Relevant bibliographies by topics / Classroom instructional

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Classroom instructional'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Classroom instructional"

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Westberg, Karen L., Francis X. Archambault, Sally M. Dobyns, and Thomas J. Salvin. "The Classroom Practices Observation Study." Journal for the Education of the Gifted 16, no. 2 (January 1993): 120–46. http://dx.doi.org/10.1177/016235329301600204.

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The Classroom Practices Observational Study conducted by The National Research Center on the Gifted and Talented (NRC/GT) examined the instructional and curricular practices used with gifted and talented students in regular elementary classrooms throughout the United States. This article describes the procedures used in this study and the results obtained from systematic observations in 46 third or fourth grade classrooms. The observations were designed to determine if and how classroom teachers meet the needs of gifted and talented students in the regular classroom. Two students, one gifted and talented and one average ability student, were selected as target students for each observation day. The Classroom Practices Record (CPR) was developed to document the types and frequencies of differentiated instruction that gifted students receive through modifications in curricular activities, materials, and teacher-student verbal interactions. Descriptive statistics and chi-square procedures were used to analyze the CPR data. The results indicated little differentiation in the instructional and curricular practices, grouping arrangements, and verbal interactions for gifted and talented students in the regular classroom. Across five subject areas and 92 observation days, the observed gifted and talented students experienced no instructional or curricular differentiation in 84% of their instructional activities.
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Rokhayani, Atik, Agung Dwi Nurcahyo, Dwi Rukmini, and Ahmad Sofwan. "Peer Teaching as a Simulation for Communicative Classroom English Rehearsal." Celt: A Journal of Culture, English Language Teaching & Literature 17, no. 1 (October 21, 2017): 103. http://dx.doi.org/10.24167/celt.v17i1.1164.

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One of the professional competences that should be owned by English teachers is classroom English skill since they have to deliver instructions in various classroom context. Consequently, it becomes a challenge for teacher training and education institutions to prepare their student teachers with good English speaking skills for instructional purposes. Student teachers usually have to complete a teaching internship program for one semester at school so as to engage them in a real situation of teaching experience. In that period of time, they will have to use appropriate classroom language when giving instructions to their students. Therefore, student teachers should be provided enough opportinuties for practicing their classroom English skill. In Indonesian English Education Department there is a compulsory course named ‘micro teaching class’ that should be attended by student teachers before they have a teaching internship program at school. This study aims at describing how peer teaching is practiced by the students of the English Education Department of Universitas Muria Kudus as a simulation activity to use classroom English in delivering classroom’s instruction. The study will explore to what extent this simulation can help student teachers improve their communicative competence in classroom instructional process.
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Diningrat, Syaiputra Wahyuda Meisa, Punaji Setyosari, Saida Ulfa, and Utami Widiati. "Integrating PBI in the flipped classroom: A framework for effective instruction." World Journal on Educational Technology: Current Issues 12, no. 2 (April 30, 2020): 117–27. http://dx.doi.org/10.18844/wjet.v12i2.4662.

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The existence of the flipped classroom has gained attention among scholars and teachers, particularly in higher education. This instructional model appeals much concern due to its capability not only to shift the instructional process from teacher-centered to student-centered but also to transform university classrooms into an active learning environment where students have the opportunity to apply concepts to solve the problems. However, the current pieces of evidence showed that teachers implementing the flipped classroom instructional model still encounter issues that raise additional concerns, such as technical difficulty, design gaps between pre-class and in-class learning activity, and little study on robust frameworks have been developed for this instructional. Consequently, teachers generate an inadequate learning activity design in the flipped classroom. Therefore, this study aims to develop a vigorous framework for the flipped classroom model by integrating problem-based instructional strategy. After reviewing relevant theories and empirical findings, the result of the study provides a foundation framework for the flipped classroom design. This framework consists of two circles of learning activity design that coherence between pre-class and in-class. The theoretical framework provided in this study is considered as initial study, thus, further researches are highly suggested for future scholars to explore its effectiveness. Keywords: flipped classroom, instructional framework, effective instruction;
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Waxman, Hersholt C., and Shwu-Yong L. Huang. "Classroom Instruction Differences by Level of Technology Use in Middle School Mathematics." Journal of Educational Computing Research 14, no. 2 (March 1996): 157–69. http://dx.doi.org/10.2190/60lv-pwdj-2l9p-3tqn.

