Relevant bibliographies by topics / Instructional Challenges

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

Academic literature on the topic 'Instructional Challenges'

Author: Grafiati
Published: 4 June 2025
Last updated: 23 June 2025

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Journal articles on the topic "Instructional Challenges"

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Ansong, Joycelyn, Hinneh Kusi, Frederick Kwaku Sarfo, and Martin Addo-Fordjour. "An exploratory study of instructional leadership challenges of headteachers: Promoting and supporting instructional improvement, supervising and evaluating instruction (Ghana)." Journal of Education Management & Leadership (JEML) 3, no. 1 (2025): 48–62. https://doi.org/10.51317/jeml.v3i1.648.

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The study aimed to determine head teachers' challenges in instructional leadership: promoting and supporting instructional improvement, supervising and evaluating instruction in Ghana. Effective instructional leadership is considered critical in head teachers' performance outcomes. Ghana, a Lower Middle-Income Country, is faced with the challenge of improving the educational system of basic and Junior High Schools. The expectation on head teachers is high in achieving high educational standards in basic and Junior High Schools in Ghana. The study adopted a sequential qualitative research approach. Data was collected from head teachers, School Improvement Support Officers (SISOs), and Lead Teachers using a purposive maximum variation sampling approach. Participants responded to semi-structured questionnaires and semi-structured interviews. The result of the analysis revealed that there were similarities in the challenges faced by instructional leadership in both urban and rural schools. The challenges identified were inadequate academic resources, overburdened headteacher responsibilities, teacher-pupil behaviour and attitude, and an adverse physical environment. Headteachers faced multi-dimensional challenges in promoting and supporting instructional improvement and supervising and evaluating instruction in Ghana. All the challenges identified should be addressed holistically to allow the head teachers to deliver on the instructional leadership roles required to improve education at the basic and junior school levels.
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Ortiz, Jr., Oliver, Hermie Blancia, Mirasol Pamittan-Gabaran, Vincent Lee Corpin-Garcia, and John Michael Dela Cruz. "School Heads’ Instructional Leadership Styles and Administrative Challenges as Perceived by School Heads and Teachers in The Philippines." Pedagogy Review: An International Journal of Educational Theories, Approaches and Strategies 4, no. 2 (2025): 114–21. https://doi.org/10.62718/vmca.pr-ijetas.4.2.sc-0225-009.

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Instructional Leadership is one of the most critical fibers to weave with all other aspects of leadership and governance among public schools in the Philippines. This study described and examined the instructional leadership styles of school heads and the administrative challenges they encountered relative to the delivery of instruction among the selected secondary schools in the Philippines. It utilized descriptive-correlational design where 100 randomly selected school heads and 100 randomly selected teachers from selected public schools participated as respondents of the study. Survey-questionnaire was utilized as instrument to gather data. Results showed that among the different instructional leadership styles, distributed instructional leadership was highly utilized by school heads to engage their teachers in delivering effective and efficient instruction. Thus, an increased in distributed instructional leadership influences the greater challenges encountered in resource management. School heads heavily experienced administrative challenges when they pervasively utilized distributed instructional leadership styles.
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Naval, Aniceto, and Norol Aina Mito-on. "Teacher Challenges and Self-Efficacy in the Transition from Remote to In-Person Instruction: Evidence from Philippine Elementary Schools." Journal of Education and Learning Reviews 2, no. 3 (2025): 205–20. https://doi.org/10.60027/jelr.2025.1952.

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Background and Aim: The COVID-19 pandemic forced teachers to transition from traditional face-to-face instruction to remote learning, bringing considerable instructional challenges. With schools returning to in-person classes, teachers must readapt their instructional and classroom management strategies. This study examines the relationship between teachers’ instructional challenges and self-efficacy during this transition in Philippine public elementary schools. Materials and Methods: This cross-sectional quantitative study involved 150 teachers from four central elementary schools in Iligan City, Philippines. Validated questionnaires measured classroom challenges, instructional adjustments, and teacher self-efficacy. Results: Teachers experienced moderate challenges in classroom management and resource utilization but displayed exemplary instructional adjustments and high self-efficacy. Regression analyses showed that greater instructional challenges significantly predicted lower teaching efficacy (β = -.22, p = .009), while effective instructional adjustments significantly enhanced teaching efficacy (β = .37, p = .001). Conclusion: Supporting teachers through professional development in lesson design and resource integration is crucial during transitions between teaching modalities. These findings underscore the importance of targeted interventions to sustain teaching efficacy and instructional quality in the post-pandemic educational context.
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Parrish, Patrick, and Jennifer Linder-VanBerschot. "Cultural dimensions of learning: Addressing the challenges of multicultural instruction." International Review of Research in Open and Distributed Learning 11, no. 2 (2010): 1. http://dx.doi.org/10.19173/irrodl.v11i2.809.

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The growing multicultural nature of education and training environments makes it critical that instructors and instructional designers, especially those working in online learning environments, develop skills to deliver culturally sensitive and culturally adaptive instruction. This article explores research into cultural differences to identify those dimensions of culture that are most likely to impact instructional situations. It presents these in the cultural dimensions of learning framework (CDLF), which describes a set of eight cultural parameters regarding social relationships, epistemological beliefs, and temporal perceptions, and illustrates their spectrums of variability as they might be exhibited in instructional situations. The article also explores the literature on instructional design and culture for guidelines on addressing the cross-cultural challenges faced by instructional providers. It suggests that these challenges can be overcome through increased awareness, culturally sensitive communication, modified instructional design processes, and efforts to accommodate the most critical cultural differences. Finally, it describes the use of the CDLF questionnaire as a tool to illuminate the range of preferences existing among learners and to discover the potential range of strategies and tactics that might be useful for a given set of learners.
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Raudenbush, Stephen W. "Advancing Educational Policy by Advancing Research on Instruction." American Educational Research Journal 45, no. 1 (2008): 206–30. http://dx.doi.org/10.3102/0002831207312905.

