Relevant bibliographies by topics / Instructional framework

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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 framework'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Instructional framework"

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Vera, Julie A., David W. McDonald, and Mark Zachry. "How-To in Short-Form: A Framework for Analyzing Short-Format Instructional Content on TikTok." Technical Communication 71, no. 2 (2024): 5–25. http://dx.doi.org/10.55177/tc152088.

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Purpose: TikTok’s rise in popularity has invited creators across a broad spectrum of interests to contribute content to the platform, including non-expert, instructional subject matter. Previously, technical communication scholars have described ways to assess video instruction online, in relatively long-format lengths. Our project outlines a framework for assessing the video production qualities of instructional content across TikTok. Method: We performed a content analysis of existing frameworks and sets of heuristics for assessing long-format instructional videos. We then analyzed a set of
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Bajracharya, Jiwak Raj. "Instructional Design and Models: ASSURE and Kemp." Journal of Education and Research 9, no. 2 (2019): 1–8. http://dx.doi.org/10.3126/jer.v9i2.30459.

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Instructional Design (ID) is a procedure for developing an educational or training programme, curricula, or courses sequentially and authentically (Branch & Merrill, 2011). This procedure enables instructors to create instructions, which involves the “systematic planning of instruction” (Smith & Ragan, 2005, p. 8), ranging from instructional analysis to evaluation (Mager, 1984). Thus, ID can be referred to as a “systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluatio
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Brown, Virginia L. "Direct Instruction Mathematics: A Framework for Instructional Accountability." Remedial and Special Education 6, no. 1 (1985): 53–58. http://dx.doi.org/10.1177/074193258500600112.

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Chen, Min Jie, Guo Jie Yin, Raja Harun Raja Nor Safinas, Wei Lun Wong, and Swaran Singh Charanjit Kaur. "Theoretical Foundation for Developing Instructional Guide for China Pre-Service EFL Teachers to Teach Phonics." Journal of Curriculum and Teaching 13, no. 1 (2024): 242. http://dx.doi.org/10.5430/jct.v13n1p242.

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In China, the absence of a phonics instructional guide hinders pre-service EFL teachers’ preparation for phonics instruction. To bridge the gap, the purpose of this article is to lay the theoretical groundwork for developing a phonics instructional guide for Chinese pre-service EFL teachers and then to produce a research methodology for this instructional guide. The Bottom-up Theory of Reading Process; the S-R Theory with Reinforcement, particularly Instrumental Conditioning; and the Trial-and-Error Theory of Learning all have pedagogical implications for implementing explicit and systematic p
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Diningrat, Syaiputra Wahyuda Meisa, Punaji Setyosari, Saida Ulfa, and Utami Widiati. "Integrating PBI in the flipped classroom: A framework for effective instruction." World Journal on Educational Technology: Current Issues 12, no. 2 (2020): 117–27. http://dx.doi.org/10.18844/wjet.v12i2.4662.

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The existence of the flipped classroom has gained attention among scholars and teachers, particularly in higher education. This instructional model appeals much concern due to its capability not only to shift the instructional process from teacher-centered to student-centered but also to transform university classrooms into an active learning environment where students have the opportunity to apply concepts to solve the problems. However, the current pieces of evidence showed that teachers implementing the flipped classroom instructional model still encounter issues that raise additional conce
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Renirie, Rebecca Hill. "Instruction through virtual reference: mapping the ACRL framework." Reference Services Review 48, no. 2 (2020): 243–57. http://dx.doi.org/10.1108/rsr-09-2019-0060.

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Purpose The purpose of this study is to examine teaching intent of information literacy threshold concepts via asynchronous reference transactions. Instructional content in academic librarians’ replies to research requests are analyzed for and mapped to threshold concepts contained in the Association of College and Research Libraries (ACRL) framework. Design/methodology/approach The author mapped the instructional content of a research request reply template to the content of the ACRL framework, then took a random sample of research requests using the template during the calendar year 2016. Ad
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Matebe, Tafere Gedifew. "Exploring the instructional leadership development practices in Ethiopia." Journal of Education and Learning (EduLearn) 14, no. 3 (2020): 402–10. https://doi.org/10.11591/edulearn.v14i3.15375.

