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Academic literature on the topic 'Contents of instructions'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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Journal articles on the topic "Contents of instructions"

Radulovic, Branka, Maja Stojanovic, and Vera Zupanec. "The effects of laboratory inquire-based experiments and computer simulations on high school students‘ performance and cognitive load in physics teaching." Zbornik Instituta za pedagoska istrazivanja 48, no. 2 (2016): 264–83. http://dx.doi.org/10.2298/zipi1602264r.

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The main goal of this study was to examine the extent to which different teaching instructions focused on the application of laboratory inquire-based experiments (LIBEs) and interactive computer based simulations (ICBSs) improved understanding of physical contents in high school students, compared to traditional teaching approach. Additionally, the study examined how the applied instructions influenced students? assessment of invested cognitive load. A convenience sample of this research included 187 high school students. A multiple-choice test of knowledge was used as a measuring instrument f

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Theurich, Melissa A., Berthold Koletzko, and Veit Grote. "Nutritional Adequacy of Commercial Complementary Cereals in Germany." Nutrients 12, no. 6 (2020): 1590. http://dx.doi.org/10.3390/nu12061590.

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Commercial cereals are among the first complementary foods fed to infants in Germany and elsewhere. The purpose of this national survey is to describe the nutritional adequacy of commercial complementary cereals. A comprehensive, cross-sectional survey of cereal manufacturer websites (n = 15) was conducted from March to April 2019. Food labels were analyzed for iron, zinc, iodine, sodium, and sugar contents in commercial complementary cereals, and ingredient lists were evaluated for whole grains and added sugars. Preparation instructions were evaluated for the type of liquid recommended for re

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Ko, YoungJi, Jong-Moon Hwang, and Seung-Hoon Baek. "The Development of a Mobile Application for Older Adults for Rehabilitation Instructions After Hip Fracture Surgery." Geriatric Orthopaedic Surgery & Rehabilitation 12 (January 1, 2021): 215145932110066. http://dx.doi.org/10.1177/21514593211006693.

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Introduction: Older patients with hip fractures require a long time to rehabilitate and recover after surgery. Although effective discharge instructions for long-term recovery are important, the discharge instructions of most acute-care hospitals are often presented as a brochure, which is difficult for older adults to follow. The purpose of this study was to develop rehabilitation instructions in the form of a mobile application for the physical recovery of older adults after hip fracture surgery. Materials and Methods: A mobile application for rehabilitation instructions after hip fracture s

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Hamed, Safaa M., and Rasha F. M. Gaballah. "Effect of Designed Ureteral Stent Instructions on Patient Recovery." Evidence-Based Nursing Research 2, no. 4 (2021): 10. http://dx.doi.org/10.47104/ebnrojs3.v2i4.181.

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Contents: Ureteral stent placement is performed in up to eighty percent of patients following ureteroscopy. It associated with significant morbidity, resulting in a reduction in general health function in another eighty percent of patients. Aim: This study aimed to evaluate the effect of designed ureteral stent instructions on patient recovery. Methods: Quasi-experimental (pre/posttest) design was utilized in this study. The study was carried out at the urology department to be followed up through the urology outpatient clinic at Benha University Hospital from the beginning of Febr

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Magaña, Marina, Belen Fernandez-Sanchez, and Angel Ezquerra. "Analysis of scientific contents of house products." International Journal of Learning and Teaching 8, no. 1 (2016): 12. http://dx.doi.org/10.18844/ijlt.v8i1.619.

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The necessity of an adequate scientific literacy is a fact. In addition, there is a lack of connection between the contents working in science classes and the daily-life issues of students. These circumstances make us to consider the necessity of analysing the everyday situations in which individuals can come across scientific contents. In this context, this communication presents the compendium of the results of previous studies about the scientific content found in different types of products used habitually at home (food, electric and electronic devices, textile and household cleaning produ

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Yahya, Nurul Asyikin. "Online Oral Hygiene Instructions for Orthodontic Patients in Malaysian Population." Medicine & Health 16, no. 1 (2021): 223–36. http://dx.doi.org/10.17576/mh.2021.1601.18.

