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Journal articles on the topic 'Progressive instruction'

Author: Grafiati

Published: 5 June 2025

Last updated: 16 July 2025

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1

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 feedba

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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

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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, focus

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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 g

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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 ch

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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

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Sun, Wei, and Eunjeong Park. "EFL Learners’ Collocation Acquisition and Learning in Corpus-Based Instruction: A Systematic Review." Sustainability 15, no. 17 (2023): 13242. http://dx.doi.org/10.3390/su151713242.

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This systematic review critically examines 32 previous empirical studies on corpus-based collocation acquisition and learning in EFL contexts, aiming to identify the research contexts, corpus types, instructional methods, and how corpus-based training affects EFL students’ acquisition and learning of collocations. This review provides a comprehensive understanding of corpus-based collocation instruction and its effectiveness in enhancing learners’ collocation acquisition and learning. It makes use of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach to ac

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O'Dowd, Elizabeth. "The development of linguistic complexity: A functional continuum." Language Teaching 45, no. 3 (2010): 329–46. http://dx.doi.org/10.1017/s0261444810000510.

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Following the No Child Left Behind Act (2001), which mandates standards-based accountability for the academic progress of all students, much attention has been given to integrating language and content instruction for English learners (ELs) in K-12 classrooms in the US. Although TESOL and other state-approved language proficiency standards acknowledge that academic English requires progressive linguistic complexity to tackle progressively complex content, they give no indicators for this progression beyond some generalizations about increased sentential variety. An enlightening characterizatio

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Long, Christopher Sean, Karthigeyan Subramaniam, Pamela Esprívalo Harrell, Marlon Harris, and Ruthanne Thompson. "Novice secondary teachers’ developing beliefs on implementing project-based learning." Eurasia Journal of Mathematics, Science and Technology Education 21, no. 6 (2025): em2652. https://doi.org/10.29333/ejmste/16513.

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The purpose of this study was to identify novice teachers’ beliefs about their implementation of and instruction with project-based learning (PjBL) in authentic secondary science and mathematics classrooms in their first school placements as teachers of record. PjBL as an inductive instructional method with a specific focus on active learning. Teachers’ beliefs are one of the key determinants in their decision-making for using teaching practices and how to teach. Investigating beliefs contributes to the knowledge base related to the progressive development of PjBL in K-12 classrooms. Despite t

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Jerry, Aldridge, L. Kilgo Jennifer, Jepkemboi )Grace, and Rutto-Korir Rose. "Competing Histories of Elementary School Instruction: The Example of Alabama in 1920." International Journal of Case Studies 3, no. 5 (2014): 07–14. https://doi.org/10.5281/zenodo.3522616.

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The vast majority of historical documents concerning Elementary School Instruction are written from a myopic, linear, and singular dimensional perspective. Few histories describe simultaneously competing models of teaching. This article provides a background of five competing philosophies of elementary school instruction during the early 1900s as a prelude for describing two disparate examples of elementary school education in the Southeastern United States during the first quarter of the 20th century. The two schools discussed include a pioneering progressive pedagogy known as the School of O

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Ryan, Prof Dr Thomas, and Daniel T. Ryan. "Deweyan Progressive Education within Ontario Elementary Health and Physical Education." International Journal of Innovation in Teaching and Learning (IJITL) 7, no. 1 (2021): 20–38. http://dx.doi.org/10.35993/ijitl.v7i1.1494.

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The objective is to explore Deweyan Progressive Education within Ontario Health and Physical Education. The need to review this area was instigated within the last two years as the Ontario provincial government in Canada has implemented new 2019 Ontario Health and Physical Education curricular guide which contains significant modernizations. The document established a concern for mental health development, online safety, bullying prevention, road safety, substance abuse, concussions, and healthy body image within the 250-page document. The authors undertook a latent content analysis revealing

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Matczynski, Thomas J., Joseph F. Rogus, Thomas J. Lasley, and Ellis A. Joseph. "Culturally Relevant Instruction: Using Traditional and Progressive Strategies in Urban Schools∗." Educational Forum 64, no. 4 (2000): 350–57. http://dx.doi.org/10.1080/00131720008984780.

