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Journal articles on the topic 'Instructional purposes'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

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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Robinson, G. Edith, and Karen T. Bartlett. "Research into Practice: Assessing Mathematical Learning." Teaching Children Mathematics 2, no. 1 (1995): 24–27. http://dx.doi.org/10.5951/tcm.2.1.0024.

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Assessment information is collected for a variety of purposes—assignment of grades, decisions about promotion, diagnosis and remediation, evaluation of the instructional program or curriculum—or because it is mandated at some administrative level. Increasingly, however, attention is being directed to the importance of assessment for guiding instruction.

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Mamolo, Leo Aldamia. "Students' evaluation and learning experience on the utilization of Digital Interactive Math Comics (DIMaC) mobile app." Advances in Mobile Learning Educational Research 2, no. 2 (2022): 375–88. http://dx.doi.org/10.25082/amler.2022.02.006.

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Mobile phones are prevalent worldwide, and today's learners utilize this technology for instructional purposes. This educational design research aims to evaluate the developed interactive mobile application. This instructional material contributes to today's 21st century or digital native learners' needs to engage students in the teaching-learning process. The app is aligned with mathematics instruction, balancing visuals and Math content. Employing the Instructional Material Development for Non-print Materials instrument shows that the developed mobile app is acceptable for the Grade 11 stude

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Rokhayani, Atik, Agung Dwi Nurcahyo, Dwi Rukmini, and Ahmad Sofwan. "Peer Teaching as a Simulation for Communicative Classroom English Rehearsal." Celt: A Journal of Culture, English Language Teaching & Literature 17, no. 1 (2017): 103. http://dx.doi.org/10.24167/celt.v17i1.1164.

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One of the professional competences that should be owned by English teachers is classroom English skill since they have to deliver instructions in various classroom context. Consequently, it becomes a challenge for teacher training and education institutions to prepare their student teachers with good English speaking skills for instructional purposes. Student teachers usually have to complete a teaching internship program for one semester at school so as to engage them in a real situation of teaching experience. In that period of time, they will have to use appropriate classroom language when

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Springer, D. Gregory. "Research to Resource: Evidence-Based Strategies for Improving Wind Intonation." Update: Applications of Research in Music Education 39, no. 1 (2020): 4–7. http://dx.doi.org/10.1177/8755123320930483.

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Intonation is one of the most challenging performance elements for developing wind instrumentalists. There is a need to provide in-service band directors with evidence-based instructional strategies that can be used when teaching their students to perform with accurate intonation. The purposes of this research-to-resource article are to provide band directors with a concise summary of selected research focused on wind instrument intonation, and to provide instructional recommendations based on those research findings that can be used in ensemble rehearsals. Recommendations on full-ensemble tun

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Reznich, Christopher B. "Videoconferencing for Instructional and Administrative Purposes: The Audience Reacts." Medical Education Online 2, no. 1 (1997): 4294. http://dx.doi.org/10.3402/meo.v2i.4294.

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Wang Qiuyao and Sun Zhao. "Principles of ESP Teaching Activity Design - Taking Industrial Design English as an Example." World Journal of Advanced Research and Reviews 24, no. 2 (2024): 1214–20. http://dx.doi.org/10.30574/wjarr.2024.24.2.3451.

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Contemporary university English instruction typically exhibits issues such as antiquated pedagogical notions and a monolithic teaching approach. Conventional teacher-centered instruction, characterised by a lack of interactivity and an inability to completely engage students’ drive to learn, directly results in students' inefficacy in the classroom and suboptimal teaching outcomes, a phenomenon also observed in English for Specific Purposes (ESP) instruction. Crafting effective instructional activities that engage students actively and stimulate their interest can augment both learning efficie

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Wang, Qiuyao, and Zhao Sun. "Principles of ESP Teaching Activity Design - Taking Industrial Design English as an Example." World Journal of Advanced Research and Reviews 24, no. 2 (2024): 1214–20. https://doi.org/10.5281/zenodo.15094137.

