level (EL), cultural backgrounds, teaching assignment level, and gender. Using English test scores of teachers’ teaching status (pre-service and in-service), EL, gender, multicultural education questionnaire, and teaching assignment, teachers’ EP is described. This study reveals that EL affects EP and also becomes the best predictor of their cultural knowledge and experience, such as personal development, leadership, curriculum instruction, general sensitivity, and cultural awareness. Furthermore, teachers teaching at higher levels of education appear to be better in EP than those teaching at lower levels, and in-service teachers are also better than pre-service teachers in their teaching responsibility. Although there is no difference in gender in their EP as a whole, females’ EP, listening skill, and personal development are significantly correlated. The implication of the findings indicates that to be proficient in English and culturally developed with integrity, teachers must have at least a master’s degree in addition to having an in-service status of teaching employment.

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Carnine, Douglas. „Teaching Complex Content to Learning Disabled Students: The Role of Technology“. Exceptional Children 55, Nr. 6 (April 1989): 524–33. http://dx.doi.org/10.1177/001440298905500606.

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A program of research has combined the effectiveness of Direct Instruction curriculum design and mastery learning with the efficiency of technology to teach more cognitively complex skills. This article explains one example of this comprehensive intervention in detail. Findings from several studies are briefly reviewed. The purpose of this article is to document how such a comprehensive intervention reduces performance differences between students with learning disabilities and their peers, while using technology to minimize, or even reduce, the demands placed on the teacher.

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Nagro, Sarah A., Dawn W. Fraser und Sara D. Hooks. „Lesson Planning With Engagement in Mind: Proactive Classroom Management Strategies for Curriculum Instruction“. Intervention in School and Clinic 54, Nr. 3 (01.05.2018): 131–40. http://dx.doi.org/10.1177/1053451218767905.

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Teacher success is critical to student success, yet teachers are challenged daily to meet their students’ diverse learning and behavioral needs. Of major concern is the time many teachers spend managing student behaviors, which takes time away from instruction. One way to reduce time spent managing student behavior and increase student engagement is to use proactive classroom management strategies. Teachers can embed proactive research-based strategies within their lesson plans to reduce behavior problems and improve achievement for all students, including students with disabilities. This article highlights four research-based proactive strategy categories including whole-group response systems, movement integration, visual supports, and student choice. This article illustrates how teachers can embed strategies from these categories in their lesson planning and includes a lesson plan template with teacher-created examples.

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Robertson, Phyllis M., Karen N. McCaleb und Nancy J. Smith. „Future Education Leaders' Needs in Serving Students With Severe Disabilities: A Call for Intentional Preparation“. Inclusion 5, Nr. 1 (01.03.2017): 60–76. http://dx.doi.org/10.1352/2326-6988-5.1.60.

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Abstract Qualitative analysis of three discipline-specific focus groups (graduate students in educational leadership/educational administration, curriculum and instruction, and counseling) revealed that these participants are largely unprepared to serve students with extensive and pervasive support needs. Rather, these professionals reported relying upon their ability to learn from others, their personal experiences, and their capacity to “take risks and fake it.” They cited numerous barriers to effective implementation of inclusion revealing that they were often afraid to ask for clarification and support; had limited opportunities for meaningful collaboration; engaged with a system that often placed form over function; and worked with students who experienced segregation, neglect, and isolation. Participants offered suggestions for improving university-based preparation, enhancing professional development, and increasing hands-on learning opportunities along with the need to create a supportive system for educators, students, and their families.

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Abrego, Michelle, Bobbette M. Morgan und Chuey Abrego. „Creating Win-Win Partnerships And Adding Relevance To Educator Preparation“. Contemporary Issues in Education Research (CIER) 2, Nr. 2 (10.01.2011): 51. http://dx.doi.org/10.19030/cier.v2i2.1097.

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The authors describe a partnership between two departments, in a school of education that involves educational leadership and curriculum and instruction graduate students sharing their expertise of teaching and learning with student teachers and alternatively certified teacher interns. This project provides graduate students with active participation in delivering workshops to adult learners. The beginning teachers are the participants. Beginning teachers benefit from gaining hands-on experience and research-based instructional strategies to use in their classrooms. Researchers found this activity increased the graduate students’ sensitivity to the needs of beginning teachers. Over 1300 student teachers and alternative certification interns and approximately 530 graduate students have participated in the Teaching, Learning, and Service Conference. The conference is organized twice a year, on a Saturday in the fall and on a Saturday in the spring.

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Sancar-Tokmak, Hatice. „The effect of curriculum-generated play instruction on the mathematics teaching efficacies of early childhood education pre-service teachers“. European Early Childhood Education Research Journal 23, Nr. 1 (08.04.2013): 5–20. http://dx.doi.org/10.1080/1350293x.2013.788315.

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