Relevant bibliographies by topics / Progressive instruction

Contents

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

Academic literature on the topic 'Progressive instruction'

Author: Grafiati
Published: 5 June 2025
Last updated: 16 July 2025

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Journal articles on the topic "Progressive instruction"

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Ward, Cherry D. "Under Construction: On Becoming a Constructivist in View of the Standards." Mathematics Teacher 94, no. 2 (2001): 94–96. http://dx.doi.org/10.5951/mt.94.2.0094.

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Since the beginning of time, trends in the philosophy and methods of pedagogy have come and gone, with only minor variations from traditional instructional methods. These trends have included progressive movements, essentialist movements, teacher-centered instruction as opposed to studentcentered instruction, drill and practice, projectbased instruction, discovery learning, and many other movements (Cuban 1993). In his studies, however, Cuban found that teachers have basically taught the same way, with little variation, despite these instructional trends.
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Moore, David W. "Laura Zirbes and Progressive Reading Instruction." Elementary School Journal 86, no. 5 (1986): 663–72. http://dx.doi.org/10.1086/461473.

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Opazo, Viviana David, María Carolina Órdenes Guzmán, Natalia Pavez Miranda, Camila Salas Salas, and Paz Stöckel Darrigrande. "Progressive Integration of High-Leverage Practices in English Language Teacher Education: Insights from a Chilean Practicum Program." Language Teacher Education Research 02 (April 2025): 45–52. https://doi.org/10.32038/lter.2025.02.04.

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This study examines the integration and progression of High-Leverage Practices (HLPs) in a Chilean English language teacher education practicum program. Using a mixed-methods approach, we analyzed documentary evidence and survey data from 283 preservice teachers and seven tutor teachers to assess HLP implementation across practicum stages. Findings revealed inconsistencies in HLP exposure, with gaps in structured progression affecting teachers' confidence and instructional adaptability. While HLPs exposure was associated with improved classroom management, misalignment in mentorship and feedback practices hindered optimal application. Some HLPs, such as lesson planning and student engagement, are well-integrated, whereas others, like real-time formative assessment and differentiated instruction, are inconsistently addressed. The study proposes a structured model for progressive HLP integration, ensuring coherence between theoretical instruction and classroom practice. Findings highlighted the need for targeted mentorship training and refined assessment frameworks to support pre-service teachers effectively. This research contributes to practice-based teacher education, emphasizing the importance of systematic HLP progression for developing confident and adaptable educators.
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Zhong, Xin. "Design and Practice of Curriculum-based Ideological and Political Teaching in the Culture Courses for Translation Majors: Taking Intercultural Communication Course as an Example." Yixin Publisher 1, no. 6 (2023): 43–50. http://dx.doi.org/10.59825/jet.2023.1.6.43.

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The culture courses for translation majors are a main communication channel for students to be comprehensively exposed to western ideology and an important social field for students to experience the struggle of different cultural values, so it is urgent to strengthen the systematic and scientific construction of ideologicalpolitical instruction. Taking Intercultural Communication Course as an example, this paper discusses the design and practice of ideological-political instruction in the culture courses for translation majors, and systematically constructs three progressive stages which are the instructional design, teaching practice and teaching mode for ideological-political instruction, so that ideological-political instruction can be truly teachable, assessable and replicable.
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Lacina, Jan, and Cathy Collins Block. "Progressive Writing Instruction: Empowering School Leaders and Teachers." Voices from the Middle 19, no. 3 (2012): 10–17. http://dx.doi.org/10.58680/vm201218721.

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Many recent publications describe writing as the neglected “r”; however, there is very little data on what writing instruction looks like in schools, especially in grades 4–6. The purpose of this article is to describe large urban school district literacy leaders’ views on the state of writing instruction within their districts—and their projections for the future of writing instruction.—— Educators at all levels must re-think how they approach the teaching of writing, re-envisioning how to transform teaching practices to impact our students and their world for the next decade to come.
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Sagge, Roberto Jr, and Lemar P. Delos Reyes. "Development of Flexible Learning Instruction Through Progressive, Personalized, Engaging and Diversified (FLIPPED) Video Media in Mathematics." International Journal of Multidisciplinary: Applied Business and Education Research 5, no. 12 (2024): 5318–27. https://doi.org/10.11594/ijmaber.05.12.27.

