Relevant bibliographies by topics / Targeted instructional support

Contents

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

Academic literature on the topic 'Targeted instructional support'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Targeted instructional support"

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Shanley, Lina, Mari Strand Cary, Jessica Turtura, Ben Clarke, Marah Sutherland, and Marissa Pilger. "Individualized Instructional Delivery Options: Adapting Technology-Based Interventions for Students With Attention Difficulties." Journal of Special Education Technology 35, no. 3 (2019): 119–32. http://dx.doi.org/10.1177/0162643419852929.

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Students who demonstrate mathematics difficulties (MDs) in the early grades are at risk of poor educational outcomes. Fortunately, strategic early mathematics intervention programs can improve academic outcomes for students with MDs, and instructional technology has demonstrated promise in delivering targeted and individualized mathematics instruction. However, it is unclear whether instructional technology is effective for all students, and there is a dearth of research on adaptations to technology-based interventions for students with difficulties attending to instruction. To this end, the c
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Bouck, Emily C., Jordan Shurr, and Jiyoon Park. "Virtual Manipulative-Based Intervention Package to Teach Multiplication and Division to Secondary Students With Developmental Disabilities." Focus on Autism and Other Developmental Disabilities 35, no. 4 (2020): 195–207. http://dx.doi.org/10.1177/1088357620943499.

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Mathematics instruction for students with intellectual disabilities and autism is important. However, it is imperative for researchers and practitioners to focus on the maintenance of mathematical concepts and not just acquisition for these students. Through a single-case multiple probe across participants study, researchers explored an intervention package consisting of a manipulative-based instructional sequence involving virtual manipulatives and then representations (i.e., drawings; referred to as the virtual-representational instructional sequence), explicit instruction, the system of lea
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Stern, Jonathan M. B., Margaret M. Dubeck, and Anna Dick. "Using Early Grade Reading Assessment (EGRA) data for targeted instructional support: Learning profiles and instructional needs in Indonesia." International Journal of Educational Development 61 (July 2018): 64–71. http://dx.doi.org/10.1016/j.ijedudev.2017.12.003.

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Claudet, Joseph. "Leadership for Instructional Improvement." Advances in Social Sciences Research Journal 8, no. 4 (2021): 484–513. http://dx.doi.org/10.14738/assrj.84.10072.

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Effectively integrating creative experiential learning opportunities into classroom-based science instruction to enhance students’ applied learning continues to be a challenge for many middle school educators. This article explores how educators in one urban middle school leveraged design research thinking in conjunction with collaborative data-teaming processes to develop a targeted professional learning intervention program to help seventh- and eighth-grade teachers learn how to integrate Makerspace hands-on experiential and project-based learning activities into their STEM instructional pra
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Greenleaf, Cynthia L., Cindy Litman, Thomas L. Hanson, et al. "Integrating Literacy and Science in Biology: Teaching and Learning Impacts of Reading Apprenticeship Professional Development." Review & Expositor 95, no. 3 (1998): 647–717. http://dx.doi.org/10.1177/003463739809500319.

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This study examined the effects of professional development integrating academic literacy and biology instruction on science teachers? instructional practices and students? achievement in science and literacy. The intervention consisted of 10 days of professional development in Reading Apprenticeship, an instructional framework integrating metacognitive inquiry routines into subject-area instruction to make explicit the tacit reasoning processes, problem-solving strategies, and textual features that shape literacy practices in academic disciplines. The study utilized a group-randomized, experi
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Rigby, Jessica G., Adrian Larbi-Cherif, Brooks A. Rosenquist, Charlotte J. Sharpe, Paul Cobb, and Thomas Smith. "Administrator Observation and Feedback: Does It Lead Toward Improvement in Inquiry-Oriented Math Instruction?" Educational Administration Quarterly 53, no. 3 (2017): 475–516. http://dx.doi.org/10.1177/0013161x16687006.

