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Journal articles on the topic 'Instructional procedures'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Fahriany, Fahriany. "ACADEMIC READING PADA PROGRAM MAGISTER FITK UIN SYARIF HIDAYATULLAH JAKARTA." LiNGUA: Jurnal Ilmu Bahasa dan Sastra 11, no. 2 (2016): 125. http://dx.doi.org/10.18860/ling.v11i2.3161.

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<p>The objective of the study is to get comprehemsive understanding of English reading instructional process which can increase English reading competence of Master program Faculty of Tarbiya and teachers training UIN Syarif Hidayatullah Jakarta. The component of instruction consist of : instructional objective, form and function of text, instructional procedure,form and function of instructional activity,the role of student and teacher, and evaluation in reading instruction. This research is a qualitative study, it is done on may 2014, 2013-2014 academic year. The data is collected by u

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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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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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Shepley, Collin, Justin D. Lane, Jennifer Grisham-Brown, Amy D. Spriggs, and Olivia Winstead. "Effects of a Training Package to Increase Teachers’ Fidelity of Naturalistic Instructional Procedures in Inclusive Preschool Classrooms." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 41, no. 4 (2017): 321–39. http://dx.doi.org/10.1177/0888406417727043.

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Teachers in inclusive preschool classrooms are required to provide supports and instruction to children with and without developmental delays. In addition, teachers are required to use research and evidence-based practices, such as naturistic instructional procedures. Despite a plethora of research on the effectiveness and utility of naturalistic instructional procedures, few studies have examined the training and coaching practices used to prepare teachers to use these procedures. In addition, few studies have examined the extent to which teachers view common training and coaching practices a

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Fang, Ming Jian, Xu Xu Zheng, Wei Qin Hu, and Yu Shen. "On the ADDIE-Based Effective Instructional Design for Higher Education Classrooms." Advanced Materials Research 271-273 (July 2011): 1542–47. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1542.

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ADDIE instructional design is a systematic approach for course development and instructional activities. It consists of analyzing the current state and needs of the learner, defining the end goal and expected outcomes of instruction, determining the instructional methods and approach, selecting the instructional means, synthesizing instructional plan, organizing and implementing instructional activities, and monitoring and evaluating instructional effectiveness. It gives a detailed illustration of the process of effectively designing and creating instructional activities for higher education c

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Sanders, Sara, Lauren Hart Rollins, Linda H. Mason, Ashley Shaw, and Kristine Jolivette. "Intensification and Individualization of Self-Regulation Components Within Self-Regulated Strategy Development." Intervention in School and Clinic 56, no. 3 (2020): 131–40. http://dx.doi.org/10.1177/1053451220941414.

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Self-regulated strategy development (SRSD) is an effective instructional approach used to teach academic strategies for skills such as writing and reading comprehension. Included in SRSD are direct strategy instruction and explicit procedures for teaching self-regulation skills, a method that has been effective at improving academic skills of students with disabilities, including those with emotional and behavioral disorders (EBD). However, due to pre-existing deficits in self-regulation skills, students with EBD may benefit from intensifying the four self-regulation skills already present in

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Sweller, John. "I Cognitive Processes and Instructional Procedures." Australian Journal of Education 34, no. 2 (1990): 125–30. http://dx.doi.org/10.1177/000494419003400202.

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Delquadri, Joe, Charles R. Greenwood, Debra Whorton, Judith J. Carta, and R. Vance Hall. "Classwide Peer Tutoring." Exceptional Children 52, no. 6 (1986): 535–42. http://dx.doi.org/10.1177/001440298605200606.

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The purpose of this article is to discuss classwide peer tutoring as an effective instructional procedure. The article is organized into three major sections: (a) general principles of instruction, (b) description of classwide peer tutoring procedures, and (c) review of effectiveness data concerning classroom process (i.e., ecological and behavioral factors) and student achievement outcomes. It concludes with a discussion of the procedure and areas of future research and application.

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Johnston, Lauren E., Sterett H. Mercer, and Rhonda Geres-Smith. "Incorporating Vocabulary Instruction in Individual Reading Fluency Interventions With English Language Learners." Canadian Journal of School Psychology 33, no. 1 (2016): 63–81. http://dx.doi.org/10.1177/0829573516658855.