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Video media offers a novel way of learning. With its flexible learning features, such as options for review and accessibility anywhere, in-dividual learning needs are better met. This is advantageous when employed in a flipped learning setup for mathematics instruction, where learners need a significant amount of time to master a lesson. This developmental research design sought to develop flexible learning of instruction through progressive, personalized, engaging, and diversified (FLIPPED) video media as instructional materials for the least learned competencies in Grade 5 Mathematics, focusing on its application within a flipped classroom paradigm. The study em-ployed a competency-based assessment tool (CBAT) in Mathematics and a researcher-made evaluation form for the acceptability of the developed video media as its primary instrument. Findings highlight specific areas of challenges in Mathematics 5, such as formulating rules for sequence progression, visualizing fraction multiplication, estimating decimal products, identifying base, rate, and percentage, and finding the circumference of a circle. Utilizing the IPO model, the video media was meticulously developed to offer flexible learning that can improve mathematics achievement. The video media was rated as “highly acceptable” in terms of its flexible learning, progres-sive instruction, personalized instruction, learners’ engagement, and diversified instruction. The research findings conclude the efficacy of FLIPPED Video Media in addressing learning gaps and fostering a conducive learning environment that caters to diverse learning needs. The developed video media represents a paradigm shift in education, showcasing the transformative power of technology to enhance teaching and learning outcomes.
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Esty, Warren W., and Anne R. Teppo. "Grade Assignment Based on Progressive Improvement." Mathematics Teacher 85, no. 8 (1992): 616–18. http://dx.doi.org/10.5951/mt.85.8.0616.

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The NCTM's Curriculum and Evaluation Standards for School Mathematics states, “Evaluation is a tool for implementing the Standards and effecting change systematically” (1989, 189). Tests are one facet of evaluation, and we maintain that mathematics classes are strongly affected by the way in which test scores are used to generate final course grades. In the traditional secondary school mathematics class, current grading practices tend to drive instruction by putting constraints on specific course content and its organization. In turn, content and its organization affect testing and therefore grading. The interaction of these factors is an aspect of assessment that is not specifically discussed by the NCTM's evaluation standards. The purpose of this article is to examine the impact of grading on mathematics instruction and on the implementation of the curriculum and evaluations standards.
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Hartl, Pavel, and Helena Cisarova. "Foreign Language Instruction for Adults: A Progressive Teaching Method." Canadian Journal for the Study of Adult Education 2, no. 1 (1988): 53–59. http://dx.doi.org/10.56105/cjsae.v2i1.2371.

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Olszewski, Arnold, Xigrid Soto, and Howard Goldstein. "Modeling Alphabet Skills as Instructive Feedback Within a Phonological Awareness Intervention." American Journal of Speech-Language Pathology 26, no. 3 (2017): 769–90. http://dx.doi.org/10.1044/2017_ajslp-16-0042.

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Purpose This study evaluated the efficacy of an instructive feedback strategy for modeling letter names and sounds during presentation of positive feedback within a small-group phonological awareness intervention for preschoolers. Method Two experiments were conducted using multiple-baseline designs across children and behaviors. Letter name and sound identification and performance on a phonological awareness fluency measure served as the primary outcome variables. Six children completed Experiment 1. A progressive time delay was added to instructive feedback to elicit a response from the 9 children in the second experiment. Results In the first experiment, 6 children demonstrated gains on phonological awareness but not alphabet knowledge. With the addition of progressive time delay in the second experiment, all 9 children demonstrated gains on letter name and sound identification as well as phonological awareness skills. Conclusions Progressive time delay to prompt children's responses appears to bolster the effects of instructive feedback as an efficient strategy for modeling alphabet skills within a broader early literacy curriculum. Modeling alphabet skills did not detract from, and may have enhanced, phonological awareness instruction for preschoolers.
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Zarbakhsh, Mohammadreza, and Laleh Sayed Raisi. "The Efficacy of Progressive Muscular Relaxation Upon Nurses Sleep Quality." International Clinical Neuroscience Journal 5, no. 4 (2018): 164–68. http://dx.doi.org/10.15171/icnj.2018.29.

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Background: Nurses suffer from sleep disorders. Sleep disorders will lead to listlessness and distractibility, and interfere with people’s normal working state. Effective methods upon nurses sleep quality should identify. The purpose of this study was determining the efficacy of progressive muscular relaxation (PMR) upon nurses sleeping quality. Methods: The current research was an experimental study with pre-test and post-test design with the control group. The statistical population consisted of all nurses in Imam Sajad hospital in Ramsar 2017 (N=120). In this way, 40 nurses who were in the test of the quality of sleep score above five were randomly selected and randomly divided into two groups. For data gathering, Pittsburgh sleeps quality questionnaire and PMR instruction used. It was used multivariate covariance analysis (MANCOVA) to analysis data by SPSS-22. Results: The findings of this study showed that PMR instruction is useful for nurses’ sleep quality. Also, there is a significant difference between experimental and control groups after the intervention, so that the mean scores of the experimental group were improved significantly compared to the control group (P<0.0001). Conclusion: According to results, PMR instruction can improve the sleep quality and other variables related to sleep problems of nurses. Therefore, it can be used in nursing programs to improve their sleep quality
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Dissertations / Theses on the topic "Progressive instruction"

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Howell, Timothy B. "Jean Sibelius : progressive techniques in the symphonies and tone-poems." Thesis, University of Southampton, 1985. https://eprints.soton.ac.uk/380485/.