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This study examined whether 1) classroom interaction, 2) selection of activities, 3) instructional activities, 4) organizational setting of the classroom, and 4) student on-task and off-task behaviors in the classroom significantly differs according to the degree of implementation of technology in mathematics classrooms. The subjects in the present study were 2,189 middle school students who were randomly chosen from a multi-ethnic school district located within a major metropolitan city in the south central region of the United States. The results indicate that there are significant differences in classroom instruction by the amount of technology used. Instruction in classroom settings where technology was not often used tended to be whole-class approaches where students generally listened or watched the teacher. Instruction in classroom settings where technology was moderately used had much less whole-class instruction and much more independent work. These findings are quite similar to previous research that supports the notion that technology use may change teaching from the traditional teacher-centered model to a more student-centered instructional approach. Another important finding from the present study is that students in classrooms where technology was moderately used were also found to be on task significantly more than students from the other two groups.
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Bernauer, Jim. "Using Performances in a Flipped Classroom Setting." LEARNing Landscapes 13, no. 1 (June 13, 2020): 53–66. http://dx.doi.org/10.36510/learnland.v13i1.1002.

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The purpose of this study is to explain how performances are used within a flipped classroom environment in a university educational psychology class. This instructional approach also incorporates the concept of “integrated assessment” where assessment and instruction are intimately connected. Examples of student-led instruction using performances are provided. Results of a teacher-developed assessment administered during the past several years to elicit student evaluations of these instructional practices have provided evidence that using this instructional approach is effective for most but not all students.
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Agustiani, Merie, Nurhasanah, and Wiwid Eka Agustin. "Instructional Analysis In Speaking Classroom." Edukasi Lingua Sastra 18, no. 2 (September 29, 2020): 1–9. http://dx.doi.org/10.47637/elsa.v18i2.304.

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The objective of the research is to know the instructional analysis in teaching speaking skill. This study participated by one of the Eleventh grader English teachers in SMAN 8 OKU. Data from this descriptive study were gathered by observation. The observational result showed that the English teacher of SMA N 8 OKU used certain types of classroom instruction in the teaching speaking. There were five types of classroom instruction: setting objectives and providing feedback, cues, question and advanced organizer, homework and practice, reinforcing effort and providing recognition, and generating and testing hypotheses
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Davidson, George. "Beyond Direct Instruction: Educational Leadership in the Elementary School Classroom." Journal of School Leadership 2, no. 3 (May 1992): 280–88. http://dx.doi.org/10.1177/105268469200200303.

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The instructional imperatives of the principalship demand a knowledge of more than the direct instruction model. Changing the role of the direct instruction model from an instructional methodology to a planning tool permits the principal to introduce additional instructional methods based upon the characteristics of the school and the classroom. The article presents a set of frames for the implementation of instructional methods and strategies.
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Scruggs, Thomas E., and Margo A. Mastropieri. "Classroom Applications of Mnemonic Instruction: Acquisition, Maintenance, and Generalization." Exceptional Children 58, no. 3 (December 1991): 219–29. http://dx.doi.org/10.1177/001440299105800305.

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This investigation evaluated the effectiveness of classroom mnemonic instruction of science content, for 19 students with mild disabilities. Students were given either mnemonic instruction or more traditional instruction in a within-subjects design, in which treatment order was counterbalanced across classrooms, for each of two weekly units in life science. Following a third week of mnemonic instruction, students were taught to generate and draw their own mnemonic pictures. Results suggested that mnemonic instruction resulted in substantial increases in initial content acquisition, and substantially higher delayed-recall scores, over more traditional instructional procedures. Further, it was found that trained students were able to successfully generate and apply their own mnemonic strategies to novel content. Students overwhelmingly preferred mnemonic instruction over traditional instructional methods.
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Boston, Melissa D., and Anne Garrison Wilhelm. "Middle School Mathematics Instruction in Instructionally Focused Urban Districts." Urban Education 52, no. 7 (March 18, 2015): 829–61. http://dx.doi.org/10.1177/0042085915574528.