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The purpose of this preliminary study was to determine whether incorporating vocabulary instruction in individual reading fluency interventions for English Language Learners (ELLs) would improve reading comprehension. Two vocabulary instructional procedures were contrasted with a fluency-building only condition in an alternating-treatments design with four ELL students in Grades 3 and 5. Results indicated that the two vocabulary instructional procedures, on average, did not affect reading comprehension. Despite no consistent overall effects, one student had better comprehension of passages use

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Gardner, Stephanie J., and Pamela S. Wolfe. "Results of a Video Prompting Intervention Package Impacting Dishwashing Skill Acquisition for Adolescents With Autism." Journal of Special Education Technology 34, no. 3 (2018): 147–61. http://dx.doi.org/10.1177/0162643418802666.

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In order to maximize the future level of independence learners with autism spectrum disorder display, daily living tasks can be taught in K–12 programs using a variety of instructional methods, including video-based instruction. This study investigated the effectiveness of an instructional package including video priming and prompting along with a graduated guidance error correction procedure to teach dish washing skills to four adolescents with autism. A multiple baseline across participants design demonstrated that three of the four participants acquired dishwashing skills upon introduction

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Zigmond, Naomi, and Sandra E. Miller. "Assessment for Instructional Planning." Exceptional Children 52, no. 6 (1986): 501–9. http://dx.doi.org/10.1177/001440298605200603.

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The provision of an appropriate, individualized education for handicapped students has traditionally involved the use of assessment procedures to determine appropriate learning objectives and teaching strategies. In this article, current approaches to assessment of what to teach and how to teach, and their limitations, are discussed. Suggestions are made for modifications in current approaches to a priori assessment of what to teach in favor of a post hoc procedure that uses frequent student evaluation to provide the database from which decisions regarding modifications of teaching strategies

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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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이종희. "EFL Instructional Procedures for Critical Media Literacy." Journal of Studies in Language 28, no. 2 (2012): 305–28. http://dx.doi.org/10.18627/jslg.28.2.201208.305.

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Noonan, John V., and Paul D. Sarvela. "Passing score procedures in instructional systems development." Performance + Instruction 26, no. 9-10 (1987): 16–18. http://dx.doi.org/10.1002/pfi.4160260906.

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Taufiqurrahman, Taufiqurrahman. "Mengagas Pengelolaan Penilaian untuk Peningkatan Pembelajaran." Jurnal Pendidikan Islam Indonesia 1, no. 1 (2016): 119–34. http://dx.doi.org/10.35316/jpii.v1i1.43.

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Assessment and instructional are interrelated. Assessment’s role depends on instructional approach. An instruction putting students as subject of their own learning will posit assessment as basis for instructional improvement. Otherwise, assessment will be applied to judge student learning outcomes. The first assessment’s role will work if only teachers master the quality assessment and do it collaboratively. At school level, work procedures include data summarizing, problem solving, modelling and externalization. The use of assessment data is method for improving an instructinal system increm

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Junaidi, Junaidi, and Khoirul Anwar. "Kreativitas Guru PAI Rahmantan Lil al-‘Alamin dalam Mengatasi Paham Radikal di SMA Darul Ulum 2 Unggulan BPPT Jombang." Jurnal Pendidikan Islam Indonesia 1, no. 1 (2016): 135–45. http://dx.doi.org/10.35316/jpii.v1i1.44.

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Assessment and instructional are interrelated. Assessment’s role depends on instructional approach. An instruction putting students as subject of their own learning will posit assessment as basis for instructional improvement. Otherwise, assessment will be applied to judge student learning outcomes. The first assessment’s role will work if only teachers master the quality assessment and do it collaboratively. At school level, work procedures include data summarizing, problem solving, modelling and externalization. The use of assessment data is method for improving an instructinal system increm

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Adler, Kimberly, Crystal McKeever, Aubry Dyer, Marylee Donaldson, and Peggy Ward-Smith. "A comparison of teaching methods that provide patient orientation to inpatient unit procedures." Clinical Nursing Studies 7, no. 2 (2019): 48. http://dx.doi.org/10.5430/cns.v7n2p48.