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As an analytical and critical survey of Sibelius' symphonies and tone-poems, this study is designed to fill a significant gap in the research of this composer which hitherto has been primarily concerned with historical and musicological issues. Those analytical investigations which exist, typically as a supplement to more biographical concerns, have not made use of modern techniques nor are they comprehensive. Beyond this self-evident purpose of processing analytical findings, the thesis aims not only to demonstrate a symposium of Sibelius' compositional techniques but also to give a new perspective to these achievements. The layout and presentation of material has been designed to facilitate this dual purpose, dispensing with a mere catalogue of analyses in favour of grouping their findings into considerations of larger issues. Thus, Part I - 'The Symphonies' - reflects the layered analytical approach to each work in chapters which move from the general to the particular (Style, Form, Tonality, Thematic Process) selecting examples from the entire genre appropriate to each issue. The final chapter in this section concludes by synthesising those areas in a detailed analysis of a single work. Part II - 'The Tone-Poems' - opens with a more general discussion of the two genres in question revealing cChtrasts and consistencies. Thereafter, their survey divides into two apparently chronological sections, though in fact the distinction is a stylistic one and complements internal considerations of the symphonies themselves. The application of reductive, layered analysis appears to be new in this context and its findings reveal a more progressive compositional attitude than has previously been credited to a figure generally viewed as reactionary. Its evidence, notably in the areas of extended tonality and formal compression, suggests an historical placing for Sibelius within twentieth-century musical developments, indicating both his awareness of the problems facing composers of the period and his personal solutions. The final chapter discusses this essentially speculative topic, its more subjective standpoint balancing the analytical objectivity which constitutes the majority of the thesis. Its conclusion is modest: Sibelius as neither reactionary nor revolutionary, but, nevertheless, progressive.
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Leblanc, Nicholas Paul. "Divine instruction on fiscal giving in progressive revelation a biblical theology of giving /." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p001-1212.

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Haqq, Swiyya Aminah. "EFFECTS OF L1 INSTRUCTION ON ERRORS IN PRESENT PROGRESSIVE USE IN AN ESL/IEP ENVIRONMENT BY ARABIC SPEAKING ENGLISH L2 LEARNERS." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1605.

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Throughout the history of English Language teaching, the pendulum of L1 use has shifted drastically depending on the method that had gained prominence during a particular period of time. Today, that pendulum has yet to settle and the use of a learner's first language during instruction in a second language classroom continues to be an issue of serious debate. This study aimed to examine the effect of L1 use in instruction on the performance of low proficiency level learners on a grammar task of the present and progressives tenses in an ESL/IEP environment. To determine its effect, the 24 Arabic speaking English learners participating in the study were divided into two groups, an English-Only instruction group and an English & Arabic instruction group and an instrument with three item types (items with adverbials, non-action verbs and context clues that determined tense use) was created. The participants were given the instrument as a pre-and post-test before and after instruction on present and progressive tense use in either English only or English and Arabic according to the group. After the post-test, the students took a survey intended to ascertain their perceptions of the instruction they received. The quantitative data was analyzed using descriptive statistics and independent and dependent t-tests to draw comparisons between the means of the performance scores of both groups and within each group over the pre- and post-tests. Additionally, the quantitative data from the survey underwent content analysis to discover themes for student preference for instructional language use in the classroom. The resultant findings showed that the participants in the English & Arabic Group performed better on the grammar task and had greater percent increases from the pre-test to the post-test than the English-Only Group. The means of the total performance score and of the question types exhibited these same increases. The surveys indicated that the participants in the English & Arabic Group understood their instruction better and a majority of the participants preferred the use of both English and Arabic during grammar instruction irrespective of language instructional group during the treatment. This study showed that the use of L1 in the classroom has measureable positive effects on the learning of the students. Moreover, it has contributed to the growing body of research in favor of L1 use in the classroom and has considerable implications for the field of second language teaching.
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Heacock, Holly. "Progressive Education in Appalachia: East Tennessee State Normal School and Appalachian State Normal School." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/honors/378.

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In this thesis, I am examining how East Tennessee State Normal School in East Tennessee and Appalachian State Normal School in Western North Carolina interpreted progressive education differently in their states. This difference is that East Tennessee State began as a state funded school to educate future teachers therefore their school and their curriculum was more rounded and set to a structured schedule. Appalachian State Normal School was initially founded to educate the uneducated in the “lost provinces” therefore, curriculum was even more progressive than East Tennessee State’s – based strongly on the practices of farming, woodworking, and other practical skills. I will also be looking at what these different interpretations tell about the states, what it says about the Appalachia region, and how both schools applied these progressive ideas in their schools. Lastly, I will be answering how Progressive education, and normal schools affected the communities in East Tennessee and Western North Carolina.
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Bobeczko, Daniel S. Jr. "A Phenomenological Study of Kindergarten Teacher Perceptions of Standardized Testing and its Influence on Curriculum, Instruction, and Assessment." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1449343351.

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Vraciu, Eleonora Alexandra. "La morphologie temporo-aspectuelle chez des apprenants avancés d’anglais langue étrangère : une étude des facteurs sémantiques, discursifs et inter-linguistiques." Thesis, Paris 10, 2012. http://www.theses.fr/2012PA100062/document.

