To see the other types of publications on this topic, follow the link: Instructional Challenges.
Journal articles on the topic 'Instructional Challenges'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Instructional Challenges.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Pecson, Ryan R., and Joshua R. Sarmiento. "Student Teaching and Instructional Materials in the 21st-Century Classroom: A Literature Review." Indonesian Journal of Teaching in Science 5, no. 1 (2024): 55–60. https://doi.org/10.17509/ijotis.v5i1.82628.
Full textAbstract:
Student teachers are expected to use various instructional materials to deliver quality instruction in the 21st century. The present study is a literature review on student teachers' use of instructional materials in their internship program. Five relevant studies are reviewed based on the PRIME model proposed by the researchers. Results indicate six themes, including (i) the importance of teaching practicum and instructional materials, (ii) types of instructional materials used, (iii) benefits of using instructional materials, (iv) challenges in using instructional materials, (v) solutions and effective use of instructional materials, and (vi) preparedness and exposure of student teachers to instructional materials. The review emphasizes the importance of instructional materials for enhancing student teachers' practicum experiences and notes benefits like improved effectiveness and catering to diverse learning styles. To overcome challenges such as limited access and insufficient student knowledge, comprehensive preparation, understanding student backgrounds, aligning materials with learning outcomes, and continuous support are recommended as part of the enhanced pre-service training.
12
JORDEN, ELEANOR H., and A. RONALD WALTON. "Truly Foreign Languages: Instructional Challenges." ANNALS of the American Academy of Political and Social Science 490, no. 1 (1987): 110–24. http://dx.doi.org/10.1177/0002716287490001008.
Full text
13
Bober, Marcie J. "The challenges of instructional accountability." TechTrends 48, no. 4 (2004): 48–51. http://dx.doi.org/10.1007/bf02763444.
Full text
14
Magtulis, Grazel, and Siony Brunio. "Challenges and Coping Strategies of Science Teachers Handling Non-Specialized Subjects." Psychology and Education: A Multidisciplinary Journal 40, no. 8 (2025): 1105–21. https://doi.org/10.70838/pemj.400808.
Full textAbstract:
In modern education, science instruction has shifted toward an integrated curriculum that combines concepts from various disciplines, such as Physics, Chemistry, and Biology. As a result, science teachers, often trained in a specific field of expertise, are now embracing a broader scope of instruction to effectively deliver interdisciplinary lessons. This study explored the challenges science teachers encountered when handling non-specialized subjects and their strategies to cope with these challenges. The descriptive-correlational design explored the challenges and coping strategies of science teachers teaching non-specialized subjects in secondary schools in Bagumbayan, Sultan Kudarat. The respondents were the thirty-two (32) science teachers of secondary schools in Bagumbayan, Sultan Kudarat, for School Year 2024-2025. Science teachers encountered considerable challenges when teaching non-specialized subjects, particularly in terms of professional development and institutional support. The lack of school-based assistance and the need for innovative instructional strategies were the most pressing concerns, while confidence in delivering complex concepts was a moderate challenge. Among coping strategies, adaptive teaching methods and resourcefulness in instructional material development were the most commonly employed. Professional collaboration and continuous learning also played crucial roles in helping teachers navigate these challenges. Regression analysis indicated no significant direct relationship between challenges and coping strategies. However, teaching experience, specialization, and grade level taught showed a moderate positive correlation with the coping mechanisms used by educators. Proposed interventions such as teacher exchange programs, interdisciplinary training, and peer mentoring were identified as essential in strengthening instructional adaptability and support systems.
15
Zendler, Andreas, and Manuel Gohl. "Direct Instruction vs. Computer Simulation and their Learning Outcome in Engineering Education." International Journal of Engineering Education 1, no. 2 (2019): 91–98. http://dx.doi.org/10.14710/ijee.1.2.91-98.
Full textAbstract:
Answers to the questions of which instructional methods are suitable for school, what instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This study focuses on the empirical examination of learning outcome in engineering educationwith respect to two instructional methods: direct instruction and computer simulation. A CRF 2x2 design is used to control instructional method and class context. Learning outcome on bridge construction is assessed with reference to the optics of bridge and the material usage for the bridge. The empirical findings show that learning with direct instruction was superior to computer simulation.
16
Azim, Yalda. "Teaching English in Sub-Departments: Challenges and Solutions." Journal of Social Sciences - Kabul University 3, no. 2 (2025): 313–26. https://doi.org/10.62810/jss.v3i2.254.
Full textAbstract:
This study examines the challenges faced by teachers in teaching English in sub-departments. A group of English department instructors with diverse teaching experiences in sub-departments was interviewed to gain insights into the difficulties they encounter. The analysis of the collected data revealed several key challenges, including large class sizes, multi-level classrooms, outdated and insufficient teaching materials, and limited instructional time for English courses. Based on the teachers' feedback, this study proposes several solutions to improve English instruction in sub-departments. These recommendations include establishing a dedicated committee to develop a specialized curriculum, designing English for Specific Purposes (ESP) courses, providing teacher training on modern instructional approaches, and implementing peer-teaching programs where students assist in faculties with high teaching demands.
17
Rai, Ashim, and Devi Prasad Pokharel. "The Dynamics of Teachers’ Instruction in Nepali Classrooms." International Journal of Language Instruction 4, no. 1 (2025): 20–32. https://doi.org/10.54855/ijli.25412.
