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Journal articles on the topic 'Instructional framework'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

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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Odundo, Paul Amolloh, and Charles Richard Oyier. "Prof. Burdgetary Allocation and Utilization of Instructional Resources for Science Based Subjects in Secondary Schools in Kenya." International Educational Research 1, no. 1 (2018): p33. http://dx.doi.org/10.30560/ier.v1n1p33.

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Instructional resources are educational inputs necessary for raising quality of education across the school system. Planning for instructional resources include setting aside money through budgetary allocation for procurement of resources. An assurance for availability and adequacy of instructional resources require defined sources of funds and standardized procedures with appropriate financial base for prudent utilization. Interaction between policy and practice in budgeting process assures efficient utilization of finance for science instructional resources in schools. The study focussed on

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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.

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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 norma

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Thoma, Jennifer. "A Model of Professional Development on Phonics Instruction: A Case Study of One Midwestern District." Journal of Education 201, no. 1 (2020): 3–9. http://dx.doi.org/10.1177/0022057420903266.

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This pilot study was an explanatory mixed-methods design to examine whether teachers changed instructional practices after adopting a new curriculum material to support the response to intervention (RTI) framework. In coordination with one rural school district which had implemented instructional intervention practices, the researcher observed classroom implementation of phonics intervention instruction in K–3 classrooms in four different elementary buildings. Teachers took a survey around professional development and instructional practices. Existing student data were used to answer the follo

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Ziegenfuss, Donna Harp. "Information Literacy and Instruction: Backward Design: A Must-Have Library Instructional Design Strategy for Your Pedagogical and Teaching Toolbox." Reference & User Services Quarterly 59, no. 2 (2020): 107. http://dx.doi.org/10.5860/rusq.59.2.7275.

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Library instruction sessions, courses, and programs benefit from a strategic and intentional instructional design approach. This type of approach can provide a framework for librarian discussions with collaborators, such as faculty or other stakeholders, and facilitate librarians’ advocacy efforts for information literacy instruction in the curriculum. But in the midst of busy schedules and competing responsibilities, it can be difficult to find time and a strategy that works well for library instructional contexts. This column shares an instructional design strategy adopted by librarians to a

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Khalil, Mohammed K., and Ihsan A. Elkhider. "Applying learning theories and instructional design models for effective instruction." Advances in Physiology Education 40, no. 2 (2016): 147–56. http://dx.doi.org/10.1152/advan.00138.2015.

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Faculty members in higher education are involved in many instructional design activities without formal training in learning theories and the science of instruction. Learning theories provide the foundation for the selection of instructional strategies and allow for reliable prediction of their effectiveness. To achieve effective learning outcomes, the science of instruction and instructional design models are used to guide the development of instructional design strategies that elicit appropriate cognitive processes. Here, the major learning theories are discussed and selected examples of ins

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SORIANO, BEVERLY M. "TEACHERS’ PERSPECTIVES ON THE IMPLEMENTATION OF INSTRUCTION UNDER THE MATATAG CURRICULUM." Cognizance Journal of Multidisciplinary Studies 5, no. 6 (2025): 1–10. https://doi.org/10.47760/cognizance.2025.v05i06.001.

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This literature-based inquiry explores the perspectives of teachers on the implementation of instruction under the newly introduced MATATAG Curriculum in the Philippines. As a major educational reform, the MATATAG Curriculum aims to decongest the previous K to 12 frameworks, strengthen foundational learning, and realign instruction with national development goals. The review synthesizes existing research and policy literature on curriculum implementation, instructional leadership, and teacher readiness. Findings from the literature highlight that teachers’ perceptions significantly affect the

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Ibadullayeva, N. S. "Language learning strategies: Instructional model for reading comprehension in the context of Lesson Study interdisciplinary strategy transfer." BULLETIN OF L.N. GUMILYOV EURASIAN NATIONAL UNIVERSITY. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY SERIES 149, no. 4 (2024): 11–31. https://doi.org/10.32523/2616-6895-2024-149-4-11-31.