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The descriptive longitudinal feasibility study compared two teaching methods focused on inpatient unit orientation. Once admitted, 20 patients were randomly assigned to one of two methods (written or video) that provided unit orientation information. Survey data, which assessed retention of the information and satisfaction with the instructional method, were collected 24 hours later. Descriptive analyses of these data determined that patients who received unit orientation information by video achieved a slightly higher knowledge score, but a slightly lower satisfaction with instruction score.

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Tanner, C. Kenneth, Julia Carol James, and Charles Stephen White. "Testing Policy as Part of Kindergarten Entrance Procedures." Journal of School Leadership 3, no. 5 (1993): 549–65. http://dx.doi.org/10.1177/105268469300300507.

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At issue in this study was educational policy supporting the testing of kindergarten students. The ABC Inventory and the Developing Skills Checklist (DSC) are brought into question as appropriate instruments for identifying or labeling kindergartners for special instructional assistance. Data were collected on 92 subjects that included participants in a special instructional assistance program and a comparison group. The findings indicated that using the ABC and DSC for identifying students for special instructional assistance is inappropriate. Therefore administrative policy allowing the labe

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Munk, Dennis D., and Alan C. Repp. "The Relationship between Instructional Variables and Problem Behavior: A Review." Exceptional Children 60, no. 5 (1994): 390–401. http://dx.doi.org/10.1177/001440299406000502.

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In recent years, there has been considerable discussion of positive procedures to reduce problem behaviors of persons with severe disabilities. One variable found in many of the situations in which these behaviors occur is instruction. The purpose of this paper is to review studies that have used instructional variables as nonaversive interventions for problem behaviors. Instructional variables that may decrease problem behavior include (a) student choice of task, (b) task variation, (c) pace of instruction, (d) interspersal of high-probability tasks, (e) partial- versus whole-task training, (

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Swanson, H. Lee. "Strategy Instruction: Overview of Principles and Procedures for Effective Use." Learning Disability Quarterly 12, no. 1 (1989): 3–14. http://dx.doi.org/10.2307/1510248.

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This overview will focus on the advantages of strategy instruction as well as the components and principles that underlie effective strategy use. The advantages are related to (a) modifiable and planful activities, (b) individual differences and adaptation, and (c) instructional development. Principles of effective strategy use incorporate such factors as (a) different strategy purposes, (b) component analysis, (c) strategy matching to individual students, (d) processing differences and performance similarities, (e) comparable strategy use and noncomparable performance, (f) transformational st

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Horton, Alexandrea. "Dual Credit Compliance Issues with COVID-19." Journal of School Administration Research and Development 5, S1 (2020): 35–41. http://dx.doi.org/10.32674/jsard.v5is1.2821.

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High school leaders are facing new challenges regarding dual credit programs and the COVID-19 emergency. Conflicting with traditional instructional procedures, school reopening policies have many high schools implementing various remote learning modalities of instruction. High school leaders must adjust their dual credit university partnership procedures to reflect these new conditions, ensuring students and instructors have access to necessary technology resources.

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Scruggs, Thomas E., and Margo A. Mastropieri. "Classroom Applications of Mnemonic Instruction: Acquisition, Maintenance, and Generalization." Exceptional Children 58, no. 3 (1991): 219–29. http://dx.doi.org/10.1177/001440299105800305.

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This investigation evaluated the effectiveness of classroom mnemonic instruction of science content, for 19 students with mild disabilities. Students were given either mnemonic instruction or more traditional instruction in a within-subjects design, in which treatment order was counterbalanced across classrooms, for each of two weekly units in life science. Following a third week of mnemonic instruction, students were taught to generate and draw their own mnemonic pictures. Results suggested that mnemonic instruction resulted in substantial increases in initial content acquisition, and substan

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Ciullo, Stephen, and Linda Mason. "Prioritizing Elementary School Writing Instruction: Cultivating Middle School Readiness for Students With Learning Disabilities." Intervention in School and Clinic 52, no. 5 (2016): 287–94. http://dx.doi.org/10.1177/1053451216676801.

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Helping elementary students with learning disabilities (LD) prepare for the rigor of middle school writing is an instructional priority. Fortunately, several standards-based skills in upper elementary school and middle school overlap. Teachers in upper elementary grades, specifically fourth and fifth grades, have the opportunity to provide evidence-based writing instruction that will provide readiness for middle school writing. In this article, three key writing standards are highlighted and then paired with an evidence-based instructional approach for teaching genre-based (i.e., informative,

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Allen, Kasi C. "Problems before Procedures: Systems of Equations." Mathematics Teacher 107, no. 4 (2013): 286–91. http://dx.doi.org/10.5951/mathteacher.107.4.0286.