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Contemporary university English instruction typically exhibits issues such as antiquated pedagogical notions and a monolithic teaching approach. Conventional teacher-centered instruction, characterised by a lack of interactivity and an inability to completely engage students’ drive to learn, directly results in students' inefficacy in the classroom and suboptimal teaching outcomes, a phenomenon also observed in English for Specific Purposes (ESP) instruction. Crafting effective instructional activities that engage students actively and stimulate their interest can augment both learning e

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Tarasiuk, Nataliia, Svitlana Podplota, Liliia Kaluzhska, and Nataliia Osets’ka. "Civil engineering students’ English language lexico-grammatical competence formation in reading." Revista Amazonia Investiga 12, no. 63 (2023): 175–87. http://dx.doi.org/10.34069/ai/2023.63.03.16.

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The current study compared two instructional approaches to supporting reading comprehension and lexico-grammatical competence in instruction of English for Specific Purposes for Civil Engineering students. The first instructional approach was structured according to students’ content domain knowledge, using sketch construction technical drawings and information, and included simultaneous learning of different language structures in each content topic. The second instructional approach was systematically structured according to language domains and included step by step mastering of various lan

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Rodríguez-Peñarroja, Manuel. "AWE for Formative Purposes in the EFL Context:." International Journal of English Studies 25, no. 1 (2025): 73–97. https://doi.org/10.6018/ijes.611761.

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The use of automated writing evaluation (AWE) tools for writing practices has become a central issue in English as a second and foreign language teaching contexts. Researchers appear to agree that students’ positive outcomes hinge upon their integration with formative purposes. Nonetheless, few studies have addressed multiple revisions and automated feedback provision in students’ academic writing development. In this context, an instructional treatment for the integration of this technology has been designed. Explicit instruction on academic writing, AWE workshops, and practice activities rem

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Birinci, Cansu Meryem, and Damla Karagözlü. "Determination of teacher candidates’ anxiety levels on using facebook for instructional purposes." World Journal on Educational Technology 8, no. 1 (2016): 41. http://dx.doi.org/10.18844/wjet.v8i1.500.

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In this study, candidate teachers’ anxiety levels were determined based on the use of Facebook for instructional purposes. The research is a clear sample of descriptive study. The research was held in the department of Computer Education and Instructional Technology of Near East University. With the aim of gathering data on this specific subject, a questionnaire was put to the participants. The sample was taken from 202 candidates between the ages of 20 and 32. Keywords: Education, Social Network, Facebook, Negative Effects

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Bakhadirov, Mukhammadfoik, Rena Alasgarova, and Jeyhun Rzayev. "Factors Influencing Teachers’ Use of Artificial Intelligence for Instructional Purposes." IAFOR Journal of Education 12, no. 2 (2024): 9–32. http://dx.doi.org/10.22492/ije.12.2.01.

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The current paper examined the impact of a set of individual, technological, and institutional variables on the adoption of artificial intelligence (AI) among teachers at private schools. The rationale for this study lies in its contribution to the understanding of how teacher characteristics, institutional support, and technological perceptions affect AI adoption in educational settings. The study used data collected from teachers (n=306) from seven schools located in Azerbaijan in 2024. The study suggested that perceived usefulness of AI increases teachers’ use of AI for educational purposes

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Jiang, Lin, and Yingxuan Luo. "Teaching writing for academic purposes to multilingual students: instructional approaches." Language and Education 33, no. 2 (2018): 178–81. http://dx.doi.org/10.1080/09500782.2018.1479420.

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Kimani, John. "INSTRUCTIONAL METHODS CHALLENGES AND THEIR INFLUENCE ON PERFORMANCE OF CHEMISTRY AMONG STUDENTS WITH BLINDNESS IN RWANDA: A CRITICAL LITERATURE REVIEW." Journal of Chemistry 1, no. 1 (2022): 33–45. http://dx.doi.org/10.47672/jchem.1098.