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Purpose: This study examines the content and efficacy of instructional leaders’ expectations and feedback (press) in relation to the improvement of middle school mathematics teachers’ instruction in the context of coherent systems of supports. Research Method/Approach: This mixed methods study is a part of a larger, 8-year longitudinal study in four large urban school districts across the United States. We used transcripts of interview data, surveys, and video recordings of instruction of 271 cases, over 4 years, to determine the content of administrator press, as reported by teachers, and the
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Mabry, Linda, and Laura Ettinger. "Supporting Community-Oriented Educational Change." education policy analysis archives 7 (April 13, 1999): 14. http://dx.doi.org/10.14507/epaa.v7n14.1999.

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A study of a federally funded program to develop and implement community-oriented social studies curricula and curriculum-based assessments grounds cautions for educational change initiatives. In this case, despite the project director's stated intent to support teachers' desire for instruction regarding local culture and history, top-down support for classroom-level change evidenced insensitivity. Production and implementation of the planned curricula and assessments was obstructed by teacher's lack of cultural identification with the targeted community groups, workload, competing instruction
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Monroe, Rose L., and Stephen Marvin. "Perceptions of Instructional Coaches and Teachers on the Barriers of Multi-Level Instructional Coaching in Higher Performing vs. Lower Performing Elementary Schools in Tennessee." Journal of Education and Training Studies 8, no. 7 (2020): 26. http://dx.doi.org/10.11114/jets.v8i7.4606.

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Teacher effectiveness is one of the most influential factors on student achievement. Therefore, it is vitally important to appropriately coach teachers toward increased effectiveness. This qualitative research study explored and compared the types of multi-level instructional coaching utilized within higher performing and lower performing elementary schools throughout Tennessee, as identified by both instructional coaches and classroom teachers. Additionally, participants shared their perceptions of the most beneficial aspects of multi-level instructional coaching and the barriers that hinder
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Pantoya, Michelle, Emily Hunt, and Zenaida Aguirre-Munoz. "Developing An Engineering Identity In Early Childhood." American Journal of Engineering Education (AJEE) 6, no. 2 (2015): 61–68. http://dx.doi.org/10.19030/ajee.v6i2.9502.

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This project describes a strategy to introduce young children to engineering in a way that develops their engineering identity. The targeted age group is 3-7 year old students because they rarely experience purposeful engineering instruction. The curriculum was designed around an engineering storybook and included interactive academic discussions as well as a creative drawing activity. Results provide evidence that students developed an engineering identity based on their illustrations of themselves working as engineers. These findings lend support to the use of engineering-centered books to i
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Lando, John. "Grammatical instruction and implicational features." ITL - International Journal of Applied Linguistics 119-120 (January 1, 1998): 65–78. http://dx.doi.org/10.1075/itl.119-120.05lan.

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Abstract The present study examines the relationship between direct grammatical teaching of the past tense system of standard Italian and the use of some implicational features which, without being the object of direct instruction, are normally found within the same structure and context of the instructed ones. The subjects of the experiment were 60 tertiary learners of L2 Italian from a variety of Italian regional dialect background (age 18-25), receiving a period of intensive instruction on the use of the past tense system of standard Italian. The incidence of use of implicational features w
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Dissertations / Theses on the topic "Targeted instructional support"

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Davis, Adreana A. "A Case Study of Mathematics Teachers' Use of Short-Cycle Formative Assessment Strategies." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011817/.

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A single case study was used to examine two middle grades mathematics teachers' use of short-cycle formative assessment strategies. Data was collected using multiple sources to provide a description of this single case. Participant change in knowledge of short-cycle formative assessment strategies was collected and analyzed through participant pre- and post-interviews and targeted instructional support was provided through professional development sessions designed to meet diverse needs of participants. Participant change in use of short-cycle formative assessment strategies was collected and
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Chen, Shih-Hsin, and 陳世欣. "x87 Instruction Set Architecture and ARM Target System Supports for a Retargetable Hybrid Binary Translator Based on LLVM." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/vta3nr.

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碩士<br>國立交通大學<br>資訊科學與工程研究所<br>103<br>Hybrid binary translation (HBT) is a binary translation technology, which is the combination of static binary translation and dynamic binary translation. The HBT-86 is an LLVM based retargetable HBT system for x86 instruction set architecture (ISA). For the previous HBT-86, the front-end supports only the x86-32 integer and a part of SIMD integer instruction set, and the back-end supports only the x86-32 and x86-64 target platforms. However, there are many x86 programs which contain the floating-point instructions so that the previous HBT-86 can not transla
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Books on the topic "Targeted instructional support"

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West, Amy E., Sally M. Weinstein, and Mani N. Pavuluri. RAINBOW. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190609139.001.0001.