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Understanding the impact of “instructional regimes” on student learning is central to advancing educational policy. Research on instructional regimes has parallels with clinical trials in medicine yet poses unique challenges because of the social nature of instruction: A child’s potential outcome under a given regime depends on peers and teachers, requiring the need for multilevel methods of causal inference. The author considers studies of the impact of intended versus experienced instructional regimes. Both are important; however, intended regimes are well measured and accessible to randomized trials, whereas experienced instruction is measured with error and not amenable to randomization. Multiyear sequences of experienced instruction are of central interest but pose special methodological challenges. A 2-year study of intensive mathematics instruction illustrates these ideas.
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Donkoh, Sylvester, and Albert Amoakwah. "Use and Challenges of Learner-Centered Pedagogy: Basic School Teachers’ Perspective." European Journal of Education and Pedagogy 5, no. 1 (2024): 66–71. http://dx.doi.org/10.24018/ejedu.2024.5.1.774.

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The purpose of the study was to identify the instructional strategies that basic (primary) school teachers often use in learner-centered pedagogy and examine the challenges associated with the implementation of learner-centered pedagogy. A mixed-method research design was used to study basic school teachers’ use of learner-centered pedagogy and the challenges they face in the implementation of learner-centered pedagogy. The sample for the study consisted of 53 public school teachers and 32 private school teachers selected through convenience sampling. A Use of Learner-Centered Pedagogy Questionnaire (ULCPQ) was administered to the sample. After the analysis of the quantitative data collected with the ULCPQ, a semi-structured interview guide named Challenges of Learner-Centered Pedagogy (CLCP) was administered to 15 basic school teachers at their convenience. The study found that the top three learner-centered instructional strategies used by the participants are discussion, brainstorming, and cooperative learning instructional strategies. In their application of learner-centered instructional strategies, the participants for the study reported that there are four key challenges to the use of learner-centered instruction. The four challenges are inadequate teaching and learning resources, inadequate time, weak teacher knowledge of learner-centered instruction, and large class size.
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Clores, Lomalinda J., and Rebecca C. Nueva España. "Assessment of Teachers’ Instructional Practices: Towards Proposing an Innovative Instructional Model for Teaching-Learning Material in Chemistry." Journal of Practical Studies in Education 4, no. 4 (2023): 1–19. http://dx.doi.org/10.46809/jpse.v4i4.69.

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Twenty-first-century teaching focuses on the standards of teaching practice to improve instruction and learning outcomes. Teachers as the key figures in school are called upon to reflect on their instructional practices and exemplify the highest standard for teaching grounded in global best practices. This study aimed to assess the teachers’ instructional practices and identify challenges before and during the COVID-19 pandemic to effectively implement instructional strategies in the teaching of chemistry. The respondents were composed of 107 public Junior High School chemistry teachers in the 8th district of Cavite. The mixed-method sequential explanatory research design was used. Quantitative data were collected using the Science Instructional Practices Survey and the questionnaire on the teachers’ perceptions of emergency remote teaching, while qualitative data were gathered utilizing focus group discussions, classroom observations, and virtual interviews. The findings of the study showed that chemistry teachers’ instructional practices include prior knowledge and traditional instruction. Before the COVID-19 pandemic, four major themes emerged as challenges to teachers in effectively implementing various instructional strategies: learner characteristics, teacher competency, the language of instruction, and classroom management practices. Five themes were identified as challenges to teachers during the pandemic, namely, appropriate assessment strategy, feedback mechanism, technology usage and availability, parental involvement, and appropriate teaching-learning materials. The findings in this study provided valuable inputs in the development of an innovative instructional model for designing a chemistry lesson.
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Abdul Rahman, Ayuni Madarina, Hazian Ismail, and Norkatyniy Ismail. "GRAMMAR TEACHING CHALLENGES IN MALAYSIAN HIGHER EDUCATION." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 8, no. 1 (2024): 1–7. http://dx.doi.org/10.30743/ll.v8i1.3899.

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Teaching grammar within the language education landscape presents an enduring challenge for educators. The ongoing debate surrounding the effectiveness of explicit versus implicit instruction underscores the dynamic nature of pedagogical practices in this field. To address this debate and gain a comprehensive understanding of grammar instruction, this research focuses on exploring the drawbacks of both approaches within educational institutions. By examining the practical implications of explicit and implicit instruction, this study aims to provide insights into their application in real-world teaching contexts. Through qualitative research method, faculty members from private institutions in Peninsular Malaysia were engaged in interviews, enabling them to share their first-hand experiences and perspectives on implementing these instructional methods. The findings from these interviews revealed three main challenges faced by educators when teaching grammar. Among these challenges, time constraints emerged as a significant hurdle, impacting the quality and depth of grammar instruction provided to students. Moreover, the research reveals further insights into the diverse requirements and preferences of students, as well as the diverse teaching approaches employed by instructors. Such insights are crucial for guiding the creation of personalized instructional approaches that meet the specific needs of learners in higher education contexts.
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Aziz, Azlan Abdul, Ahmad Kamalrulzaman Othman, Yusnita Sokman, and Syamsul Ariffin Yahaya. "Designing Multimedia Instructional Materials using Gagne’s Framework in Promoting Adult Learners’ Asynchronous Learning Experiences." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 4905–13. http://dx.doi.org/10.47772/ijriss.2024.803362s.

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This research addresses the challenges faced in Distance Education (DE) by investigating the impact of carefully designed multimedia instructional materials in creating a conducive asynchronous learning experience for adult learners. With the increasing integration of digital technologies in higher education, especially in DE, it becomes imperative to assess and optimize the various teaching tools available to ensure effective educational delivery. The unique challenge in DE is that adult learners often study in isolation, with limited instruction, and at a distance from traditional classroom activities. To mitigate these challenges, multimedia instructional materials are recognized for their potential to enhance the learning experience. This study delves into how the design of instructional materials, supported by technology, contributes to improving the asynchronous learning experience digitally and subsequently the learning outcomes. Well-designed instructional materials have been identified as crucial determinants of success, emphasizing the need for a learner-supported approach employing carefully selected instructional design. It is suggested that institutions offering DE prioritize the creation of high-quality multimedia instructional materials rooted in suitable learning theories, in supporting adult learners in DE to enhance learner satisfaction, improve academic performance, and reduce attrition rates. Further exploration and evaluation of this instructional design framework are certainly called recommended for a testament enhanced credibility for the said framework.
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Culajara, Carla Jobelle. "Physical Education Teachers’ Strategies and Challenges in Instructional Delivery in the Post Pandemic Era." International Journal of Social Learning (IJSL) 4, no. 2 (2024): 142–56. http://dx.doi.org/10.47134/ijsl.v4i2.194.