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Chen, Shihui, Ernest Lange, Paul Miko, Jiabei Zhang, and Daniel Joseph. "Progressive Time Delay Procedure for Teaching Motor Skills to Adults with Severe Mental Retardation." Adapted Physical Activity Quarterly 18, no. 1 (2001): 35–48. http://dx.doi.org/10.1123/apaq.18.1.35.

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The purpose of this study was to investigate the effectiveness of the progressive time delay (PTD) procedure on teaching gross motor skills to adult males with severe mental retardation. A multiple probe design across three skills and replicated across 4 participants was utilized. Results indicated that a PTD procedure with a 0 to 5 s delay was effective in teaching 4 participants three gross motor skills (tee-ball batting, softball pitching, croquet striking) over a period of 13 weeks. Data on effectiveness were analyzed in terms of the number of instructional sessions (M = 9.58), the number

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Sukasno, Zulkardi, Ratu Ilma Indra Putri, and Somakim. "Learning fraction with vacation: Integrating Musi Rawas tourism in designing learning trajectory on fraction." Journal on Mathematics Education 15, no. 4 (2024): 1153–74. https://doi.org/10.22342/jme.v15i4.pp1153-1174.

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Fraction learning has gained significant attention in mathematics education research, with a growing body of literature addressing the instructional challenges inherent in teaching fractions effectively. Establishing a solid conceptual foundation in fractions is critical to fostering broader mathematical proficiency, yet many students continue to struggle with core fractional concepts. This study addresses these issues by integrating a real-world context—Musi Rawas tourism—into fraction instruction, targeting pre-service elementary teachers enrolled in an elementary mathematics education progr

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Magalingam, A. "Technology of Teaching." Shanlax International Journal of Arts, Science and Humanities 10, S1 (2022): 140–43. http://dx.doi.org/10.34293/sijash.v10is1.5225.

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In this Age of Digital learning, there is a shift from traditional teacher centered instruction to student centered instruction with the use of technology tools. It requires an understanding of pedagogical principles that are specific to the use of technology in an instructional setting. Instructional Design is the practice of creating “instructional experiences which make the acquisition of knowledge and skill more efficient, effective, and appealing”. Learning design is the description of the teaching-learning process that takes place in a unit of learning. The process of designing any sort

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Adhikary, Ramesh Prasad. "Effectiveness of Content–based Instruction in Teaching Reading." Theory and Practice in Language Studies 10, no. 5 (2020): 510. http://dx.doi.org/10.17507/tpls.1005.04.

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This research paper examines the “Effectiveness of Content-Based Instruction in Teaching Reading.” The objective of the study is to find out the effectiveness of content-based instruction in teaching reading. This study was conducted in Shree Jalpa Devi Secindary School Kamalbazar, Achham (Nepal). The students of grade 9 were taken as the sample of the study. First, I administered a pre-test using the test items in the beginning and on the basis of the result of pre- test, experimental teaching was started. Three progressive tests were administered in the interval of seven class periods each.

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Epa, Yulma, Elva Utami, Yuneva Yuneva, Nila Kencana, and Eka Nurdianty Anwar. "ASSESSING EFL LEARNERS' MASTERY OF SIMPLE PRESENT AND PRESENT PROGRESSIVE TENSES." JOEEL Journal of English Education and Literature 6, no. 1 (2025): 39. https://doi.org/10.38114/joeel.v6i1.443.