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The paper explores methodology of teaching language learning strategies to develop a teaching structure and a model for reading comprehension to address the issue of Kazakhstani learners’ reading skills in interdisciplinary context. Theoretical research methods, including analysis and synthesis, comparative analysis, structural analysis and modeling were used to develop: 1) instructional structure of think aloud modeling on summarizing strategy, 2) taxonomy of cognitive, metacognitive, social and affective reading strategies in connection with think aloud questions and self-instruction stateme

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Morris-Mathews, Hannah, Kristabel R. Stark, Nathan D. Jones, Mary T. Brownell, and Courtney A. Bell. "Danielson’s Framework for Teaching: Convergence and Divergence With Conceptions of Effectiveness in Special Education." Journal of Learning Disabilities 54, no. 1 (2020): 66–78. http://dx.doi.org/10.1177/0022219420941804.

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Danielson’s Framework for Teaching (FFT) is currently used in more than 20 states to inform teacher evaluation and professional learning. To investigate whether FFT promotes instruction that appropriately responds to the needs of students with learning disabilities, we conduct a systematic content analysis of the instructional approach emphasized in the FFT’s Instructional Domain (Domain 3) of Danielson’s FFT. We frame our study using cognitive load theory and research regarding effective instruction for students with disabilities. We end by discussing implications regarding the evaluation and

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Guidry, Allen, and Jamin Carson. "A Sequencing Framework for Middle Grades Social Studies Instructional Units." Social Studies Research and Practice 5, no. 1 (2010): 105–18. http://dx.doi.org/10.1108/ssrp-01-2010-b0010.

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In working with pre-service and beginning middle grades social studies teachers, the authors have found that those teachers often struggle to organize and sequence content in meaningful ways. Although many national and state curriculum writing bodies have provided organizational frameworks to guide teachers in designing instruction for middles grades social studies, those same bodies have failed to assist teachers in the task of sequencing instruction in ways that assure learning. This article provides a practical sequencing framework that assists middle grades social studies teachers in desig

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Aziz, Azlan Abdul, Ahmad Kamalrulzaman Othman, Yusnita Sokman, and Syamsul Ariffin Yahaya. "Designing Multimedia Instructional Materials using Gagne’s Framework in Promoting Adult Learners’ Asynchronous Learning Experiences." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 4905–13. http://dx.doi.org/10.47772/ijriss.2024.803362s.

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This research addresses the challenges faced in Distance Education (DE) by investigating the impact of carefully designed multimedia instructional materials in creating a conducive asynchronous learning experience for adult learners. With the increasing integration of digital technologies in higher education, especially in DE, it becomes imperative to assess and optimize the various teaching tools available to ensure effective educational delivery. The unique challenge in DE is that adult learners often study in isolation, with limited instruction, and at a distance from traditional classroom

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Marleonie M. Bauyot. "Developing an ADDU Online Pedagogical Framework." Journal of Electrical Systems 20, no. 4s (2024): 1448–57. http://dx.doi.org/10.52783/jes.2188.

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Online instruction has emerged as a popular alternative to face-to-face classroom instruction. It provides educational opportunities to individuals with geographic, time, or other constraints that make education difficult or impossible to pursue and another option to those who prefer online learning’s flexibility and instructional delivery method. One of the constraints and challenges that education institutions are confronted with is the threat brought about by COVID-19 pandemic that made physical relationship and interactions difficult for teachers and students in the usual classroom setting

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Sugar, William, Abbie Brown, and Kenneth Luterbach. "Examining the anatomy of a screencast: Uncovering common elements and instructional strategies." International Review of Research in Open and Distributed Learning 11, no. 3 (2010): 1. http://dx.doi.org/10.19173/irrodl.v11i3.851.