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Fixed orthodontic appliances causes plaque accumulation, which leads to the formation of dental caries and gingivitis. Therefore, concise oral hygiene instructions (OHI) is necessary to avoid the occurrence of these diseases. Massive Open Online Course (MOOC) ensures interactive learning to improve knowledge retention. MOOC transfers the responsibility of learning OHI to the patients with remote guidance from the clinician, thus reduces clinical time. This research aimed to develop the MOOC learning content on OHI in orthodontic practice. The secondary aim was to assess the overall analytics d

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Tran, Thi Tra Mi, and Thi Hong Tran. "Compliance with regulations on recording inpatient obstetric medical records and its influencing factors at Tra Vinh obstetrics and pediatrics hospital in 2020." Journal of Health and Development Studies 05, no. 03 (2021): 125–32. http://dx.doi.org/10.38148/jhds.0503skpt21-002.

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Background: Medical records are one of the important contents to ensure the monitoring, management of medical examination and treatment, storing and searching patient information, and scientific research. Objects and research methods: Cross descriptive research design with actual sample size of 255 HSBA. Results: The content of the general information section reached the lowest rate in the content of the administrative section of 83.9%. Other contents in this section have the rate of 90.9% - 99.8%. The average rate of general information is 92.9%. Contents of the medical history section, the p

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Popov, P. A., V. S. Babunova, I. S. Osipova, S. A. Lavina, S. S. Netychuk, and I. V. Timofeeva. "MODERN METHODS FOR DETECTING RESIDUAL CONCENTRATIONS OF VETERINARY DRUGS IN MEAT." Problems of Veterinary Sanitation, Hygiene and Ecology 1, no. 2 (2021): 114–21. http://dx.doi.org/10.36871/vet.san.hyg.ecol.202102002.

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Over the last few years, the livestock industry in Russia significantly increases the production of the main types of meat (pork, beef, poultry). In modern industrial animal husbandry, poultry and fish farming with intensive technologies of animal rearing, technological regulations, instructions for the use of veterinary drugs are often violated. In this regard, the residual contents of veterinary drugs, hormones and b-agonists are encountered in animal products. Screening and arbitration methods are used to control the residual content of veterinary drugs, both in the Russian Federation and i

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Vasojević, Irena. "Games in the classroom instruction of geometry." Norma 25, no. 1 (2020): 65–80. http://dx.doi.org/10.5937/norma2001065v.

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The aim of this paper is to point out the importance and types of games in teaching mathematics, especially the classroom geometry. The advantages of the game as a means of learning in relation to traditional learning are emphasized. The methodological instructions for the implementation of didactic games are given as well as the examples of several original didactic games, whose teaching effects relate to students' intellectual activities and their spatial and visual orientation. In the aforementioned didactic games, it is insisted on independent work of students in order to successfully mast

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Vainikainen, Mari-Pauliina, Hannu Salmi, and Helena Thuneberg. "Situational Interest and Learning in a Science Center Mathematics Exhibition." Journal of Research in STEM Education 1, no. 1 (2015): 15–29. http://dx.doi.org/10.51355/jstem.2015.6.

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Educators have been increasingly interested in teaching mathematics in informal settings. However, there is little research on the actual learning outcomes of out-of-school mathematics instruction or the role of interest in explaining the outcomes. In this study, 793 12-year-old pupils were taken into a science center mathematics exhibition in Latvia and Sweden, measuring their prior knowledge of the contents of the exhibition, general cognitive competences and individual interest in school mathematics before the visit, and their situational interest and learning outcomes after the exhibition.

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Dissertations / Theses on the topic "Contents of instructions"

Johansson, Ricard. "Monteringsinstruktioner : innehåll, framtagning och presentation." Thesis, Linköpings universitet, Industriell Produktion, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-108996.