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The study explores the physical education teachers’ strategies and challenges in instructional delivery in the post-pandemic era. The study used qualitative research design using phenomenological approaches. Ten physical education teachers participated in the survey to share their experiences delivering instructions in the post-pandemic era. Codes and themes were transcribed in the study. Based on the study, the following themes have emerged: technology-based instructions, differentiated teaching strategies, socio-emotional preparedness, and engagement of students. Based on the findings, as part of the change, teachers are expected to develop their instructional practices further and keep up with the trend of delivering quality education services. As teachers improve and enhance their practices in providing instructions, they experience challenges that serve as an avenue of learning and upskilling their strategies as well as their mechanisms of teaching in the post-pandemic era. Thus, integrating technology and upskilling the knowledge and skills in instructional delivery must be prioritized in the ever-changing educational landscape.
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Dissertations / Theses on the topic "Instructional Challenges"

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Tshazibana, Vukile Shadrack. "Challenges of instructional leadership in historically disadvantaged schools in South Africa." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1016059.

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The research presented in this thesis investigates challenges faced by principals in historically disadvantaged schools in terms of their role as instructional leaders facilitating the implementation of curriculum policies. The study consists of two parts. The first study sampled 25 school principals, 80 teachers and 11 department of education officials from the Uitenhage and Port Elizabeth education districts in the Eastern Cape. Data obtained in the first study were generated by administering a pen-and-paper questionnaire and individual interviews to selected participants. The second study employed an online questionnaire that was open to principals, teachers and departmental officials in all provinces of South Africa in order to generate data over as wide a geographic range as possible. Mixed methods were used to analyse the qualitative and quantitative data from the two studies. Thematic analysis techniques were employed to categorise qualitative data and the quantitative data were subjected to analytical techniques to provide descriptive and inferential statistics. The data revealed that school principals view themselves as change agents who should be in the forefront of change and curriculum implementation, and that they believe that they know what is expected of them in this regard. However, they recognise that they are not adequately prepared for the task of instructional leadership. The data also suggest that teachers have expectations that principals should be trained in instructional leadership and work closely with departmental officials in order to provide guidance and leadership at school level to address their professional needs. Problems related to capacity and skills of subject advisors and other district officials were revealed by the study. These issues are generally and informally recognised, but have not been formally raised within the Department of Education. The findings of the study also highlight the fact that, after nearly two decades in the new political dispensation, there are still vast differences within the South African schooling system between school types. These differences are most evident between ex-Model C schools and historically disadvantaged ex-DET schools, and it is recognised that principals in ex-DET schools need support tailored to their particular circumstances and context. The findings in this study support the notion that much needs to be done in South Africa in terms of empowering school principals; especially those from historically disadvantaged schools. The data provide insights into some of the constraints of local context, which enables better understandings of the challenges of instructional leadership in historically disadvantaged schools. These understandings should be of value when considering strategies to support principals in their role of instructional leaders.
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Retchko, Leslie Bowen. "An Examination of Teachers' Reading Instructional Challenges in an Alternative School Setting." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1575.

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In a suburban alternative school, educators of at-risk students reading below grade level often struggled to provide effective reading instruction. As a result, these students were likely to continue to experience academic difficulties, which could limit their career options and their opportunities to contribute to the betterment of society. This study addressed the gap between reading strategies teachers actually used in the classroom and the reading strategies they learned during professional development. The research questions focused on the instructional challenges teachers experienced while working with struggling readers in an alternative school setting. Mastery learning theory and the adult adragogical theory were used in this case study to explore experiences of 6 teachers concerning the use of reading strategies in an alternative middle school setting. Data were collected with interviews, observations, and from archival work samples. Findings revealed that for teachers serving in an alternative school setting, there was a need for additional strategy-related support for struggling readers, collaborative professional development with a focus on literacy, and teacher acquisition of vocabulary and comprehension strategies. The resulted project consists of a data-driven professional development program designed to help instructors teach reading strategies to assist struggling student readers. This project contributes to positive social change through a targeted implementation of instructional literacy practices that teachers in all content areas can use to help struggling readers in an alternative school settings to experience greater academic success.
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Marshall-Stuart, Debra-Dreana. "Blended Learning as an Instructional Strategy to Improve Academic Performance." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5501.

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Higher education institutions in Barbados have introduced blended learning as a strategy to improve students' academic performance and achievement. Despite the implementation of blended learning, the poor student performance and outcomes persist. The purpose of this qualitative case study was to explore how teaching processes and practices at the institution have influenced blended learning to improve student achievement. A social constructivist framework was used to guide the study. The research question addressed the practices and processes used by teachers to increase student learning and performance in a blended learning environment. Data collection involved semistructured interviews with 6 teachers from the study site. Lean coding analysis yielded 4 themes: student engagement, student success, pedagogical and technological challenges, and teacher professional development. Findings were used to create a teacher professional development program for local stakeholders with an emphasis on pedagogical best practices and processes for creating and sustaining an effective blended learning environment. Findings may be used to improve student engagement and academic success at the study site.
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Campbell, Richard Cory. "Primary Teachers' Perspectives on iPad Integration: Barriers, Challenges, and Successes." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3024.

