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Journal articles on the topic 'Targeted instructional support'

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

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1

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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Dooley-Zawacki, Lizbeth. "A Year in the Life of RtI: The First Year." Perspectives on School-Based Issues 11, no. 4 (2010): 137–44. http://dx.doi.org/10.1044/sbi11.4.137.

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Abstract A speech-language pathologist in a public elementary school (grades K-5) was asked to become a participant in reviewing a district design of Response to Intervention (RtI) services, while initiating a building based RtI program for speech-language therapy. The instructional support team (IST) would serve as an initiator and facilitator for the SLP, RtI process and the targeted struggling learners. The purpose of this article is to review the development and changes made to an RtI program during the first year of enactment.
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Dills, Patrick, Amy Stevermer, Tony Mancus, Bryan Guarente, Tim Alberta, and Elizabeth Page. "COMET’s Education and Training for the Worldwide Meteorological Satellite User Community: Meeting Evolving Needs with Innovative Instruction." ISPRS International Journal of Geo-Information 8, no. 7 (2019): 311. http://dx.doi.org/10.3390/ijgi8070311.

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Since 1989, the COMET<sup>®</sup> Program’s staff of instructional designers, scientists, graphic artists, and web developers has been creating targeted, effective, and scientifically sound instructional materials for the geosciences in multiple languages and formats. The majority of COMET training materials and services are available via COMET’s online training portal, MetEd. MetEd hosts over 500 self-paced English-language lessons, which are freely available to registered users. The lessons cover a broad array of topics, including satellite meteorol
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Núñez, Gabriela, and Sophia Maldonado Bode. "Transforming Education Through Instructional Coaching in the Mayan Highlands of Guatemala." Journal of Transformative Leadership & Policy Studies 8, no. 2 (2020): 57–65. http://dx.doi.org/10.36851/jtlps.v8i2.2261.

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Significant efforts have been made to improve the educational system in the Western Highlands of Guatemala to foster economic growth and social development in the country. However, given the country’s linguistic and cultural diversity, challenges in terms of coverage and quality of education persist. Inadequate teacher preparation training, and the absence of an induction and pedagogical coaching system for new teachers are some of the impeding factors. The U.S. Agency for International Development (USAID) has executed targeted educational projects to support the National Ministry of Education
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Wren, David, and Jack Barbera. "Psychometric analysis of the thermochemistry concept inventory." Chem. Educ. Res. Pract. 15, no. 3 (2014): 380–90. http://dx.doi.org/10.1039/c3rp00170a.

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Assessing conceptual understanding of foundational topics before instruction on higher-order concepts can provide chemical educators with information to aid instructional design. This study provides an instrument that can be used to identify students' alternative conceptions regarding thermochemistry concepts. The Thermochemistry Concept Inventory (TCI) has been developed for use in formative and summative assessments. Items on the TCI were developed and refined through qualitative evaluation as well as β and pilot tests. Data for the psychometric analysis of the TCI was gathered during a larg
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Milham, Laura M., Henry L. Phillips, William A. Ross, et al. "Squad-level training for Tactical Combat Casualty Care: instructional approach and technology assessment." Journal of Defense Modeling and Simulation: Applications, Methodology, Technology 14, no. 4 (2016): 345–60. http://dx.doi.org/10.1177/1548512916649075.

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The Army and Marine Corps have a need to increase infantry squad capabilities to improve tactical effectiveness while managing casualties. The Squad Overmatch (SOvM) project focused on the development and execution of a curriculum to incorporate Tactical Combat Casualty Care (TC3) coordination and decision-making into squad-level training, expanding a 2013 effort to enhance existing training methods and technologies with more realistic combat exercises and experiences. An integrated training approach (ITA), including knowledge and skills training for improving advanced situational awareness (A
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Mohiudddin, Khalid, Ashiquee Mohammad Rasool, Mansoor Shariff Mohd, and Rashid Hussain Mohammad. "Skill-Centered Assessment in an Academic Course: A Formative Approach to Evaluate Student Performance and Make Continuous Quality Improvements in Pedagogy." International Journal of Emerging Technologies in Learning (iJET) 14, no. 11 (2019): 92. http://dx.doi.org/10.3991/ijet.v14i11.10275.

