Relevant bibliographies by topics / Instructional purposes

Contents

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

Academic literature on the topic 'Instructional purposes'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Instructional purposes"

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Kosarassawadee, Nithiwadee, Aungkana Sukweses, and Chaiwat Tantarangsee. "The Role of Social Media for Instructional Purposes." International Journal of Languages, Literature and Linguistics 4, no. 1 (2018): 11–17. http://dx.doi.org/10.18178/ijlll.2018.4.1.142.

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Brooks, Maneka Deanna, and Katherine K. Frankel. "Oral reading: practices and purposes in secondary classrooms." English Teaching: Practice & Critique 17, no. 4 (2018): 328–41. http://dx.doi.org/10.1108/etpc-01-2018-0010.

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Purpose This paper aims to investigate teacher-initiated whole-group oral reading practices in two ninth-grade reading intervention classrooms and how teachers understood the purposes of those practices. Design/methodology/approach In this qualitative cross-case analysis, a literacy-as-social-practice perspective is used to collaboratively analyze ethnographic data (fieldnotes, audio recordings, interviews, artifacts) across two classrooms. Findings Oral reading was a routine instructional reading event in both classrooms. However, the literacy practices that characterized oral reading and tea
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Pigford, Aretha B. "Instructional Grouping: Purposes and Consequences." Clearing House: A Journal of Educational Strategies, Issues and Ideas 63, no. 6 (1990): 261–63. http://dx.doi.org/10.1080/00098655.1990.9955781.

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Konrad, Moira, Shawnna Helf, and Laurice M. Joseph. "Evidence-Based Instruction Is Not Enough." Intervention in School and Clinic 47, no. 2 (2011): 67–74. http://dx.doi.org/10.1177/1053451211414192.

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Even evidence-based instructional methods may not be sufficient for closing achievement gaps. If teachers are not maximizing instructional time, achievement gaps are likely to widen over time; therefore, instruction need not only be effective but efficient as well. The purposes of this article are to (a) provide practitioners with a broad definition of instructional efficiency and (b) describe several considerations for increasing efficiency in the classroom. Suggestions are made for planning, delivering, and evaluating instruction.
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Hammill, Donald D. "Republication of “Evaluating Children for Instructional Purposes”." Intervention in School and Clinic 50, no. 1 (2014): 58–64. http://dx.doi.org/10.1177/1053451214531387.

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Glasswell, Kathryn. "Teachable Moments: Linking Assessment and Teaching in Talk around Writing." Language Arts 86, no. 5 (2009): 352–61. http://dx.doi.org/10.58680/la20097098.

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Traditionally, assessing student writing ability has often been product-focused. Advocates of child-centered process-oriented classrooms, however, suggest that teachers should also focus on understanding children’s writing behaviors in the context of meaningful communicative tasks. In such an approach, writing conferences are one way in which teachers can gather information to use for teaching purposes. While engaging with children around writing, skilled teachers can make the most of writing conference interactions by taking advantage of the “teachable moments” that children present to them.
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Yundayani, Audi, Emzir Emzir, and Zainal Rafli. "NEED ANALYSIS: THE WRITING SKILL INSTRUCTIONAL MATERIAL CONTEXT FOR ACADEMIC PURPOSES." English Review: Journal of English Education 6, no. 1 (2017): 59. http://dx.doi.org/10.25134/erjee.v6i1.771.

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The required instructional material should be designed based on students needs. This study is intended toidentify 1) material design and organization, 2) language content, and 3) method and techniqueof the writing skill instructional material context for academic purposes which appropriate with studentscharacteristics and their situationrelated to the need of writing skills for academic purposes at non-English education study programs of STKIP Kusuma Negara Jakarta. The descriptive survey was used in identifying its material context through questionnaire, semi-structured interview and non-part
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Celestine Unoh Nkanu, John Eteng Imoke, and Anthony Etta Bisong. "Integrating Telegram Messenger Application for Effective Instructional Content Delivery in Post COVID-19 Era." SIASAT 8, no. 2 (2023): 103–10. http://dx.doi.org/10.33258/siasat.v8i2.150.

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Since the emergence of the novel Corona-Virus 2019 (COVID-19) pandemic and its attendant effect which span through all aspects of human endeavours including education, it has necessitated both the instructors and the learners to adopt and adapt several mobile and social media applications for instructional delivery and learning purposes. These mobile and social media applications allow for synchronous and asynchronous instructions and learning. Telegram as one of such media has proven to be a better substitute to the conventional classroom for both instructors and learners alike. Research late
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Thaanyane, Mamosa, and Thuthukile Jita. "Toward Using Technology for Instructional Purposes in Lesotho." Journal of Ecohumanism 3, no. 4 (2024): 429–37. http://dx.doi.org/10.62754/joe.v3i4.3532.