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The researchers engaged in cooperative inquiry in order to explore screencasts as online instructional tools. In total, each researcher analyzed 37 screencasts, which provided over two hours of instruction. The content area of these screencasts concentrated on teaching specific computing procedures (e.g., how to install web server software or how to add a table in a word processor). The researchers analyzed their own self-produced screencasts as well as those that were professionally produced. Analyses of the screencasts led the researchers to discover common structural components (i.e., bumpe

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Gettings, Ryan, and Barbara N. Martin. "An Examination of the Instructional Liaison between the Principal and Instructional Coach through the Distributed Leadership Perspective." Journal of Education and Culture Studies 6, no. 2 (2022): p18. http://dx.doi.org/10.22158/jecs.v6n2p18.

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This multiple case study investigation explored the instructional relationship between the principal and instructional coach through the conceptual framework of distributed leadership. By studying this through the distributive leadership perspective, educators will better understand the relational and implementation aspects considered to fully leverage the role of the instructional coach and continue towards the improvement of classroom instruction. The findings of this study illustrated the possibility of insight into the leadership capacity of the secondary instructional coach and the princi

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van der Meij, Hans, and Constanze Hopfner. "Eleven Guidelines for the Design of Instructional Videos for Software Training." Technical Communication 69, no. 3 (2022): 5–23. http://dx.doi.org/10.55177/tc786532.

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Purpose: Video is a popular medium for instructing people how to use software. In 2013, van der Meij and van der Meij proposed eight guidelines for the design of instructional videos for software training. Since then, production techniques and video features evolved, and new insights about characteristics of effective video instructions emerged. Methods: Based on recent study outcomes and our reflections on instructional video designs, the original set of eight guidelines was restructured, updated, and extended. Results:A new framework with 11 guidelines was constructed. For these guidelines t

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Ford, Donna Y., and Erik M. Hines. "An Overview of Instructional Violence: Promoting Culturally Responsive Instruction." Gifted Child Today 48, no. 3 (2025): 221–26. https://doi.org/10.1177/10762175251330327.

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Black students in Gifted and Talented Education (GATE) programs are often subjected to biases, as well as barriers to success. Some of these biases and barriers include deliberately leaving culture and race out of the curriculum, lower education expectations, and entering higher levels of school discipline. Separately and combined, this leads to academic/educational violence. In this article, we discuss one aspect of barriers— instructional violence —on Black GATE students. We incorporate Boykin’s Afro-centric cultural styles framework for educators to avoid and end instructional violence. Boy

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Jiang, Yaqiong, Yuyuan Huang, and Qiao Li. "Data-Driven Instructional Decision-Making: Framework, Instrument, and Process." World Journal of Educational Research 11, no. 3 (2024): p72. http://dx.doi.org/10.22158/wjer.v11n3p72.

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Instructional decision-making is the process exploring, judging, and selecting instructional implementation options to effectively achieve instructional goals. However, traditional instructional decision-making relies excessively on subjective experience. The insufficient information hinders teachers comprehensively and accurately identifying the existing problems. Educational big data provides a scientific basis for the formulation, implementation, and optimization of teaching strategies. This study elaborates on the concept, importance, and development of instructional decision-making. It ex

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Sangsawang, Thosporn. "Instructional Design Framework for Educational Media." Procedia - Social and Behavioral Sciences 176 (February 2015): 65–80. http://dx.doi.org/10.1016/j.sbspro.2015.01.445.

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Kurz, Alexander, Linda A. Reddy, and Todd A. Glover. "A Multidisciplinary Framework of Instructional Coaching." Theory Into Practice 56, no. 1 (2017): 66–77. http://dx.doi.org/10.1080/00405841.2016.1260404.

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Rickard, G. Linda, and Boni Boswell. "A Framework for Preservice Instructional Development." Journal of Physical Education, Recreation & Dance 62, no. 5 (1991): 31–76. http://dx.doi.org/10.1080/07303084.1991.10609858.

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Hicks, Owen. "A Conceptual Framework for Instructional Consultation." New Directions for Teaching and Learning 1999, no. 79 (1999): 9–18. http://dx.doi.org/10.1002/tl.7902.