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Despite the rapid expansion of mobile technologies in K-12 schools, recent research has shown that many teachers are ill prepared to take advantage of these new tools. This study was designed to address the problem of lack of effective iPad integration in primary classrooms at an international school in South Korea. The purpose of this case study was to examine primary teachers' perceptions of the implementation of an iPad initiative begun in 2012. Framed by Koehler and Mishra's technological pedagogical content knowledge model (TPACK), the study was guided by research questions that involved teachers' perceptions of the barriers, challenges, and successes regarding iPad implementation in the primary classroom. A purposeful sample of 5 K-2 teachers who use iPads in the classroom was chosen. The case study design entailed semi-structured interviews, classroom observations of each participant, and examination of teachers' lesson plans. Data were coded and analyzed using inductive analysis based on components of a conceptual logic model. Credibility and trustworthiness were ensured through member checking and triangulation of data. Results showed lack of experience, collegial support, and iPad-specific training as barriers and future preparation for teachers as a challenge. Successes were demonstrated through formative assessments and digital portfolios. The resulting project was a comprehensive professional development plan to provide primary teachers with the knowledge and skills to implement technology in the classroom and ongoing support to develop a professional technology learning network. In terms of broad social change, this research and project might provide insight to better prepare educators to make the best use of integrated learning technologies for efficient and effective teaching and learning in classrooms.
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Clarke, Anne-Marie. "A digital narrative inquiry with teachers developing instructional digital stories : opportunities and challenges." Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.706290.

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Technology was highlighted by the Organisation for Economic Co-operation Development and the United Nations Educational Organisation as an important feature in teacher professional development. Both Organisations stressed the importance of teachers having pedagogical understanding of its uses rather than simply being trained to integrate it into classroom practice. The Teaching Council of Ireland responded to this by developing policy on the Continuum of Teacher Education (CPD), aimed at enabling teachers to develop innovative methodologies including technology integration. This inquiry builds on in-school CPD using a framework known as Technology, Pedagogy and Content Knowledge (TPACK) within a situational learning environment. The methodological approach is positioned within digital narrative inquiry concentrating on the narration of four teachers across the curriculum. The design comprises two forms of story by each teacher as data. The first is an instructional digital story for use in a curriculum lesson, while the second is a reflection on the experience of creating and using the instructional digital story. Each teacher's narrative is presented after using a thematic analysis in relation to the TPACK framework, challenges and opportunities. The findings indicate professional development of learning a new technology tool such as Digital Story depends on a teachers ability to see a clear connection between the technology and content as well as its pedagogical uses. The style of instructional story created by each teacher is influenced by personal belief in the value of storytelling for instruction and the appropriateness of its use in certain areas of the curriculum. Common challenges focused on time needed to create, use of personal voice recordings and image selection. Rewards indicated increased self efficacy, greater student engagement and acceleration of learning. The situational learning environment developed enthusiasm to create future Digital Stories and aroused interest from other teachers in the school.
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Anthony, Kenneth Vance. "Educational counter culture motivations, instructional approaches, curriculum choices, and challenges of home school families /." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-03312009-154857.

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Rudolph, Godfrey. "Instructional technology for the teaching of novice programmers at a university of technology." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/1401.

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Dissertation submitted in fulfilment of the requirements for the degree of Master of Information Technologyin the Department of Information Technology in the Faculty of Informatics and Design Cape Peninsula University of Technology<br>Learning computer programming can be fun, challenging and improve problem solving which is a useful ability in general. A teaching-learning environment with a strong emphasis on problem solving promotes social behaviour and discloses the personal benefits that individuals working in almost any Information Technology position can get from programming knowledge. This research project is looking at the challenges experienced by novice programmers and the negative effect it has on the student and the university. This study will address the knowledge and skills needs of programming students and the challenges for students and educators to evolve from traditional to technology-supported teaching and learning. Computer programming is a cognitively challenging subject and good instructional strategies are important in providing the student with optimal learner support. Novice programmers often struggle to understand how a computer executes a program, which impacts negatively on the delivery of the subject and throughput rates. The majority of first year Information Technology students at Cape Peninsula University of Technology are novice programmers and lack strong logic and reasoning as well as other Information Technology skills that can facilitate their interpretation and application of key concepts in programming. These challenges and negative impact on the academic development of programming students have therefore forced the researcher to investigate innovative teaching strategies and/or instructional technologies that can facilitate novice programmers in learning the basic programming concepts. The purpose of this on-going study is to enhance the traditional method of teaching and the understanding of the problems experienced by novice programmers. This study attempts to respond to the question of what the tentative design principles of instructional technology are that can be used to facilitate novice programmers’ understanding of programming concepts. A mix methodology was considered but at the end a qualitative approach was employed. Multiple sources of data gathering, which include participant observations, video recording, a questionnaire, and document analysis, were used as research instruments. The findings, relative to providing a basis for finding a mechanism to help our first year students to cope with the abstract concepts of programming, reflected the literature review. Other key findings included:  Students have little or no prior computer or programming experience  Student population is diverse in terms of computer skills and programming knowledge  Visualization will help reduce the difficulties in writing programs The overall outcomes of this study suggest that:  Good programming examples that include games should be used  Students must be given the opportunity to be more active in their learning.  Computerized assistants should be provided for novice programmers  A visualization tool similar to Scratch should be considered  A basic background in Mathematics is recommended
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Baum, Katie Corinne. "A Qualitative Study of Instructional Practices for English Learners in Elementary Mathematics." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7598.

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It is important for elementary teachers to provide quality mathematics instruction for English Learner (EL) students to close achievement gaps. Elementary mathematics teachers in the Keystone School District were struggling to implement instructional practices for EL students in mathematics as evidenced by communications with teachers, administrators, and documents from the state-required action plan. The purpose of this study was to explore the instructional practices and the challenges encountered by teachers related to providing mathematics instruction for ELs. The Sheltered Instruction Observation Protocol Model served as the conceptual framework. The research questions focused on the instructional practices that teachers were implementing related to building background knowledge, student interactions, application, and teacher challenges. This study used a qualitative case study design with data being collected through interviews and observations of 8 teachers in 1st through 5th grades. Data analysis was conducted by coding and thematic analysis. The results showed a gap in practice related to supporting ELs during mathematics interactions and measures of accountability. Teachers reported challenges related to the lack of accurate assessments and appropriate instructional resources for ELs in mathematics. Based on the findings of this project study, a professional development program was developed to provide teachers with the knowledge, skills, and resources to support EL students in mathematics. This study has implications for positive social change by preparing teachers to provide effective mathematics instruction for EL students through the professional development program as well as informing future district decisions related to EL students in mathematics.
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Sahinkayasi, Hamide. "Contributions And Challenges Of Cognitive Tools And Microteaching For Preservice Teachers&#039." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/2/12610597/index.pdf.