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The purpose of this study is twofold: to examine the curriculum structure for instructional leaders’ training and development against the desired competences; and to evaluate the career development framework of instructional leaders. With these ends in view, the study examined the instructional leadership framework, the curriculum document, and the instructional leaders’ recruitment, selection and retention strategies. The perspectives of instructional leadership trainers, instructional leaders, zone education department heads, and national level education experts who were selected
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Stobaugh, Rebecca, Margaret Maxwell, and Janet Tassell. "Technology-Infused Instructional Framework." Educational Renaissance 4, no. 1 (2016): 3–18. http://dx.doi.org/10.33499/edren.v4i1.89.

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The focus of this research is to examine the impact of an instructional instrument to improve the quality of pre-service teachers’ lesson plans. The HEAT instrument focuses on four components essential to high-quality lesson plans: Higher-Order Thinking, Engaged Learning, Authentic Learning, and Technology. The research study examined a) data from elementary education classes for two semesters to measure the impact of the HEAT instrument on instructional planning during the semester and b) these pre-service teachers’ subsequent performance on the Teacher Work Sample compared to a control group
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Gentile, Amber, and A. Michele Oswald. "The Oswald-Gentile Model of Instruction: A Holistic Approach." International Journal of Technology in Education 4, no. 2 (2021): 229–46. http://dx.doi.org/10.46328/ijte.49.

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The purpose of this article is to introduce a comprehensive instructional model that takes into consideration three frameworks for designing instruction (Universal Design for Learning, Understanding by Design, and the 7E Learning Cycle) and incorporates Technological Pedagogical and Content Knowledge and Mindset (attitudes, beliefs, dispositions toward teaching and learning) that serves to advance STEM (Science, Technology, Engineering, and Mathematics) instruction with pre-service teachers. The proposed model will be used in teaching pre-service prek-12 teachers in the following courses: Math
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Liu, Songsong, Shu Wang, and Kun Sun. "Having Difficulty Understanding Manuals? Automatically Converting User Manuals into Instructional Videos." Proceedings of the ACM on Human-Computer Interaction 8, EICS (2024): 1–19. http://dx.doi.org/10.1145/3660245.

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While users tend to perceive instructional videos as an experience rather than a lesson with a set of instructions, instructional videos are more effective and appealing than textual user manuals and eliminate the ambiguity in text-based descriptions. However, most software vendors only offer document manuals that describe how to install and use their software, leading burden for non-professionals to comprehend the instructions. In this paper, we present a framework called M2V to generate instructional videos automatically based on the provided instructions and images in user manuals. M2V is a
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Dissertations / Theses on the topic "Instructional framework"

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Schubert, David Alan. "An Instructional Designer Competency Framework for Complex Learning Designs." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/gscis_etd/1085.

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Learning design competency frameworks published by professional organizations, exist for typical instructional design efforts. However, a review of literature revealed a lack of frameworks available for the creation of complex learning designs (CLDs). The goal of this research was to develop a competency framework for the creation of CLDs. Quantitative and qualitative methods were employed in the four phases of the design and development research approach In phase one, a survey based on the Educational Technology Multimedia Competency Survey (ETMCS) was sent to instructional designers who self
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Fotiyeva, Izolda S. "Constructing an instructional design framework that incorporates re-purposing popular media to enhance mathematics and science instruction." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/23963.

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This study was an effort to construct and validate an instructional design framework for media content selection that incorporates re-purposing popular media to enhance mathematics and science instruction. The study resulted in the development and validation of a framework that was applicable with novice and expert instructional designers to be used as a stand - alone model or as a supplement to widely-used instructional design models. The framework was developed based on the literature review of four constructs: instructional design models, re-purposing popular media, learning theories and t
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Karakus, Turkan. "Exploration Of Instructional Design Process And Experience Of Novice Instructional Designers Through The Framework Of Activity Theory: A Case Study In An Instructional Design Course." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613475/index.pdf.

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Contextual issues have considerable role on learning outcomes of instructional design process. In this dissertation study, an instructional multimedia design and development course was explored to understand how contextual issues influence the experience and processes of Novice Instructional Designers&rsquo<br>(NIDs) activities in an instructional design project. The main participants of the study were 47 junior Computer Education and Instructional Technology students who were enrolled in the course. Besides, 26 students who took the course in previous years also participated in the study to v
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Moseley, Brian Isles. "Description of Instructional Design Framework Usage in the Development of Learning Objects." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/22040.