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Greenwood, Charles R., Carmen Arreaga-Mayer, and Judith J. Carta. "Identification and Translation of Effective Teacher-Developed Instructional Procedures for General Practice." Remedial and Special Education 15, no. 3 (1994): 140–51. http://dx.doi.org/10.1177/074193259401500302.

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We describe a multistep method for (a) identifying effective teacher-developed instructional procedures based on assessments of achievement gain and classroom engagement and (b) translating them for wide-scale use by other teachers. The method employed a combination of both objective and naturalistic assessments leading to reliable procedural protocols for use in the training of other teachers and evaluation of their implementation of these same procedures. The implications of this particular product-process approach to the identification of effective teacher-developed practices and to instruc

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Westberg, Karen L., Francis X. Archambault, Sally M. Dobyns, and Thomas J. Salvin. "The Classroom Practices Observation Study." Journal for the Education of the Gifted 16, no. 2 (1993): 120–46. http://dx.doi.org/10.1177/016235329301600204.

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The Classroom Practices Observational Study conducted by The National Research Center on the Gifted and Talented (NRC/GT) examined the instructional and curricular practices used with gifted and talented students in regular elementary classrooms throughout the United States. This article describes the procedures used in this study and the results obtained from systematic observations in 46 third or fourth grade classrooms. The observations were designed to determine if and how classroom teachers meet the needs of gifted and talented students in the regular classroom. Two students, one gifted a

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Jameson, J. Matt, John McDonnell, Shamby Polychronis, and Tim Riesen. "Embedded, Constant Time Delay Instruction by Peers Without Disabilities in General Education Classrooms." Intellectual and Developmental Disabilities 46, no. 5 (2008): 346–63. http://dx.doi.org/10.1352/2008.46:346-363.

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Abstract This study investigated the effects of a training package (written manual, individual training session, and ongoing verbal feedback) on middle school peer tutors' use of embedded, constant time delay procedures and on the learning outcomes for students with significant cognitive disabilities in general education settings. The study data showed that peer tutors could be trained quickly and efficiently to accurately use constant time delay and embedded instructional techniques in general education settings. The data also showed that peer tutors delivering embedded, constant time delay i

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Preisner, Ruth, Harish Jasti, Michael Elnicki, and Kwonho Jeong. "Impact of Web-Based Review on Long-Term Retention of Simulation-Acquired Knee and Shoulder Aspiration and Injection Skills." Journal of Graduate Medical Education 4, no. 4 (2012): 460–66. http://dx.doi.org/10.4300/jgme-d-11-00239.1.

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Abstract Background Musculoskeletal problems are the reason for one-quarter of primary care visits. Opportunities for internal medicine residents to perform joint aspirations and injections have declined. Simulation has been shown to improve procedure skills post completion of simulation courses, yet controversy exists about the durability of simulation-acquired skills. Objective To investigate whether web-based review preserves residents' joint procedure skills 6 to 30 months after a simulation course. Methods Postgraduate year–1 internal medicine residents participated in a simulation-based

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Bosma, Tirza, Claire E. Stevenson, and Wilma C. M. Resing. "Differences in Need for Instruction: Dynamic Testing in Children with Arithmetic Difficulties." Journal of Education and Training Studies 5, no. 6 (2017): 132. http://dx.doi.org/10.11114/jets.v5i6.2326.

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In this paper we investigated the contribution of a dynamic testing procedure, including multiple graduated prompts protocols, in identifying differences in need for instruction of second grade children (N = 120) with arithmetic difficulties. The training was adaptive and prompts were provided according to one of six protocols, each focusing on a different problem solving step. Results showed that based on the number of prompts required from each protocol different patterns of problem solving could be identified, and further four profiles of instructional needs could be distinguished. The resu

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Bryant, Diane Pedrotty, Marilyn Goodwin, Brian R. Bryant, and Kellie Higgins. "Vocabulary Instruction for Students with Learning Disabilities: A Review of the Research." Learning Disability Quarterly 26, no. 2 (2003): 117–28. http://dx.doi.org/10.2307/1593594.