Full textAbstract:
Regardless of the significant role of instruction-giving in EFL classrooms in achieving lesson goals, some research in Nepal explores its impact on classroom efficiency and student participation. This paper intends to bridge this research gap by assessing the instructional strategies of English teachers. Conducted in Nepal, the research observed 15 English teachers during their lessons to assess their instruction-giving techniques. Using a mixed-methods approach, data was collected through classroom observations and analyzed both qualitatively and quantitatively. Findings reveal that repetition, board writing of key points, and demonstrations effectively reinforce instructions and aid comprehension. However, challenges remain in optimizing instruction delivery. The paper highlights the need for professional development programs that emphasize repetition, language simplification, visual aids, and demonstrations. These findings can inform teacher training modules, ultimately enhancing classroom management and student learning outcomes. This research contributes to the growing body of knowledge on instructional strategies in Nepal’s EFL/ESL classrooms.
18
Oshiogwemo, Agatha. "Use of Technological Instructional Materials for the Effective Learning of Social Studies in Building Resilient Future." DELSU Journal of Educational Research and Development 22, no. 1 (2025): 245–54. https://doi.org/10.61448/djerd22123.
Full textAbstract:
The significance of technology-based instructional materials for enhancing Social Studies instruction and creating a resilient future was examined in this article. Social Studies education plays a critical role in promoting civic competence, critical thinking, and cultural awareness. The use of traditional instructional materials in Social Studies education has been a long-standing practice, but the dynamic nature of the society has created a need to integrate technological instructional materials into the learning of Social Studies. Students who receive Social Studies education are more equipped to comprehend cultural variety, examine global challenges, and take an active role in civic life. This article examined the various forms, benefits, and effective incorporation of technological instructional materials into Social Studies instruction, highlighting the ways in which they can foster critical thinking, analysis, and knowledge application. In addition to creating immersive and dynamic learning settings, the article examined how technology-based educational tools can promote global connections, diverse perspectives, and primary sources. The challenges of combining technology with instructional materials are also covered, emphasizing the need for infrastructure, continuous evaluation, and teacher support. This article explores the significance of technological instructional materials in creating resilient future, providing insights for educators, policymakers, and scholars seeking to use technology to improve Social Studies instruction and prepare students for success in the digital age.
19
Huang, Albert H. "Challenges and Opportunities of Online Education." Journal of Educational Technology Systems 25, no. 3 (1997): 229–47. http://dx.doi.org/10.2190/de8w-da78-fh16-5k89.
Full textAbstract:
Recently, the continuing development of telecommunication technology has enabled the creation of a new form of education—online education (OLE). OLE provides the flexibility and efficiency of computer-assisted instruction as well as the individual attention and support of instructor-guided instruction. It brings many new opportunities and challenges to schools, instructors, and students. The development of OLE has significant implications for traditional education. The change of communication channels and methods subsequently change the requirements for instructional skills, learning skills, administrative services, and educational facilities. Traditional schools, instructors, and students must prepare themselves with new tools and skills to meet the new challenges.
20
Alite, Nevelle Grace V., and Marie Candy L. Celeste. "LIVED EXPERIENCES OF TEACHERS IN ENGLISH MEDIATED INSTRUCTION FOR CHALLENGED LEARNERS." Ignatian International Journal for Multidisciplinary Research 2, no. 5 (2024): 1210–31. https://doi.org/10.5281/zenodo.11194312.
Full textAbstract:
This study explores the challenges and adaptations encountered by teachers implementing English-Mediated Instruction (EMI) with challenged learners at Calinog National Comprehensive High School. Thematic analysis of narratives from EMI ensures participant confidentiality while revealing key themes: teacher frustration, adaptation of instructional strategies, and the dedication required to meet diverse student needs. The research highlights the challenges associated with language barriers in EMI classrooms, where student comprehension difficulties can lead to teacher frustration. However, the study also underscores teachers' resilience and adaptability. Themes of instructional strategy adaptation include creating engaging and inclusive learning environments, utilizing technology-based methods, and implementing differentiated instruction. The research acknowledges the impact of time constraints, preparation demands, and the emotional investment required by educators in these settings. Based on these findings, the study recommends two key strategies: EMI teachers should design instruction tailored to individual learning styles and needs. The "Engli-fy" program is suggested as a potential strategy for this purpose. School leadership should consider selecting EMI teachers with demonstrated pedagogical expertise, engaging teaching styles, and a high tolerance for diverse learner needs. By understanding the lived experiences of EMI teachers, this research aims to contribute valuable insights to improve instructional practices and support teachers in overcoming barriers to learning for challenged learners. This study sets a foundation for future research by exploring the complexities of EMI classrooms and their impact on both teachers and students.
21
Krishnamoorthy, Lakshmi, and Zahira Merchant. "Applying persuasive techniques in an online learning environment: A mixed-method study." Pedagogical Research 8, no. 2 (2023): em0156. http://dx.doi.org/10.29333/pr/12933.
Full textAbstract:
Persuasion is inherent to the instructional process. Instructions delivered through online programs do not always generate expected and consistent learning outcomes, and hence persuasion in online instructional design is even more critical. Through this mixed-method study, we aim to identify the most widely used persuasive design techniques, the challenges limiting their applications, and their implications. Furthermore, this paper discusses the recommendations of new persuasive techniques put forth by Instructional Designers.