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RAINBOW: A Child- and Family-Focused Cognitive-Behavioral Treatment for Pediatric Bipolar Disorder is a comprehensive, evidence-based treatment manual designed specifically for children ages 7–13 with bipolar spectrum disorders and their families. Developed by experts in pediatric mood disorders and tested in a randomized clinical trial (RCT), RAINBOW integrates psychoeducation and cognitive-behavioral therapy (CBT) with complementary techniques from mindfulness-based intervention, positive psychology, and interpersonal therapy to address the range of therapeutic needs of families affected by
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Book chapters on the topic "Targeted instructional support"

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Chalupa, Marek, Jakub Novák, and Jan Strejček. "Symbiotic 8: Parallel and Targeted Test Generation." In Fundamental Approaches to Software Engineering. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71500-7_20.

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AbstractThe setup of Symbiotic 8 for Test-Comp 2021 brings radical changes in the test generation for property. Similarly as in Symbiotic 7, we generate tests by running our fork of symbolic executor Klee on the analyzed program. Symbiotic 8, however, runs several instances of Klee in parallel. We run one instance of Klee on the original program and, simultaneously, we create one (intentionally unsound) program slice for every program-terminating instruction in the program and run Klee on these slices. Apart from this principal change, we also improved other components of the tool, mainly the program slicer. Further, our fork of Klee now supports symbolic pointer arithmetics and comparison of symbolic addresses.
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Wallace, Tracey D., and John T. Morris. "SwapMyMood: User-Centered Design and Development of a Mobile App to Support Executive Function." In Lecture Notes in Computer Science. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58805-2_31.

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AbstractThis paper describes the research and development of the SwapMyMood smartphone application designed to support use of evidence-based executive function strategies by people with traumatic brain injury. Executive dysfunction is a common sequela of traumatic brain injury (TBI) resulting in diminished cognitive-behavioral functioning. Problem-solving and emotion regulation are cognitive-behavioral functions that are often disrupted by changes in the executive control system. SwapMyMood is an electronic version of the Executive Plus/STEP program, a set of clinical techniques taught to people living with brain injury to help them 1) identify and implement solutions to problems encountered in daily life and 2) to utilize the emotion cycle to understand and regulate emotional responses to these problems. The Executive Plus/STEP program has until now relied on paper-based instruction and use. Input from target users – people with brain injury and clinical professionals who teach this program to their patients – has contributed to key refinements of features and functioning of the mobile app. Data gathered from target user participation in the user-centered design process are presented. Future directions for ongoing development of technologies to support executive function strategies are also discussed.
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Clark, Amy Jo, Melanie K. Van Dyke, Jill T. Tussey, and Leslie Haas. "Literacy as a Support for Social-Emotional and Academic Growth." In Handbook of Research on Supporting Social and Emotional Development Through Literacy Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7464-5.ch019.

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This overview of childhood brain development makes targeted connections between social-emotional learning (SEL) and instructional supports. Emphasis is placed on how interactions between caregivers/teachers, children, and the environment inform early SEL and literacy skill development. Specific attention is paid to delayed social-emotional development and behavior disorders. Multimodal text sets are offered as a way to increase classroom awareness and understanding related to autism, ADD/ADHD, and ODD. SEL resources and support organization information is also provided.
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Mathew, Priya, and Deepali Bhatnagar. "A WID Collaborative Pedagogical Model in Computing." In Handbook of Research on Curriculum Reform Initiatives in English Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5846-0.ch010.