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Cette thèse s’inscrit dans une série d’études récemment entamées qui cherchent à caractériser les lectes d’apprenants avancés de l’anglais. Nous présentons une analyse de quelques facteurs sémantiques, discursifs et inter-linguistiques qui sous-tendent l’emploi des formes verbales en anglais langue étrangère par des apprenants avancés francophones et catalanophones en milieu guidé. À partir d’un corpus de narrations orales élicitées à partir d’un livre en images, nous examinons la distribution de la morphologie temporo-aspectuelle par rapport à l’aspect sémantique des prédicats (l’hypothèse de l’aspect) et le type d’information temporelle que ces prédicats encodent dans la narration (l’hypothèse du discours). L’emploi de la morphologie verbale est considéré également du point de vue du style rhétorique de l’apprenant, c’est-à-dire des choix systématiques faits dans une tâche communicative spécifique à partir d’un répertoire appris de formes cibles, mais aussi à travers le filtre inconscient du mode de sélection et d’organisation de l’information en langue maternelle. Même si l’anglais, le français et le catalan grammaticalisent des distinctions aspectuelles, ceci ne permet pas aux apprenants étudiés de faire un emploi de la morphologie verbale tout à fait semblable à celui des locuteurs natifs. Des coalitions prototypiques entre la sémantique des prédicats et celle de la forme verbale, qui caractérisent l’emploi de la morphologie verbale aux stades moins avancés, persistent dans l’emploi des prédicats duratifs (a)téliques et débouchent sur un emploi généralisé du progressif en anglais, souvent dans des contextes où la présence de ce marqueur génère une tension avec le type d’information temporelle encodée. Les moyens d’encoder le déroulement dans la langue maternelle des apprenants semble brouiller leurs hypothèses relatives à l’emploi du progressif en discours dans la langue cible. Seul un sous-ensemble d’apprenants très avancés utilise la morphologie verbale d’une façon véritablement libérée du sémantisme de la construction verbale, de façon similaire aux locuteurs natifs. Pour ces apprenants, le progressif acquiert une fonction discursive et sa présence n’est plus systématique dans les contextes où l’information sur le caractère non-borné d’une situation peut être récupérée à partir d’autres éléments, sémantiques ou syntaxiques. Il existe en effet des légères différences entre les productions des apprenants et des locuteurs natifs en ce qui concerne la palette de fonctions discursives que les formes verbales présentent dans la narration. L’analyse du marquage aspectuel d’une relation temporelle spécifique, celle de simultanéité, nous a permis d’identifier quelques traits qui distinguent des stades successifs dans la variété d’apprenants avancés de l’anglais, ainsi que la présence d’une perspective temporelle en anglais langue cible manifestement construite à partir des choix linguistiques transférés de la langue maternelle des apprenants, même très avancés. Notre étude ouvre des pistes de recherche sur l’étanchéité des oppositions grammaticales dans le domaine de la morphologie verbale, sur les coalitions atypiques qui peuvent surgir en discours et la façon dont ces usages périphériques peuvent s’apprendre (et s’enseigner) dans un milieu guidé. Il en résulte aussi que la production orale chez des apprenants avancés se construit à travers le filtre d’une façon de penser le monde qui reste, de façon irréductible, celui de la langue maternelle<br>Our dissertation belongs to a recently initiated line of studies seeking to characterise the advanced English L2 variety. We present an integrated analysis of some semantic, discourse and cross-linguistic factors underlying the use of verb forms by advanced French and Catalan learners of English as a foreign language. Using a corpus of oral picture book narratives, we explore the distribution of tense-aspect morphology in relation to the aspectual class of predicates (the Aspect Hypothesis) and the temporal information they encode in narrative discourse (the Discourse Hypothesis). The use of tense-aspect forms is also considered from the perspective of the so called L2 rhetorical style, the systematic linguistic choices learners make in a given communicative task drawing on their learnt repertoire of L2 devices but also on information selection and organisation patterns unconsciously transferred from their L1. While English, Catalan and French grammaticalise aspectual distinctions, this does not ensure a nativelike use of aspectual marking in English L2. Prototypical predicate/form coalitions in learner production were found to remain strong in the use of tense-aspect morphology with durative (a)telic predicates and to lead to an across-the-board reliance on aspectual marking, often in tension with the plot-advancing role of the predicate. The degree of grammaticalisation of the progressive aspect in learners’ L1 seems to interfere with the hypotheses of use concerning the progressive form in English L2. Only a subset of the learners, the most advanced ones, employ tense-aspect forms in a way which is genuinely liberated from the semantic congruence with the predicate, similar to what was observed in English L1. In this case, the progressive has a discourse-specific function and becomes optional when viewpoint information can be retrieved from other elements in the context. Form-function mappings in the domain of tense-aspect morphology remain, nevertheless, more limited or do not match the ones observed in English L1. The analysis of the expression of simultaneity allows us to identify certain proficiency-related traits in the advanced English L2 variety regarding the distribution of the progressive and the non-progressive forms and the use of other linguistic devices, in coalition with tense-aspect morphology. The cross-linguistic comparison with Catalan and French L1 reveals the existence of a subtle L1 temporal perspective in the expression of simultaneity in English L2, even with the most proficient learners. These findings invite to a reflection on the margins of grammaticalised contrasts, where atypical coalitions arise, and how learners can grasp such peripheral uses in an instructional setting. They also indicate that L2 oral production at the advanced stages remains bound to a way of thinking the world which is the legacy of our L1
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Price, Benjamin J. 1980. "Toward a Rationale for Music Education in the Public School Context Framed with both Progressive and Essentialist Considerations: Operationalizing the Ideas of William Chandler Bagley." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849619/.