22
Roegman, Rachel, and Carolyn Riehl. "Playing Doctor with Education: Considerations in Using Medical Rounds as a Model for Instructional Rounds." Journal of School Leadership 22, no. 5 (2012): 922–52. http://dx.doi.org/10.1177/105268461202200505.
Full textAbstract:
This article examines the literature on medical rounds to inform the recent move toward instructional rounds as a practice of districtwide improvement and professional learning for superintendents and administrators. Based on the practice of medical rounds as a method for creating shared norms and understandings about medicine and patient care, instructional rounds is a process in which networks of superintendents (and, increasingly, principals and teachers) observe and analyze classroom teaching to develop shared norms and understandings about instruction. Research on the practice of medical rounds highlights potential challenges for the medical community that also might apply to education: challenges of purpose, worldview, pedagogy, content, expertise, voice, and power/status. Understanding and addressing these challenges can inform the development of instructional rounds.
23
Scott, Emily E., Mary Pat Wenderoth, and Jennifer H. Doherty. "Learning Progressions: An Empirically Grounded, Learner-Centered Framework to Guide Biology Instruction." CBE—Life Sciences Education 18, no. 4 (2019): es5. http://dx.doi.org/10.1187/cbe.19-03-0059.
Full textAbstract:
Vision and Change challenged biology instructors to develop evidence-based instructional approaches that were grounded in the core concepts and competencies of biology. This call for reform provides an opportunity for new educational tools to be incorporated into biology education. In this essay, we advocate for learning progressions as one such educational tool. First, we address what learning progressions are and how they leverage research from the cognitive and learning sciences to inform instructional practices. Next, we use a published learning progression about carbon cycling to illustrate how learning progressions describe the maturation of student thinking about a key topic. Then, we discuss how learning progressions can inform undergraduate biology instruction, citing three particular learning progressions that could guide instruction about a number of key topics taught in introductory biology courses. Finally, we describe some challenges associated with learning progressions in undergraduate biology and some recommendations for how to address these challenges.
24
Levrints (Lőrincz), Marianna. "Overview of English language teaching challenges." 95, no. 95 (July 27, 2022): 99–106. http://dx.doi.org/10.26565/2786-5312-2022-95-13.
Full textAbstract:
Furnishing language teachers with preparation and professional development opportunities catering to their needs and challenges is central to quality language education. However, there are many omissions in the literature that need addressing in this respect. This paper aims to provide an overview of the challenges English as a foreign language teachers face. Accordingly, it asks two questions: What influence do perceived challenges exert on language teachers and their instructional practices? What challenges do language teachers encounter, especially given the increased demands for learners' language proficiency? Challenges affect language teachers in multiple ways. This influence is traceable to their choice of instructional procedures, patterns of interaction with learners, communication style, usage of the target language, professional identity, curriculum decisions, well-being, job satisfaction, resilience, etc. The challenges language teachers encounter were described in the paper as externally and internally motivated to the teacher, and as discipline-specific or discipline-independent, inherent to teaching in general. External challenges include expectations of teacher competence and language teacher roles, student- and instruction-related issues (discipline, learner motivation, mixed-ability classes, and instructional management), low social status of the teaching profession, lack of financial incentives and resources, language policy, etc. The internal challenges language teachers face are caused by the personal qualities of teachers and an inadequate level of professional competence. Overall, the issues taken up in the paper could highlight the venues for leveraging language and teacher education.
25
Ansong, Joycelyn, M. Addo-Fordwour, K. C. Kenney, and F. K. Sarfo. "Instructional Leadership Challenges of Headteachers: Acquiring Knowledge of Curriculum and Promoting Curriculum Instruction." Journal of Education Management & Leadership (JEML) 4, no. 1 (2025): 46–57. https://doi.org/10.51317/jeml.v4i1.704.
Full textAbstract:
The primary aim of this study was to examine how headteachers in Asante Akim North Municipal of the Ashanti Region acquire curriculum knowledge and promote instruction, as well as the challenges they face in delivering instructional leadership. Headteachers play a crucial role in instructional leadership for effective school functioning. Research indicates that their leadership significantly impacts student performance when properly implemented. A qualitative study involving 18 headteachers, 12 lead teachers, and 4 School Improvement Support Officers (SISOs), totalling 34 respondents, was purposively selected using maximum sampling variation. Data was gathered through semi-structured interview forms and analyzed using interpretative analysis. Findings revealed that while headteachers recognize the importance of staying updated on the curriculum, additional responsibilities limit their capacity. To enhance curriculum knowledge, professional development and timely resource provision are necessary. The study also highlights the need to recruit trained teachers with curriculum expertise to reduce headteachers' teaching load, allowing them to focus on leadership roles. Lack of training on the curriculum emerged as the key factor in promoting the practical application of the curriculum. Proper time management is essential to bridging the curriculum knowledge gap and improving school instructional leadership. Given the introduction of a new curriculum in 2019, understanding their instructional leadership is necessary for improving basic education in Ghana.