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Instruktioner har syftet att förmedla ett arbetssätt eller utförande av en uppgift som användaren sen tidigare inte är bekant med. För att instruktionen ska vara framgångsrik krävs dock att den utformas på ett sätt som gör den enkel att använda och att tolka korrekt. Större efterfrågan på kundanpassning och krav på flexibilitet gör att tillverkande företag i allt större omfattning behöver effektiva metoder för att ta fram instruktioner. På uppdrag av PartnerTech i Åtvidaberg genomfördes under vårterminen 2014 ett examensarbete inriktat mot att underlätta framtagning och revision av instruktion

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Fotiyeva, Izolda S. "Constructing an instructional design framework that incorporates re-purposing popular media to enhance mathematics and science instruction." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/23963.

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This study was an effort to construct and validate an instructional design framework for media content selection that incorporates re-purposing popular media to enhance mathematics and science instruction. The study resulted in the development and validation of a framework that was applicable with novice and expert instructional designers to be used as a stand - alone model or as a supplement to widely-used instructional design models. The framework was developed based on the literature review of four constructs: instructional design models, re-purposing popular media, learning theories and t

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Wood, Rachel E. "Instructional Readers: Teaching Content through Vocabulary." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2517.

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This project resulted in the creation of a prototype for a new book series entitled Instructional Readers that will be linguistically engineered to assist English-language learners in acquiring academic and content-based vocabulary in the sciences. The development of the prototype represented a process of trial and error, with decisions firmly grounded in extensive research concerning linguistic features that assist vocabulary growth while reading. The end result, the prototype entitled Cellular Transport, reflects the author's best attempt to combine these features. The project write-up detai

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Du, Jianying. "Content-based instruction in further education in China." Thesis, University of Southampton, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444965.

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Holtzman, Deborah Jane. "Relationships among content standards, instruction, and student achievement /." May be available electronically:, 2009. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.

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Knight, Victoria, Pamela J. Mims, and Jenny Root. "Addressing Multiple Priorities in Academic Core Content Instruction." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3234.

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Secondary teachers of students with extensive support needs are tasked with helping their students prepare for successful post-secondary outcomes by setting and making progress toward meaningful goals related to self-determination, social and communication skills, and other individualized needs. Federal law also mandates that teachers provide academic core content instruction that is aligned with grade level standards, and recent federal rulings (e.g., Endrew v. Douglas County) have highlighted the need for instruction to be specially designed based on the unique needs of individual students w

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Root, Jenny, Pamela J. Mims, and Victoria Knight. "Infusing Transition Content into Core Content Instruction for Students with Extensive Support Needs." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3229.

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Secondary teachers face many challenges in balancing academic and transition priorities for students with extensive support needs. This panel will provide research-based strategies for designing instruction that addresses multiple priorities in literacy, science, and mathematics lessons. Learner Outcomes: (1) Participants will describe components of self-determination that have an impact on academic achievement for students with disabilities; (2) Participants will use transition-infused academic instruction to design IEPs and lessons that value student diversity; (3) Participants will identify

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BROGGINI, SUSANNA. "EMI (ENGLISH-MEDIUM INSTRUCTIONS) NEL CONTESTO UNIVERSITARIO ITALIANO." Doctoral thesis, Università Cattolica del Sacro Cuore, 2017. http://hdl.handle.net/10280/18477.

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Questa tesi riflette l’attuale interesse per il dibattito educativo sul ruolo e sull’uso dell’inglese come lingua veicolare in ambiente accademico. I programmi che utilizzano l’inglese come Medium of Instruction (EMI) sono al centro dell’attenzione di questo studio, che si compone di una parte quantitativa e una parte qualitativa. Attraverso un’analisi aggiornata dei dati raccolti da Costa e Coleman nel 2012, la prima parte descrive i risultati di un questionario spedito a tutte le università italiane; la parte qualitativa descrive l’utilizzo dei marcatori metadiscorsivi impiegati da quattro d

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Slaughter, Jeanne Marie 1968. "Content construction: How content becomes curriculum in secondary science classrooms." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282735.