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Purpose: Currently, students with blindness face many challenges in school settings which include those that affect their performance in subjects such as Chemistry. The purpose of our study is to establish instructional methods challenges and their influence on performance of chemistry among students with blindness in Rwanda. Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps. Findings: The study found that some difficulties that blind students face during Chemistry lessons were caus

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Alhamami, Munassir. "Instructional Communication and Medium of Instruction: Content Instructors’ Perspectives." SAGE Open 13, no. 2 (2023): 215824402311727. http://dx.doi.org/10.1177/21582440231172713.

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This paper hypothesizes that higher proficiency in the medium of instruction (MI) is a precondition for effective instructional communication (IC), with the latter being essential for higher cognitive processes, positive affects, and better performance in the learning environment. The reported study used questionnaires comprising open-ended questions to survey 341 content instructors who taught on 26 undergraduate programs with English as the MI (EMI) in a Saudi public university. Thematic analysis was used to analyze the resulting qualitative data, and the results reveal four themes. The firs

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Tsang, Kwok Kuen, and Qingyan Qin. "Ideological disempowerment as an effect of neoliberalism on teachers." Power and Education 12, no. 2 (2020): 204–12. http://dx.doi.org/10.1177/1757743820932603.

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In works based on deprofessionalisation/proletarianisation theory, teachers are described by researchers as technically disempowered because of the entry of neoliberalism into the institutional environment of education. Technically disempowered teachers suffer not only from work stress but also from other kinds of negative emotional experiences. This article contributes to deprofessionalisation/proletarianisation theory by introducing the concept of ideological disempowerment to explain why teachers complain that they are overloaded by ‘non-instructional work’ that is instructional in nature.

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Benchennane, Djamila. "Language teaching policy: General English and English for Specific Purposes." Global Journal of Foreign Language Teaching 14, no. 4 (2024): 250–61. https://doi.org/10.18844/gjflt.v14i4.9264.

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This study explores Algeria’s teaching policy concerning foreign languages, particularly French and English, within its educational system. Recognizing the critical role of languages in national development, Algeria has positioned French as the first foreign language to facilitate communication with the West and access technological advancements, while English serves as a second foreign language, mainly for business and professional communication through English for Specific Purposes (ESP). Despite these efforts, challenges persist in English language instruction, particularly in pronunciation

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Azim, Yalda. "Teaching English in Sub-Departments: Challenges and Solutions." Journal of Social Sciences - Kabul University 3, no. 2 (2025): 313–26. https://doi.org/10.62810/jss.v3i2.254.

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This study examines the challenges faced by teachers in teaching English in sub-departments. A group of English department instructors with diverse teaching experiences in sub-departments was interviewed to gain insights into the difficulties they encounter. The analysis of the collected data revealed several key challenges, including large class sizes, multi-level classrooms, outdated and insufficient teaching materials, and limited instructional time for English courses. Based on the teachers' feedback, this study proposes several solutions to improve English instruction in sub-departments.

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EGWU, Grace Ifeoma, Emmanuel Monday AKHOGBAI, and Anthony OKOGI. "Deployment of Instructional Materials and Spatial Distribution of Teachers for Teaching Upper Basic Social Studies in Delta State, Nigeria." GPH-International Journal of Educational Research 7, no. 10 (2024): 66–74. https://doi.org/10.5281/zenodo.14238601.

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The paper examined deployment of instructional materials and spatial distribution of teachers for teaching Upper Basic Social Studies in Delta State, Nigeria. The paper x-rayed how instructional materials being used by teachers enhance the teaching and learning of Social Studies. The paper made use of secondary data in the evaluation of variables of instructional material and spatial distribution of social studies teachers at the Upper Basic level of the state. A conceptual model by Live Tiles was adopted for the study. The emphasis of this model to this investigation is that it lays more ligh

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Et al., Chanasith Sithsungnoen. "The Development of GPAS 5 Steps Teaching Model for Enhancing Learning Skills in Thailand 4.0 Era." Psychology and Education Journal 58, no. 1 (2021): 1340–47. http://dx.doi.org/10.17762/pae.v58i1.906.