26
Rona, Joy A. Galaura, and Alpe A. Simpal Ebrahim. "Challenges in the Implementation of K to 12 Program and their Influence on the Instructional Competence of Teachers." International Journal of Interdisciplinary Viewpoints 1, no. 2 (2025): 121–32. https://doi.org/10.5281/zenodo.15528141.
Full textAbstract:
K to 12 program is a basic curriculum program implemented in the Philippines. Upon its implementation, the instructional competence of the teachers is also influenced. This study aimed to relate the challenges in implementing the K to 12 program to the instructional competence of teachers, employing a correlational research design. The study involved<em> </em>35 Grade I to III teachers from Calumpang Elementary School in Cahilsot District, General Santos City Division, during the School Year 2022-2023. Following the self-administered survey, modified questionnaires were used to gather the data needed for the study. The statistical tools used in the analysis included frequency count, weighted mean, and Pearson Product Moment Correlation Coefficient. The results showed that the level of challenges in implementing the K to 12 program is described as high in terms of curriculum, instruction, and assessment, with an overall mean of <em>3.29</em>. It also revealed that the level of instructional competence of teachers is described as high, with an overall mean of <em>3.37</em>. This study concluded that the instructional competence of teachers is not affected by the challenges that they encounter. Generally, the Department of Education can enhance teachers' instructional competence by strengthening them in addressing the challenges they encounter in the field of education.
27
Zendler, Andreas M., Cornelia Seitz, and Dieter Klaudt. "Mathematics Teachers Assess Instructional Methods Supporting Knowledge Processes." Journal of Mathematics Education 4, no. 2 (2019): 76–86. http://dx.doi.org/10.31327/jomedu.v4i2.1096.
Full textAbstract:
Answers to the questions of which instructional methods are suitable for school, what instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This article focuses on the empirical examination of instructional methods supporting knowledge processes in the act of learning. A survey was conducted in which mathematics teachers evaluated 20 instructional methods in regard to the following knowledge processes: build, process, apply, transfer, assess and integrate. The results of the study demonstrate that certain instructional methods are especially predestined for mathematics education: problem-based learning, direct instruction, learning at stations, learning tasks, project work and discovery learning
28
Kourea, Lefki, Lenwood Gibson, and Robai Werunga. "Culturally Responsive Reading Instruction for Students With Learning Disabilities." Intervention in School and Clinic 53, no. 3 (2017): 153–62. http://dx.doi.org/10.1177/1053451217702112.
Full textAbstract:
As student populations are becoming more diverse in ability and ethnicity across American classrooms, teachers are faced with instructional challenges in meeting their students’ learning needs. Challenges are heightened for general and special education teachers who teach students with learning disabilities (LD) and have a culturally and linguistically diverse background. This article analyzes three main domains of culturally responsive reading instruction for students with LD: (a) instructional delivery, (b) environmental support, and (c) curriculum context. Specific strategies and teaching tools are described in each domain to assist teachers in making their daily reading instruction more culturally responsive and relevant to the needs of their students.
29
Le Fevre, Deidre M., and Viviane M. J. Robinson. "The Interpersonal Challenges of Instructional Leadership." Educational Administration Quarterly 51, no. 1 (2014): 58–95. http://dx.doi.org/10.1177/0013161x13518218.
Full text
30
O'Kelly, Morton E. "GIS and educational and instructional challenges." Journal of Geographical Systems 2, no. 1 (2000): 23–29. http://dx.doi.org/10.1007/s101090050025.
Full text
31
Löfström, Erika, and Pauliina Kupila. "The Instructional Challenges of Student Plagiarism." Journal of Academic Ethics 11, no. 3 (2013): 231–42. http://dx.doi.org/10.1007/s10805-013-9181-z.
Full text
32
Reynol Moha, Sayama Malabar, and Sitti Rachmi Masie. "Challenges and strategies in developing differentiated learning-based indonesian language teaching modules: A case study at madrasah tsanawiyah Negeri 1 Bone Bolango, Indonesia." World Journal of Advanced Research and Reviews 25, no. 2 (2025): 2552–59. https://doi.org/10.30574/wjarr.2025.25.2.0599.
Full textAbstract:
The implementation of differentiated learning in Indonesian language instruction is essential for accommodating diverse student needs within the Kurikulum Merdeka. However, teachers at Madrasah Tsanawiyah Negeri 1 Bone Bolango face significant challenges in developing effective teaching modules that align with differentiation principles. This study aims to examine the key obstacles in module development, analyze their impact on instructional effectiveness, and propose solutions for improving differentiated teaching practices. Using a qualitative descriptive approach, data were collected through document analysis, interviews, and classroom observations. The study focused on Indonesian language teachers, evaluating their instructional modules and teaching strategies within the framework of Kurikulum Merdeka. The collected data were analyzed thematically to identify common difficulties in module design, assessment implementation, and instructional execution. The findings indicate that many teaching modules lack essential components such as clear learning objectives, student profiling, and differentiated assessment strategies. Teachers struggle with understanding and applying differentiation principles due to insufficient training and resource limitations. Institutional barriers, including rigid assessment policies, further hinder the effective implementation of differentiation. Addressing these challenges requires targeted professional development, standardized module frameworks, and policy reforms that support flexible instructional approaches. This study contributes to the discourse on differentiated instruction by providing empirical insights into its challenges and potential solutions in Indonesian language education. Future research should explore the long-term impact of differentiated modules on student learning outcomes and examine the role of digital tools in supporting personalized instruction.