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As many countries in the Middle East region have adopted English as the dominant medium of instruction in higher education, language support mechanisms offered to learners are an area demanding urgent attention in research and pedagogy. This chapter is a reflective account of a collaborative instructional model adopted to support the academic writing requirements of around 132 students enrolled in an undergraduate program in computer science in the region. This study is an attempt to implement a collaborative pedagogical initiative that would support learners' disciplinary writing requirements. Findings from the semi-structured interviews with content teachers and a survey administered to students enrolled in this module indicate that they perceive it as an effective model of general as well as disciplinary academic writing support. This approach will inform the building of a comprehensive academic writing support strategy to help learners achieve the requirements of their programs by offering targeted rather than general academic writing support.
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Suh, Jennifer M., Lesley A. King, and Andrea Weiss. "Co-Development of Professional Practice at a Professional Development School through Instructional Rounds and Lesson Study." In Professional Development and Workplace Learning. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch022.

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This chapter examines the co-development of professional practices for both clinical faculty and teacher candidates at a Professional Development School through instructional rounds and lesson study. In particular, the authors highlight the nature of the transformative partnership of a collaborative network composed of two university teacher educators, a school-based site facilitator, and clinical faculty who co-designed and implemented a clinical model to enhance the teaching and learning of mathematics methods for elementary teacher candidates and faculty. The model of instructional rounds (City, Elmore, Fiarman, &amp; Teitel, 2009) and lesson study (Lewis, 2002; Lewis, Perry, &amp; Murata, 2006; Fernandez &amp; Yoshida, 2004) were used in an elementary mathematics methods course at a Professional Development School to support teacher candidates in becoming reflective practitioners alongside clinical faculty. The chapter explores the following research questions: (1) In what ways did the targeted Instructional Rounds and Lesson Study impact the development of teacher candidates and clinical faculty's professional practice? (2) How does the co-development model for professional development enhance the transformative partnership at the Professional Development School?
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Suh, Jennifer M., Lesley A. King, and Andrea Weiss. "Co-Development of Professional Practice at a Professional Development School through Instructional Rounds and Lesson Study." In Professional Development Schools and Transformative Partnerships. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6367-1.ch013.

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This chapter examines the co-development of professional practices for both clinical faculty and teacher candidates at a Professional Development School through instructional rounds and lesson study. In particular, the authors highlight the nature of the transformative partnership of a collaborative network composed of two university teacher educators, a school-based site facilitator, and clinical faculty who co-designed and implemented a clinical model to enhance the teaching and learning of mathematics methods for elementary teacher candidates and faculty. The model of instructional rounds (City, Elmore, Fiarman, &amp; Teitel, 2009) and lesson study (Lewis, 2002; Lewis, Perry, &amp; Murata, 2006; Fernandez &amp; Yoshida, 2004) were used in an elementary mathematics methods course at a Professional Development School to support teacher candidates in becoming reflective practitioners alongside clinical faculty. The chapter explores the following research questions: (1) In what ways did the targeted Instructional Rounds and Lesson Study impact the development of teacher candidates and clinical faculty's professional practice? (2) How does the co-development model for professional development enhance the transformative partnership at the Professional Development School?
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Leveridge, Aubrey Neil. "The Removal of Target Language Captioning Supports." In Advances in Educational Technologies and Instructional Design. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8499-7.ch004.

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This chapter discusses captioning support in second language instruction and its subsequent removal. Prior research has focused on the addition of captions, viewing captioning support as similar to other types of supports. However, captioning is unlike other instructional supports in that it provides an alternative route from which to gather complete comprehension, in turn fostering learner reliance on the support. Accordingly, this chapter argues that the removal of this support may negatively affect learners. The current paper reports on an empirical study that gathered learner perceptions regarding caption reliance, caption addition and removal. The data reveals that perceptions are affected by learner proficiency. A framework was created to assist language instructors and course developers to make informed choices regarding the addition and removal of captioning support.
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Loverro, Ian J., David J. Majsterek, and David N. Shorr. "Signage as a Classroom Prompt." In Communication Technology for Students in Special Education and Gifted Programs. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-878-1.ch013.

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No Child Left Behind emphasizes evidence-based practice (EBP) as a benchmark for educational interventions. Research summaries and meta-analyses have been forthcoming for teachers in content areas like reading and mathematics instruction. Less has been summarized about strategies for promoting targeted classroom behaviors. Visual prompts, in the form of signage, are explored as potentially effective strategies for facilitating a well run classroom. Single-subject design studies that provide initial support for signage in promoting target behaviors are described. Variables from these studies are considered as they may be related to an effective classroom environment.
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Vlasov, Andrey Igorevich, Ludmila Vasilievna Juravleva, and Vadim Anatolievich Shakhnov. "Concept of Automated Support to Problem." In Advances in Higher Education and Professional Development. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-3395-5.ch010.