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This study investigated the factors that influence two secondary teachers' planning and teaching when incorporating newly acquired genetics content into their existing curriculum. Data included transcriptions of six audio taped interviews, field notes from two summer content courses and eight classroom observations, classroom documents such as work sheets, and content and pedagogical diagrams completed prior to and immediately following the two summer content courses. Data were analyzed and used to construct three cases: the case of content, the case of Natalie, and the case of June. The cases

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Moriyoshi, Norie. "Content-based instruction (CBI) in Japanese college classrooms: focusing on language, content, or both?" Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=97218.

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This study examined the ways in which CBI classes are taught, including teachers' comprehensible input, the amount of student output, and the perceptions of both students and teachers regarding CBI. Two intact postsecondary CBI classes in Japan, totaling 76 students and two native English-speaking teachers, were observed and video recorded over 7.5 hours. In order to better comprehend reasons for their behavior and decision-making in class, all participants completed questionnaires and teachers were interviewed on the final day of classroomobservation.Classroom observational data revealed that

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Books on the topic "Contents of instructions"

Victoria), Great Britain Sovereign (1837-1901 :. Newfoundland: Royal instructions [to Henry Prescott, governor and commander-in-chief] issued 7th May, 1838 : with table of contents and index. Ryan & Withers, 2004.

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Brinton, Donna. Content-based second language instruction. University of Michigan Press, 2004.

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Content-based college ESL instruction. Lawrence Erlbaum Associates, 2000.

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Brinton, Donna. Content-based second language instruction. Heinle & Heinle Publishers, 1989.

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Brinton, Donna. Content-based second language instruction. Newbury House Publishers, 1989.

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J, Guzzetti Barbara, ed. Literacy instruction in the content areas. Harcourt Brace College Pub., 1996.

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Conley, Mark William. Content reading instruction: A communication approach. 2nd ed. McGraw-Hill, 1995.

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J, Guzzetti Barbara, ed. Literacy instruction in the content areas. 2nd ed. Lawrence Erlbaum Associates, 2005.

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Brent, Linda J. Buehner. Computer-based instruction: Effect of cognitive style, instructional format, and subject-matter content on learning. Air Force Human Resources Laboratory, Air Force Systems Command, 1990.

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Byrnes, James P. Cognitive development and learningin instructional contexts. Allyn & Bacon, 1996.

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Book chapters on the topic "Contents of instructions"

Davidson-Shivers, Gayle V., Karen L. Rasmussen, and Patrick R. Lowenthal. "Analysis: Considering Instructional Content for Online Instruction." In Web-Based Learning. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67840-5_4.

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McDonnell, John. "Instructional Contexts." In Handbook of Special Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-50.

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Callahan, Carolyn M., and Holly L. Hertberg-Davis. "Contexts for Instruction." In Fundamentals of Gifted Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315639987-16.

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Stoller, Fredricka L., and Shannon Fitzsimmons-Doolan. "Content-Based Instruction." In Second and Foreign Language Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_7.

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Stoller, Fredricka L., and Shannon Fitzsimmons-Doolan. "Content-Based Instruction." In Second and Foreign Language Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02323-6_7-1.

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Catalán, Rosa María Jiménez, and Yolanda Ruiz de Zarobe. "5. The Receptive Vocabulary of EFL Learners in Two Instructional Contexts: CLIL versus non-CLIL Instruction." In Content and Language Integrated Learning, edited by Yolanda Ruiz de Zarobe and Rosa María Jiménez Catalán. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691675-008.

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Cloran, Carmel. "Construing Instructional Contexts." In Society in Language, Language in Society. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137402868_12.

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Goh, Christine C. M. "Listening Instruction and Assessment." In Teaching English to Second Language Learners in Academic Contexts. Routledge, 2018. http://dx.doi.org/10.4324/9781315626949-13.

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Newton, Jonathan M. "Speaking Instruction and Assessment." In Teaching English to Second Language Learners in Academic Contexts. Routledge, 2018. http://dx.doi.org/10.4324/9781315626949-17.

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Grabe, William, and Fredricka L. Stoller. "Reading Instruction and Assessment." In Teaching English to Second Language Learners in Academic Contexts. Routledge, 2018. http://dx.doi.org/10.4324/9781315626949-5.