33
Jergen Jel C. Labaria. "Developing a New Instructional Model for Sustainable Education in MIMAROPA State Universities and Colleges during the New Normal." Journal of Information Systems Engineering and Management 10, no. 28s (2025): 865–76. https://doi.org/10.52783/jisem.v10i28s.4422.
Full textAbstract:
The sustainability of quality instruction in higher education institutions remains achievable despite the challenges posed by the new normal setting. This study aimed to develop a framework for sustainable instruction to ensure the continuity of educational functions in higher education institutions during the COVID-19 pandemic and in preparation for future disruptions to the educational landscape. Specifically, it sought to describe the experiences of student leaders regarding the sustainability of instructional practices in MIMAROPA State Universities and Colleges (SUCs) during the new normal and to design an instructional model based on the findings to enhance sustainable education in these institutions.The study employed a Qualitative Descriptive Design with a Phenomenological Approach, combined with a Design and Development Research (DDR) framework. Using purposive and convenience sampling, fifteen student leaders were selected as participants. Data were collected through semi-structured interviews, revealing key themes related to the new normal practices, including instructors' consideration and sympathy, convenience and adequacy of learning modes, adjustments and distractions during implementation, teacher responsiveness, and feedback mechanisms as part of instructional evaluation.Based on these findings, the researcher developed a framework for sustainable quality instruction in the SUCs of MIMAROPA, emphasizing the importance of adapting to the challenges of the new normal. The proposed instructional model highlights flexible learning approaches, instructional innovations, diverse assessment strategies, curriculum reviews, new normal policies, multicultural programs, best practices, targeted interventions, enhanced research capabilities, and active community engagement. This framework addresses the needs for adaptability, empathy, and quality education, ensuring the resilience and sustainability of instructional practices in MIMAROPA SUCs during and beyond the new normal.
34
Aharony, Noa, Heidi Julien, and Noa Nadel-Kritz. "Survey of information literacy instructional practices in academic libraries." Journal of Librarianship and Information Science 52, no. 4 (2019): 964–71. http://dx.doi.org/10.1177/0961000619891762.
Full textAbstract:
This paper reports a study of information literacy instructional practices in Israeli academic libraries, conducted to understand the methods and approaches used by academic librarians in their instructional work, and to explore whether their practices have been influenced by the ACRL Framework for Information Literacy for Higher Education. The study used an online survey to gather data, an instrument based on one used successfully in similar surveys in Canada and the United States. The survey was completed by Israeli academic librarians with instructional responsibilities. Findings show that respondents believe that information literacy instruction is a shared responsibility, and that one-on-one instruction is the most-used approach. Results reveal multiple challenges faced by respondents, as well as opportunities for improvement in their instruction.
35
Emely, A. Abrigo, and Remigilda D. Gallardo Dr. "The Impact of Language Barriers to Kindergarten Learners: Exploring Teaching Strategies and Techniques." International Journal of Innovative Science and Research Technology (IJISRT) 10, no. 2 (2025): 2043–46. https://doi.org/10.5281/zenodo.14987809.
Full textAbstract:
The study delved into the challenges, coping mechanisms, and insights that teachers experienced with language barriers in a kindergarten classroom. The findings of the study revealed that language barriers often led to decreased attention spans as learners struggled to follow instructions and classroom activities, also comprehension issues arose when children could not grasp the language used for instruction, hindering their overall learning experience. Moreover, teachers faced significant challenges in designing lesson plans that accommodate to diverse language proficiencies while meeting educational standards. In order to cope, the results suggested that teachers work together, share resources, and strategies to support language learners effectively. Also, instructional adjustments have been made to adapt teaching methods and materials to meet the needs of language learners, ensuring they can access the curriculum. Furthermore, establishing an inclusive and supportive classroom atmosphere that encourages language development and student engagement is also a way. The findings of the study suggest that collaboration, a positive mindset, and inclusive instruction are the most important insights that educators have gained. Moreover, addressing language barriers requires a comprehensive approach that combines collaborative efforts, adaptive instructional strategies, and a nurturing learning environment. By implementing these strategies, educators can better support kindergarten learners, facilitating their language acquisition and overall educational success.
36
Gutai, Gabor, and Blanka Klimova. "METHODOLOGICAL CHALLENGES IN TEACHING WRITING WITH CHATGPT." Slavonic Pedagogical Studies Journal 13, no. 2 (2024): 160–66. http://dx.doi.org/10.18355/pg.2024.13.2.14.
Full textAbstract:
This study addresses the methodological challenges encountered in teaching writing using ChatGPT. It explores the complexities of designing effective instructional strategies, collecting relevant data, and interpreting results in the context of integrating AI technology into the writing classroom. The research sheds light on the multifaceted nature of these challenges and includes issues such as incorporating AI-generated feedback, ensuring pedagogical alignment, and addressing ethical considerations. By exploring these complexities, this study offers insight into improving writing instruction with AI technology.
37
Et.al, Maria Shu Hong Bee Abdullah. "Effective Instructions by Novice Teacher to Improve Teaching Repertoire in School." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 181–84. http://dx.doi.org/10.17762/turcomat.v12i3.654.