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Cheng, An. "Genre analysis as a pre-instructional, instructional, and teacher development framework." Journal of English for Academic Purposes 19 (September 2015): 125–36. http://dx.doi.org/10.1016/j.jeap.2015.04.004.

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Corn, Anne L., and Alan J. Koenig. "Literacy for Students with Low Vision: A Framework for Delivering Instruction." Journal of Visual Impairment & Blindness 96, no. 5 (2002): 305–21. http://dx.doi.org/10.1177/0145482x0209600503.

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This study identified the levels of direct and consultative instructional services needed for teaching literacy skills to students with low vision. The findings support the need to provide consistent, direct instruction to students with low vision in almost all areas of literacy and literacy-related skills.

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White, Antoinette, Dennis William Moore, Marilyn Fleer, and Angelika Anderson. "A Thematic and Content Analysis of Instructional and Rehearsal Procedures of Preschool Social Emotional Learning Programs." Australasian Journal of Early Childhood 42, no. 3 (2017): 82–91. http://dx.doi.org/10.23965/ajec.42.3.10.

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RESEARCH HAS DOCUMENTED THE positive effects of social emotional learning (SEL), and educational policy developments and accepted learning standards are beginning to reflect these findings. However, how best to include evidence-based practices in the instruction of social emotional competencies in regular preschool settings is not yet fully understood. Through a thematic and content analysis, this study identifies the target skills, implementation, instructional and rehearsal procedures in eight effective preschool SEL programs. The analysis describes a differential relationship between target

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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.

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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

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Sabouri, Taraneh, Chris Cale, Sunddip Panesar-Aguilar, and Michelle McCraney. "Exploring the Use of Learner-Centered Instruction with English Language Learners in Social Studies Classrooms." World Journal of Educational Research 8, no. 2 (2021): p36. http://dx.doi.org/10.22158/wjer.v8n2p36.

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Despite English Language Learner (ELL) supplemental instruction on Saturdays and evenings and professional development for teachers, learner-centered instructional strategies in social studies are currently ineffective in meeting the learning needs of the ELL population in an urban school in the northeastern United States. The instructional approaches being used to deliver curriculum have a marginal effect on learning for ELL students, and the local school board supports the importance of exploring this problem. The purpose of this instrumental case study was to explore the learner-centered in

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Ubbes, Valerie A., and Benedict Njoku. "A Curriculum, Instruction, and Assessment (CIA) Framework for Health Literacy Education (HLE) in Medical and Health Professions Schools." World Journal of Social Science Research 9, no. 1 (2022): p15. http://dx.doi.org/10.22158/wjssr.v9n1p15.

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There is increasing need to implement Health Literacy Education (HLE) as essential curriculum content in medical and health professions schools, supported by skill-based instructional strategies and authentic assessments. This paper reviews two decades of historical progress in health literacy and advances a new conceptual model to organize Curriculum, Instruction, and Assessment (CIA) themes for Health Literacy Education (HLE). Three themes are integrated into the Health Literacy Education (HLE) curriculum: 1) interprofessional communication in HLE, 2) cultural and linguistic competencies in

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Murnan, Reagan, Heidi Cornell, and Angela Beeler. "Universal Design for Learning as a Pathway for Accessible Narrative Writing Practices for Diverse Adolescents." Kansas English 104 (June 30, 2023): 7–17. http://dx.doi.org/10.62704/v8zgz781.

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Equitable learning opportunities are critical for students to meet writing standards. Universal Design for Learning (UDL) is a scientifically based framework for planning and implementing instruction that supports a broad range of diverse learners. In this article, the UDL framework is briefly described, including its principles and guidelines. Vignettes are shared throughout to illustrate how one teacher applied the UDL framework to plan a narrative writing unit for a diverse group of adolescent learners. Adopting the use of the UDL framework during the instructional planning process ensures

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Marzocchi, Alison S., Amelia Stone-Johnstone, Kristin Kurianski, and Roberto C. Soto. "Supporting Mathematics Instructors’ Transition to Equity-Minded Active Instruction Using a Community of Practice Framework." Education Sciences 14, no. 9 (2024): 1001. http://dx.doi.org/10.3390/educsci14091001.