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The present study used a case study approach to gather information about learning object usage from multiple instructional design contexts.  The study examined three case contexts: A non-profit organization, a corporate organization, and a military organization.  The research obtained information from two sources within each context -- interviews conducted with current instructional design practitioners and documentation used within the process of developing learning objects  -- to find out if, when, and how, instructional design processes are modified to accommodate learning objects as define
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How, K. Y. "A processing framework for temporal analysis and its applications to instructional texts." Thesis, University of Edinburgh, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.652625.

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Temporal analysis is the task of determining the temporal structure of a given text. Such a structure represents the order of the events and states mentioned in the text on a time line. The main contribution of this thesis is in presenting a new processing framework for temporal analysis. The framework is a computational one and has been implemented in a system called TASTE for the temporal analysis of instructional texts. In particular, TASTE has been successfully tested on nine cookery recipes. Amongst the more important ideas explored in this thesis are the following: • We integrate qualita
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Mazo, Lucille. "University Educators' Instructional Choices and Their Learning Styles Within a Lesson Framework." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3499.

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Research on learning styles often focuses on the learning style of the student; however, the learning style of the educator may affect instructional choices and student learning. Few studies have addressed the lack of knowledge that exists in universities with respect to educators' learning styles and a lesson framework (development, delivery, and debriefing). This sequential mixed methods study explored university educators' conscious, reflective instructional choices as they related to learning styles application within a lesson. Two theoretical frameworks and one conceptual framework drew o
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Keene, Barbara J. "Supporting e-learning within a social framework." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2008. http://etd.umsl.edu/r3461.

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Brace, Garry Richard. "The design of an instructional model to transform students' alternate framework of dynamics." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28582.

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This study concerns the design and implementation of an instructional model that was intended to explicate students' alternate conceptions of dynamics and transform them into a conceptual set which more closely approximates Newtonian conceptions of dynamics. The design of this instructional model has employed Frame Theory as the basis for the development of an analytical clue structure that was used to describe students' alternate conceptions of dynamics and track any changes to these conceptions as the lesson sequence progressed. In addition, this instructional model has attempted to utilize
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Godat, Meredith. "Collaborative learning and critical thinking in technology-enhanced environments : an instructional design framework." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/61878/1/Meredith_Godat_Thesis.pdf.

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The nature and characteristics of how learners learn today are changing. As technology use in learning and teaching continues to grow, its integration to facilitate deep learning and critical thinking becomes a primary consideration. The implications for learner use, implementation strategies, design of integration frameworks and evaluation of their effectiveness in learning environments cannot be overlooked. This study specifically looked at the impact that technology-enhanced learning environments have on different learners’ critical thinking in relation to eductive ability, technological se
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Gane, Brian Douglas. "A framework for demonstrating practice schedule effects in skill acquisition." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/42924.

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I outline a framework for researching the effects of practice schedule on skill acquisition, based upon stage theories of information processing and stage theories of skill acquisition. Skilled performance requires stimulus identification, response selection, and response execution. I hypothesize that practice schedule affects learning in two types of information processing stages: stimulus-oriented and response-oriented stages. The loci of these effects differ based on the stage. In stimulus-oriented stages, practice schedule affects concept and categorization learning via contiguity of e
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Books on the topic "Instructional framework"

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Nichols, Paul D. A framework for developing assessments that aid instructional decisions. American College Testing Program, 1993.

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Darlene, Axtell, ed. Implementing the framework for teaching in enhancing professional practice. ASCD, 2009.

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Danielson, Charlotte. Implementing the framework for teaching in enhancing professional practice. ASCD, 2010.

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Danielson, Charlotte. Implementing the framework for teaching in enhancing professional practice. ASCD, 2010.

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Hahn, Jan Cladouhos. Framework for aesthetic literacy: The Montana arts and English curriculum instructional guide. Montana Office of Public Instruction, 1994.