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This article reviews research on vocabulary interventions involving students with learning disabilities. The purpose of the review was to summarize the findings of vocabulary intervention research and to present implications for vocabulary instruction. The studies were analyzed based on the following intervention research variables: word selection procedure, materials, instructional design and procedures, duration of the intervention, mastery criterion, measures of vocabulary learning (word knowledge level and reading comprehension), maintenance, and generalization (reading comprehension). Bas

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Graham, Steve, Paul Morphy, Karen R. Harris, et al. "Teaching Spelling in the Primary Grades: A National Survey of Instructional Practices and Adaptations." American Educational Research Journal 45, no. 3 (2008): 796–825. http://dx.doi.org/10.3102/0002831208319722.

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Primary grade teachers randomly selected from across the United Sates completed a survey ( N = 168) that examined their instructional practices in spelling and the types of adaptations they made for struggling spellers. Almost every single teacher surveyed reported teaching spelling, and the vast majority of respondents implemented a complex and multifaceted instructional program that applied a variety of research-supported procedures. Although some teachers were sensitive to the instructional needs of weaker spellers and reported making many different adaptations for these students, a sizable

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Morgan, Kelly. "Citrus Soil pH Testing Procedures." EDIS 2019, no. 6 (2019): 2. http://dx.doi.org/10.32473/edis-ss665-2019.

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       Maintaining the correct soil pH is essential to ensure optimal plant growth and crop yield. This new two-page document is an instructional sheet for citrus soil pH testing, written by Kelly Morgan and published by the UF/IFAS Department of Soil and Water Sciences.https://edis.ifas.ufl.edu/ss665      

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Chemla, Karine. "Reading instructions of the past, classifying them, and reclassifying them: commentaries on the canon The Nine Chapters on Mathematical Procedures from the third to the thirteenth centuries." BJHS Themes 5 (2020): 15–37. http://dx.doi.org/10.1017/bjt.2020.2.

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AbstractThis essay approaches the knowledge required to write up and use instructions with a specific method. It relies on specific procedures taken from the Chinese canon The Nine Chapters on Mathematical Procedures (九章算術), which, in the author's view, was completed in the first century CE. These procedures enabled readers to do things. To analyse the type of knowledge required to produce these texts of procedures and to use them, the essay puts into play two layers of commentary. The ancient layer was written between the third and the seventh centuries, whereas the later layer was composed b

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Olympio, Michael A., Marilyn M. Goldstein, and Donald D. Mathes. "Instructional Review Improves Performance of Anesthesia Apparatus Checkout Procedures." Anesthesia & Analgesia 83, no. 3 (1996): 618–22. http://dx.doi.org/10.1213/00000539-199609000-00032.

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Olympio, Michael A., Marilyn M. Goldstein, and Donald D. Mathes. "Instructional Review Improves Performance of Anesthesia Apparatus Checkout Procedures." Anesthesia & Analgesia 83, no. 3 (1996): 618–22. http://dx.doi.org/10.1097/00000539-199609000-00032.

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Loughner, Pamela, and Leslie Moller. "The Use of Task Analysis Procedures by Instructional Designers." Performance Improvement Quarterly 11, no. 3 (2008): 79–101. http://dx.doi.org/10.1111/j.1937-8327.1998.tb00101.x.

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Cheung, Lawrence. "Using an Instructional Design Model to Teach Medical Procedures." Medical Science Educator 26, no. 1 (2016): 175–80. http://dx.doi.org/10.1007/s40670-016-0228-9.

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Ennis, Robin Parks, Kathleen Lynne Lane, Wendy Peia Oakes, and Sarah Cole Flemming. "Empowering Teachers With Low-Intensity Strategies to Support Instruction: Implementing Across-Activity Choices During Third-Grade Reading Instruction." Journal of Positive Behavior Interventions 22, no. 2 (2019): 78–92. http://dx.doi.org/10.1177/1098300719870438.

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Students with and at-risk for academic and behavioral challenges often have low levels of academic engagement. Providing instructional choice is one way to increase engagement in the classroom. In this study, we replicated and extended previous inquiry by investigating the effects of across-activity choices offered by third-grade teachers during reading instruction to participating students with behavioral (one with internalizing and two with internalizing and externalizing patterns) and academic needs. Using a standardized professional development module, teachers learned to implement instruc

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Kneer, Marian E. "Description of Physical Education Instructional Theory/Practice Gap in Selected Secondary Schools." Journal of Teaching in Physical Education 5, no. 2 (1986): 91–106. http://dx.doi.org/10.1123/jtpe.5.2.91.