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Preparing both teachers and students for the technological world is very challenging, requiring a total shift of the entire education system to accommodate the thorough use of technology. Studies show that technological competence is the key factor that holds the entire modern education structure together. However, the use of technology in teacher education is still delayed as student-teachers engage in technology for activities without meaningful learning purposes, such as fun-related activities. This calls for thorough training meant to remove the physical barriers that hinder student-teache
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Thajeen, Thitirat, and Tassanee Siriwan. "A GUIDELINE FOR BUILDING ACCEPTANCE TO USE M-LEARNING MEDIA." EUrASEANs: journal on global socio-economic dynamics, no. 1(26) (January 29, 2021): 63–72. http://dx.doi.org/10.35678/2539-5645.1(26).2021.63-72.

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Nowadays various kinds of information and communication technologies are playing a vital role in every sector of society and economy, including in education. Most education institutions use these innovative technologies in assisting the management and provision of information, supporting instruction as well as facilitating learners in their access to academic sources and other exchanges of knowledge and communication. The purposes of this research are to study the related factors and then to provide guidelines on using M-learning for instructional purposes more effectively than with traditiona
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Dissertations / Theses on the topic "Instructional purposes"

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Cavolo, Richard Anthony. "Creation of a linear optimization file format for instructional purposes." Connect to this title online, 2005. http://hdl.handle.net/1811/308.

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Thesis (Honors)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formattted into pages: contains ii, 29 p.; also includes graphics. Includes bibliographical references (p. 15). Available online via Ohio State University's Knowledge Bank.
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Blanco, Carlos Alberto. "Faculty use of technology resources: Frequency, purposes, and instructional assignments for students." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/187457.

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The purpose of this study was to identify several key elements regarding the use of technology resources by a teacher education faculty within a College of Education located in the Southwest United States. This study employed both quantitative and qualitative research methods to: (1) report the current frequency of use of technology resources by the professors sampled in the study, (2) describe the major purposes for their use of technology as communicated via the survey data or through interviews with selected study participants, or both, (3) describe the types of technologies that are curren
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Weir, Mitchell Drake. "Attitudes and Perceptions of Community College Educators Toward the Implementation of Computers for Administrative and Instructional Purposes." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc332373/.

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This study examines the main research hypothesis that there is significant interaction between the effects of computer use/non-use and level of computer training among community college educators in the state of Texas regarding attitudes toward the implementation of administrative and instructional computing. A statewide survey was conducted with deans of instruction and full-time faculty members who represented the three academic transfer departments of natural/physical sciences, social science, and humanities/fine arts. Fifty-five deans of instruction and three hundred fifty-six faculty memb
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Quintanilla, Brenda U. "The Implications of Social Media: Secondary Teachers' use of Social Media for Personal, Professional, and Instructional Purposes." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862871/.

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Social media has the potential to be a critical force in creating connected educators. The collaborative nature of social media encourages personal connection, professional enrichment, and learning through co-creation of meaning. Secondary teachers are in a place that would permit them to harness these affordances, not only in their personal and professional environments, but also in their classrooms. This qualitative phenomenographic study aimed to uncover how secondary teachers used social media for personal, professional, and instructional purposes. Further, this study sought to understand
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Kotze, Yolanda. "Developing a framework for the writing of ESP study guides / Yolanda Kotze." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1699.

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Teaching through specifically designed and produced learning materials is a widely used and accepted way of teaching in higher education both nationally and internationally. Although this kind of teaching is used mainly in the field of distance education, it has become increasingly popular at traditional universities in face-to-face methods of education. Developing language-learning materials that meets the needs of English for Specific Purposes learners is a process that requires meticulous planning as English for Specific Purposes courses are aimed at meeting the career needs of the learners
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Isleem, Mohammed Ibrahim. "Relationships of selected factors and the level of computer use for instructional purposes by technology education teachers in Ohio public schools: a statewide survey." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1059507787.

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Isleem, Mohammed I. "Relationships of selected factors and the level of computer use for instructional purposes by technology education teachers in Ohio public schools a statewide survey /." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1059507787.