Full textAbstract:
This paper highlights a review on the importance of giving clear instructions and strategies to improve oral instruction by novice teachers as they improve their teaching repertoires in schools. Essentially, this will help teachers to develop a clear oral instruction for good class management. It is an agreeable fact that giving instruction is a skill that takes many years of experience to master and meets the ideal set of practice that teachers set for themselves. Novice teachers face a lot of challenges to master the skill of giving instruction effectively and that is a mark of great quality of a teacher. An effective instructional strategy will deliver the lesson clearly and help learners to understand the focus, engage actively and take ownership of their learning.
38
Dailey, Debbie. "Using Engineering Design Challenges to Engage Elementary Students With Gifts and Talents Across Multiple Content Areas." Gifted Child Today 40, no. 3 (2017): 137–43. http://dx.doi.org/10.1177/1076217517707236.
Full textAbstract:
With the release of the Next Generation Science Standards and the adoption of the standards by many states, teachers are encouraged to use the engineering design process (EDP) as an instructional approach to teaching science. However, teachers have limited time to teach science and will often neglect science in favor of mathematics and literacy instruction. To make this feasible for elementary classrooms, teachers should be encouraged to implement integrated units of study utilizing EDP to cohesively bind content areas and to increase active learning, critical thinking, and problem solving among all learners. An additional benefit of using EDP as an instructional strategy is the focus on problem solving and the avoidance of one size fits all learning. Students actively engage in learning content (science, mathematics, literacy, social studies) as they collaboratively work together to solve societal and environmental problems. Knowledge is built as students progress through the challenges and content is provided on a need to know basis, thereby differentiating instruction based on learner needs and challenging gifted learners. In this article, the author provides four sample engineering challenges that can be used to create an integrated unit of study using the EDP as an instructional strategy.
39
Paresti, Suci Paresti, Tatang Subagyo, Ariantoni Ariantoni, Marga Surya Mudhari, and Dan Suherman. "OVERCOMING SLOW LEARNERS’ CHALLENGES: THE IMPORTANCE OF PSYCOSOCIAL SUPPORT IN THE EDUCATIONAL ENVIRONMENT." JURNAL EDUSCIENCE 11, no. 3 (2024): 672–90. https://doi.org/10.36987/jes.v11i3.6491.
Full textAbstract:
Slow learners (SL) often face challenges in academic and social adaptation, thus requiring structured psychosocial support. This study aims to analyze the implementation of psychosocial support for SL at SDN Pisangan Timur 11 Jakarta Timur. Using a qualitative approach with a case study method, data were collected through classroom observations, in-depth interviews, and focus group discussion (FGD) involving teachers, parents, and students. The findings indicate that psychosocial support at SDN Pisangan Timur 11 comprises three dimensions: emotional, support, instructional support, and social support. Emotional support, such as motivation and praise, helps enhance SL’s self-confidence. Instructional support involves adjusting instructions, repetition, and strategic seating arrangements. Social support is facilitated through peer tutoring, which effectively improves SL’s academic understanding and social adaptation. Challenges include limited focus, high dependency on teachers and peers, and insufficient teacher training. This study highlights the novel finding that peer tutors can serve as a strategic element in supporting SL in inclusive education setting.Keywords: slow learners, psychosocial support, inclusive education, peer tutoring, instructional strategies
40
M. Bambang Purwanto, Fitri Nurdianingsih, Vivin Afini, and Nozylianty. "Innovations and Challenges in Primary School English Education in the Industrial Era 4.0." INTERACTION: Jurnal Pendidikan Bahasa 11, no. 2 (2024): 257–71. http://dx.doi.org/10.36232/interactionjournal.v11i2.29.
Full textAbstract:
The existence, dynamics, and applicability of English language instruction at the basic school level to the disruptive technology era are all covered in detail in this study. This paper aims to characterize research problems using descriptive-analytical approaches and research methodologies of the literature study type, utilizing literature data from pertinent books, journals, papers, and scientific publications. This study outlines a number of prerequisites for English language instruction in the modern day, including infrastructure and technology, curriculum and instructional strategies, certified teachers, instructional materials and resources, and parental support. The results also show that there are opportunities that can be targeted, such as more extensive access to language learning materials, dynamic and interesting learning opportunities, global connectivity and language exchange, digital applications for language practice, and the provision of a useful system for evaluation and feedback. In the meanwhile, issues include unequal access to technology, unequal user technical proficiency, linguistic difficulties, students' short attention spans and lack of focus, and threats to digital security.
41
Ristiyati, Ristiyati, Ika Maryani, and Suyatno Suyatno. "Differentiated Instruction in Indonesian Private Kindergartens: Challenges in Implementing an Independent Curriculum." International Journal of Educational Management and Innovation 4, no. 3 (2023): 209–23. http://dx.doi.org/10.12928/ijemi.v4i3.8967.