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The theory/practice gap in physical education instructional practices has been more or less assumed. Recent research employing data-based analysis has provided some insight about instructional procedures being used. There is little evidence about the existence, size, and reasons contributing to the perceived gap. Instructors N = (128) from 20 randomly selected Illinois secondary schools were interviewed via questionnaire to obtain evidence relative to the perceived gap in the use of instructional “theory.” Results indicate that an overall gap exists in the regular use of planning (40%), teachi

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Alvarado, José Luis. "Teachers’ Rationale and Procedures used during Lesson Script Deviations." Behavioral Disorders 28, no. 4 (2003): 370–85. http://dx.doi.org/10.1177/019874290302800401.

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This study addressed the rationale that teachers of students with emotional or behavioral disorders, specific learning disabilities, and moderate to severe academic difficulties offer for deviating from mathematics lesson scripts and the alternative procedures they use during script deviations. Results from analysis of interviews indicated that teachers deviated from lesson scripts so that lessons would become “their own” and they could employ their own personal style of delivery. However, when these instructors deviated from scripts, they primarily engaged in academic behaviors and delivered

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Acevedo Gamboa, Fanny Esperanza, Juan Carlos Díaz Álvarez, Rosa Alejandra Cajavilca Cepeda, and Juan Carlos Cobo Gómez. "Design of a Model Instructional Applied to a Virtual Guide in Clinical Simulation." Universitas Médica 60, no. 3 (2019): 1–14. http://dx.doi.org/10.11144/javeriana.umed60-3.mdis.

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Introduction: The teaching experience of a teachers group for clinical procedures learning, has been done through virtual guides developed by instructional design models in which were taken into acount technological and pedagogical aspects.Objective: Create a virtual in clinical simulation for the autonomous learning procedure of clinical assistance in nursing students through the application of an instructional desing model.Methods: The elaboration of the guide required the application of the instructional design model ADDIE (abbreviations in English that mean the stages of analysis, design,

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Schloss, Patrick J., Paul T. Sindelar, G. Phillip Cartwright, and Cynthia N. Schloss. "The Influence of Error Correction Procedures and Question Type on Student Achievement in Computer Assisted Instruction." Journal of Educational Technology Systems 16, no. 1 (1987): 17–27. http://dx.doi.org/10.2190/vb2c-lwcx-gpap-fptn.

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Recent research investigating the effectiveness of computer assisted instructional modules with varying ratios of higher cognitive and factual questions has shown that the ratio of higher cognitive to factual questions in and of itself may not influence student achievement. Whether higher cognitive and factual questions interact with error correction procedures to enhance achievement remains unanswered. In the present investigation, 2 (question type, Le., higher cognitive vs. factual) X 2 (error response, i.e., re-presentation of instruction vs. instructions to try again) X 4 (test, i.e., high

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Sariscsany, Mary Jo, and Frank Pettigrew. "Effectiveness of Interactive Video Instruction on Teacher’s Classroom Management Declarative Knowledge." Journal of Teaching in Physical Education 16, no. 2 (1997): 229–40. http://dx.doi.org/10.1123/jtpe.16.2.229.

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Few teaching areas receive greater attention by administrators than classroom management and discipline. Given the importance of managerial skills, how do teachers develop the pedagogical content knowledge and skill to assist in the appropriate selection and application of management techniques? This study was designed to compare the Interactive Video Classroom Management Training Program (IVCMTP), a teacher-directed videotape, and a traditional lecture instructional mode for instructional effectiveness in developing teaching candidates’ declarative knowledge of classroom management. ANCOVA in

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Bello, Lukuman Kolapo, Amos Olugbenga Ojebisi, and Adetayo Adekunle Adebanjo. "The Impact of Perceived Relevance and Technology Anxiety on Readiness to Use Digital Storytelling." International Journal of Teacher Education and Professional Development 4, no. 2 (2021): 82–96. http://dx.doi.org/10.4018/ijtepd.2021070106.