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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xii, 148 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Paul E. Post, College of Education. Includes bibliographical references (p. 122-126).
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Aubrey, Richard H. "Moral Purposes of Successful Teachers." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2879.

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The purpose of this study was to describe the moral purposes of successful teachers. Moral purpose was defined as the values and beliefs associated with serving society and serving individuals other than oneself Key informant interviews were conducted with the 18 finalists for Tennessee Teacher of the Year. Interviewees, were asked four basic questions: (1) Why did you choose teaching as a career? (2) How would you describe your moral purpose in teaching? (3) Has your moral purpose changed over time? (4) How would you describe the teacher's role in society? Data were analyzed qualitatively. De
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Govett, A., and Jamie H. Price. "Partnership with a Purpose: Model of a School/University Partnership." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6029.

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Emmons, Christopher Daniel. "Exploiting concurrency in a general-purpose one-instruction computer architecture." Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515194.

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Computer performance is suffering greatly from diminishing returns as the increasing cost of implementing complex hardware optimizations and of increasing clock frequency no longer yields the gains in computational ability and power efficiency consumers demand. Notable products including a generation of Intel Pentium 4 processors have been cancelled as a result. This sudden hiccup in an historically predictable performance road map has inspired research and industrial communities to investigate architectures, some rather unorthodox, that complete work more quickly and more efficiently. One suc
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Books on the topic "Instructional purposes"

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Guard, United States Coast. Auxiliary division procedures guide: Published for instructional purposes. Dept. of Transportation, U.S. Coast Guard, 1993.

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University of the State of New York. Bureau of Health and Drug Education and Services and University of the State of New York. Bureau of Secondary Curriculum Development, eds. AIDS instructional guide, grades K-12: Experimental text : for review purposes only. University of the State of New York, State Education Dept., Bureau of Health and Drug Education and Services, Bureau of Curriculum Development, 1987.

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Basturkmen, Helen. Developing courses in English for specific purposes. Palgrave Macmillan, 2010.

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Alssen, Elizabeth E. Student perceptions of learning English for specific purposes through ICT-enhanced peer design of instructional materials. University of Lapland, 2012.

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P, Lajoie Susanne, ed. Computers as cognitive tools: Theory change, paradigm shifts, and their influence on the use of computers for instructional purposes. L. Erlbaum, 2000.

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Hodgetts, John. Pronunciation Instruction in English for Academic Purposes. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56116-1.

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Kenny, Nalan, Elvan Eda Işık-Taş, and Huang Jian, eds. English for Specific Purposes Instruction and Research. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-32914-3.

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Boonshaft, Peter Loel. Teaching Music with Purpose: Conducting, rehearsing and inspiring. Meredith Music Publications, a division of G. W. Music, Inc., 2006.

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Dita, Gálová, ed. Languages for specific purposes: Searching for common solutions. Cambridge Scholars, 2007.

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1942-, Allan Karen Kuelthau, ed. Learning to write with purpose: Effective instruction in grades 4-8. Guilford Press, 2009.

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Book chapters on the topic "Instructional purposes"

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Inglese, Terry, and Safak Korkut. "Modeling the Instructional Design of a Language Training for Professional Purposes, Using Augmented Reality." In New Trends in Business Information Systems and Technology. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48332-6_14.

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López Aznar, Marcos Bautista. "How to Build and Convert Complex Propositions in the Marlo Diagram." In Diagrammatic Representation and Inference. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15146-0_31.

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AbstractMarlo diagrams are a novel method of representing logical propositions that the author has used successfully with hundreds of high school students for instructional purposes. The examples of construction and conversion of complex diagrams that we offer in this work have a double objective: on the one hand, we hope that the reader becomes familiar with our notation, which, due to its novelty, is complex for those not initiated in our diagrams. On the other hand, we want to illustrate how our graphic conversions are articulated with those of natural language, always preserving the conclu
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Manalo, Emmanuel, and Mari Fukuda. "Diagrams in Essays: Exploring the Kinds of Diagrams Students Generate and How Well They Work." In Diagrammatic Representation and Inference. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86062-2_56.

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AbstractUsing appropriate diagrams is generally considered efficacious in communication. However, although diagrams are extensively used in printed and digital media, people in general rarely construct diagrams to use in common everyday communication. Furthermore, instruction on diagram use for communicative purposes is uncommon in formal education and, when students are required to communicate what they have learned, the usual expectation is they will use words – not diagrams. Requiring diagram inclusion in essays, for example, would be almost unheard of. Consequently, current understanding a
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"17. Instructional Texts – Learn How To Get Things Done." In Languages for Special Purposes. De Gruyter Mouton, 2018. http://dx.doi.org/10.1515/9783110228014-017.