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This study aimed to investigate the potentials of two cognitive tools for instructional planning (Instructional Planning Self-reflective Tool, IPSRT, and Constructivist Planning Self-reflective Tool, CPSRT) and microteaching in gaining instructional planning and teaching skills for preservice teachers. The participants were 51 fourth year students in Computer Education and Instructional Technology program. The study is an action research with three main foci. The first focus of this study aimed at investigating contributions and challenges involved in the use of the cognitive tools for instructional planning with tutoring from the instructor. More specifically, to what extent the preservice teachers followed these tools during this process, the effects of these tools on preservice teachers&rsquo<br>self-efficacy, the perceived instrumentality regarding instructional planning, and the perceived contributions and challenges presented by these tools were focused. Both tools were introduced to the two sections, in different orders within four weeks. The data for this focus were collected by means of questionnaires, interviews and documents (lesson plans). This focus revealed that<br>expect for writing objectives, the participants could make instructional plans according to the IPSRT. They could also follow the CPSRT to design the instructional goal, required characteristics of learning activities and the assessment. Both tools were found to significantly increase their initial self-efficacy beliefs. They found CPSRT more flexible, while IPSRT easier and more helpful. This focus indicated that IPSRT and CPSRT can be used as supportive tools in preservice teachers&rsquo<br>gaining instructional planning skills. If both tools were used, it would be better to introduce IPSRT at first and then CPSRT. The second focus of this study was to explore the contributions and challenges of microteaching activities regarding preservice teachers&rsquo<br>instructional planning and teaching skills. The microteaching activities took eight weeks. Throughout this phase, each student planned a 20-minute microteaching with tutoring from the instructor and performed it in the classroom. The performers were formatively evaluated through a microteaching assessment form by the instructor, the teaching assistants and some preservice teachers. Then the performers made a self-reflection assignment about their microteaching performance, considering those evaluations. In the following semester, 15 participants&rsquo<br>perceptions about the contributions and challenges posed by microteaching activities for their instructional planning and teaching skills were obtained through interviews. More specifically, their perceptions about the microteaching planning process with tutoring, performing microteaching, formatively assessing peers&rsquo<br>microteaching performances, being assessed by peers, and doing self-reflection assignment were analyzed. This focus revealed that although preservice teachers perceive microteaching activities as valuable experiences, microteaching would be more beneficial if the pupils were real ones, not their class-mates. The third focus was to investigate the effects of the cognitive tools and microteaching activities on preservice teachers&rsquo<br>lesson planning and teaching skills in their field teaching. For this aim, 12 participants&rsquo<br>field teaching lesson plans and their performance assessments were analyzed. It was found that many of them preferred using the Microteaching Planning Guide and they had no difficulty in their lesson planning. As to field teaching performance, the analyses of the assessment forms showed that a majority of them performed successfully. Besides, most of them were observed not to have anxiety during field teaching. This focus showed that these cognitive tools and microteaching activities could improve preservice teachers&rsquo<br>self-confidence in lesson planning and teaching skills in real class environment. Considering to meeting the need for better qualified teachers, this study promised that applying these cognitive tools and microteaching model in schools of teacher education is likely to contribute to the instructional planning and teaching skills of preservice computer teachers. This study also offers suggestive implications for how to improve teaching methods courses with the two cognitive tools and microteaching, as well.
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Wagner, Teri Renee. "Students' and Teachers' Perceptions of the Benefits and Challenges of Design-based Learning in a Middle School Classroom." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/47798.

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This research explores how design-based learning can be used as a pedagogical strategy in K-12 classrooms to foster students' 21st century skills in such areas as communication, collaboration, and critical thinking. The research aims to identify what students and teachers who participated in a design-based learning environment perceived to be the benefits and challenges of the project. The findings are used to suggest strategies that can be used to capitalize on the benefits and mitigate the challenges of the strategy. This research employs a multiple case study methodology to investigate the unique perspectives of three audiences who participated in the study: (1) an eighth grade English teacher, (2) an eighth grade social studies teacher, and (3) fifty eighth grade students. It gives a detailed description of the results of post-implementation interviews during which participants reported on what they perceived to be the benefits and challenges of the project. The results of the interviews are utilized as the primary data source for the findings. The study reveals that a majority of the participants perceived that students benefitted from the environment. They gained skills in communication and collaboration, developed the ability to empathize by exploring multiple perspectives, gained real-world experience that prepared them for their future by solving problems they identified in their immediate world, and gained knowledge and skills from a variety of disciplines. The teachers also benefitted from the environment in that they gained a new respect for their students' skills and abilities, explored and re-defined their own pedagogical philosophies, and improved their own design thinking skills. While participants reported multiple benefits to the learning environment, they also acknowledged several challenges. Time was a challenge for everyone involved. Teachers perceived keeping students motivated when they faced ambiguity and assessing students to be a challenge. They also noted that administrative support for design-based learning is a challenge that must be overcome in order for wide-scale adoption to be realized. While students also identified many challenges to the environment, they consistently acknowledged that the challenging aspects - communication, collaboration, exploring multiple perspectives, managing real-world constraints, and critical thinking - were ultimately beneficial. The findings translate to an overarching message that design-based learning is hard, but it's worth it.<br>Ph. D.
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Books on the topic "Instructional Challenges"

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Czerkawski, Betul Ozkan. Free and open source software for e-learning: Issues, successes, and challenges. Information Science Reference, 2010.

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Gallenstein, Nancy L. Mathematics for all: Instructional strategies to assist students with learning challenges. Association for Childhood Education International, 2010.

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Carrol, Joy, and Kniep Willard M, eds. The International development crisis & American education: Challenges, opportunities, and instructional strategies. Global Perspectives in Education, 1987.

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Barretto, Ogilvie A., and Washington (State). Superintendent of Public Instruction., eds. The Philippines: Challenges for the 1990s : a high school instructional unit. Superintendent of Public Instruction, 1991.

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Barretto, Ogilvie A., and Washington (State). Superintendent of Public Instruction., eds. The Philippines: Challenges for the 1990s : a high school instructional unit. Superintendent of Public Instruction, 1990.