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The purposes of this research were 1) to develop GPAS 5Steps Teaching Model for enhancing learning skills in Thailand 4.0 era, 2) to evaluate the effectiveness ofconducted model in aspects of 2.1) instructors: 2.1.1) knowledge and understanding about ofinstruction, 2.1.2) instructional design ability, 2.1.3) instructional ability, 2.1.4) instructional innovation, and 2.1.5) instructors’ opinion towards the model, 2.2) students: 2.2.1) higher order thinking, 2.2.2) innovative skills, 2.2.3) innovative construction skills, 2.2.4) morality and ethics, and 2.2.5) opinion towards instruction, and 3

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Parmegiani, Andrea. "Instructional Note: Using the Mother Tongue as a Resource for English Acquisition." Teaching English in the Two-Year College 49, no. 4 (2022): 382–92. http://dx.doi.org/10.58680/tetyc202231899.

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In these instructional notes, I share practical strategies for using ESL students’ first language as a resource for English language and literacy acquisition. These strategies emerged from a bilingual writing program that linked ESL and Spanish writing instruction at Bronx Community College (CUNY). After discussing how I was able to circumvent the monolingual orientations of my institution and set up this program as a learning community cluster, I illustrate ways in which translanguaging can help ESL students take ownership of English for academic purposes.

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Sampe, Maria Zefanya, and Syafrudi Syafrudi. "ONLINE MATHEMATICS LEARNING STRATEGY APPROACH: TEACHING METHODS AND LEARNING ASSESSMENT." Jurnal Pendidikan Matematika (JUPITEK) 7, no. 1 (2024): 42–55. http://dx.doi.org/10.30598/jupitekvol7iss1pp42-55.

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The primary focus of this research is to develop strategies aimed at identifying effective methods applicable to online mathematics instruction and assessment. Teaching through distance education has many challenges, requiring educators' adeptness in utilizing e-learning platforms for both instructional delivery and assessment purposes. This study adopts a literature review methodology, drawing upon various previous studies relevant to this subject matter. The research findings reveal several online mathematical strategies and assessment techniques envisioned to adequately measures students' c

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Buraimoh, Oluwaseun Funmilola, Charity H. M. Boor, and Gboyega Ayodeji Aladesusi. "Examining Facilitating Condition and Social Influence as Determinants of Secondary School Teachers’ Behavioural Intention to Use Mobile Technologies for Instruction." Indonesian Journal of Educational Research and Technology 3, no. 1 (2022): 25–34. http://dx.doi.org/10.17509/ijert.v3i1.44720.

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This study examined the social influence and facilitating condition as determinants of secondary school teachers’ behavioural intention to use mobile technologies for instruction in Kaduna State, Nigeria. The study adopted descriptive research of the survey type to 958 teachers in Kaduna State, Nigeria. The findings indicated there was strong relationship among teachers’ social influence, facilitating condition and behavioral intention to use mobile technologies with ANOVA value of F (2,956) 61.53 p 0.05, F (2,956) 28,786 p 0.05 and F (2,956) 5.152 p 0.05, respectively. The study concluded tha

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Boston, Melissa, Jonathan Bostic, Kristin Lesseig, and Milan Sherman. "A Comparison of Mathematics Classroom Observation Protocols." Mathematics Teacher Educator 3, no. 2 (2015): 154–75. http://dx.doi.org/10.5951/mathteaceduc.3.2.0154.