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Direct assessments of instructional practice (e.g., classroom observations) are necessary to identify and eliminate opportunity gaps in students’ learning of mathematics. This study examined 114 middle school mathematics classrooms in four instructionally focused urban districts. Results from the Instructional Quality Assessment identified high percentages of lessons featuring cognitively challenging tasks, but declines in cognitive challenge during implementation and discussions. Overall instructional quality exceeded results from studies with nationally representative samples and paralleled results of studies of instructionally focused urban middle schools. Significant differences existed between districts, favoring the district with veteran teachers, long-term use of Standards-based curricula, and professional development initiatives.
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Hashim, Yusup. "Learner Evaluation on the Use of Collaborative Instructional Method and Instructional Media." Journal of Educational Technology Systems 25, no. 4 (June 1997): 363–72. http://dx.doi.org/10.2190/70qc-tatl-920p-107n.

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We have heard of instruction being teacher-directed, giving less learner participation in the teaching-learning process. This article examines the roles of teacher-facilitator and students in classroom instruction. Inservice teachers enrolled in an educational technology course took over the classroom instruction while the class teacher managed the instructional process. Throughout the course, students worked together to prepare their lessons and the instructional media and method to be used in instruction. At the end of the course, participants evaluated the media and method used during instruction. Results of the evaluation showed in-service teachers preferred the learner-centered and collaborative approach. The collaborative method helped them to learn the use of instructional data.
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Dissertations / Theses on the topic "Classroom instructional"

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Woodward, David Bruce Lorber Michael A. "Teaching instructional media utilization video tape package vs. classroom instruction /." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8818722.

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Thesis (Ed. D.)--Illinois State University, 1988.
Title from title page screen, viewed September 14, 2005. Dissertation Committee: Michael A. Lorber (chair), John L. Brickell, Larry D. Kennedy, Mary Ann Lynn, C. Edward Streeter, Forrest G. Wisely. Includes bibliographical references (leaves 101-107) and abstract. Also available in print.
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Schugar, Jordan T. "Metaphor instruction in one english teacher's classroom his understandings, instructional practices, and attitudes /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8517.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Camara, Phyllis. "Interactive Technology and Engaging Learners in the Mathematics Classroom." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1090.

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The Program for International Assessment tested students in mathematics from 41 countries and found that students in the United States ranked in the lowest percentile. This struggle with math among youth in the United States prompted this quasi-experimental quantitative study about using interactive technology to engage and motivate 9th grade students in an Algebra classroom. The theoretical basis of this study was a constructivist perspective, using the Piagetian concept of action as an intellect builder. A convenience sample of 76 students was divided into 4 groups: Group 1, the control group, used no technology and consisted of 21 students; Group 2 used the TI Nspires calculators and consisted of 17 students; Group 3 used the TI Nspire calculators with the TI Navigator and consisted of 20 students; and Group 4 used the TI Nspire calculators, the TI Navigator, and the clickers. The participants were given 45 instructional classes that covered a 9-week period. All groups took the Motivated Strategy for Learning Questionnaire (MSLQ) and the State of Texas Assessment of Academic Readiness test (STAAR) before and after the treatment of interactive technologies. A paired t test and a factorial repeated ANOVA were conducted, revealing no significant effect for the MSLQ based on the use of technology. However, the use of technology with the STAAR did show a significant difference in test scores for 2 treatment groups: Group 3, which used the calculator and the TI navigator; and Group 4, which used the calculator, the TI navigator, and the clickers. These results support the use of additional technology that is needed in the mathematics classroom to support the use of the calculators.
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Tsai, Hsiao-Feng. "Classroom Discourse and Reading Comprehension in Bilingual Settings: A Case Study of Collaborative Reasoning in a Chinese Heritage Language Learners’ Classroom." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1331045818.

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Moose, Anita Sweeney. "Sheltered instructional strategies in the mainstream, content-oriented classroom." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1605161461&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Dixon, John A. "A Description of Instructional Practices in Inclusive Classroom Settings." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/29883.