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This study explores the mastery of the simple present and present progressive tenses among second-semester Counseling Guidance students at Universitas Prof. Dr. Hazairin, SH, Bengkulu. The purpose of the study is to assess students’ ability to use these tenses correctly in both written and spoken forms. A mixed-methods approach was employed, consisting of a grammar test to evaluate students' written proficiency and structured interviews to assess their spoken usage. The results revealed that while students showed relatively high proficiency in using the simple present tense, their performance

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Richardi, Jessica L. "PROGRESSIVE RETROGRESSION: THE CLASSICAL TRIVIUM AS A MODEL FOR K-12 INSTRUCTION." International E-Journal of Advances in Social Sciences (IJASOS) 10, no. 30 (2024): 383–90. https://doi.org/10.5281/zenodo.14535247.

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<strong>Abstract:</strong> The ancient <em>trivium</em> of grammar, logic, and rhetoric was resurrected as an educational tool in small-town America in the 1980s. Today, a movement of so-called “classical’ educators considers the use of the trivium to be a cornerstone of their curriculum and pedagogy. Despite its 40-year history and ancient pedigree, this educational paradigm has largely escaped the notice of education researchers; therefore little is known about it, or the potential for trivium-based learning to positively impact elementary, secondary, or higher education. This st

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Sembiring, Frans Danu, Dolli Rotua Sinaga, and Reni Rosianna Lumbangaol. "The Effect of Using Word Wall To Improve Students’ Vocabulary At SMP Kartika 1 and 2 Medan." JIIP - Jurnal Ilmiah Ilmu Pendidikan 8, no. 6 (2025): 6874–80. https://doi.org/10.54371/jiip.v8i6.8567.

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This study examines the effectiveness of Word wall media in enhancing vocabulary acquisition among seventh-grade students at SMP Kartika 1&2 Medan through Classroom Action Research (CAR) methodology. The implementation followed a three-phase cyclical process: preliminary cycle, Cycle I, and Cycle II, involving Class VII-2 students as research participants. Quantitative data collected through vocabulary assessments administered during each research phase demonstrated progressive improvement, evidenced by rising mean scores and statistically significant results (p < 0.05). The findings co

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Templeton, Shane. "The Implications and Applications of Developmental Spelling After Phonics Instruction." Education Sciences 15, no. 2 (2025): 195. https://doi.org/10.3390/educsci15020195.

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Examining spelling from a developmental perspective began in the 1970s and has broadened over the years. This research has informed understanding of the nature and development of spelling or orthographic knowledge in children and older students and the role of orthographic knowledge in reading and writing. Based on analyses of the errors that students make in their writing and on spelling assessments, developmental spelling has documented the acquisition and integration of progressively more complex spelling patterns that represent both sound and meaning and illuminated how this information su

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Gao, Bin, Zhihuai Miao, and Ying Wang. "Exploration of Teaching Practices in the ROS Robot Programming Practice Course." Journal of Contemporary Educational Research 8, no. 12 (2024): 282–88. https://doi.org/10.26689/jcer.v8i12.9162.

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The course ROS Robot Programming Practice is designed to equip students with both the foundational principles and practical applications of the Robot Operating System (ROS) through structured instruction and hands-on exercises. This paper summarizes the course’s pedagogical approach and the insights gained from its implementation, focusing on key areas such as the practical teaching platform, instructional system, teaching methods, and evaluation mechanisms. The practical teaching platform incorporates robotic arms and mobile robots, along with commonly used sensors, to engage students and sti

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Steinberg, Reece Axl. "Case Studies, Cuts, and Critical Information Literacy." Journal of Contemporary Issues in Education 15, no. 1 (2020): 51–64. http://dx.doi.org/10.20355/jcie29414.

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Post-secondary institutions are responding to cuts in government funding by prioritizing skills-building directly related to employment. Conservative governments ignore employers’ call for transferable skills in new graduates, and use funding cuts to pressure educational institutions’ focus. Librarians face the challenging task of offering instruction in both specific technical skills and transferable thinking skills in a limited time period. Critical information literacy is increasingly included as part of instruction in post-secondary libraries, in addition to technical use of library resour

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Shelton, Betty Sue, David L. Gast, Mark Wolery, and Vincent Winterling. "The Role of Small Group Instruction in Facilitating Observational and Incidental Learning." Language, Speech, and Hearing Services in Schools 22, no. 3 (1991): 123–33. http://dx.doi.org/10.1044/0161-1461.2203.123.