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Bannister, Peter. "Escape Rooms in English for Specific Academic Purposes." In Advances in Educational Technologies and Instructional Design. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6081-8.ch014.

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This chapter explores the theoretical underpinnings, advantages, and potential limitations of employing a game-informed educational escape room in an online learning environment. Drawing on the wealth of literature published thus far on the virtues of such active methodologies for second language learning pedagogical contexts, the author explores its viability for a transnational education context. A Sino-British transnational education partnership was chosen as the didactic setting in which the proposal is grounded with a specific focus on a preparatory ESAP pre-sessional course prior to the
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"Visual Instructional Design for Effective Learning." In Visual Approaches to Instructional Design, Development, and Deployment. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3946-0.ch002.

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Visual instructional design is applied in all three phases of the work: the design, development, and deployment phases. In each of the phases, some visuals are used for back-end and private work purposes, some for private-public purposes, and some for public consumption. This chapter describes practical/applied visual instructional design approaches. It explores how visuals determine learning contents and the learner experience, how visuals are used to determine appropriate modalities for learning and more, and how visuals can be used to determine the proper launches of the designed and develo
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Miller, Susan M., and Kenneth L. Miller. "Theoretical and Practical Considerations in the Design of Web-Based Instruction." In Instructional and Cognitive Impacts of Web-Based Education. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-59-9.ch010.

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The intended audiences for this chapter are (a) individuals who design and develop Web-based instruction in any setting (i.e., university faculty, instructional developers in medical, business and government settings), and (b) graduate students in the fields of instructional design, educational technology, and educational psychology. The purposes of this chapter are to: • describe three unique features of the Web environment relevant to instruction: structure, media, and communication capabilities; • explore the role of epistemology in the design of instruction: relationships of epistemology t
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McDaniel, Robin. "Strategic Leadership in Instructional Design." In Encyclopedia of Strategic Leadership and Management. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1049-9.ch109.

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The dynamic growth of distance education (DE) in the higher education poses a challenge for both leadership and instructional design strategies in post-secondary institutions. Curricular efficacy and sustainability are dependent upon institutions of higher education adapting to changes by implementing strategies that will work to address the increasing necessity for engaging curriculum for students in the DE environment. Strategic leadership (SL) skills, combined with instructional design (ID) strategy, may provide a pathway towards academic accomplishment for both students and instructors in
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Aitken, Joan E. "Blended Learning for Adaptation to Needs." In Cases on Online and Blended Learning Technologies in Higher Education. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-880-2.ch005.

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Blended learning is an instructional method that opens the channels of communication in the learning process so that there are increased communication strategies. This chapter discusses two different approaches to using blended learning as a way of adapting to program needs. In one example, pharmacy instruction is provided by top faculty to distance sites. In another example, blended learning is used to reduce instructional costs and increase student enrollment in a graduate program in the humanities. The differences in approaches are because of the different purposes for the use of blended le
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Mariano, Gina J. "Fostering Transfer in Multimedia Instructional Environments." In Cognitive Effects of Multimedia Learning. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-158-2.ch013.

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The role and promotion of transfer in multimedia instructional environments is an oft-neglected concept in instructional multimedia research. However, while most instructional multimedia research does not focus specifically on transfer, the majority of basic multimedia research conducted uses retention and transfer as dependent measures. The purposes of this chapter are to (a) provide a review of the current state of the transfer literature, (b) provide a synthesis of the existing literature on the evidence for transfer in multimedia instructional environments, and (c) provide a series of stra
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Conference papers on the topic "Instructional purposes"

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He, Weizhen, Yiheng Deng, Shixiang Tang, et al. "Instruct-ReID: A Multi-Purpose Person Re-Identification Task with Instructions." In 2024 IEEE/CVF Conference on Computer Vision and Pattern Recognition (CVPR). IEEE, 2024. http://dx.doi.org/10.1109/cvpr52733.2024.01659.

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Mosiyevych, Larysa, Olena Mikhailutsa, Karina Belokon, Andriy Pozhuyev, and Tetiana Kurbatova. "Applying the Content-Based Instruction Approach to Vocabulary Acquisition for Students of English for Specific Purposes." In International Conference on History, Theory and Methodology of Learning. SCITEPRESS - Science and Technology Publications, 2023. http://dx.doi.org/10.5220/0012646200003737.