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In music education, aesthetic education and praxial music education serve as two major, guiding philosophical frameworks, yet supporters of each often conflict with one another. Furthermore, both are slightly problematic with respect to the specific context of the public school. Each framework is primarily music-based, however, music education has existed in the wider context of general education since the 1830s. Given the recent core-status designation for music education, as part of all fine arts, in the reauthorization of the Elementary and Secondary Education Act, a framework from general education that supported music education could offer benefits for the domain. However, the wider context of general education is messy as well. Two groups occupy most of the space there, and remain locked in a fundamental disagreement over the purpose of a formal education. The progressive educators, historically framed by Dewey and Thorndike, contend that education functions as societal improvement. In contrast, the essentialists contend that education functions as cultural transmission. Therefore, a more specific need for music education involves selecting a framework from general education that resolves this conflict. The writings of William Chandler Bagley indicate that he balanced both considerations of a formal education while also advancing his notion of essentialism. Bagley differed from the progressive educators predominately associated with Dewey over definitions and ideas surrounding a democratic education. Emergent points of contrast with Thorndike include distinctions between social efficiency and Bagley's alternative idea of social progress. Bagley also diverged from other essentialists over definitions concerning liberal and cultural education. To make these viewpoints of Bagley explicit, I describe characteristics of a progressive education, and an essentialist education separately, before introducing Bagley. Finally, I apply Bagley's ideas into the domain of music education. Ultimately, I contend that through common outcomes of creativity, competition, and literacy, the domain of music education can remain securely grounded in the values within the public schools.
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Oonge, Harrison Ntabo. "Access, Retention, and Progression of Marginalized Students in Kisii Schools, Kenya." Thesis, West Virginia University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3571653.

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<p>This study examined how teachers perceive Free Primary Education had influenced access, retention and progression of marginalized students in primary schools in Kisii County, Kenya. A critical pedagogy framework was used to unpack and shed light on teacher and school practices that affected access to basic education of at risk students. Data was collected through 217 surveys given to teachers from 28 purposefully selected primary schools in Kisii County, 3 administrator interviews, and 4 focus group interviews comprised of a total of 30 classroom teachers from 14 schools in a sequential mixed methods design. Four research questions that guided this research were: a) How do teachers perceive Free Primary Education in Kenya has influenced access to primary education for marginalized students? b) What do teachers perceive to be at risk categories for marginalized students? c) How do teacher practices influence the retention of marginalized students in education in Kenya? Finally, d) to what extent do teacher beliefs influence their desire to differentiate instruction for marginalized students? Findings from this study indicated that Free Primary Education had led to increased access to basic education through reduction of fees paid by parents to schools, provision of instructional materials, open admission policy, and construction and/or renovation of existing educational facilities. The study also revealed roadblocks that hinder access to basic education for marginalized students such as extra fees levied by schools to parents, poverty, high teacher pupil ratio, lack of skills to equitably educate at risk students in classrooms, and poor health. The participants identified orphans, students with low incidence disabilities, children from extremely poor families, children from single parent households, children engaged in child labor, and children from negligent parents as categories of students who were at risk for marginalization. Moreover, the study revealed some of the teacher and schooling practices with regard to handing marginalized students which included teacher care, professional development, accommodations, remedial teaching, and guidance and counseling. There was a significant correlation between teacher philosophies and teacher willingness to differentiate instruction (<i>r<sub>s</sub></i>= 0.43, <i>p&lt;0.05</i>), and also a significant correlation between teachers&rsquo; philosophies and their willingness to give various accommodations to marginalized students in their classrooms (<i>r<sub>s</sub></i>=0.34, <i>p&lt;0.05</i>). Further analysis of data revealed that, a) access to basic education as a class issue, b) access to basic education as a gender issue, c) national tests and measurements as instruments for marginalization, and d) access to education as a teacher critical consciousness issue. </p>
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Tai, Chih-Che. "Learning Progression in Students’ Understanding of Combustion- A Cross- age Study." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3281.

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Ricco, George Dante. "Degree program changes and curricular flexibility| Addressing long held beliefs about student progression." Thesis, Purdue University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613363.