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Conference papers on the topic "Contents of instructions"

Kumar, V., A. Castellanos, J. Ortega, et al. "Dynamic Learning Framework: Adaptive Assessment Development for the Undergraduate Fluid Mechanics." In ASME 2014 4th Joint US-European Fluids Engineering Division Summer Meeting collocated with the ASME 2014 12th International Conference on Nanochannels, Microchannels, and Minichannels. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/fedsm2014-21718.

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This paper presents a dynamic learning framework (DLF) for engineering courses with rich mathematical and geometrical contents. The word “dynamic” implies that there are several moving components in the course contents and assessments. Moving contents are enabled by random-number generators to select text/paragraph from a database or chose a number between two ranges within engineering bounds. Dynamic contents are usually missing in traditional form of instructions such a fixed format book-type problem or static online material. The framework leverages on the computing resources from the recen

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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

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Paul, Rohan, Jacob Arkin, Nicholas Roy, and Thomas M. Howard. "Grounding Abstract Spatial Concepts for Language Interaction with Robots." In Twenty-Sixth International Joint Conference on Artificial Intelligence. International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/696.

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Our goal is to develop models that allow a robot to understand or ``ground" natural language instructionsin the context of its world model. Contemporary approaches estimate correspondences between an instruction and possible candidate groundings such as objects, regions and goals for a robot's action. However, these approaches are unable to reason about abstract or hierarchical concepts such as rows, columns and groups that are relevant in a manipulation domain. We introduce a probabilistic model that incorporates an expressive space of abstract spatial concepts as well as notions of cardinali

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Sottilare, Robert A. ""A hybrid machine learning approach to Automated Scenario Generation (ASG) to support adaptive instruction in virtual simulations and games"." In The 8th International Defence and Homeland Security Simulation Workshop. CAL-TEK srl, 2018. http://dx.doi.org/10.46354/i3m.2018.dhss.009.

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"This paper examines machine learning methods to automatically generate a large number of child scenarios from a small number of parent scenarios in support of adaptive instruction conducted in virtual simulations and game-based platforms. Adaptive instructional systems (AISs) include Intelligent Tutoring Systems (ITSs), intelligent mentors, recommender systems, personal assistants, and intelligent instructional media. AISs attempt to tailor instruction for individuals and teams based on their learning needs (e.g., knowledge or skill deficiencies), goals, and preferences. This often requires m

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Matteucci, Marco, Damiano Raponi, Maura Mengoni, and Margherita Peruzzini. "Tangible Augmented Reality Model to Support Manual Assembly." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-67742.

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Manual work is a cornerstone of manufacturing, also for factories of Industry 4.0 era. Use cases of manual work regard the production of single item, customized assemblies, small batches. Several injuries can be caused or aggravated by manual handling activities at work. Moreover, the efficiency of the whole process can benefit from correct body posture, parts’ visibility and accessibility. Finally, manual work is strongly human-centered and its performance is affected by the expertise, the level of knowledge, attitudes and belief of workers. In this complex context where multiple factors such

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Kumar, V., C. Ramana, S. Afrin, J. Ortega, Neelam Agarwal, and Victor Udoewa. "Touchpad in Education: Dynamic Learning Framework Assessment and Content Development for the Undergraduate Fluid Mechanics." In ASME 2013 Fluids Engineering Division Summer Meeting. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/fedsm2013-16257.

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This paper presents a dynamic learning framework (DLF) based on dynamic course contents and assessment methods using latest web-based technologies with keeping in mind the recent advancement in touchpad computing devices (such as IPAD and Android based tablets). In the DLF framework, the effectiveness is assessed via evaluating the learning outcomes of increasing the learnability of high level concepts in the Bloom’s Taxonomy of cognitive learning. It proposes to address the challenges is creating a fluid mechanics module that incorporates all levels of the Bloom’s cognitive taxonomy. This is

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Notargiacomo Mustaro, Pollyana, Ismar Frango Silveira, Nizam Omar, and Sandra Maria Dotto Stump. "Structure of Storyboard for Development of Interactive Learning Objects." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2912.