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This study investigated the effect of pre-service teachers' perceived relevance and technology anxiety on their readiness to use digital storytelling for instructional delivery. The study adopted a mixed-method research design. Pre-service teachers were trained on the basic procedures in creating digital storytelling for classroom instruction. Quantitative data was analysed using inferential statistics and qualitative data was content analysed. The result indicated that there was a high level of readiness among pre-service teachers to use digital storytelling for classroom instruction. Pre-ser

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Tovar, Mariela, and Gary Coldevin. "Effects of Orienting Activities and Instructional Control on Learning Facts and Procedures from Interactive Video." Journal of Educational Computing Research 8, no. 4 (1992): 507–19. http://dx.doi.org/10.2190/n6km-0jdk-d87v-3p7b.

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The purpose of this study was to assess the effects of orienting activities and locus of instructional control on the learning of factual and procedural knowledge via interactive video. Specifically, the interaction between three levels of instructional control (linear, mixed and learner) and two levels of orienting (orienting versus no orienting) was investigated. It was hypothesized that the provision of an orienting activity would show a greater impact on learning for the learner control condition than for the mixed control and linear control conditions. Subjects consisted of ninety-one uni

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Rosenberg, Michael S. "Error-Correction during Oral Reading: A Comparison of Three Techniques." Learning Disability Quarterly 9, no. 3 (1986): 182–92. http://dx.doi.org/10.2307/1510463.

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Recent investigations of instructional effectiveness have identified a core of teacher behaviors that result in increased student academic performance. One such behavior, correction of student errors, was examined in the present study. An alternating-treatments design with two phases was used to investigate the relative efficacy of three error-correction procedures on the oral reading of four LD middle-school students. Results indicated that a drill procedure was more effective and efficient than a word-supply procedure and a phonic-drill rehearsal strategy. Results are presented in terms of t

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Greenleaf, Cynthia L., Cindy Litman, Thomas L. Hanson, et al. "Integrating Literacy and Science in Biology: Teaching and Learning Impacts of Reading Apprenticeship Professional Development." Review & Expositor 95, no. 3 (1998): 647–717. http://dx.doi.org/10.1177/003463739809500319.

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This study examined the effects of professional development integrating academic literacy and biology instruction on science teachers? instructional practices and students? achievement in science and literacy. The intervention consisted of 10 days of professional development in Reading Apprenticeship, an instructional framework integrating metacognitive inquiry routines into subject-area instruction to make explicit the tacit reasoning processes, problem-solving strategies, and textual features that shape literacy practices in academic disciplines. The study utilized a group-randomized, experi

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Rosol, Sarah, and Dale Cyphert. "Profiling Potential Plagiarizers: A Mastery Learning Instructional Technique to Enhance Competency." Business and Professional Communication Quarterly 81, no. 3 (2018): 281–303. http://dx.doi.org/10.1177/2329490618768027.

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Despite university policies and classroom procedures designed to deter student plagiarism, upper-division students seemed to be violating the rules in growing numbers. Recent research suggested that student plagiarism results from a complex mix of factors, including a need for instruction, but offers little guidance regarding effective teaching methodologies. The authors developed and tested an instructional protocol and concluded that a mastery learning approach provides an effective method for reducing student plagiarism.

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Hughes, Trudie A., Laura D. Fredrick, and Marie C. Keel. "Learning to Effectively Implement Constant Time Delay Procedures to Teach Spelling." Learning Disability Quarterly 25, no. 3 (2002): 209–22. http://dx.doi.org/10.2307/1511303.

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This study examined the effectiveness of a training procedure designed to teach a special education resource teacher the constant time delay procedures. In addition, the study examined the effectiveness of constant time delay procedures in teaching written spelling words to one 12-year-old male student with a learning disability. A multiple-probe design across behaviors was used to demonstrate the functional relationship between the time delay procedure and the student acquiring, maintaining, and generalizing 15 spelling words. The investigation specifically sought to address teacher-training

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Meredith, Gerald M. "Exploratory Scaling Procedures for Evaluating Mini-Grant Instructional Improvement Proposals." Psychological Reports 64, no. 2 (1989): 653–54. http://dx.doi.org/10.2466/pr0.1989.64.2.653.

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Rating procedures were applied to screen small-grant proposals based on three criteria: relevance, innovation and feasibility. A composite total score correlated .70 with project funding. Reliability of the procedures must be improved.

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