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<p> In higher education and in engineering education in particular, changing majors is generally considered a negative event - or at least an event with negative consequences. An emergent field of study within engineering education revolves around understanding the factors and processes driving student changes of major. Of key importance to further the field of change of major research is a grasp of large scale phenomena occurring throughout multiple systems, knowledge of previous attempts at describing such issues, and the adoption of metrics to probe them effectively. The problem posed is exacerbated by the drive in higher education institutions and among state legislatures to understand and reduce time-to-degree and student attrition. With these factors in mind, insights into large-scale processes that affect student progression are essential to evaluating the success or failure of programs. </p><p> The goals of this work include describing the current educational research on switchers, identifying core concepts and stumbling blocks in my treatment of switchers, and using the Multiple Institutional Database for Investigating Engineering Longitudinal Development (MIDFIELD) to explore how those who change majors perform as a function of large-scale academic pathways within and without the engineering context. To accomplish these goals, it was first necessary to delve into a recent history of the treatment of switchers within the literature and categorize their approach. While three categories of papers exist in the literature concerning change of major, all three may or may not be applicable to a given database of students or even a single institution. Furthermore, while the term has been coined in the literature, no portable metric for discussing large-scale navigational flexibility exists in engineering education. What such a metric would look like will be discussed as well as the delimitations involved. </p><p> The results and subsequent discussion will include a description of changes of major, how they may or may not have a deleterious effect on one's academic pathway, the special context of changes of major in the pathways of students within first-year engineering programs students labeled as undecided, an exploration of curricular flexibility by the construction of a novel metric, and proposed future work.</p>
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Books on the topic "Progressive instruction"

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Lauritsen, Craig. Progressive drum method. Koala Publications, 1994.

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Turner, Gary. Progressive rhythm guitar. Koala Publications, 1995.

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Bobo, Jana S. Pianists' guide to progressive finger fitness. Prescott, 1994.

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Gary, Turner, ed. Progressive recorder method for young beginners. Koala Publications, 1990.

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Kevin, Holm-Hudson, ed. Progressive rock reconsidered. Routledge, 2002.

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Roberts, Frederick M. Progressive stretch: The other half of physical fitness : instruction book. Flex-A-bility, 1985.

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Hayward, Brenda. Harmony: A progressive look at music theory. Music Maker Books, 1993.

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Duncan, Brett. Progressive guitar method 1: Supplementary songbook. Koala Publications, 1994.

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1973-, Lytras Miltiadis D., and Sheth A. 1959-, eds. Progressive concepts for Semantic Web evolution: Applications and developments. Information Science Reference, 2010.

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Corporation, Vort, ed. BCP, behavioral characteristics progression: Instructional activities. VORT Corp., 1997.

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Book chapters on the topic "Progressive instruction"

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Coleman, Elaine B. "Learning by Explaining: Fostering Collaborative Progressive Discourse in Science." In Dialogue and Instruction. Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-57827-4_9.

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Greer, Brian. "13. How children, under instruction, develop mathematical understanding." In Studies on Mathematics Education and Society. Open Book Publishers, 2024. https://doi.org/10.11647/obp.0407.13.

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The relationship between the development and institutionalisation of mathematical understanding across millennia and its development for an individual child is the starting-point for this chapter. Greatly influenced by the writings of Hans Freudenthal, a position is taken in opposition to the theory propounded by Jean Piaget. The counterposition emphasises that a child can only be said to acquire any but the most elementary mathematics under more or less formal instruction and other forms of social and cultural interactions. The perennial debate about the relative weights that should be afforded in school mathematics to procedural competence and deep understanding is also related to the historical development of mathematics, particularly in relation to conceptual restructuring. This relationship is illustrated by the progressive enrichments of what is meant by ‘number’ and the basic arithmetical operations. The expansion of mathematical modelling from physical phenomena to the complexity of human interactions remains to be adequately addressed in school mathematics. And the question ‘What is mathematics education for?’ should be constantly revisited.
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Ouyang, Huhua. "Resistance to the Communicative Method of Language Instruction within a Progressive Chinese University." In Local Meanings, Global Schooling. Palgrave Macmillan US, 2003. http://dx.doi.org/10.1057/9781403980359_6.

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Butarbutar, Ranta, Seli Marlina Radja Leba, Sukardi Weda, and Sahril Nur. "Computer-Supported Collaborative Learning-Based Instruction in Teaching Speaking EFL in Indonesian Context." In Proceedings of the 4th International Conference on Progressive Education 2022 (ICOPE 2022). Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-060-2_12.

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Ifenthaler, Dirk. "Practical Solutions for the Diagnosis of Progressing Mental Models." In Understanding Models for Learning and Instruction. Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-76898-4_3.

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Yun, Chen, Xiang Juncao, and Su Fanglai. "Fostering mathematical thinking through gradual progression Computer Assisted Instruction." In World Conference on Computers in Education VI. Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34844-5_103.

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Darabi, A. Aubteen, David W. Nelson, and Norbert M. Seel. "The Role of Supportive Information in the Development and Progression of Mental Models." In Learning and Instruction in the Digital Age. Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-1551-1_7.

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Hulbert, Elizabeth T., Marjorie M. Petit, Caroline B. Ebby, Elizabeth P. Cunningham, and Robert E. Laird. "Using the OGAP Multiplication Progression to Inform Instruction and Support Student Learning." In A Focus on Multiplication and Division, 2nd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003185529-3.

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Ao, Fenfen. "Research and Application of Progressive Blended Instructional Mode Based on Generative Artificial Intelligence." In Atlantis Highlights in Social Sciences, Education and Humanities. Atlantis Press International BV, 2024. http://dx.doi.org/10.2991/978-94-6463-568-3_59.