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With evidence mounting on the benefits of equity-minded and active mathematics instruction, increasing numbers of mathematics faculty members are seeking to transform their instruction. Yet, many lack the skills and/or confidence to make the transition. To support faculty in meaningful instructional improvement, the authors of this paper facilitate frequent and innovative professional development (PD) guided by a community of practice framework. PD is intentionally designed to be incremental and supportive. Using one-on-one interview data from ten faculty participants who participated in PD on

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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.

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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 illustra

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Tubtimsri, Orraporn, Prasong Saihong, and Thanyathip Boonyiam. "Training Curriculum Development Based on the Guiding Concept to Promote the Ability to Organize Learning Experiences on Executive Functions in Early Childhood for Childcare Teachers." Journal of Education and Learning 14, no. 4 (2025): 186. https://doi.org/10.5539/jel.v14n4p186.

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This research aimed to develop an instructional coaching model to enhance early childhood educators&rsquo; abilities in designing learning experiences for brain management. This research employed a mixed-methods approach, combining quantitative and qualitative methods and consisted of two phases: 1) developing an instructional coaching framework, and 2) validating the framework with seven expert raters, the expert panel consisted of individuals with expertise in curriculum and instruction, research and curriculum development, measurement and evaluation, and early childhood education. The s

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Winfield, Linda F. "Lessons From the Field: Case Studies of Evolving Schoolwide Projects." Educational Evaluation and Policy Analysis 13, no. 4 (1991): 353–62. http://dx.doi.org/10.3102/01623737013004353.

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This study describes changes that occurred in one of the nation’s largest urban school systems on the East Coast following passage of the Hawkins-Stafford Amendments. Case study methods were used to describe the central office and system role and changes at the elementary school level in selected sites. A major emphasis of central office framework for school wide projects (SWPs) was school-based management and instructional frameworks based on effective schools research. The primary type of instructional intervention at the school level was reduction of class size during reading and math instr

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Pacheco, Richard, and Roy Villacorte. "Unveiling narratives of the most outstanding master teachers in the province of Negros Occidental." Journal of Higher Education Research 12, no. 2 (2024): 127–47. https://doi.org/10.70228/pfree2024029jher.

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This study is based on narrative inquiry and utilizes transformational leadership theory and instructional competence frameworks as theoretical underpinnings. The transformational leadership theory was instrumental in examining how the three most outstanding master teachers inspired and mentored their colleagues while leading initiatives for school-wide improvement. The instructional competence framework provided insights into their teaching practices, particularly in differentiated instruction, student engagement, and ongoing professional development. Employing a qualitative research design,

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Lohmann, Marla J., Katrina A. Hovey, and Ariane N. Gauvreau. "Universal Design for Learning (UDL) in Inclusive Preschool Science Classrooms." Journal of Science Education for Students with Disabilities 26, no. 1 (2023): 1–12. http://dx.doi.org/10.14448/jsesd.15.0005.

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Science instruction is a critical aspect of early learning. Teachers can support young children’s learning about scientific concepts through the use of the Universal Design for Learning (UDL) framework, which is a proactive approach to instructional planning that helps ensure success for all learners. This teaching techniques article offers preschool teachers practical solutions for implementing in the UDL framework for science instruction in their classrooms.

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Carney, Michele B., Jonathan L. Brendefur, Gwyneth R. Hughes, and Keith Thiede. "Developing a Mathematics Instructional Practice Survey: Considerations and Evidence." Mathematics Teacher Educator 4, no. 1 (2015): 93–118. http://dx.doi.org/10.5951/mathteaceduc.4.1.0093.

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As mathematics teacher educators, it is imperative that we have high-quality tools that conceptualize and operationalize mathematics instruction for large-scale examination. We first describe existing instructional practice survey scales, including their conceptualization of practice and related validity evidence. We then present the framework and initial validity evidence for our mathematics instructional practice survey. Survey participants were inservice teachers in a statewide mandated mathematics professional development course. Statistical analyses indicate the items measure two construc

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Saxena, Mamta. "Learner analysis framework for globalized e-learning: A case study." International Review of Research in Open and Distributed Learning 12, no. 5 (2011): 93. http://dx.doi.org/10.19173/irrodl.v12i5.954.