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Webster, Rustin D. "Corrosion Prevention and Control Training in an Immersive Virtual Learning Environment." In CORROSION 2014. NACE International, 2014. https://doi.org/10.5006/c2014-3726.

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Abstract The majority of military education and training has not veered far from the days of chalk and talk instruction. Often with technological breakthroughs comes the proposal of the next revolution in multimedia instruction. Motion pictures to radios to educational television programs have all seemed to come and gone. The next wave of multimedia learning may involve more than a digital presentation and lecture (i.e. lecture-based multimedia instruction). Researchers continue to propose that virtual reality (VR) will find its true application and/or market in education and training. The obj
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Buendía, Félix, Joaquín Gayoso-Cabada, and José-Luis Sierra. "An Annotation Approach for Radiology Reports Linking Clinical Text and Medical Images with Instructional Purposes." In TEEM'20: Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality. ACM, 2020. http://dx.doi.org/10.1145/3434780.3436651.

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Matis, Timothy, Linda Ann Riley, and James Matis. "Integrating Technologically-Based Laboratory Modules into the Stochastic Processes Curriculum." In Curricular Development in Statistics Education. International Association for Statistical Education, 2004. http://dx.doi.org/10.52041/srap.04202.

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This paper describes a new and innovative approach to the instruction of applied stochastic processes at institutions of higher education and a method for introducing this topic to K-12 students for pre-course motivation. This approach consists of incorporating laboratory modules via digital video media that present real-world applications of stochastic processes into coursework. The modules engage the students in problem solving, thereby creating a conceptual framework for learning the subject. The pedagogy behind this instructional approach and module content is described in this paper. Prel
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Appavoo, Perienen, Meera Gungea, Teenah Jutton, and Preetamsingh Dookhun. "Confused which educational video to choose? Appropriateness of YouTube videos for instructional purposes- making the right choice." In 2015 International Conference on Computing, Communication and Security (ICCCS). IEEE, 2015. http://dx.doi.org/10.1109/cccs.2015.7374187.

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Marković, Tatjana, and Vesna Jokanović. "Simulation as a Game-based Experiential Technique in English for Professional Purposes: Implementation and Evaluation." In 43rd International Conference on Organizational Science Development. University of Maribor Press, 2024. http://dx.doi.org/10.18690/um.fov.3.2024.44.

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The goal of this paper was to explore how effective simulation as a game-based instructional method is in teaching English for Professional Purposes. It explains the creation, implementation, and assessment of the Company Simulation, a social epistemic simulation game in which students act out roles in a predetermined scenario and learn about the concepts and relationships of the business world while immersed in a classroom-created micro-world. Students complete tasks that mimic real-world professional tasks by navigating a complex web of interactions and transactions. A students' perceptions
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Hennig, Markus, and Bärbel Mertsching. "Study-related Use of Instructional Videos by Undergraduate Engineering Students." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8207.

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In this paper, a questionnaire-based survey on the use of online videos by undergraduate engineering students for study-related purposes is presented. Over the last few years, a large number of instructional videos has been uploaded to websites such as YouTube. Due to the widespread distribution of high-speed internet connections and (mobile) devices, such as smartphones or laptops, which are nowadays routinely used by students, online videos are also frequently used in higher education. While much research on this subject focuses on Massive Open Online Courses (MOOCs) or flipped classroom app
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Pratt, Deirdre Denise. "The making of CourseMaker, a web-based shell program which can be set up by the teacher to run online courses." In The South African Communications Association Conference. SACOMM, 2003. http://dx.doi.org/10.51415/10321/243.

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CourseMaker is an HTML shell program which was developed by the presenter as part of a Ph.D. research project on CAI/written composition, but which can be used for a variety of other instructional purposes. CourseMaker contains many of the elements of the traditional classroom translated into the electronic medium, and can be set up by teachers to run a variety of courses in either academic or non-formal subjects, along with any instructions, lesson materials or notes they may wish to include. It has features such as lesson links and pop-up boxes which make it possible to layer and cross-link
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Chirimbu, Sebastian, and Dara Tafazoli. "BLENDED LEARNING: BRIDGING THE MOTIVATIONAL GAP IN ESP COURSES." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-063.