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Petit, Marjorie M., Robert E. Laird, Matthew F. Wyneken, Frances R. Huntoon, Mary D. Abele-Austin, and Jean D. Sequeira. "Using the OGAP Ratio and Proportion Progression to Inform Instruction and Student Learning." In A Focus on Ratios and Proportions. Routledge, 2020. http://dx.doi.org/10.4324/9780429353611-4.

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Conference papers on the topic "Progressive instruction"

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Najla, A., N. Aisyah, and Meryansumayeka. "Developing HOTS-Based Computer Assisted Instruction Media for Linear Program Learning Material in Senior High School." In International Conference on Progressive Education (ICOPE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200323.142.

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Song, Yu, Santiago Miret, Huan Zhang, and Bang Liu. "HoneyBee: Progressive Instruction Finetuning of Large Language Models for Materials Science." In Findings of the Association for Computational Linguistics: EMNLP 2023. Association for Computational Linguistics, 2023. http://dx.doi.org/10.18653/v1/2023.findings-emnlp.380.

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Delima, Nita, and Putri Elfandi. "Improving mathematical thinking and digital literacy skills through the comprehensive mathematics instruction (CMI) model assisted by GeoGebra." In THE 8TH PROGRESSIVE AND FUN EDUCATION INTERNATIONAL CONFERENCE 2023. AIP Publishing, 2025. https://doi.org/10.1063/5.0262298.

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Murwaningsih, Tri, Muna Fauziah, and Dewi Astuti. "Improving concept mastery through learning media with interactive conceptual instruction approach viewed from learning style." In THE 3RD INTERNATIONAL CONFERENCE ON PROGRESSIVE EDUCATION (ICOPE) 2021: Harmonizing Competencies in Education Transformation towards Society 5.0. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0142452.

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Supriyanti, Sri, Sowiyah Sowiyah, and Hasan Hariri. "The Influence of Headmaster‘s L leadership of instruction Style and Educator’s Performance on Students’ Academic Achievements." In Proceedings of the 2nd International Conference on Progressive Education, ICOPE 2020, 16-17 October 2020, Universitas Lampung, Bandar Lampung, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.16-10-2020.2305220.

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Misser, Navin Sewberath, Joris Jaspers, Bas van Zaane, Hein Gooszen, and Johan Versendaal. "Evaluating an Implementation Protocol for Digitization and Devices in Operating Rooms: a Case Study." In Digital Support from Crisis to Progressive Change. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-485-9.26.

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Digitization of activities in hospitals receives more attention, due to Covid-19 related regulations. The use of ehealth to support patient care is increasing and efficient ways to implement digitization of processes and other technological equipment are needed. We constructed a protocol for implementation and in this study, we evaluate this protocol based on a case to implement a device in the OR. We used various data sources to evaluate this protocol: semi-structured interviews, questionnaires, and project documents. Based on these findings, this protocol, including identified implementation activities and implementation instructions can be used for implementations of other devices. Implementation activities include setting up a project plan, organizational and technological preparation, maintenance, and training. In future research, these activities and instructions need to be evaluated in more complex projects and a flexible tool needs to be developed to select relevant activities and instructions for implementations of information systems or devices.
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Allman, Bohdana. "Progressive Instructional Conversation Template." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1690718.

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Sweat-Guy, Retta, and Craig Wishart. "A Longitudinal Analysis of the Effects of Instructional Strategies on Student Performance in Traditional and E-Learning Formats." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3214.

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As more and more colleges and universities offer courses designed in the e-leaming format, quality of instruction and student performance are becoming, progressively more, issues that need to be addressed. This study is an attempt to add to the literature on student performance in traditional and e-learning environments as well as exploring student-centered and learner-centered as an instructional strategy. A causal-comparative design was chosen for this study to examine the effects of instructional strategies on student performance in two upper-level core business courses developed in both traditional and e-learning formats. The study spanned 3 years, beginning fall 2004 through spring 2007 and participants included 293 declared business majors who were enrolled in various sections of Organizational Behavior and International Management courses during the study period. Data analyses revealed non significant differences in student performance based on delivery method and course. However, quite the reverse was found when examining student performance against instructional strategies.
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Mazza, Anthony, and Andrea Adams. "Implementing a Non-placement Work-Integrated-Learning Experience in a Micro-credentialed Curriculum." In 3rd Annual Faculty Senate Research Conference. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.148.3.