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This study was designed to describe the experiences of general education students in elementary settings where the inclusion of students with disabilities was responsibly implemented. The research question investigated was: Do general education students have a meaningful opportunity to learn when sharing classrooms with students with disabilities? The participants in this study were assigned to two inclusion classrooms in an elementary school in northeastern North Carolina. The classrooms were observed during the months of January and February, 1999. Effective educational practices in inclusion classrooms were researched. Data were also collected and analyzed in four areas: (1) principal and teachers' definitions of inclusion, (2) principal and teachers' perceptions of how inclusion is implemented in the school, (3) effects of inclusion on teachers' instructional practices, and (4) effects of inclusion on the learning opportunities for general education students. There were no observable effects of inclusion on the learning opportunities for general education students.
Ed. D.
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Kwolek, Kathleen A. "Impact of Teacher Evaluation Protocols on Classroom Instructional Practices." Youngstown State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1420539287.

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Arner, Tracy. "Investigating the Flipped Classroom in Undergraduate Educational Psychology." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1604926621821785.

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Corzine, Elizabeth. "Standards-based grading| Effects on classroom instruction." Thesis, McKendree University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10190457.

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The purpose of this study was to determine if the implementation of a standards-based grading system has an effect on classroom instruction. In particular, how does the implementation of a standards-based grading system impact the teaching methods, curriculum, differentiation, and formative assessments being used in classrooms? The researcher identified five schools in the Southern Illinois area that have adopted the standards-based grading system and chose eleven teachers to participate in this study through purposeful convenience sampling. This study used a phenomenological qualitative approach. There were two methods used in order to collect data including face to face interviews and document analysis. The findings of this study are significant to any district who is considering changing their grading system from a traditional grading system to a standards-based grading system. Through six major themes that emerged, this study shows that by switching to a standards-based grading system multiple parts of the classroom are impacted including the teaching methods, content, differentiation, and formative assessments. The six major themes included: teaching methods have been modified to better adjust to the standards-based grading system and include a larger variety of approaches, teaching methods are more of a response to student need than a pre-planned approach to teaching, the curriculum and content being taught in the classroom have better alignment to the standards, teachers have a greater awareness of both the curriculum and standards that are being taught at their grade level, as well as at other grade level, teachers have a better understanding of the individual needs of students and have used differentiation to meet these unique needs, and the use of formative assessments have increased in order to adjust for more fluid groupings being used in the classroom.

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McKamey, Jon Preston. "Smart Classroom Technology: Instructional Effectiveness and Faculty and Student Satisfaction." NSUWorks, 2008. http://nsuworks.nova.edu/gscis_etd/241.

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Numerous designs, practices, stakeholders, and technology options make it difficult for higher education institutions to find direction and established standards for classroom construction and remodeling projects. Different models of technology-enhanced classrooms are being adopted as various managers, integrators, and architects develop new classroom spaces. A planning process, standardized classroom model, and effective support structure will be valuable elements in meeting the needs of faculty and students. The goal was to establish a best practices classroom model to meet the needs of community college faculty, students, and technology support personnel. Information collected from community colleges was used to determine the state of installed classroom technology that includes standard practices, policies and procedures, stakeholder involvement, ongoing budget and equipment replacement, and technical support. Community college faculty and students provided data related to the effectiveness of and their satisfaction with different technology classroom models. A case study approach was employed. The cases included two different electronic classroom models (Model 1: remodel of rooms in existing buildings in 2004 and Model 2: new building construction in 1995). Data were collected from faculty and students related to the effectiveness of and their satisfaction with the particular environment. Background information on classroom design, standards, technology integration, and support was gathered from other community colleges to be included as part of the foundation provided by the review of literature. These data, together with the local data, were used to develop a classroom standards document. Faculty and student data were used to determine the effectiveness of the technology components, room and system design, and overall integration of technology in the electronic classroom. Faculty and students reported a high level of satisfaction with the electronic classrooms as well as a perceived high level of instructional effectiveness. Some design considerations related to screen placement and lighting control were raised by both populations. There were no other significant differences between the two classroom models used in the investigation. Faculty and student preferences were incorporated into the classroom standards document developed at the conclusion of the research. Community college instructional support personnel reported a fairly consistent basic model for their electronic classrooms. The use of any form of standards document was rare. A team approach to planning, design, installation and support was widely used.
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Books on the topic "Classroom instructional"

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Dyer, Alice. Instructional classroom management system. [Albany]: University at Albany, State University of New York, Two-Year College Development Center, in cooperation with Office of Occupational & Continuing Education, State Education Dept., 1989.