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California. Curriculum Development and Supplemental Materials Commission. Science framework for California public schools: Kindergarten through grade twelve, with new criteria for instructional materials. California Dept. of Education, 2004.

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Laurillard, Diana. Rethinking university teaching: A framework for the effective use of educational technology. Routledge, 1993.

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Oxnard Union High School District. Curriculum framework for music. The District, 1985.

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Oxnard Union High School District. Curriculum framework for music. The District, 1985.

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Manzo, Ula C. Content area: A framework for reading-based instruction. 5th ed. J. Wiley & Sons, 2009.

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Book chapters on the topic "Instructional framework"

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Hallinger, Philip. "Conceptual Framework." In Assessing Instructional Leadership with the Principal Instructional Management Rating Scale. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15533-3_2.

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AlOkaily, Rasha. "FUAD Framework." In Learner-Centered Instructional Design and Evaluation. Routledge, 2023. http://dx.doi.org/10.4324/9781003317234-3.

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McDermott, Ashley F., and Sarah J. Stager. "Integrating ChatGPT into the ELEVATE-XR Adaptive Instructional Framework." In Adaptive Instructional Systems. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-60609-0_18.

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Reitzug, Ulrich C., and Deborah L. West. "A Developmental Framework for Instructional Leadership." In International Handbook of Leadership for Learning. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1350-5_12.

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McDermott, Ashley F., Elizabeth Whitaker, and Sarah J. Stager. "Revamping the RAMPAGE Adaptive Intelligence Analysis Framework in the Age of Generative AI." In Adaptive Instructional Systems. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-60609-0_17.

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Sinatra, Anne M. "Considerations for Developing a Generalized Gradebook for an Open-Source Intelligent Tutoring System Framework." In Adaptive Instructional Systems. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-34735-1_12.

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Van Campenhout, Rachel. "Learning Engineering as an Ethical Framework." In Adaptive Instructional Systems. Design and Evaluation. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77857-6_7.

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Robson, Elliot, Robby Robson, Tom Buskirk, Fritz Ray, and Kevin P. Owens. "An Experiential Competency Application Framework." In Adaptive Instructional Systems. Adaptation Strategies and Methods. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77873-6_9.

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Bruder, Anna, and Jessica Schwarz. "Evaluation of Diagnostic Rules for Real-Time Assessment of Mental Workload Within a Dynamic Adaptation Framework." In Adaptive Instructional Systems. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22341-0_31.

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McDermott, Ashley F., Elizabeth Veinott, Leonard Eusebi, et al. "Developing an Adaptive Framework to Support Intelligence Analysis." In Adaptive Instructional Systems. Design and Evaluation. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77857-6_39.

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Conference papers on the topic "Instructional framework"

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AlOkaily, Rasha. "FLEXIBLE, UBIQUITOUS, AGNOSTIC LEARNING IN HIGHER EDUCATION: THE FUAD FRAMEWORK FOR INSTRUCTIONAL DESIGN AND EVALUATION." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0064.

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Curcic, Dimitrije. "Instructional Framework for Digital Drawing Management Through Studio-based Pedagogy in Higher Education context – Case study." In 2024 28th International Computer Science and Engineering Conference (ICSEC). IEEE, 2024. https://doi.org/10.1109/icsec62781.2024.10770750.

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Khan, Mohd Javed, and K. Mustafa. "An Adaptive Hypermedia Instructional Framework." In 2016 2nd International Conference on Applied and Theoretical Computing and Communication Technology (iCATccT). IEEE, 2016. http://dx.doi.org/10.1109/icatcct.2016.7911970.

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Harpi, Saida. "Modernizing the ADDIE Instructional Design Framework for 21st-Century Instructional Designers." In 17th International Conference of the Learning Sciences (ICLS) 2023. International Society of the Learning Sciences, 2023. http://dx.doi.org/10.22318/icls2023.688461.

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Garcia, Rita, Katrina Falkner, and Rebecca Vivian. "Instructional Framework for CS1 Question Activities." In ITiCSE '19: Innovation and Technology in Computer Science Education. ACM, 2019. http://dx.doi.org/10.1145/3304221.3319732.

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Mazo, Lucille. "University Educators' Instructional Choices and Their Learning Styles within a Lesson Framework." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5610.