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COVID has continued to adversely impact the raison d’etre of a University’s value proposition - to prepare, develop and equip students with transferable critical thinking skills, improved collaboration opportunities, and useful contact capital, to enhance employment opportunities. As part of a collaborative strategy to address the multiple issues related to “universal career shock”, the implementation of an andragogical response is required to assist students with limited or no employment experience. A non-placement initiative is currently being piloted to assist student completion of internship-like projects. Created as a direct response to the Federal Workforce Development Strategy announced in November 2020, this Pilot Course was designed to include and assess the success factors of adding a non-placement Work-Integrated-Learning (WIL) opportunity within a particular curriculum employing a Differentiated Instruction design andragogy. This Pilot Course leveraged the efficacies of experiential learning, within a constructivist paradigm, promoting micro‑credentialing and persistent progressive profiling. Over a two-semester trial, student acquisition of credential and student placement results were impressive: of a 24-person total cohort: 100% received an OSHA 10 certificate (minimum infrastructure site employment requirement); 22 earned an industry-sponsored, continuing education accredited Introduction to IT &amp; Cyber Security certificate; all students earned their FEMA Work Safety certificate; 14 students were offered external internship opportunities, while all 4 students jointly enrolled in the Practicum class earned an in-class internship experience with our corporate collaborators.
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Vasile, Viorel, and Ioana Teodorescu. "ASPECTS REGARDING E-LEARNING IN CORPORATE TRAINING PROGRAMS." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-191.

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E-learning is less expensive than traditional classroom instruction and the low costs of web-based learning programs seem to be very convenient for most corporations, as they are constantly looking for most cost-effective ways to deliver training to the employs. In addition to these economic benefits, other advantages such as simplicity, flexibility, instant delivery, the remarkable variety of available content, have made e-learning a high priority for many corporations. But is e-learning effective when it comes to evaluate the training process? In this study we will try to examine the particular features and the effectiveness of e-learning, inspired by Kirkpatrick's model, a classic and a still widely used method for evaluating the training of the employees. According to Kirkpatrick (1979), any training can be evaluated at four progressive levels. Level I: Reaction measures perceptions, emotions and subjective assessments of the learning experience. Level II: Learning is a measure of the acquired knowledge, in terms of attitudes and skills developed by the training. Level III: Transfer is a measure of changes in their behavior when they return to the current job after the training program. Level IV: Results quantifies the improved performance of the participants and measures the organizational business impact (productivity growth, optimal use of resources, increased quality, etc). With companies increasing their emphasis on e-learning, a systematic research is required to confirm that e learning programs are actually produce effective results and that the learners are acquiring and using the skills that are being delivered in an online environment.
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Reports on the topic "Progressive instruction"

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Adeniran, Adedeji, Sixtus C. Onyekwere, Anthony Okon, Julius Atuhurra, Rastee Chaudhry, and Michelle Kaffenberger. Instructional Alignment in Nigeria using the Surveys of Enacted Curriculum. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/143.

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Systematic, quantitative evidence on education system coherence is limited. Prior research has indicated alignment of instructional components, such as curriculum standards, assessments, and teachers’ instruction, is important for children’s learning. This study uses the Surveys of Enacted Curriculum methodology to investigate alignment of instructional components in Nigeria's primary education system. The study analyzes curriculum standards, national exams, and classroom instructional content for mathematics and English language across all six primary-level grades. We find that key foundational mathematics and English language skills are covered by all three components, with some notable omissions on the end-of-cycle English language exams. All three components give high emphasis to the low cognitive demand processes of ‘memorize’ ‘perform’, and ‘demonstrate’, and give very low emphasis to the more demanding cognitive processes of ‘analyze’ and ‘apply to non-routine situations’. Both the curriculum standards and classroom instruction depict a slow pace of content progression across grades, manifested through broad but shallow content coverage. The high alignment suggests the potential for a well-functioning education system, however, low student performance in mathematics and English language exams suggest otherwise. The findings suggest the Nigerian primary education system may be operating in a low-achieving equilibrium in which the system is aligned for low levels of cognitive demand and student mastery.
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Sinsay-Villanueva, Leih Maruss, Glenda Darlene Garcia, Valerie Lim, et al. Quality Education Starting with Teacher Education. Philippine Institute for Development Studies, 2025. https://doi.org/10.62986/dp2025.04.

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Teacher education and development in the Philippines face serious challenges, including underperforming teacher education institutions (TEIs), inadequate and often misguided professional development systems, and an unclear career progression track. A particular concern is the persistently low average passing rates in the Licensure Examination for Teachers (LET), indicating that underperforming TEIs dominate teacher production, crowding out graduates from better-performing TEIs. This study investigates the pre-service aspect of teacher quality, aiming to determine the indicators of quality in teacher education. Guided by the Teacher Development Pathway Model and Total Quality Management (TQM) principles, the study identifies quality indicators in teacher education, reviews whether these indicators are captured in the existing quality assessment/assurance (QA) systems and processes, and pinpoints gaps and challenges encountered by QA bodies and TEIs related to QA. Achieving these objectives involved conducting desk reviews and facilitating key informant interviews and focus group discussions with representatives of teacher education institutions, government agencies, and accrediting bodies. Several research themes emerged, highlighting a lack of incentives for teacher education and a misalignment of frameworks and standards. Input Quality Indicators found in pre-service teacher education include QA Standards and Systems, Faculty Qualifications, Learning Resources and Facilities, Research Programs, and Curriculum and Instruction. Incentivizing teacher education, boosting teachers’ professional morale, and reviewing quality monitoring policies are among the report's recommendations.
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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
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