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Doug, Marston, ed. Classroom-based assessment: Evaluating instructional outcomes. Columbus, Ohio: Merrill, 1990.

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Instructional design for teachers: Improving classroom practice. Milton Park, Abingdon, Oxon: Routledge, 2010.

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Instructional leadership: The role of the supervisor. Eden Prairie, MN: Paradigm, 1990.

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Applying significant bilingual instructional features in the classroom. Rosslyn, Va: National Clearing House for Bilingual Education, 1985.

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The instructional leader's guide to informal classroom observations. 2nd ed. Larchmont, NY: Eye On Education, 2008.

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L, Lowther Deborah, ed. Integrating computer technology into the classroom. 3rd ed. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2005.

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L, Lowther Deborah, ed. Integrating computer technology into the classroom. 2nd ed. Upper Saddle River, N.J: Merrill/Prentice Hall, 2002.

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R, Morrison Gary. Integrating computer technology into the classroom. Edited by Lowther Deborah L, DeMeulle Lisa, and Stollenwerk Debra A. Upper Saddle River, N.J: Merrill, 1999.

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Evans, William Howard. Behavior and instructional management: An ecological approach. Boston: Allyn and Bacon, 1989.

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Book chapters on the topic "Classroom instructional"

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Zappe, Sarah E., and Thomas A. Litzinger. "Considerations When Evaluating the Classroom Flip Instructional Technique." In The Flipped College Classroom, 51–62. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41855-1_4.

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Chen, Fay. "Instructional Language Use in Environmental Science Classroom." In English as a Medium of Instruction in Higher Education, 57–78. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4645-2_4.

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Roberts, Julia Link. "Instructional Strategies for Differentiation Within the Classroom." In NAGC Pre-K–Grade 12 Gifted Education Programming Standards, 117–40. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236870-6.

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"Classroom Observation." In Instructional Consultation, 73–106. Routledge, 2013. http://dx.doi.org/10.4324/9780203357835-12.

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"The Classroom Observation." In Instructional Supervision, 103–82. Routledge, 2011. http://dx.doi.org/10.4324/9781315813448-12.

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"Tool 18: Classroom Traffic." In Instructional Supervision, 189–90. Routledge, 2013. http://dx.doi.org/10.4324/9781315855523-20.

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"Appendix: Classroom Observation Tools." In Instructional Supervision, 387–89. Routledge, 2013. http://dx.doi.org/10.4324/9781315855523-40.

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"Instructional Strategies." In Classroom Communication and Diversity, 203–22. Routledge, 2004. http://dx.doi.org/10.4324/9781410610294-14.

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"Instructional Strategies." In Classroom Communication and Diversity, 215–37. Routledge, 2010. http://dx.doi.org/10.4324/9780203856062-21.

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"Tool 1: Informal Classroom Observations." In Instructional Supervision, 83–98. Routledge, 2013. http://dx.doi.org/10.4324/9781315855523-12.

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Conference papers on the topic "Classroom instructional"

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"Classroom Implementation of Instructional Strategies and Techniques that are Based on Universal Instructional Design Principles and Support Diversity." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4197.