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Research on learning styles often focuses on the learning style of the student; however, the learning style of the educator may affect instructional choices and hinder learning. Few studies have addressed the lack of knowledge that exists in universities with respect to educators’ learning styles and a lesson framework (development, delivery, and debriefing). This sequential mixed methods study explored university educators’ conscious, reflective instructional choices as they related to learning styles application within a lesson. Two theoretical and one conceptual frameworks drew on Kolb’s ex
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Smith, Jennifer, Reza Zeinali Torbati, Randy Billard, Bruno Emond, and Brian Veitch. "Developing an Adaptive Instructional System for Simulation-Based Lifeboat Training Using Instructor Feedback." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003853.

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Integrating adaptive instructional systems (AIS) into simulation-based lifeboat training creates the opportunity to customize instruction and practice to meet the individual needs of trainees. Embedding an AIS into lifeboat simulation could make training more accessible for on-demand and remote learning applications such as practicing lifeboat coxswain duties while onboard vessels. An AIS evaluates performance, tailors instruction, and delivers practice exercises using four key models: the domain knowledge, the student/learner, the instructional framework, and the user interface. This paper ap
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Kurzel, Frank. "Introducing Peer Review and Assessment within a Project Based Learning Framework to Account for Difficulty." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3338.

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In this paper, we report on a longitudinal study into instruction in a technology based course directed at the creation of multimedia applications. Students come from both the Computing and Media Arts areas and group project work has been the main assessment strategy employed. A metric referred to as the Difficulty was arrived at through a factor analysis of questionnaire data. This metric has been the focus of successive offerings of this action research. A disparity in this metric between students groups became evident and efforts have been employed in subsequent iterations of the course to
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Hatfield, Neil, Luis Saldanha, Caterina Primi, and Egan Chernoff. "Quantitative Reasoning and Conceptual Analysis as a Framework for Teaching and Learning Probability." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t6b2.

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Thompson’s theory of quantitative reasoning and von Glasersfeld’s approach to conceptual analysis are underutilized tools in probability and statistics education. Both are valuable frameworks for researching how individuals conceptualize and reason about/with uncertainty as well as helping to inform instructional design around the same topics. We describe both conceptual analysis and the theory of quantitative reasoning and how they have shaped mathematics education. Further, we provide some instances where they have successfully been used in probability and statistics education. Sharing these
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Pu, Yanjun, Caimeng Wang, and Wenjun Wu. "A Deep Reinforcement Learning Framework for Instructional Sequencing." In 2020 IEEE International Conference on Big Data (Big Data). IEEE, 2020. http://dx.doi.org/10.1109/bigdata50022.2020.9378463.

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Reports on the topic "Instructional framework"

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Durlach, Paula J., and Randall D. Spain. Framework for Instructional Technology: Methods of Implementing Adaptive Training and Education. Defense Technical Information Center, 2014. http://dx.doi.org/10.21236/ada597411.

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Fatima, Sahar, Mohamad Nabil Mohd Noor, Vinod Pallath, Foong Chanchoong, and Hong Wei-Han. Evaluating the effectiveness of instructional strategies in promoting self-regulated learning during clinical clerkship years. A protocol for systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2023. http://dx.doi.org/10.37766/inplasy2023.1.0065.

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Review question / Objective: Considering the evidence-based beneficial effects of self-regulated learning in medical education, the aim of this systematic review is to determine the instructional strategies used to promote self-regulated learning in medical students during clinical clerkship years. We used the "PICO" framework to formulate the research questions: P - Undergraduate or graduate entry medical students in clinical clerkship years and/or medical teachers in clinical clerkship years. I - Instructional strategy. C - Traditional didactic instructional strategies (where applicable). O-
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Nyman, Matt, Nancy Staus, and Martin Storksdieck. Science and Art Teaching Practices for Oregon Elementary Teachers: Results of a Landscape Survey. Oregon State University, 2023. http://dx.doi.org/10.5399/osu/1163.