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Ozkan, Betul. Free and open source software for e-learning: Issues, successes, and challenges. Information Science Reference, 2010.

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National Endowment for the Humanities and National Endowment for the Humanities. Office of Challenge Grants, eds. Challenge grants: Guidelines and application instructions. National Endowment for the Humanities, Office of Challenge Grants, 1987.

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Doiz, Aintzane, David Lasagabaster, and Juan Manuel Sierra. English-medium instruction at universities: Global challenges. Multilingual Matters, 2012.

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1937-, Feldman Kenneth A., and ERIC Clearinghouse on Higher Education., eds. Taking teaching seriously: Meeting the challenge of instructional improvement. ERIC Clearinghouse on Higher Education, Center for Policy Studies, Graduate School of Education and Human Development, the George Washington University, 1995.

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1937-, Feldman Kenneth A., ERIC Clearinghouse on Higher Education., and Association for the Study of Higher Education., eds. Taking teaching seriously: Meeting the challenge of instructional improvement. Graduate School of Education and Human Development, George Washington University, 1995.

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Book chapters on the topic "Instructional Challenges"

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van den Bosch, Karel, Tjeerd Schoonderwoerd, Romy Blankendaal, and Mark Neerincx. "Six Challenges for Human-AI Co-learning." In Adaptive Instructional Systems. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22341-0_45.

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Tanaka, Alyssa, Jeffrey Craighead, Glenn Taylor, and Robert Sottilare. "Adaptive Learning Technology for AR Training: Possibilities and Challenges." In Adaptive Instructional Systems. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22341-0_12.

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Sottilare, Robert A. "AIS Challenges in Evaluating the Selection of Learner Interventions." In Adaptive Instructional Systems. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05887-5_8.

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Krauss, Christopher, Louay Bassbouss, Max Upravitelev, et al. "Opportunities and Challenges in Developing Educational AI-Assistants for the Metaverse." In Adaptive Instructional Systems. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-60609-0_16.

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Janssen, Rob, Martin Lind, Lars Engebretsen, et al. "Pediatric ACL Injuries: Treatment and Challenges." In ESSKA Instructional Course Lecture Book. Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-56127-0_17.

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Zaslavsky, Orit. "The Explanatory Power of Examples in Mathematics: Challenges for Teaching." In Instructional Explanations in the Disciplines. Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0594-9_8.

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Bofferding, Laura. "Challenges of Promoting Conceptual Change with Instructional Contexts." In Research in Mathematics Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90692-8_7.

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Buchner, Josef, and Michael Kerres. "Applying Instructional Design Principles on Augmented Reality Cards for Computer Science Education." In Addressing Global Challenges and Quality Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57717-9_48.

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AbstractIn this article we describe Augmented Reality (AR) cards for computer science education that were created in the PCBuildAR project. From a technological point of view, we use marker-based AR for the cards so that students can learn and practice at any time with their smartphones. The instructional approach is based on the components content, construction and communication (3C model). The content ensures the acquisition of knowledge, which then is applied via problem-based learning activities (construction). Communication not only takes place between learners, but also with teachers.All materials will be available as open educational resources after the project is completed.
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Özdoğru, Asil Ali. "Revisiting Effective Instructional Strategies for Twenty-First-Century Learners." In Educational Theory in the 21st Century. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_8.

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AbstractRapid changes in the society and technology of the twenty-first century world have brought unique challenges for humanity. This chapter summarizes some of the strategies and support systems for effective learning and teaching in the twenty-first century in addressing some of these challenges. Learning is a dynamic process that is supported by the mechanisms of memory and reasoning as well as an individual’s mindset, habits, goals, and motivation. Theories and research imply that learning is not only a cognitive process but also a social-emotional process that takes place environmentally and culturally across one’s lifespan. Strategies to foster effective learning and teaching should pursue developing a process that is more active, authentic, collaborative, creative, interactive, personalized, relational, and self-regulative. Effective instruction is centered on the learner and knowledge, promotes conceptual understanding and metacognition, and utilizes assessment and technology in alignment with the instructional objectives. Productive instructional strategies used in a caring and supportive environment embedded in service and support systems foster learners’ cognitive, social, and emotional development.
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Rothwell, Susan L. "Librarians and Instructional Design Challenges." In Multicultural Instructional Design. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch013.

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The purpose of this chapter is to provide a conceptual and practical perspective on instructional design problems that librarians face, from the perspective of design research. Librarians see increasing need to provide instruction to their users in new ways and on new topics as the world becomes digital and global in nature. The expanding instructional role of librarians requires instructional design skills. However, many librarians have little formal training on instructional design, leading to concerns and confusion about instructional design skills, problems and processes. This chapter discusses design, instructional design issues, concerns and problems (typical and specific to librarians), and explores a conceptual framework to support flexible instructional design based upon the concept of design as a discipline. Examples, recommendations and supporting resources are included.
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Conference papers on the topic "Instructional Challenges"

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Magnusson, Camilla. "Instructional Coaching in Professional Development: Challenges to Implementation of Scaffolding Elements in Secondary Literacy Instruction." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1890843.

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Richiteanunastase, Elenaramona, Camelia Staiculescu, and Corina Cace. "CHANGES IN ADULT INSTRUCTIONAL DESIGN PARADIGM." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-046.

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Instructional design/ designing training activities for adults is an activity that requires the anticipation of the steps that will be covered in the training process. This includes anticipating the objectives, content, methods, resources and assessment instruments in the context of a training activity. The analysis of the main instructional design models highlights a paradigm shift in the design training activities for the adults through a shift from product-centered design models (centered on the learning outcomes), to process-centered models (centered on the components of the training process) and mixed models (centered on the learning outcomes but also on the pedagogical conditions in which they occur). Based on this categorization, the paper covers the most common instructional models of design used in adult education: taxonomic models centered on the learning objectives - B. Bloom, L. Anderson, Krathwohl, E. J Simpson, T.S Baldwin, process-centered models - ADDIE model, Kemp model, mixed models –Merrill, Gagne and adaptive instruction models. The models of instructional design are covered in a critic but constructive manner, following their advantages and disadvantages and their possibilities for implementation. In the final part of the paper we address to the need of conceptualization of the concept of \\\"blended learning” and the need to develop a specific instructional design model in the light of the new perspectives and challenges that may appear. Blended learning is used to describe a solution that combines several different delivery methods or the learning that mixes various forms of organizing activities such as face-to-face classrooms, e-learning, and self-paced learning.
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Kalynovska, I. М., and E. К. Koliada. "Peer assessment as an instructional method in academic writing." In PHILOLOGICAL SCIENCES, INTERCULTURAL COMMUNICATION AND TRANSLATION STUDIES: AN EXPERIENCE AND CHALLENGES. Baltija Publishing, 2021. http://dx.doi.org/10.30525/978-9934-26-073-5-2-67.