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Aim/Purpose: This paper describes foundational principles of universal instructional design (UID), which is also known as universal design for learning, that support accessibility and inclusivity for a diverse population of students and discusses how these design principles and instructional strategies are being implemented in courses we instruct. Background: The goal of any instructor should be to ensure all students have their learning needs met. Unfortunately, this is complex. Each student is unique and can have individual learning needs and preferences. Consequently, it would likely be impossible to create instructional materials that address the specific learning needs and preferences of every individual. Principles of UID help to minimize this challenge. UID strategies should support deaf and hard of hearing individuals, students with a vision loss, learners who have difficulties staying focussed, weak readers, academically-weak students, students with low confidence, learners with high anxiety, individual learning preferences, and cultural minorities. UID principles should also lead to the creation of instructional materials that support cognitively-gifted students. The principles applied in our classroom, based on the principles of UID, helped to address these challenges that students have and foster a classroom environment that was conducive to supporting the diversity in our student population. Methodology: This is not applicable because this is a practical paper, not a research paper. Contribution This paper provides practical instructional strategies and techniques that can presumably help students with disabilities learn more effectively while also fostering a culture of inclusivity. Findings: There are no formal findings for this paper. Recommendations for Practitioners: Readers should consider applying the discussed instructional strategies and techniques to support their own students that have disabilities. Recommendations for Researchers: Researchers should create instructional interventions for students with specific disabilities and assess whether those interventions help students with that disability learn more effectively. Impact on Society: Although not proven by research on populations of individuals with disabilities, the presented instructional strategies and techniques are presumed to help students with a disability learn more effectively. The aim is for other instructors to create instructional materials with similar instructional strategies and techniques to enable accessibility and promote inclusivity for their diverse population of students. Future Research From a practical perspective, instructors should apply the presented instructional strategies and techniques in their classrooms for their diverse population of students. In-class research could be done afterwards.
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Banerjee, Gargi, Mrinal Patwardhan, and Madhuri Mavinkurve. "Teaching with Visualizations in Classroom Setting: Mapping Instructional Strategies to Instructional Objectives." In 2013 IEEE Fifth International Conference on Technology for Education (T4E). IEEE, 2013. http://dx.doi.org/10.1109/t4e.2013.51.

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Seloma, Portia, and Sam Ramaila. "PEDAGOGICAL PRACTICES ADOPTED BY TEACHERS WHEN TEACHING LEARNERS TAKING ENGLISH AS FIRST ADDITIONAL LANGUAGE IN LIFE SCIENCES CLASSROOMS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end020.

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This study examined pedagogical practices adopted by teachers when teaching learners taking English as First Additional Language in Life Sciences classrooms. The inquiry adopted a generic qualitative design located within the interpretivist paradigm and involved purposively selected Life Sciences teachers and grade 10 learners from South African township schools as participants. Qualitative data was collected through semi-structured interviews and classroom observations. The empirical investigation is underpinned by the Cognitive Academic Language Proficiency (CALP) as the underlying theoretical framework. The study uncovered a myriad of instructional challenges facing Life Sciences teachers and learners associated with the use of English as a medium of instruction while it is taken as a First Additional Language by the learners. In particular, the terminology used in Life Sciences as a key knowledge domain posed fundamental instructional challenges in relation to meaningful development of enhanced learners’ conceptual understanding of scientific phenomena. Theoretical implications for meaningful science teaching and learning are discussed.
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Goergen, Craig J., Shawn C. Shadden, and Alison L. Marsden. "SimVascular as an instructional tool in the classroom." In 2017 IEEE Frontiers in Education Conference (FIE). IEEE, 2017. http://dx.doi.org/10.1109/fie.2017.8190438.

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Ma, Chengxi. "Flipped Classroom Instructional Design Based on Online Courses." In Proceedings of the 3rd International Seminar on Education Innovation and Economic Management (SEIEM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/seiem-18.2019.60.

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Jing, Ma. "Exploration of effective instructional design in PAD classroom." In 2017 International Conference on Social science, Education and Humanities Research (ICSEHR 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icsehr-17.2017.13.

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Liao, Yanling, Bo Zhao, and Jun Wang. "Instructional Strategies Study Via Classroom Observation of MOOC." In 2016 International Forum on Management, Education and Information Technology Application. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ifmeita-16.2016.75.

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Rasna, I. Wayan, Ni Wayan Sariani Binawati, Dewa Komang Tantra, and I. Nyoman Tri Anindia Putra. "The Harmony of Instructional Communication in the Classroom." In 5th Asian Education Symposium 2020 (AES 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210715.053.

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Wilson, Mark. "Keynote: Rethinking measurement for accountable assessment." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_13.