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The chapter deals with the concept of training for technicians, able to adjust to ongoing changes in the manufacturing environment. It is proposed to apply the systematic approach with a targeted use of collected methods and acmeological planning in a learning process when extra time is found owing to interdisciplinary integration and increased self-learning. Such planning is done with crosscutting design and problem-modular training with cross-rated instruction materials and learning outcomes. Education information systems are recommended as tools (like those based on modular object-oriented dynamic learning environment according to shareable content object reference model standard) together with automated information systems for self-learning, business and role plays with methods to rate career guidance and multimedia aids as learning tools.
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Burgio, Louis D., and Matthew J. Wynn. "Risk Area 4: Managing Challenging Behaviors." In The REACH OUT Caregiver Support Program. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780190855949.003.0006.

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This chapter describes one of the five risk areas, namely, managing challenging behaviors. The chapter begins with a description of the ABC Process of Behavior Management. Learning this process will help clinicians structure the development of individualized Action Plans and target behavior with the greatest likelihood of success. The chapter also includes instructions to format Challenging Behavior Action Plans as well as guidelines for presenting these Action Plans to the caregiver. The chapter ends with tips, reminders, and advice for clinicians on working with caregivers to reduce and manage challenging behaviors of the person with dementia.
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Conference papers on the topic "Targeted instructional support"

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Siddique, Zahed, Amy Bradshaw, Patricia Hardre´, and Farrokh Mistree. "Experiential Learning Based Engineering Curriculum to Develop Meta-Competencies." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48258.

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The competitiveness of the U.S., which is linked to our standard of living, is dependent on our ability to produce a large number of sufficiently innovative engineers prepared to address issues related to complex systems. Hence, our focus is on research and the associated development of curriculum and instructional activities that address the engineering competencies related to innovation. In this paper, we present a hierarchical curriculum design model, grounded in experiential learning. The model addresses curriculum design from multiple levels: design of experiential activities to provide t
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Nasr, Karim J., Bassem Ramadan, and Prashant Ahire. "Development of Problem-Based Learning Modules for Engineering Thermodynamics." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61989.

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Problem-Based Learning (PBL) is an instructional approach that fosters active learning, supports knowledge construction, integrates disciplines, and naturally combines classroom learning with real-life applications. This approach can be described as student-centered and concept-embedded. This paper presents the development of curricular materials in Engineering Thermodynamics that are founded on PBL, supported by technology through simulations, and target higher levels of Bloom’s Taxonomy of Learning. Thermodynamics is restructured as modules presenting practical applications first whereas pri
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Machado, Marcelo De Oliveira Costa, Paulo Jose de Alcantara Gimenez, and Sean Wolfgand Matsui Siqueira. "Raising the Dimensions and Variables for Searching as a Learning Process: A Systematic Mapping of the Literature." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/cbie.sbie.2020.1393.

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Search engines are great allies in our daily educational tasks. However, usually, these tools are prepared only for factual learning and are less effective when dealing with more complex learning tasks. Thus, in recent years, Searching as Learning (SAL) research area has been developing from proposals that target the main challenges involving learning during the search process. The effectiveness of educational technologies in providing appropriate instructions depends directly on the input information. Gathering information on what should be taken into account in a search as a learning process
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Gharib, Mohamed, Tala Katbeh, G. Benjamin Cieslinski, and Brady Creel. "An Integrated Engineering Agriculture STEM Program." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23584.

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Abstract Pre-college project-based learning programs are essential means to increase the students’ interest toward STEM (science, technology, engineering, and mathematics) disciplines and careers. Engineering-based projects have shown significant impact on the students’ interests. Therefore, developing countries are investing strategically in their emphasis to attract students to careers in STEM fields, specifically engineering and medicine. That resulted in a steady expansion of their educational pipeline in STEM; and while that emphasis remains, there is a new and urgent need for expertise i
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Reports on the topic "Targeted instructional support"

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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through t
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