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The present investigation examined the effectiveness of teaching sight-word reading in a small-group instructional arrangement to two groups of elementary-aged students with mild mental retardation. A multiple probe design across word sets was used to evaluate the effectiveness of the progressive time delay procedure and students’ acquisition of other students’ words (observational learning). In addition, students were assessed on their spelling of all sight words as well as their acquisition of word definitions although neither was taught directly (incidental learning). Results showed that (a

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McKenzie, Alison L., and Barbara Gutierrez. "The Varied-Integrative-Progressive (VIP) Model for Anatomy Instruction in Physical Therapist Education." Journal of Physical Therapy Education 21, no. 2 (2007): 17–29. http://dx.doi.org/10.1097/00001416-200707000-00005.

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SIDDIQUI, Kamran Akhtar, and Hassan SYED. "PERCEPTIONS OF UNDERGRADUATES OF ENGLISH MEDIUM INSTRUCTION: EXPLORATION OF CHALLENGES AND SOLUTIONS." Ezikov Svyat volume 19 issue 2, ezs.swu.v19i2 (May 1, 2021): 47–54. http://dx.doi.org/10.37708/ezs.swu.bg.v19i2.6.

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The English language has grown to be a lingua franca of the present day world. Therefore, even non-English European and Asian countries have adopted English as a medium of instruction. Despite having a great linguistic diversity in the country and varied medium of instructions at different educational levels, English has continuously been the medium of instruction in the higher education of Pakistan. Although the attitudes of undergraduates have been studied in urban centers in the country on a smaller scale, very little attention has been paid to exploring specifically the challenges undergra

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Hasanah, Enung, Suyatno Suyatno, Ika Maryani, M. Ikhwan Al Badar, Yanti Fitria, and Linda Patmasari. "Conceptual Model of Differentiated-Instruction (DI) Based on Teachers’ Experiences in Indonesia." Education Sciences 12, no. 10 (2022): 650. http://dx.doi.org/10.3390/educsci12100650.

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Ideally, learning should help students optimally develop through various activities that enable students to pay attention to their well-being. Some teachers in Indonesia have participated in various professional development programs based on developing a progressive educational philosophy emphasizing the importance of differentiated learning to create Indonesia’s graduate profile, namely the Pancasila Student Profile. Implementing differentiated learning in Indonesia to realize the outcome of the Pancasila Student Profile is a novelty. Therefore, many teachers are still bewildered about the be

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Asante, George. "Inclusive Instruction: Multi-Grade Teaching in Ghana’s Rural Context." American Journal of Development Studies 3, no. 1 (2025): 21–27. https://doi.org/10.54536/ajds.v3i1.4220.

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With barely half a decade remaining to achieve the UN Sustainable Development Goals (SDGs) targets outlined in the 2030 Agenda, and as part of the promise to equitable, inclusive, and quality education for all (SDG 4), the effective and efficient practices of multi-grade teaching are captured. In the context of case study fieldwork at a government rural basic school in Ghana, teachers were interviewed to better understand their practices of multi-grade teaching during this 21st-century global advocacy for quality teaching and learning in education. The interviews reveal interesting perspective

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Mezo, Peter G., Jeanna Hall, Christopher M. Duggan, and Valerie A. Noël. "An Initial Comparison of Live Instruction and Immersive Video Modes of Progressive Muscle Relaxation." Journal of Technology in Human Services 29, no. 3 (2011): 212–23. http://dx.doi.org/10.1080/15228835.2011.616470.

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Dhian Luluh Rohmawati, Endri Ekayamti, Sandy Wahyu Pratama, and Asrina Pitayanti. "The Effect of Progressive Muscle Relaxation with Self Instruction Training (SIT) Techniques in Video Media on The Sleep Quality of Hemodialysis Patients." PROFESSIONAL HEALTH JOURNAL 6, no. 2 (2024): 614–22. https://doi.org/10.54832/phj.v6i2.893.