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In this article, we provide information to assist mathematics teacher educators in selecting classroom observation tools. We review three classroom observation tools: (1) the Reform-Oriented Teaching Observation Protocol (RTOP); (2) the Instructional Quality Assessment (IQA) in Mathematics; and (3) the Mathematical Quality of Instruction (MQI). We begin by describing each tool and providing examples of research studies or program evaluations using each tool. We then look across tools to identify each tool's specific focus, and we discuss how the features of each tool (and the protocol for its

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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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Dogan, Yadigar. "Teachers and Students’ Benefiting from Computers for Instructional Purposes: Bursa Example." Anthropologist 16, no. 1-2 (2013): 133–43. http://dx.doi.org/10.1080/09720073.2013.11891342.

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Wubalem, Abebe, and Kassie Eshetie. "Enhancing Writing Bi-literacy for Practical Purposes through Translanguaging." International Journal of Instruction 18, no. 3 (2025): 217–38. https://doi.org/10.29333/iji.2025.18312a.

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This study investigated the potentialities of dual language instruction to overcome the deficiency of conventional approaches to the teaching of English for specific purposes (ESP).&nbsp; The study employed a mixed study design in which experimental treatment and qualitative exploration are combined. A sample of&nbsp; 60 student from a population of&nbsp; third&nbsp; year law school&nbsp; students (150) were drawn through stratified sampling techniques .Written tests on practical communicative purposes were used to generate quantitative data. Document analysis and In-depth

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Saepudin, Asep, Ade Sadikin, and Iip Saripah. "PENGUATAN MANAJEMEN PUSAT KEGIATAN BELAJAR MASYARAKAT DALAM MENINGKATKAN MUTU LAYANAN PENDIDIKAN NONFORMAL." JIV-Jurnal Ilmiah Visi 11, no. 2 (2016): 65–72. http://dx.doi.org/10.21009/jiv.1102.1.

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The purposes of this research are (a) to describe service conceptual model of Community Learning Center (CLC), (b) to validate the service conceptual model of CLC, and (c) to analyze the implementation of the service conceptual model of CLC. The research employed qualitative approach and descriptive method. The data were collected by using document study, literature review, interview, and Focus Group Discussion as from April through September 2015. The subjects of the study included administrators, tutors, and CLC participants in Bandung Raya area. The research resulted in (a) the developed co

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Boyd, Maureen P., Elizabeth A. Tynan, and Lori Potteiger. "Trusting the local: opening up the script with response-able talk practices." English Teaching: Practice & Critique 17, no. 1 (2018): 2–15. http://dx.doi.org/10.1108/etpc-09-2017-0125.

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Purpose The purpose of this paper is to deflate some of the pressure-orienting teachers toward following a curricular script. Design/methodology/approach The authors connect effective classroom teaching and learning practices to a dialogic instructional stance that values local resources and student perspectives and contributions. The authors argue that effective teachers have agency to make decisions about content and pacing adjustments (they call this agentive flow) and that they practice response-able talk. Response-able talk practices are responsive to what is happening in the classroom, r

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Oguguo, Basil, Roseline Ezechukwu, Fadip Nannim, and Kelechi Offor. "Analysis of teachers in the use of digital resources in online teaching and assessment in COVID times." Innoeduca. International Journal of Technology and Educational Innovation 9, no. 1 (2023): 81–96. http://dx.doi.org/10.24310/innoeduca.2023.v9i1.15419.

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The study considered the use of online learning applications for instructional delivery and assessment purposes in higher institutions of learning that stimulates a new atmosphere where lecturers could utilize these facilities to promote learning. The study also determined the gender difference between lecturers use of online learning applications for instructional delivery and classroom assessment in a post-covid context. The digital applications analyzed in this study include Google classroom, Email, Moodle, Canvas, Google, Microsoft Team, Zoom, Google Meet, Cisco Webinar, Facebook groups, O

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Sileo, Jane M., and Thomas W. Sileo. "Academic Dishonesty and Online Classes: A Rural Education Perspective." Rural Special Education Quarterly 27, no. 1-2 (2008): 55–60. http://dx.doi.org/10.1177/8756870508027001-209.