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<p>The shift to technology-mediated modes of instructional delivery and increased global connectivity has led to the rise in globalized e-learning programs. Educational institutions face multiple challenges as they seek to design effective, engaging, and culturally competent instruction for an increasingly diverse learner population. The purpose of this study was to explore strategies for expanding learner analysis within the instructional design process to better address cultural influences on learning. A case study approach leveraged the experience of practicing instructional designers

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Elias, Mohd Syahrizad, and Ahmad Zamzuri Mohamad Ali. "Multimedia Instructional Message (MIM) and Simulation-Aided Learning: A Conceptual Framework." International Journal of Information and Education Technology 6, no. 9 (2016): 717–21. http://dx.doi.org/10.7763/ijiet.2016.v6.781.

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Kolbe, Tammy, Caitlin Steele, and Beth White. "Time to Teach: Instructional Time and Science Teachers’ Use of Inquiry-Oriented Instructional Practices." Teachers College Record: The Voice of Scholarship in Education 122, no. 12 (2020): 1–54. http://dx.doi.org/10.1177/016146812012201211.

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Background There have been repeated calls for more widespread use of inquiry-oriented science instruction in K–12 education. At the same time, questions have been raised regarding whether the amount of time in school schedules for science instruction is sufficient to support inquiry-based teaching. This study investigates the relationship between the time available for science instruction and the extent to which eighth-grade science teachers used inquiry-oriented instructional practices in their teaching. Research Questions We consider two research questions: (1) To what extent is teachers’ us

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Thunder, Kateri, and Alisha N. Demchak. "The math diet: An instructional framework to grow mathematicians." Teaching Children Mathematics 22, no. 7 (2016): 389–92. http://dx.doi.org/10.5951/teacchilmath.22.7.0389.

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The metaphor of a balanced diet is used in literacy to describe the components of literacy instruction that are vital to growing readers and writers (NRP 2000). In a balanced literacy diet, the components work in tandem to give students multiple contexts to practice and transfer their understanding, knowledge, and skills. Similarly, the Math Diet provides an instructional framework to grow proficient mathematicians based on mathematics education research (NCTM 2014; NRC 2009). (See the more4U note at the end of the article for how to access a summary table of the Math Diet that is available on

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Sharp, Claudia, Miriam Martinez, Beth Maloch, et al. "Exploring Mystery in Fifth Grade: A Journey of Discovery." Voices from the Middle 17, no. 4 (2010): 19–28. http://dx.doi.org/10.58680/vm201010787.

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An instructional framework that included the use of a touchstone text, literature circles, and independent reading and writing created a rich context for the study of mysteries in a fifth-grade classroom. Key points include a) the complexity of the touchstone text as a key factor in shaping the instructional goals in this genre study, and b) the complexity of the genre as a challenge for writing instruction, demanding careful teacher planning and scaffolding, in spite of the promise that the mystery genre holds for fostering rich reading instruction.

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Lynard, Bobby L. Asirit, H. Hua Jocelyn, and Mendoza Lorenzo. "A closer look at neophyte teachers' instructional competence: A phenomenological study." International Research Journal of Science, Technology, Education, and Management 2, no. 2 (2022): 11–25. https://doi.org/10.5281/zenodo.6975604.

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The concept of instructional competence, which refers to the ability to show that one has the readiness and effectiveness of necessary skills within the teaching framework in public schools, has hardly ever been investigated. This qualitative descriptive phenomenological study aimed to discover the instructional competence of newly hired public school teachers. Through the lens of Albert Bandura's (1997) Self-Efficacy Theory, it investigated what instructional competencies a newly hired teacher possessed that demonstrated readiness and efficacy of the required skills. The focus group discu

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