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Introduction: Chronic kidney disease (CKD) is a global public health problem whose prevalence continues to increase every year. CKD is when the kidneys experience structural and functional disorders lasting over 3 months. Sleep disorders generally occur in people with chronic kidney disease, especially in people with end-stage kidney disease. Progressive muscle relaxation is one of the complementary therapies that can reduce anxiety, reduce pain, and lower muscle tension. Objectives: The aims of this research is to analyze the effect of progressive muscle relacxation with self instruction trai

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Wilder, Esther Isabelle. "Mentoring Faculty Through a Quantitative Reasoning Professional Development Program: Why Do Faculty Participate and What Do They Get Out of It?" Journal of General Education 69, no. 3-4 (2020): 208–34. http://dx.doi.org/10.5325/jgeneeduc.69.3-4.0208.

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ABSTRACT Although quantitative reasoning (QR) is central to general education, many college students lack fundamental numeracy skills. In response, The City University of New York established a QR faculty development program that trained instructors across the disciplines through teaching exercises, guided discussions, hands-on activities, the development of instructional/assessment materials, and feedback from mentors and peers. Ten cohorts, 2010–2019, responded to surveys that evaluated their motives for participating and the extent to which they felt their goals were met. Faculty joined the

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Thomas, P. L. "Blueprints or Houses? Lou LaBrant and the Writing Debate." English Journal 89, no. 3 (2000): 85–89. http://dx.doi.org/10.58680/ej2000550.

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Discusses the work and contributions of Lou LaBrant, who became president of the National Council of Teachers of English in 1954, and who was one of the foremost progressive practitioners of reading and writing instruction. Discusses her research, her teaching, her experience, and her lifelong insistence that the writing curriculum had to be open-ended and child-centered.

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Mowlaie, Bahram, and Mona Mirzaei. "Effect of Explicit Spoken Grammar Instruction on Raising Pre-Intermediate Iranian EFL Learners’ Competence." Global Journal of Educational Studies 3, no. 1 (2017): 71. http://dx.doi.org/10.5296/gjes.v3i1.10531.

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The present study aimed at investigating the effect of explicit instruction of four main spoken grammar features of heads, tails, progressive past tense, and ellipsis on raising EFL learners’ awareness of them. The main impetus came from the fact that these features are usually ignored in ELT textbooks because nearly all grammatical points are restricted to written grammar. To this end, 23 female EFL learners in pre-intermediate level whose homogeneity was confirmed using KET test, were assigned to an experimental group. A pretest was conducted to determine their current level awareness of the

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Abdullah Alshehri, Amira. "Building the Medical Lexicon: A Corpus-Based Approach to Optimising Medical Terminology Acquisition for Pre-Health Science Students." Forum for Linguistic Studies 6, no. 6 (2024): 558–74. https://doi.org/10.30564/fls.v6i6.7400.

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Pre-health science students, especially those learning English as a Foreign Language (EFL), encounter substantial challenges in acquiring medical vocabulary, as they must master specialised terminology while developing general English proficiency. This study addresses this issue by proposing a frequency-based, corpus-driven approach to streamline medical vocabulary acquisition and reduce cognitive load. Focusing on the skeletal system chapter of a medical textbook, the research categorises terms into four groups—foundational, intermediate, advanced, and deferred—based on their frequency and re

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Shepley, Sally B., Amy D. Spriggs, Mark D. Samudre, and Emily C. Sartini. "Initiation and Generalization of Self-Instructed Video Activity Schedules for Elementary Students With Intellectual Disability." Journal of Special Education 53, no. 1 (2018): 51–62. http://dx.doi.org/10.1177/0022466918800797.