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Rural educators must possess high standards of ethical behavior that inform professional practice and improve the communities in which they live and work. The purposes of this article are to discuss rural education and its intersection with online classes as vehicles to meet residents' educational needs; ethical issues that surround online class delivery; and suggestions to deter academic dishonesty in online classes. Key Words: rural education, distance education, academic dishonesty, academic integrity, cheating, ethics, instructional practices, Internet, online instruction, student behavior

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Konrad, Moira, Caitlin J. Criss, and Alana Oif Telesman. "Fads or Facts? Sifting Through the Evidence to Find What Really Works." Intervention in School and Clinic 54, no. 5 (2019): 272–79. http://dx.doi.org/10.1177/1053451218819234.

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Despite the requirement that teachers implement evidence-based instruction in their classrooms, a significant research-to-practice gap persists. Far too often, teachers resort to quick fixes found through online searches or rely on conventional wisdom to make instructional decisions. This is no surprise as identifying evidence-based interventions can be time-consuming, overwhelming, and confusing. Indeed, claims of practices being evidence based are ubiquitous, even for practices that clearly lack evidence to support their efficacy. In addition, once an evidence-based practice is selected, the

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Presley, Morgan L., Rebecca Gehringer, and Deborah L. Hanuscin. "Using Natural Selection Concept Inventories in College Biology Classrooms to Improve Teaching and Learning." American Biology Teacher 79, no. 2 (2017): 91–94. http://dx.doi.org/10.1525/abt.2017.79.2.91.

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The purpose of this study was to investigate how assessment instruments could be used in the college biology classroom for purposes other than researching instructional strategies (as they have been used in the past). Through participatory action research, a science educator and a biology faculty member examined how the CINS (Concept Inventory of Natural Selection) could be incorporated into the biology faculty member's classroom instruction. This paper shows that biology faculty members can use assessment instruments to build in-class activities and labs, to formatively assess student knowled

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Flint, Amy Seely. "Escapists, Butterflies, and Experts: Stance Alignment in Literacy Texts." Language Arts 77, no. 6 (2000): 522–31. http://dx.doi.org/10.58680/la2000129.

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Examines the discrepancies in engagement that arose when the teachers’ instructional and the students’ personal stances (regarding the intents and purposes of literacy) are misaligned during literacy events. Discusses the ways in which instructional and personal stances encourage and/or discourage engagement. Considers the opportunity to construct interpretations of texts while discussing literature and other related literacy events in class.

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Dian Indah Silfia, Ekaning Dewanti Laksmi, and Niamika El Khoiri. "Designing Instructional Material to Promote Intercultural Competence: A Preliminary Study." Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language 10, no. 2 (2024): 207–19. https://doi.org/10.36706/jele.v10i2.19.

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One of Sekolah Penggerak’s pilot schools proposed an English Extracurricular program to develop students' intercultural competence as specified in the Pancasila Student Profile (PSP). Scholars believe that instructional material is among the most significant sources for teaching cultural, social, and moral values to students and for providing language input. Nevertheless, the demands of students have not been fully addressed to develop instructional material. This study examined the program’s potential to help students develop their intercultural competence, the challenges encountered by teach

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Bailey, Gahan, Edward L. Shaw, and Donna Hollifield. "The Devaluation of Social Studies in the Elementary Grades." Journal of Social Studies Research 30, no. 2 (2006): 18–29. https://doi.org/10.1177/235227982006030002003.

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The purposes of this study were to determine the actual amount of instructional time spent on social studies, to determine the variety of instructional strategies used during social studies instruction, and to assess the frequency and types of technology usage during social studies instruction. As part of addressing the No Child Left Behind Act, a university in the southeast partnered with the local school system and placed 39 university pre-service teachers in Title I schools to serve as paraprofessionals. A simple data collecting instrument was designed to record data in three areas: (a) the

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Perezchica Vega, José Eduardo, Jesuán Adalberto Sepúlveda Rodríguez, and Karla Lariza Parra Encinas. "Quality assurance and evaluation of e-learning programs and courses." Apertura 16, no. 1 (2024): 176–91. http://dx.doi.org/10.32870/ap.v16n1.2472.