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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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Bhengu, Thamsanqa Thulani, and Bongani Nhlanhla Mkhize. "ENACTING INSTRUCTIONAL LEADERSHIP IN MULTIPLE DEPRIVED SCHOOL CONTEXTS: CHALLENGES AND POSSIBILITIES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0154.

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Egloffstein, Marc, and Dirk Ifenthaler. "Modularizing MOOCs for Professional Learning: Prospects and Challenges for Instructional Design." In 2023 IEEE Learning with MOOCS (LWMOOCS). IEEE, 2023. http://dx.doi.org/10.1109/lwmoocs58322.2023.10305982.

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"BEYOND THE HYPE: CHALLENGES TO IMPLEMENTING INSTRUCTIONAL TECHNOLOGY IN HIGHER EDUCATION." In 17 th International Conference on e-Learning and Digital Learning (ELDL 2023) and 11th International Conference on Sustainability, Technology and Education (STE 2023). IADIS Press, 2023. http://dx.doi.org/10.33965/el_ste2023_202303l007.

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Alfin, Jauharoti, Alfy Lautan Nadhiroh, Mas Khasila Imani, and Ulfa Vadhilah. "The Challenges of Pre-Service Teacher in Creating Visual Instructional Media." In International Conference on English Language Teaching (ICONELT 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.059.

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Larbi-Cherif, Adrian. "Insights Into Opportunities and Challenges for Mathematics Instructional Improvement in Turnaround Systems." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1581316.

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Yoo, Jae-Un. "Fostering Data Literacy in High School Science Classrooms: Learning and Instructional Challenges." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1687431.

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Reports on the topic "Instructional Challenges"

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MacDougall, Ruby. Teaching with Streaming Video: Understanding Instructional Practices, Challenges, and Support Needs. Ithaka S+R, 2023. http://dx.doi.org/10.18665/sr.318216.

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Means, Barbara, Vanessa Peters, Julie Neisler, Korah Wiley, and Rebecca Griffiths. Lessons From Remote Learning During COVID-19. Digital Promise, 2021. http://dx.doi.org/10.51388/20.500.12265/116.

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The abrupt transition to remote instruction in response to COVID-19 posed significant challenges for both students and instructors. This report provides data on the prevalence of the different kinds of challenges college students faced during the shift to remote instruction and the nature of spring 2020 courses from the perspectives of both students and instructors. These descriptions are complemented by survey data on the prevalence of online instructional practices that are generally recommended in the online learning literature and analyses of the relationship of these practices to student satisfaction with their course. This report describes findings from two research activities conducted concurrently: a survey of a nationally representative sample of over 1,000 undergraduates who were taking online courses that included in-person meetings when they began and had to switch to entirely remote instruction; and qualitative descriptions of 29 courses offered by 10 institutions, based on interviews and focus groups with students and instructors.
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Díaz Gamboa, Juliana Andrea. Institutional Strengthening in Technological Competencies and Instructional Design to Address the Educational Challenges Presented by COVID-19 at ÚNICA. Institución Universitaria Colombo Americana, 2025. https://doi.org/10.26817/paper.31.

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The study investigated how the implementation of professional development (PD) programs has influenced the pedagogical practices of UNICA teachers during their synchronous sessions. The research question focuses on revealing what those practices are after one year of participating in the PD programs of digital tools and innovative didactic methodologies during 2020 and 2021. The methodology used is qualitative, as recommended by Cresswell (2012), to explore specific phenomena in the educational field from an in-depth perspective. The participants in this study were 24 teachers from the institution who faced the challenge of transitioning to online teaching without prior experience. The results indicate that ÚNICA teachers integrated various technological tools and the SOFLA (Synchronous Online Flipped Learning Approach) (Marshall &amp; Kostka, 2023) to enrich synchronous sessions from a didactic perspective. The tools used included TEAMS, WhatsApp, Meet, Zoom, and Blackboard Collaborate, which were widely adopted to facilitate real-time communication and collaboration. Additionally, applications like Google Docs, Padlet, Quizziz, and Mentimeter were used to encourage active student participation, allowing for greater interactivity and dynamism in classes. The impact of these PD programs was significant, as they not only improved teachers' technological skills but also transformed their pedagogical practices. Teachers adopted them to adapt to the educational demands imposed by the pandemic, resulting in enhanced interaction and collaboration in synchronous classes. The research concludes that the implementation of these programs was crucial for effective and participatory teaching.
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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 ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.
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Dassanayake, Wajira, Gayani Hewagama, and Sarah E. Kirk. Asynchronous Instructional Videos During COVID-19 Emergency Remote Teaching: Student Experiences Within a New Zealand ITP. Unitec ePress, 2021. http://dx.doi.org/10.34074/ocds.088.

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The COVID-19 pandemic created unprecedented challenges for tertiary education institutions worldwide. The crisis placed enormous pressure on educational institutions as they were required to pivot suddenly to teaching fully online. In New Zealand, Tertiary Education Organisations (TEOs) were forced to close on Wednesday 25 March 2020 after New Zealand moved to Alert Level 4, necessitating the sudden implementation of online teaching. The purpose of this study is to investigate the effectiveness of pre-recorded instructional videos in three selected courses taught by a tertiary education institution, a member of the Institutes of Technology and Polytechnics (ITPs) New Zealand.
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Pitsia, Vasiliki, Sarah McAteer, Grainne McHugh, and Emer Delaney. PIRLS 2021: Exploring the contexts for reading of primary school pupils in Ireland. Educational Research Centre, 2024. http://dx.doi.org/10.70092/1691824.1024.