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This study evaluated the effects of progressive time delay (PTD) to teach four elementary students with intellectual disability on how to self-instruct using a video activity schedule. A single-case multiple probe across participants design with a multiple probe across environments design for each participant was used to assess the generalization of the self-instruction behavior to novel environments. All participants acquired the self-instruction behavior in their target environments. One participant generalized this behavior to a novel environment by the completion of the study, and the othe

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Sauerburger, Dona, and Eugene Bourquin. "Teaching the Use of a Long Cane Step by Step: Suggestions for Progressive, Methodical Instruction." Journal of Visual Impairment & Blindness 104, no. 4 (2010): 203–14. http://dx.doi.org/10.1177/0145482x1010400404.

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Ross, Christine. "Education Reform and the Limits of Discourse: Rereading Collaborative Revision of a Composition Program’s Textbook." College Composition & Communication 55, no. 2 (2003): 302–29. http://dx.doi.org/10.58680/ccc20032746.

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This article links failed reform to failed education through a case study of an annual collaborative revision of a program textbook in the Composition Program at the University of California at Irvine. Review of successive editions of the programâ€™s Student Guide to Writing at UCI reveals a progressive retreat from the programâ€™s pedagogical commitments and the reappearance of product-oriented instruction.

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Chen, Yin. "Research on the Design of Question Chains in High School English Reading Teaching." Journal of Education and Educational Research 13, no. 1 (2025): 158–65. https://doi.org/10.54097/hhsa0012.

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The "High School English Curriculum Standards (2017 Edition, Revised in 2020)" has set forth new requirements for reading instruction, emphasizing that teachers should, on the basis of an in-depth study of reading texts, creatively select teaching methods and means to foster the development of students' core competencies in the English discipline. Question chains, as a tool to optimize the classroom questioning of English teachers, not only assist in enhancing the effectiveness of reading instruction and strengthening the two-way interaction between teachers and students but also guide student

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Winstead, Olivia, Justin D. Lane, Amy D. Spriggs, and R. Allan Allday. "Providing Small Group Instruction to Children With Disabilities and Same-Age Peers." Journal of Early Intervention 41, no. 3 (2019): 202–19. http://dx.doi.org/10.1177/1053815119832985.

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Small group instruction in classrooms provides children opportunities to collaborate on academic tasks, as well as opportunities for social interactions. Although such arrangements are common for children with typical development, children with moderate to severe disabilities (MSD) may receive few or no opportunities to participate meaningfully in small group instruction with same-age peers with typical development. The purpose of this study was to evaluate the use of a progressive time delay procedure for teaching children with MSD (autism spectrum disorder and/or intellectual disability) and

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Mirenja, Sheilah, and Christopher Chepken. "Potential of SMS Based Automated Reminders towards Enhancing Adherence to Clinical Instructions for Dementia Patients: A Case of Healthcare Givers." International Journal of Science and Healthcare Research 4, no. 3 (2019): 213–19. https://doi.org/10.5281/zenodo.3935463.

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<strong>Background:</strong> The dementia condition is a growing global challenge in both developed and developing countries. The profound negative effect of dementia; progressive deterioration in memory, thinking and behavior, affects a person’s ability to perform everyday activities including the ability to adhere to treatment or clinical appointment regime. In developed countries, elaborate programs that include care-homes and the use of technologies tailored to the needs of demented persons have been successfully implemented. The rising cases of dementia in developing countries,

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Lightbown, Patsy M., and Nina Spada. "Focus-on-Form and Corrective Feedback in Communicative Language Teaching." Studies in Second Language Acquisition 12, no. 4 (1990): 429–48. http://dx.doi.org/10.1017/s0272263100009517.

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The developing oral English of approximately 100 second language learners (four intact classes) was examined in this study. The learners were native speakers of French (aged 10–12 years) who had received a 5-month intensive ESL course in either grade 5 or grade 6 in elementary schools in Quebec. A large corpus of classroom observation data was also analyzed.Substantial between-class differences were found in the accuracy with which students used such English structures as progressive -ing and adjective–noun order in noun phrases. There was some evidence that these differences (which were not c

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Choi, Kyeongsik. "Perceptions of Pre-Service Elementary and Secondary Teachers on Technology-Integrated Instruction Through TPACK Developmental Stage-Based Lectures." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 2 (2025): 481–94. https://doi.org/10.22251/jlcci.2025.25.2.481.