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Practices in domain-referenced assessment design and formative course evaluation are not common in still-developing, higher education systems around the world. This paper demonstrates skill-centered assessment and instructional design as a method for evaluating students’ skills performances, and demonstrates how to use the overall results for improving the quality of instruc-tion in a course in computing education. It applies a case study method, describ-ing assessment methods linked to, targeted learning skills and learning domains. The measurements were carried out by the course instructor,
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Lowenhaupt, Rebecca, and Todd D. Reeves. "Changing demographics, changing practices: teacher learning in new immigrant destinations." Journal of Professional Capital and Community 2, no. 1 (2017): 50–71. http://dx.doi.org/10.1108/jpcc-09-2016-0023.

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Purpose Changing immigration patterns in the USA have led to a growing number of “new immigrant destinations.” In these contexts, opportunities for teacher learning are crucial for developing the school capacity to serve the academic, linguistic and socio-cultural needs of immigrant students. In response, the purpose of this paper is to examine how schools in Wisconsin provided both formal and informal teacher learning opportunities to develop the instructional capacity to support recent immigrants, specifically Spanish-speaking English language learners (ELLs). Design/methodology/approach Usi
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Ashiono, Benard Litali. "Supporting teachers in their use of ICT in teaching mathematics: What kind of support is necessary and when is it required?" Matters of Behaviour 6, no. 7 (2018): 1–8. http://dx.doi.org/10.26455/mob.v6i7.35.

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This article reports on a study that was carried out to establish determinants of ICT integration in mathematics teaching and learning. This paper focuses on the kind of support teachers require to effectively use ICT in teaching mathematics. An exploratory sequential mixed methods research design was employed to conduct this study in which quantitative data was initially collected in the first phase. Qualitative data was then collected in the second phase to explain the quantitative data collected in the initial phase. The study targeted all the teachers teaching in lower grades in both priva
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Rubenstein, Lisa DaVia, Gregory L. Callan, Kate Shively, and Kristie Speirs Neumeister. "The Case of the Hungry Hippos: Supporting Students’ Development of Problem-Finding Strategies." Gifted Child Today 44, no. 3 (2021): 128–40. http://dx.doi.org/10.1177/10762175211008524.

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While problem identification is a key stage in creative problem solving, many gifted students may rush to begin developing solutions before they have spent sufficient time accurately identifying the underlying problem or opportunity. As a result, they may develop irrelevant or hackneyed solutions. Despite the importance of problem finding, teachers may struggle to provide opportunities for students to practice authentic problem finding for a variety of reasons, including ambiguity surrounding the problem-finding process and concerns regarding external expectations emphasizing standardized asse
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Peters-Sanders, Lindsey A., Elizabeth S. Kelley, Christa Haring Biel, et al. "Moving Forward Four Words at a Time: Effects of a Supplemental Preschool Vocabulary Intervention." Language, Speech, and Hearing Services in Schools 51, no. 1 (2020): 165–75. http://dx.doi.org/10.1044/2019_lshss-19-00029.

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Purpose This study evaluated the effects of an automated, small-group intervention designed to teach preschoolers challenging vocabulary words. Previous studies have provided evidence of efficacy. In this study, we evaluated the effects of the program after doubling the number of words taught from 2 to 4 words per book. Method Seventeen preschool children listened to 1 prerecorded book per week for 9 weeks. Each storybook had embedded, interactive lessons for 4 target vocabulary words. Each lesson provided repeated exposures to words and their definitions, child-friendly contexts, and multiple
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Freire, Fabian. "A case study of work-based learning through the design of edX MOOCs for Latin America and the Caribbean." Open Praxis 12, no. 3 (2020): 383. http://dx.doi.org/10.5944/openpraxis.12.3.1096.

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This exploratory case study analyzed the reported learning experiences among the multidisciplinary practitioners employed in the development of edX courses for a pioneering MOOC program targeted at Latin America and Caribbean. It applied work-based learning theory and activity theory to answer the question of whether and how a group of 20 participants—including subject matter experts, instructional designers, administrative assistants, platform technicians, and media producers—experienced work-based learning through their collaboration during the MOOC program’s initial professionalization peri
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Fox, Joanne, Gülnur Birol, Andrea Han, et al. "2013 Alan Blizzard Award Feature Article - Enriching Educational Experiences through UBC’s First Year Seminar in Science (SCIE113)." Collected Essays on Learning and Teaching 7, no. 1 (2014): 1. http://dx.doi.org/10.22329/celt.v7i1.4147.