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There are numerous and obvious reasons why reformed curricula tend to use alternative assessment methods on an ever wider scale in the teaching of foreign languages. First of all, they offer a comprehensive image of the student's overall competence in a foreign language. Secondly - but equally important - they test much more than the students' ability to sit an examination. Also, they change and enrich the student's attitude towards learning and communication patterns and they increase the students' linguistic self-confidence. (Nunan, 1989). Alternative assessment methods have the great advant
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Reports on the topic "Instructional purposes"

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Sterling, Eleanor, Romi Burks, Joshua Linder, Tom Langen, Denny Fernandez, and Nora Bynum. NSF CCLI / TUES Instructional Unit: Oral Communication. American Museum of Natural History, 2012. http://dx.doi.org/10.5531/cbc.ncep.0004.

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This Instructional Unit is part of a set of pilot instructional and assessment materials developed by NCEP for research purposes. NCEP's NSF-funded study investigated whether undergraduate students can improve their data analysis, critical thinking, and oral communication skills in a semester. The answer is yes! The materials here are presented as they were used in the study, but they also have been updated and adapted for those interested in using them in their own classroom. For the updated versions, please click on the "Lessons in Conservation: Student Learning Issue" in the Network Picks o
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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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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, edu
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Nelson, Gena, Angela Crawford, and Jessica Hunt. A Systematic Review of Research Syntheses for Students with Mathematics Learning Disabilities and Difficulties. Boise State University, Albertsons Library, 2022. http://dx.doi.org/10.18122/sped.143.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 36 research syntheses (including meta-analyses, evidence-based reviews, and quantitative systematic reviews) focused on mathematics interventions for students with learning disabilities (LD), mathematics learning disabilities (MLD), and mathematics difficulties (MD). The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of LD, MLD, and MD. We searched the literature
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Nelson, Gena, and Allyson J. Kiss. Curriculum-Based Measures in Mathematics. Boise State University, Albertsons Library, 2022. http://dx.doi.org/10.18122/sped.144.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 96 studies that focused on Stages 1, 2, and/or 3 of curriculum-based measurement in mathematics (CBM-M) research. Stage 1 refers to evidence for using CBM at one point in time (i.e., static scores), such as for screening for difficulty. Stage 2 refers to evidence for using CBM repeatedly overtime, such as for progress monitoring. Stage 3 focuses on the instructional utility of CBM (i.e., instructional decisions to increase student achievement). The purpose of the systematic review was to updat
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Ramírez Correa, Kaithie Del Mar. From Regular Face-to-Face Teaching to A Transformative Classroom During the Pandemic of Covid-19. Institucion Universitaria Colombo Americana, 2023. http://dx.doi.org/10.26817/paper.21.

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This study aims to describe a teacher’s experiences at a Colombian private college in response to the Covid-19 contingency. The document will report how the institution faced the challenge of transforming face-to-face classes to emergency instruction mediated by technology through an intervention made. A new team was created to oversee the institutional Educational Technology and Pedagogical Innovation area. This team was responsible for the technological teachers’ learning support so they could teach their online classes as a need created due to the lockdown for COVID 19. The main purpose was
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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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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Linguistically and Culturally Sustaining Mentoring and Instruction (LCSMI) in Teacher Education: Surveys for Teacher Candidates, Mentors, and University Instructors. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1148.

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These surveys were developed from the Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs (Kibler et al., 2021: https://ir.library.oregonstate.edu/concern/defaults/j9602713n). They are designed for use in teacher education programs for purposes of assessing program strengths and needs and improving program quality.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Linguistically and Culturally Sustaining Mentoring and Instruction (LCSMI) in Teacher Education: Surveys for Teacher Candidates, Mentors, and University Instructors. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1149.

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These surveys were developed from the Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs (Kibler et al., 2021: https://ir.library.oregonstate.edu/concern/defaults/j9602713n). They are designed for use in teacher education programs for purposes of assessing program strengths and needs and improving program quality.
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Clement, Michael, Sage Broderick, and Marty Garton. Toxic Industrial Chemical / Material Intelligence Tool (TICMINT) user guide. Engineer Research and Development Center (U.S.), 2023. http://dx.doi.org/10.21079/11681/47924.

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The Toxic Industrial Chemical / Material Intelligence Tool (TICMINT) is a web application that provides critical chemical and toxicological information to users quickly and efficiently for the purpose of enacting safe maneuvers in areas of operations. It provides an in-depth look at the makeup, properties, and hazardous effects of nearly 400 toxic chemicals of interest. It also provides background on the chemical makeup of a bevy of building materials, enabling soldiers in areas of operation to determine the toxicological risks associated with the combustion of those materials in their environ
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