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This report presents a detailed examination of reading literacy among primary school pupils in Ireland, focusing on the relationships of a wide range of contextual factors with pupils’ reading achievement. Drawing on data from the 2021 cycle of the Progress in International Reading Literacy Study (PIRLS), it delves into the demographic backgrounds and home environments of pupils, as well as their wellbeing, reading behaviours and attitudes, and digital attitudes. The report also explores the characteristics of teachers, their instructional approaches, the challenges they encounter in reading instruction, including challenges related to remote teaching and learning during the COVID-19 pandemic, and the composition, resources, and climate of schools. Key trends and international comparisons are presented, offering a global perspective on Ireland’s educational standing.The findings are interpreted in light of national education policies and initiatives, particularly the National Strategy to Improve Literacy and Numeracy (2011-2020), and consider the profound impact of the COVID-19 pandemic on education. By identifying critical factors associated with reading achievement, the report provides essential insights into future policy directions and educational practices necessary to support and enhance literacy development in Ireland. It emphasises the importance of addressing inequalities in achievement, ensuring equitable access to educational resources, and adapting to the evolving needs of pupils in a post-pandemic educational environment.
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Lavadenz, Magaly, Linda Kaminski, and Elvira Armas. San Juan Unified School District Newcomer Support: Promising Practices. Center for Equity for English Learners, 2023. http://dx.doi.org/10.15365/ceel.sjusd2023.

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This report was developed through a partnership between the Policy Analysis for California Education (PACE) Newcomer Research-Practice-Policy Partnership and the Center for Equity for English Learners (CEEL) at Loyola Marymount University (LMU). It presents a case study that identifies promising practices for newcomer education implemented in San Juan Unified School District (SJUSD), one of 12 local educational agencies (LEAs) funded under the California Newcomer Education and Well-Being (CalNEW) project between 2018 and 2021. The case study was conducted during a 2022 summer program for recently arrived immigrant students. Using interviews with 32 school and community leaders and educators, a review of 65 program documents, and observations of 15 classrooms using a tool focused on effective instructional practices for newcomer education, four overarching themes that illustrate promising practices are identified a) building on community cultural wealth, b) leveraging multiple and differentiated resources, c) developing educator capabilities to teach and support newcomer students, and d) designing newcomer program and placement practices. Findings also reveal three overarching challenge areas faced in program implementation including a) grappling with conflicted ideologies, b) ongoing curricular needs and instructional supports for newcomer students, and c) building a comprehensive ELD program design. Based upon the findings for promising practices and challenges, the authors propose three implications for building effective systems to support newcomer students a) sustain newcomer program commitments, b) uphold assets-based narratives about immigrant /refugee students and communities, and c) strengthen local, state, and national newcomer education policy coherence.
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Sitabkhan, Yasmin, Aida Alikova, Nurgul Toktogulova, Adema Zholdoshbekova, Wendi Ralaingita, and Jonathan Stern. Understanding Primary School Teachers’ Mathematical Knowledge for Teaching. RTI Press, 2024. http://dx.doi.org/10.3768/rtipress.2024.rr.0052.2409.

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We present the results from an exploratory study that aimed to measure teachers’ specialized knowledge in early mathematics during a pilot of an educational intervention using the Foundational Mathematical Knowledge for Teaching (FMKT) survey. The survey was administered to 323 teachers in the Kyrgyz Republic in 2021. We delve into survey results at two timepoints (pre- and post-intervention) to showcase the areas in which the intervention was successful and identify ongoing challenges in teacher knowledge. We found that the FMKT provided detailed, specific information on teacher learning and is an example of one way to center teacher knowledge in an instructional intervention.
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Schank, Patti, Christopher Barth, Valerie Crawford, London Jenks, Kelly Powers, and Judi Fusco. Classroom Discourse. Digital Promise, 2025. https://doi.org/10.51388/20.500.12265/250.

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This primer explores student-centered classroom discourse, examining its benefits and challenges and providing strategies for effective implementation. It emphasizes the shift from traditional "Initiation-Response-Evaluation" patterns to interactive approaches that enhance engagement, deeper processing, reasoning skills, and active listening. The primer discusses many social and cognitive advantages of discourse, methods to motivate participation, and the importance of establishing a safe environment where all students feel valued. The document discusses various methods like "accountable talk" and "exploratory talk," highlights the crucial role of teachers in modeling effective talk moves and setting clear expectations, and addresses challenges such as unequal participation and power dynamics. Practical strategies like establishing ground rules, planning thought-provoking questions, using diverse talk formats, and incorporating talk moves are provided. The primer concludes with resources and a high-level instructional plan for fostering productive classroom discussions.
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Carter, Sara, Jane Griffin, Samantha Lako, Cheryl Harewood, Lisa Kessler, and Elizabeth Parish. The impacts of COVID-19 on schools’ willingness to participate in research. RTI Press, 2024. http://dx.doi.org/10.3768/rtipress.2024.rb.0036.2401.

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COVID-19 had significant impacts on the field of education and, in turn, on school-based research. During this unprecedented time, nearly all schools closed, disrupting learning as schools shifted to a virtual format. Addressing the lasting effects of school closures is a major challenge in the post-pandemic education climate. Educators indicate these challenges have limited their willingness or ability to participate in research. We analyzed over 700 reasons for refusal in four recent education studies to examine the effects of COVID-19 on school-based research. About 4% of education leaders cited COVID-19 as the primary factor impacting their unwillingness to participate, while related factors such as learning loss, instructional time, or teacher shortage were cited approximately 16%. Over 40% of schools declined because of required testing and surveys. Given the voluntary nature of participation, the remaining schools declined for various reasons not necessarily related to COVID-19. Insufficient participation can be detrimental to research by impacting the quantity and quality of data collected and possibly introducing bias into the data, thus skewing findings. In the post-pandemic era, school-based researchers must be mindful of the challenges schools face and develop mitigation strategies to contend with the reluctance to participate in external research.
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