Full textAbstract:
Differentiated instruction facilitates learning based on students’ unique interests, preparedness for learning, and learning profiles. Many teachers lack a comprehensive understanding of differentiated instruction, particularly in kindergarten. Teachers used to employ Student Worksheets to facilitate learning. This study aims to: (1) the implementation of differentiated instruction at an Indonesian private kindergarten, (2) the factors that facilitate the instruction’s implementation, and (3) the efforts to deal with any challenges encountered during the implementation of the instruction. This study employed a qualitative case study design to capture a phenomenon comprehensively and contextually by gathering data directly from the subject under investigation. The study was executed at Aisyiyah Kindergarten, Sukorejo, Indonesia. It is the only Indonesian kindergarten in Sukorejo that incorporates an independent curriculum called Sekolah Penggerak. Teachers implement holistic-integrative learning design to differentiate instructional activities. Learning media containing STEAM Loose parts were utilized to determine various factors that may facilitate or impede the instruction. Factors that facilitate instruction include the learning environment, media utilization, teachers’ creativity, the student-teacher relationship, the implementation of teaching techniques, students’ psychological well-being, and community support beyond the school setting. The inhibitory factors encompass a scarcity of learning resources, students’ lack of preparedness for learning, a shortage of teachers, and inadequate infrastructure. This study revealed that the school tried to address the challenges by collaborating with the community inside and outside the school, such as with student guardians, the foundation administrator, and related agencies
42
Lo, Yuen Yi, Wai-mei Lui, and Mona Wong. "Scaffolding for cognitive and linguistic challenges in CLIL science assessments." Journal of Immersion and Content-Based Language Education 7, no. 2 (2019): 289–314. http://dx.doi.org/10.1075/jicb.18028.lo.
Full textAbstract:
Abstract In Content and Language Integrated Learning (CLIL) programmes, students learn some non-language content subjects through a second/foreign language (L2), and their content knowledge is often assessed in their L2. It follows that students are likely to face challenges in both cognitive and linguistic aspects in assessments. Yet, there has been limited research exploring whether and how CLIL teachers help their students cope with those challenges. This multi-case study seeks to address this issue by investigating the instructional and assessment practices of two science teachers in Hong Kong secondary schools. The two teachers presented an interesting contrast – one teacher incorporated both implicit and explicit language instruction in her lessons, so her students were well prepared for the assessment tasks; the other teacher’s instructional and assessment practices were heavily content-oriented, and it is not sure whether students mastered both content and L2. These findings illuminate CLIL pedagogy and teacher education.
43
Lintangsari, Alies Poetri, and Ive Emaliana. "Inclusive education services for the blind: Values, roles, and challenges of university EFL teachers." International Journal of Evaluation and Research in Education (IJERE) 9, no. 2 (2020): 439. http://dx.doi.org/10.11591/ijere.v9i2.20436.
Full textAbstract:
Implementing inclusive education, the process of providing all learners with equal educational opportunities, is a major challenge for many educational systems worldwide, for it requires changes to values, system, and practices. In the teaching of English as a foreign language (EFL) in university, teachers are expected to be able to select, transform, or augment Universal Design for Learning (UDL), and Differentiated Instruction (DI) as a framework to guarantee accessibility of all learner types to the learning environment by employing specific educational design guidelines, to fit their leaners', notably for the blinds. Data on what has led EFL teachers to join the reform of the teaching instruction and how they tackle problems during implementation cannot be located. Thus, the aim of this qualitative study is to uncover reasons for EFL teachers to participate in and what they did to facilitate the instruction wide effort to practice inclusive education, as well as challenges encountered. Key findings included implementing university policy as prime reasons for practicing inclusive education, utilizing UDL and DI as the key to successful implementation for instructional teaching, and inadequate resources and teacher training as the main challenges. Recommendations consists of providing disability-specific pre- and in- service training programs for teachers and making arrangements of sufficient educational materials and assessment based on UDL and DI towards EFL instructions.
44
Alies, Poetri Lintangsari, and Emaliana Ive. "Inclusive education services for the blind: Values, roles, and challenges of university EFL teachers." International Journal of Evaluation and Research in Education (IJERE) 9, no. 2 (2020): 439–47. https://doi.org/10.11591/ijere.v9i2.20436.
Full textAbstract:
Implementing inclusive education, the process of providing all learners with equal educational opportunities, is a major challenge for many educational systems worldwide, for it requires changes to values, system, and practices. In the teaching of English as a foreign language (EFL) in university, teachers are expected to be able to select, transform, or augment Universal Design for Learning (UDL), and Differentiated Instruction (DI) as a framework to guarantee accessibility of all learner types to the learning environment by employing specific educational design guidelines, to fit their leaners', notably for the blinds. Data on what has led EFL teachers to join the reform of the teaching instruction and how they tackle problems during implementation cannot be located. Thus, the aim of this qualitative study is to uncover reasons for EFL teachers to participate in and what they did to facilitate the instruction wide effort to practice inclusive education, as well as challenges encountered. Key findings included implementing university policy as prime reasons for practicing inclusive education, utilizing UDL and DI as the key to successful implementation for instructional teaching, and inadequate resources and teacher training as the main challenges. Recommendations consists of providing disability-specific pre- and in- service training programs for teachers and making arrangements of sufficient educational materials and assessment based on UDL and DI towards EFL instructions.
45
Ablasa, Lemar A., and Janice O. Bagano. "EFFECTIVE APPROACHES EMPLOYED BY ELEMENTARY TEACHERS IN CHRISTIAN SCHOOLS." Ignatian International Journal for Multidisciplinary Research 2, no. 2 (2024): 308–14. https://doi.org/10.5281/zenodo.10719955.