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The objective of this work is to explore the categories, criteria and indicators necessary to evaluate the quality of the educational programs and the instructional design of their courses on e-learning. This is, with the intention of generating indicators and/or instruments for quality assurance and its evaluation that serve intrinsic purposes to the instructional design, to the operation of the courses object of the design and the educational programs in this modality, as well as to administrative purposes in higher education institutions. For this, different models are examined, and the con

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Olom, Patricia, and C. A. Atah. "Utilization of Artificial Intelligence on Instructional Preparation by Business Educators in Cross River State." Mediterranean Journal of Social Sciences 16, no. 1 (2025): 92. https://doi.org/10.36941/mjss-2025-0008.

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The future of education is AI. As technology continues to advance, the use of AI in education is becoming more prevalent. It is necessary that every educator key into AI or miss out. This article therefore, was ascertained the utilization of artificial intelligence in instructional preparation by business educators in Cross River State. Three specific purposes, research questions and hypotheses were developed for the study. Descriptive survey design was used. The population of the study comprised eighty-nine (87) Business Educators (51 male and 36 female) in four (4) tertiary institutions in C

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Larreátegui Zambrano, Ronald Guillermo, and Paula Agustina Vélez Yanza. "Enhancing english language learning for specific purposes in military schools: Strategies to overcome academic and physical challenges." Religación 10, no. 46 (2025): e2501451. https://doi.org/10.46652/rgn.v10i46.1451.

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This research evaluated the outcomes of implementing an English for Specific Purposes (ESP) program in military institutes, considering the demanding physical and academic environment cadets face. The study focused on the impact of integrating military-related materials into language instruction, assessed students’ opinions on interactive classroom activities, and identified the main obstacles to language learning. A mixed-methods design was used with 28 cadets selected from the “Tcrn. Lauro Guerreno” Military High School in Loja, Ecuador. Qualitative data were obtained from interviews and foc

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Ajis Ali, Ahmad Zakiyal, and Anggoro Putranto. "PENGEMBANGAN VIDEO PEMBELAJARAN MATERI PERUBAHAN MASYARAKAT INDONESIA PADA MASA PENJAJAHAN KELAS VIII TINGKAT SMP/MTS (Studi Penelitian MTs Miftahul Huda Ngunut, SMPN 1 Sumbergempol, dan SMPI AL Khoiriyah Tulungagung)." JESS: JURNAL EDUCATION SOCIAL SCIENCE 3, no. 1 (2023): 51–67. http://dx.doi.org/10.21274/jess.v3i1.8140.

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This study develops instructional video media on the theme of Social Change during the colonial period for the second semester of grade VIII in social studies at the junior high school level. The research was conducted at MTs Miftahul Huda Ngunut, SMPN 1 Sumbergempol, and SMPI Al Khoiriyah. The development model used was Borg and Gall's ten-step model. The research subjects consisted of 34 students from MTs Miftahul Huda Ngunut, 31 students from SMPN 1 Sumbergempol, and 16 students from SMPI Al Khoiriyah. The researchers collected data through observations and questionnaires. The data analysis

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Pandey, Gopal Prasad. "Motivational Drivers in English for Academic Purposes: Teaching, Texts and Tasks." International Journal of Social Sciences and Management 12, no. 1 (2025): 18–26. https://doi.org/10.3126/ijssm.v12i1.73492.

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This paper explores the motivational factors that enhance student engagement in English for Academic Purposes (EAP) reading, focusing on its significance in equipping learners with essential academic skills, particularly in context of Tribhuvan University, Nepal. Using a qualitative descriptive approach, the research involved semi-structured interviews with four experienced English teachers to understand the challenges and strategies influencing learner motivation. The findings reveal that well-structured texts, alignment with academic goals, and the integration of visuals significantly boost

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