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An Evaluation Report for the Oregon Department of Education. In collaboration with classroom teachers and WRAP personnel we developed and implemented a survey to collect baseline data on the science and arts teaching practices for ALL elementary teachers. This included “regular” classroom teachers (those teachers with an assigned physical classroom and set of students), art teachers, music teachers, PE teachers and other educators or administrators. In December 2022 we recruited three (3) elementary teachers to assist us in survey development, in particular framing questions around frequency o
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Polgun, K. The use of a higher mathematics electronic instructional and methodological package within inclusive learning environment. Association 1901 «SEPIKE», 2017. http://dx.doi.org/10.31812/0564/2053.

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The article shows the need for developing a higher mathematics electronic instructional and methodological package for students with special needs. Structural elements of the above package have been described. The distinctive features of each of them have been identified. The purpose of creating a higher mathematics electronic instructional and methodological package is to ensure the formation of mathematical competence of inclusive groups' students. The efficiency of the package developed has been corroborated by the experimental data. The article may be interesting for teachers of institutio
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Greene Nolan, Ph.D., Hillary, Merijke Coenraad, Ph.D., and Viki Young, Ph.D. Teaching Partner, Grading Assistant, Substitute Teacher: Three Ways Teachers Positioned an Artificial Intelligence Tool in Writing Instruction. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/226.

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This study investigates how teachers understand and position AI tools in middle school writing instruction, drawing on 27 teacher interviews collected during a study called Project Topeka that used an interactive argumentative writing platform with AI-generated scores and feedback. Based on the interviews, we generate an initial theoretical framework of how teachers position AI tools — and therefore themselves — in their teaching. We found that some teachers leveraged AI as a “teaching partner” that provided insights to help enhance teaching and learning while remaining central to instruction
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Clement, Michael. Engineering With Nature website user guide. Engineer Research and Development Center (U.S.), 2022. http://dx.doi.org/10.21079/11681/43440.

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The Engineering With Nature (EWN) program is a high-profile effort that aims to deliver cost-effective, broadly beneficial solutions to natural re-source and sustainability challenges across the nation. A portion of this is accomplished through the use of the EWN website, which features news, podcasts, articles, and more. The content on the EWN website serves to educate and inform hundreds of visitors monthly. This content is generated and managed by EWN team members with web development experience, as it requires manually editing the website HTML and staging changes on a development server. W
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we condu
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Kumar, Indraneel, Lionel Beaulieu, Annie Cruz-Porter, Chun Song, Benjamin St. Germain, and Andrey Zhalnin. An Assessment of the Workforce and Occupations in the Highway, Street, and Bridge Construction Industries in Indiana. Purdue University, 2020. http://dx.doi.org/10.5703/1288284315018.

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This project explores workforce and occupations within the highway, street, and bridge construction industries (NAICS 237310) in Indiana. There are five specific deliverable comprised of three data reports, one policy document, and a website. The first data report includes an assessment of the workforce based on the eight-part framework, which are industry, occupations, job postings, hard-to-fill jobs, Classification of Instructional Programs (CIP), GAP Analysis, compatibility, and automation. The report defines a cluster followed by a detailed analysis of the occupations, skills, job postings
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Angrist, Noam, and Rachael Meager. Implementation matters: Generalising treatment effects in education. What Works Hub for Global Education, 2023. http://dx.doi.org/10.35489/bsg-whatworkshubforglobaleducation-wp_2023/03.

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Targeted instruction is one of the most effective educational interventions in low- and middle-income countries, yet reported impacts vary by an order of magnitude. We study this variation by aggregating evidence from prior randomised trials across five contexts, and use the results to inform a new randomised trial. We find two factors explain most of the heterogeneity in effects across contexts: the degree of implementation (intention-to-treat or treatment-on-the-treated) and program delivery model (teachers or volunteers). Accounting for these implementation factors yields high generalisabil
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Moeyaert, Mariola. Introduction to Meta-Analysis. Instats Inc., 2023. http://dx.doi.org/10.61700/9egp6tqy3koga469.

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This seminar provides hands-on instruction covering the process of conducting a meta-analysis, from the planning stage through the selection of appropriate statistical techniques, the issues involved in analyzing data, and the interpretation of results. During the seminar you will learn how to use meta-analytic techniques to combine evidence across different research studies; integrate multiple studies into a single statistical framework; obtain precise and generalizable estimates of effect sizes; and explain differences arising from conflicting study results. An official Instats certificate o
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