Full textAbstract:
This study concentrated on identifying optimal teaching practices for elementary educators at Central Balili Wesleyan Academy Inc., employing a qualitative research design with interviews as the primary data collection method. Key findings revealed that teachers utilized differentiated instruction, inquiry-based approaches, and technology integration. Factors influencing effective teaching included the learning environment, student characteristics, teacher unpreparedness, time constraints, physical stamina, individual student differences, and a lack of instructional materials. Challenges during lessons included learner disinterest, discipline issues, short attention spans, unprepared students, and the influence of students' siblings. Conclusively, differentiated instruction emerged as the most frequently employed strategy, while most identified factors were considered controllable. Notable challenges were learner disinterest, discipline problems, students' limited attention spans, unpreparedness, and the impact of students' siblings, highlighting prevalent obstacles in the instructional process.
46
Julien, Heidi. "Information Literacy Instruction in Canadian Academic Libraries: Longitudinal Trends and International Comparisons." College & Research Libraries 61, no. 6 (2000): 510–23. http://dx.doi.org/10.5860/crl.61.6.510.
Full textAbstract:
A national survey of information literacy instruction in Canadian academic libraries revealed that trends in teaching objectives, methods, and content have changed little in the past five years. Instructional librarians continue to face numerous challenges, particularly with regard to limited resources and faculty and student attitudes. Although more than half of the libraries believe they are meeting their instructional objectives, only a minority actually record their objectives formally and evaluation of instructional success remains mostly informal. Findings from the survey are compared with an earlier Canadian study and with similar work done in the United States and New Zealand.
47
Domogen, Jevera Cawilan. "Authenticity in Language Learning: A Study of Language Materials in Public High Schools." OKARA: Jurnal Bahasa dan Sastra 17, no. 2 (2023): 193–211. http://dx.doi.org/10.19105/ojbs.v17i2.8577.
Full textAbstract:
Instructional materials are paramount in effecting language instruction. However, there are contextual issues related to the use and selection of these materials. This study focused on authentic language instructional materials in public secondary schools in the Philippines. This study employed a mixed-methods research approach. This study concludes that internet-based authentic language instructional materials are inadequate in language instruction, showing limitations on the capacity of the school and the language teachers to provide adequate internet-based materials; there are concerns about using authentic language instructional materials that hinder learners' authentic response and comprehension to authentic language instructional materials, and there were measures to overcome the concerns which could develop authentic language instructional materials into the ideal learning materials. It is recommended that language teachers select resources according to the learners' unique requirements, proficiency levels, cultural contexts, and educational contexts. The participation of learners in the selection process and activity design is crucial to ensure the materials are engaging and culturally pertinent. To effectively address the challenges associated with using these resources, a collaborative approach is recommended, involving teachers, students, and other stakeholders in implementing the suggested solutions.
48
Giouroukakis, Vicky, and Maureen Connolly. "Utilizing the Writing Process to Develop Meaningful Arguments." Voices from the Middle 23, no. 2 (2015): 21–30. http://dx.doi.org/10.58680/vm201527614.
Full textAbstract:
This article discusses how to use the writing process in middle school to overcome the challenges of argument writing instruction. The authors outline elements of strong argument writing and provide varied instructional approaches to prewriting, drafting, revising/editing, and publishing. Models for scaffolding instruction are included.
49
Abraham, Timothy, and Katie Hanifin. "Why We Played Wiffle Ball on Wednesday." International Journal of Designs for Learning 15, no. 1 (2024): 96–113. http://dx.doi.org/10.14434/ijdl.v15i1.34920.
Full textAbstract:
The decision to move away from lecture-led instruction in the college classroom is not simple. Planning for and managing a more interactive classroom brings unique challenges and opportunities. A biomechanics instructor and an instructional designer from Utica University compared teacher-led instruction to brain-based instruction and share their brain-based class redesign.
50
Dian Indah Silfia, Ekaning Dewanti Laksmi, and Niamika El Khoiri. "Designing Instructional Material to Promote Intercultural Competence: A Preliminary Study." Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language 10, no. 2 (2024): 207–19. https://doi.org/10.36706/jele.v10i2.19.
Full textAbstract:
One of Sekolah Penggerak’s pilot schools proposed an English Extracurricular program to develop students' intercultural competence as specified in the Pancasila Student Profile (PSP). Scholars believe that instructional material is among the most significant sources for teaching cultural, social, and moral values to students and for providing language input. Nevertheless, the demands of students have not been fully addressed to develop instructional material. This study examined the program’s potential to help students develop their intercultural competence, the challenges encountered by teachers, the needs of students in achieving the program goals, and the instructional material required to meet those needs. A qualitative descriptive design was employed to gather the information from the school principal and a classroom teacher mandated to manage the program. The data was collected through a focus group interview using open-ended questions and analyzed based on the program’s purposes, challenges, and instructional materials needed. The finding portrayed that students’ intercultural competence can be achieved if the teacher and students have relevant learning guidance regarding the goals. However, the book does not suit the student's needs and the program's goals, so the teacher encounters challenges in providing reliable materials. In addition, the instructional material needs to include the concept of the natural language acquisition process and differentiation-based instruction to ensure that all students are well accommodated in achieving the program goals. Further studies with related interests are recommended to develop such instructional material based on the data presented and further explore the student’s needs in the wider context.