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The First Year Seminar in Science (SCIE113) was developed during 2009/2010 academic year through an exemplary collaboration between faculty, administrators and educational support staff in the Faculty of Science at the University of British Columbia (UBC). SCIE113 reflects the vision and values of the Faculty of Science and UBC by offering an enriched educational experience to its first year students. The small class format provides students an intimate connection with faculty, an opportunity for significant engagement early in their academic careers, and helps with transitioning to the univer
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Yatsura, Mykhailo, Anna Gamarnyk, Olga Tadeush, and Darya Yemelyanova. "Syllabus: structure, content and significance for the educational process in higher education institutions." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 3 (132) (2020): 133–41. http://dx.doi.org/10.24195/2617-6688-2020-3-15.

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The article is devoted to topical issues related to the elaboration of modular educational programs, syllabi being their necessary components. The purpose of the article is to draw the attention of teachers and students in higher education institutions (HEI) to the problem of educational and methodological support of the educational process focusing on the content and meaning of a syllabus as one of the important educational and methodological instructional documents. The phenomenon “syllabus” is defined, its essence and objectives within the system of methodological support for teaching an ac
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Abdelaziz, Hamdy A. "From Content Engagement to Cognitive Engagement." International Journal of Technology Diffusion 4, no. 1 (2013): 16–32. http://dx.doi.org/10.4018/jtd.2013010102.

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The objective of this paper was to develop an immersive Web-based learning model and measure its effectiveness on improving self-questioning and self-study skills among graduate students. The proposed model was guided theoretically by the flipped classroom as a new Web-based learning trend. It was also guided pedagogically by active and reflective learning principles that support transforming the teaching and learning practices from content engagement to cognitive engagement. The targeted immersive learning model encompasses four reciprocal phases: Pro-act, Act, Reflect, and Re-act (PARR). A c
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Sutter, Florence, and Dr Allan Kihara. "DETERMINANTS OF SUCCESSFUL IMPLEMENTATION OF DIGITAL LITERACY PROJECT IN PUBLIC PRIMARY SCHOOLS IN BARINGO COUNTY, KENYA." Journal of Entrepreneurship and Project Management 4, no. 1 (2019): 96–117. http://dx.doi.org/10.47941/jepm.297.

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Purpose: The study aimed at finding out the determinants of successful implementation of digital literacy project in public primary schools in Baringo County in Kenya. The specific objectives of the study were to determine the effect of school leadership, information communication technology teacher competence, and teacher workload and information communication technology infrastructure. The study was founded on Technology Acceptance Theory, Resource Based Theory, Upper Echelons Theory and the Technology, Organization and Environment Model theories. This study adopted a descriptive survey rese
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Gilbert, Melissa C., and Lauren E. Musu. "Using TARGETTS to Create Learning Environments That Support Mathematical Understanding and Adaptive Motivation." Teaching Children Mathematics 15, no. 3 (2008): 138–43. http://dx.doi.org/10.5951/tcm.15.3.0138.

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This article focuses on learning environments that support students' mathematical understanding and enhance their adaptive motivation. Drawing on our experiences as teachers and teacher educators, we first describe adaptive motivation. We then introduce TARGETTS, a lesson planning and analysis tool, and describe ways in which teachers can use this tool to highlight specific instructional strategies that support both adaptive motivation and mathematical understanding.
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Young, Amy I. "Facilitating functional complexity." Journal of Immersion and Content-Based Language Education 4, no. 2 (2016): 251–73. http://dx.doi.org/10.1075/jicb.4.2.05you.

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This article reports on a dissertation study that explored the efficacy of language-focused differentiated instruction targeted to facilitate student oral proficiency development. The study took place in a linguistically diverse Grade 3 immersion classroom. Students’ (n = 24) oral proficiency was assessed and focal student language was evaluated at different stages of the study with attention to complexity measures. The teacher and researcher collaboratively designed instructional language supports to promote more complex language production during math and reading classes. Overall, students e
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Kelley, Elizabeth Spencer, Greta Hull, Abby Eubank, and Greta Roettgen. "Teaching Undergraduate Clinicians Empirically Supported Practices for Preschool Vocabulary Instruction." Language, Speech, and Hearing Services in Schools 51, no. 2 (2020): 353–70. http://dx.doi.org/10.1044/2019_lshss-19-00061.