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Objectives This study examined the perceptions of 10 pre-service teachers from a teacher training university lo cated in a mid-sized city regarding technology-integrated instruction after participating in lectures designed based on the TPACK developmental stages. Methods To achieve this, a 15-week lecture program was developed based on prior research, considering the TPACK developmental stages. Subsequently, data were collected from pre-service teachers, including their tech nology-integrated lesson objectives, group lesson rehearsal observation reports, and reports on the development of their

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Brigita, Marlin, Ratu Shiba Arofah, and Toto Subiakto. "The Effect of Slow Deep Breathing and Progressive Muscle Relaxation on Blood Pressure in Hypertensive Patients in Kedaung Wetan Health Center Tangerang." Journal of Noncommunicable Diseases Prevention and Control 1, no. 2 (2023): 52–56. http://dx.doi.org/10.61843/jondpac.v1i2.628.

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Slow and deep breathing and progressive muscle relaxation are non-pharmacological therapies that are easy to do. This therapy can make the body more relaxed so that it can lower blood pressure. This study aims to determine the effectiveness of slow deep breathing therapy and progressive muscle relaxation in reducing blood pressure in hypertensive patients. This research uses a quasi-experimental design with a one-group research design using a pre-test and post-test approach without a control group. Respondents in this study consisted of 16 hypertensive patients selected by purposive sampling,

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Khayum, Becky, and Emily Rogalski. "A Life Participation Approach to Primary Progressive Aphasia Intervention." Seminars in Speech and Language 39, no. 03 (2018): 284–96. http://dx.doi.org/10.1055/s-0038-1660786.

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AbstractPrimary progressive aphasia (PPA) is a clinical neurodegenerative dementia syndrome characterized by deficits in spoken and written word retrieval, word usage, and/or word comprehension. Currently, there are no effective treatments to reverse or halt the underlying disease process; however, speech–language therapy may be helpful. The Communication Bridge Care Model was developed to address the unique communication and quality of life needs of individuals living with PPA. The core elements include person-centered care with dyadic instruction for disease education, and counseling, along

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Belka, David E. "What Preservice Physical Educators Observe about Lessons in Progressive Field Experiences." Journal of Teaching in Physical Education 7, no. 4 (1988): 311–26. http://dx.doi.org/10.1123/jtpe.7.4.311.

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How undergraduate teacher education recruits learn to observe and interpret effective teaching is of critical interest in understanding effects of formal preservice programs. In this study, 45 TEPE recruits from each of the 4 undergraduate years observed and interpreted a videotaped soccer skill lesson, described the important parts of the lesson and recommended changes for the lesson. As a function of time in the program, recruits interpreted the observed lesson more congruently with program goals and tended to reflect the targeted teaching skills in the current field experience. Differences

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Orey, Daniel C. "In My Opinion: Mathematics for the Twenty-First Century." Teaching Children Mathematics 4, no. 5 (1998): 241–302. http://dx.doi.org/10.5951/tcm.4.5.0241.

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Education is a process, not just an event. This axiom underlies an important reform movement described by the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989), which presents standards designed to improve mathematics instruction in schools and accelerate our young people toward a demanding future. By adopting such reforms, state and school-district trustees have a watershed opportunity to join other progressive leaders determined to reverse negative trends in student achievement.

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Christmann, Edwin, John Badgett, and Robert Lucking. "Progressive Comparison of the Effects of Computer-Assisted Instruction on the Academic Achievement of Secondary Students." Journal of Research on Computing in Education 29, no. 4 (1997): 325–37. http://dx.doi.org/10.1080/08886504.1997.10782202.

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