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The underlying model for most formal educational measurement (e.g. standardised tests) is based on a very simple model: the student takes a test (possibly alongside other students). The complications of there being an instructional plan, actual instruction, interpretation of the outcome, and formulation of next steps, are all bypassed in considering how to model the process of measurement. There are some standard exceptions, of course: a pre-test/post-test context will involve two measurements, and attention to gain score, or similar. However, if we wish to design measurement to hold to Lehrer’s (2021) definition of ‘accountable assessment’ – as ‘actionable information for improving classroom instruction’ – then this narrow conceptualisation must be extended. In this presentation, I will posit a simple model that reflects the simple one-test context described above, and then elaborate on it by adding in a) a framework for design of the assessments that is keyed to educational interpretation, b) further rounds of data collection that can indicate changes in a student’s underlying ability, and c) provision for varied assessment modes that will allow for i) classroom-independent tasks that operate at the summative and meso levels, and ii) classroom-dependent tasks that operate at the micro level. The former are designed to provide a basis for triangulating student responses across different contexts, and the latter are designed to closely track the variation of student performance over time in a classroom instructional context. This framing will be exemplified in a in a K–5 elementary school that is seeking to improve the quality of instruction and students’ understandings of measure and arithmetic. The different levels of data collection will be instantiated by two different pieces of software, which operate at the micro level and the meso/summative levels respectively.
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Peng, Qinghua. "Study of Flip Classroom Instructional Design in College English." In 2017 International Conference on Innovations in Economic Management and Social Science (IEMSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iemss-17.2017.222.

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Reports on the topic "Classroom instructional"

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Wolfe, Randy P. Instructional Skills for Classroom Instructors (Course 29748). Office of Scientific and Technical Information (OSTI), November 2017. http://dx.doi.org/10.2172/1408850.

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Wenzel, Marcus. Middle School Teacher Beliefs about Classroom Diversity and Their Influence on Differentiated Instructional Practices. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5504.

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Piper, Benjamin, Yasmin Sitabkhan, Jessica Mejia, and Kellie Betts. Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization. RTI Press, May 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0053.1805.

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This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.
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Peters, Vanessa. Meeting Learners Where They Are: Using Microsoft Forms to Drive Improvement in Learning Outcomes. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/52.

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This qualitative study was designed to explore how teachers are using Microsoft Forms to improve student learning outcomes in primary and secondary school classrooms. Twenty-two teachers —both experienced and new Forms users— participated in an interview about how they used Forms in their teaching. This report provides concrete examples of teachers’ use of Forms and describes their support needs for starting to use this tool in the classroom. School leaders and instructional technology coaches can use the report to inform implementation plans and training on Microsoft Forms.
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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong, and Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al., 2017). We show that teachers hold different beliefs and engage in curricular design – or the use of hegemonic curriculum and instructional practices that produce different learning outcomes for minoritized students compared to Kinh students. It suggests that policies need to focus on the social-cultural aspects of teaching in addition to the material and technical aspects.
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Atuhurra, Julius, and Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uganda, for example, only four of the fourteen topics in the English curriculum standards appear on the primary leaving exam, and two of the highest-priority topics in the standards are completely omitted from the exams. In Tanzania, only three of fourteen English topics are covered on the exam, and all are assessed at the “memorization” level. Rather than aligning with either the curriculum standards or exams, teachers’ classroom instruction is poorly aligned with both. Teachers tend to cover broad swathes of content and levels of cognitive demand, unrelated to the structure of either the curriculum standards or exams. An exception is Uganda mathematics, for which standards, exams, and teacher instruction are all well aligned. By shedding light on alignment deficits in the two countries, these results draw attention to a policy area that has previously attracted little (if any) attention in many developing countries’ education policy reform efforts. In addition to providing empirical results for Uganda and Tanzania, this study provides a proof-of-concept for the use of the SEC methodology as a diagnostic tool in developing countries, helping education systems identify areas of instructional (in)coherence and informing efforts to improve coherence for learning.
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Reynolds, Richard Jennings. Crane. Incidental Classroom Instruction 20295. Office of Scientific and Technical Information (OSTI), April 2016. http://dx.doi.org/10.2172/1245550.

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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.
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Rivkin, Steven, and Jeffrey Schiman. Instruction Time, Classroom Quality, and Academic Achievement. Cambridge, MA: National Bureau of Economic Research, September 2013. http://dx.doi.org/10.3386/w19464.

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Dorie, Amy, Jessica Hurst, and David Loranger. It All Adds Up: Flipped Classroom Approaches in Retail Math Instruction. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-350.

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