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Purpose To incorporate evidence-based practice into clinical settings, there is a need for efficient, effective ways to share information from research to speech-language pathologists (SLPs) and to students preparing to become SLPs. The purpose of this study was to implement and evaluate a method for teaching undergraduate student clinicians to use empirically supported practices in vocabulary instruction during shared storybook reading with preschoolers. Method Undergraduate students enrolled in a semester-long preschool practicum participated in the study. In Study 1, 11 students participate
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Pan, Yi-Chun, Tzung-Hung Tsai, Yueh-Kuey Huang, and Dilin Liu. "Effects of expanded vocabulary support on L2 listening comprehension." Language Teaching Research 22, no. 2 (2016): 189–207. http://dx.doi.org/10.1177/1362168816668895.

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Various forms of pre-listening support, such as the provision of vocabulary and topic information, have been used to help second language (L2) learners better understand what they listen to. Results of studies on the effects of vocabulary support have been mixed. Furthermore, there has been little research on the effects of different quantities of vocabulary items and types of word information provided on the listening performance of L2 students of different proficiency levels. Therefore, this study investigated the effectiveness of two different levels of 18-week vocabulary support (an expand
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Zhao, Shurong, and Junxia Song. "Students’ Perceptions of a Learning Support Initiative for b-MOOCs." International Journal of Emerging Technologies in Learning (iJET) 15, no. 21 (2020): 179. http://dx.doi.org/10.3991/ijet.v15i21.17153.

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Blended learning based on MOOCs (b-MOOC) has become a new and wide-spread approach to combining internet technologies with face-to-face instruction in higher education. In the implementation of b-MOOCs, learning support or scaffolding proves to be essential and determines to some extent the success of blended learning, while available literature shows lack of re-search on it. Aiming at exploring a feasible learning support approach for b-MOOCs in practice, this study constructed a support framework with four key elements of resources (R), interaction (I), strategy (S) and evaluation (E) suppor
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Koelling, Nils, Marie Bernkopf, Eduardo Calpena, et al. "amplimap: a versatile tool to process and analyze targeted NGS data." Bioinformatics 35, no. 24 (2019): 5349–50. http://dx.doi.org/10.1093/bioinformatics/btz582.

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Abstract Summary amplimap is a command-line tool to automate the processing and analysis of data from targeted next-generation sequencing experiments with PCR-based amplicons or capture-based enrichment systems. From raw sequencing reads, amplimap generates output such as read alignments, annotated variant calls, target coverage statistics and variant allele counts and frequencies for each target base pair. In addition to its focus on user-friendliness and reproducibility, amplimap supports advanced features such as consensus base calling for read families based on unique molecular identifiers
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Zoski, Jennifer L., Kristin M. Nellenbach, and Karen A. Erickson. "Using Morphological Strategies to Help Adolescents Decode, Spell, and Comprehend Big Words in Science." Communication Disorders Quarterly 40, no. 1 (2018): 57–64. http://dx.doi.org/10.1177/1525740117752636.

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Adolescent students require strategies that are tailored to the specific linguistic demands of curricular vocabulary to support their decoding, spelling, and comprehension of novel big words encountered in texts. In this article, the authors describe a morphological instruction approach for helping students navigate big words in science. Reasons why big words in science are particularly challenging for many students are described, and guidelines for selecting and prioritizing high-utility science morphemes for targeted instruction with adolescent readers are provided. Specific strategies and e
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Rose, Kisa, Joseph KB Matovu, Caroline J. Vrana-Diaz, et al. "Ease of understanding and performing HIV self-tests by pregnant women and their male partners in Uganda: a cross-sectional study." International Journal of STD & AIDS 32, no. 7 (2021): 629–37. http://dx.doi.org/10.1177/0956462420983935.