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A theoretical discussion and practical guidelines for development and production of learning objects as a result of a structural document named storyboard will be presented. A storyboard must contain instructions and detailed description for development learning objects. During the instructional design phase, the storyboards are elaborated by the instructional designer with collaborate of subject matter expert (SME), graphic artists, programmers, and other interdisciplinary team members research. This involves researches in instructional design procedures and processes for improvement material

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Parker, Kevin, Cynthia LeRouge, and Ken Trimmer. "Alternative Instructional Strategies in an IS Curriculum." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2892.

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Systems Analysis and Design is a core component of an education in information systems. To appeal to a wider range of constituents and facilitate the learning process, the content of a traditional Systems Analysis and Design course has been supplemented with an alternative modeling approach. This paper presents an instructional design that incorporates a model from accounting literature (REA) with traditional Systems Analysis and Design methods in introducing the topic of data modeling. Detailed instructions for deriving data elements and relationships are presented. Feedback from students ind

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Behnke, Gregor, Marvin Schiller, Matthias Kraus, et al. "Instructing Novice Users on How to Use Tools in DIY Projects." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/844.

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Novice users require assistance when performing handicraft tasks. Adequate instruction ensures task completion and conveys knowledge and abilities required to perform the task. We present an assistant teaching novice users how to operate electronic tools, such as drills, saws, and sanders, in the context of Do-It-Yourself (DIY) home improvement projects. First, the actions that need to be performed for the project are determined by a planner. Second, a dialogue manager capable of natural language interaction presents these actions as instructions to the user. Third, questions on these actions

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Öman, Anne. "Design and Redesign of a Multimodal Classroom Task – Implications for Teaching and Learning." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2242.

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Digital technologies are increasingly implemented in Swedish schools, which impact on educa-tion in the contemporary classroom. Screen-based practice opens up for new forms and multi-plicity of representations, taking into account that language in a globalized society is more than reading and writing skills. This paper presents a case study of technology-mediated instruction at the primary-school level including an analysis of the designed task and how the teacher orchestrated the digital resources during three introductory classes. The aim was also to explore the pupils’ redesigning of advert

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Reports on the topic "Contents of instructions"

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), 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 Uga

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

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we condu

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Mittal, Vibhu O., and Cecile L. Paris. Categorizing Example Types in Instructional Texts: The Need to Consider Context. Defense Technical Information Center, 1993. http://dx.doi.org/10.21236/ada278685.

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

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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with

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Jukes, Matthew C. H., Yasmin Sitabkhan, and Jovina J. Tibenda. Adapting Pedagogy to Cultural Context. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0070.2109.

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This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children’s lack of confidence to speak up in class; a commitment to together

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Bakhshaei, Mahsa, Angela Hardy, Aubrey Francisco, Sierra Noakes, and Judi Fusco. Fostering Powerful Use of Technology Through Instructional Coaching. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/48.

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Research findings suggest that instructional technology coaching may be a critical lever in closing the gap in the usage of technology, sometimes referred to as the digital use divide. In the 2017-2018 school year, we provided 50 schools in 20 school districts across five states, with a grant to support an onsite, full-time instructional technology coach (called a DLP coach). Our data shows that after one year of working with their DLP coach, teachers are using technology more frequently and in more powerful ways. DLP teachers report significant increases in using technology for both teaching

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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through t

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Sitabkhan, Yasmin, and Linda M. Platas. Early Mathematics Counts: Promising Instructional Strategies from Low- and Middle-Income Countries. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0055.1807.

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This occasional paper examines common instructional strategies in early-grade mathematics interventions through a review of studies in classrooms in low- and middle-income countries. Twenty-four studies met the criteria for inclusion, and analyses reveal four sets of instructional strategies for which there is evidence from multiple contexts. Of the 24 studies, 16 involved the use of multiple representations, 10 involved the use of developmental progressions, 6 included supporting student use of explanation and justification, and 5 included integration of informal mathematics. Based on the rev

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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, edu

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