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Introduction: Understanding and following HIV self-testing (HIVST) instructions is a critical step in the use of HIVST kits. We analyzed data on pregnant women and their partners’ self-assessment on the usability of kits delivered by their pregnant women. Methods: Quantitative data were collected on 399 pregnant women and 238 male partners enrolled in the intervention arm of a large cluster-randomized HIVST trial. Each pregnant woman received HIVST demonstrations, detailed pictorial instructions on how to use OraQuick HIVST kits, and two kits; for herself and her male partner. Follow-up was at
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Wilson, Scott Neal, Caroline E. Engler, Jessica E. Black, et al. "Game-Based Learning and Information Literacy." International Journal of Game-Based Learning 7, no. 4 (2017): 1–21. http://dx.doi.org/10.4018/ijgbl.2017100101.

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In the 21st century, students have access to a plethora of information. As such, the skills required to access and effectively sort through this information (information literacy skills) become ever more important for success in both academic and non-academic settings. This study sought to assess the efficacy of two educational games designed to increase high school students' information literacy skills. Using a randomized controlled trial in a high school setting, the games were integrated into a standard curriculum and tested for efficacy. Post-test results indicated that both games effectiv
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Vishnumolakala, Venkat Rao, Daniel C. Southam, David F. Treagust, and Mauro Mocerino. "Latent constructs of the students' assessment of their learning gains instrument following instruction in stereochemistry." Chemistry Education Research and Practice 17, no. 2 (2016): 309–19. http://dx.doi.org/10.1039/c5rp00214a.

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Pedagogical practitioners who emphasise active learning in undergraduate chemistry courses widely use the Student Assessment of Learning Gains (SALG) instrument to measure students' perceptions of their gains in knowledge and skills in chemistry. Although numerous studies have reported SALG results in support of successful pedagogical interventions, a comprehensive construct-verified version measuring students' perceptions of their chemistry learning is lacking. This paper aims to identify latent constructs of the SALG instrument that was administered in Process Oriented Guided Inquiry Learnin
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ARNAUTOVSKA, URSKA, FRANCES O'CALLAGHAN, and KYRA HAMILTON. "Behaviour change techniques to facilitate physical activity in older adults: what and how." Ageing and Society 38, no. 12 (2017): 2590–616. http://dx.doi.org/10.1017/s0144686x17001027.

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ABSTRACTPhysical inactivity in older adults presents a significant problem within modern societies globally. Using a mixed-method approach, this study explored strategies for the development and delivery of physical activity (PA) interventions by investigating what behaviour change techniques (BCTs) are useful, and how these techniques should be implemented to be feasible for older adults. Sixty-six older adults completed a survey indicating the most useful BCTs, mapping on to motivational, volitional and automatic factors. Of these, 48 older adults participated in an interview exploring strat
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Lebrun, Johanne, Patrick Roy, Fatima Bousadra, and Serge Franc. "RELATIONS ENTRE DISCIPLINES SCOLAIRES ET « ÉDUCATIONS À » : PROPOSITION D’UN CADRE D’ANALYSE." McGill Journal of Education 54, no. 3 (2020): 646–69. http://dx.doi.org/10.7202/1069774ar.

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This text lays the conceptual foundations for a framework to analyse the relationships between school disciplines, particularly those in the natural sciences and the humanities, and “Éducations à” in order to conduct comparative analyses of curricula in the French-speaking world. The text first discusses the main characteristics of “Éducations à” and then circumscribes the areas of tension that arise from their handling by school disciplines. The conceptual basis presented subsequently leads to the identification of four theoretical configurations that can support the analysis of the relations
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Gómez, Marjorie N. "Focusing on Speech Acts to Understand and Teach Pragmatics in Language Instruction." Revista Científica de FAREM-Estelí, no. 16 (May 9, 2016): 57–64. http://dx.doi.org/10.5377/farem.v0i16.2605.

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Pragmatics is considered to be an important aspect of language instruction. Today, scholars in language instruction recognize that learners must develop linguistic as well as pragmatic competence. Pragmatic competence helps learners understand, employ, and interpret language in context. However, pragmatics is regarded as one of the most strenuous aspects of language teaching and learning. Studies in pragmatics still seek to respond to the question about the teachability of targeted pragmatic features, which opens the question about whether pragmatics can be taught effectively. Can pragmatics b
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Eaton, Jacqueline. "GROWING AN ONLINE GERONTOLOGY MINOR AT THE UNIVERSITY OF UTAH." Innovation in Aging 3, Supplement_1 (2019): S614. http://dx.doi.org/10.1093/geroni/igz038.2286.

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Abstract The Gerontology Interdisciplinary Program at the University of Utah has a long history of offering certificates (48 years) and a Master of Science degree (25 years). Relatively new to our program is the minor in gerontology, first available in 2013. This paper will describe efforts to grow this program, barriers to enrollment, and plans for expansion. In 2018, the program developed a targeted strategy to increase student awareness of and enrollment in the minor. First, we focused on newly enrolled pre-nursing students through new student orientation presentations and registration supp
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SUNAKAWA, Yuriko, Jae-ho LEE, and Mari TAKAHARA. "The Construction of a Database to Support the Compilation of Japanese Learners’ Dictionaries." Acta Linguistica Asiatica 2, no. 2 (2012): 97–115. http://dx.doi.org/10.4312/ala.2.2.97-115.

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The number of Japanese language learners outside Japan, especially of advanced level learners, is increasing yearly. From the intermediate level onwards, they could profit from bilingual Japanese learners’ dictionaries in their native language, but in most linguistic areas of the world only very simple dictionaries for beginners and for tourists are available. Our project therefore aims at supporting the compilation of Japanese language learners’ dictionaries for intermediate and advanced learners by building a database of contents needed when editing a Japanese language learners’ dictionary,
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Sandler, Lou. "Autism Really a ‘Public Health Crisis?" Californian Journal of Health Promotion 7, no. 1 (2009): 76–85. http://dx.doi.org/10.32398/cjhp.v7i1.1322.

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The California Blue Ribbon Commission on Autism’s September, 2007 report identified Autism Spectrum Disorder (ASD) as a ‘public health crisis’ and ‘epidemic’ recommending an “Office of ASD” under Public Health. The Commission also said that health plans should provide “full…” services for ASD. With this, the Commission set the groundwork for a potential misdirection of public health funding, increased litigation, and unnecessary competition between families and providers of children with special needs. Though the report acknowledges that honest differences exist, it then incorrectly asserts th
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Klopfer, Kristina M., Katreena Scott, Jennifer Jenkins, and Joe Ducharme. "Effect of Preservice Classroom Management Training on Attitudes and Skills for Teaching Children With Emotional and Behavioral Problems: A Randomized Control Trial." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 42, no. 1 (2017): 49–66. http://dx.doi.org/10.1177/0888406417735877.

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Childhood emotional and behavioral problems are prevalent in elementary classroom settings, making it imperative that high-quality, efficacious training be available to support teachers in managing disruptive and distressed child behaviors. Our study used a randomized control design to examine the impact of 36 hours of preservice education targeted at improving the attitudes of teachers toward children with emotional and behavioral difficulties, and developing their skills in using proactive and preventative strategies to address anticipated behavioral challenges. Eighty-two preservice teacher
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Bastian, Kevin C., Diana Lys, and Yi Pan. "A Framework for Improvement: Analyzing Performance-Assessment Scores for Evidence-Based Teacher Preparation Program Reforms." Journal of Teacher Education 69, no. 5 (2018): 448–62. http://dx.doi.org/10.1177/0022487118755700.

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Teacher candidate performance assessments represent a promising source of data for evidence-based program improvement. However, teacher preparation programs (TPPs) interested in reform face a crucial question: how to identify actionable evidence in performance-assessment data. To address this concern, we propose a two-pronged empirical framework that TPPs can use to analyze performance-assessment data. The first approach, latent class analysis, creates profiles of instructional practice by grouping candidates together based on similarities in their performance-assessment scores. This can help
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Hiebert, Elfrieda H., and Heidi Anne E. Mesmer. "Upping the Ante of Text Complexity in the Common Core State Standards." Educational Researcher 42, no. 1 (2013): 44–51. http://dx.doi.org/10.3102/0013189x12459802.

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The Common Core Standards for the English Language Arts (CCSS) provide explicit guidelines matching grade-level bands (e.g., 2–3, 4–5) with targeted text complexity levels. The CCSS staircase accelerates text expectations for students across Grades 2–12 in order to close a gap in the complexity of texts typically used in high school and those of college and career. The first step of the band at second and third grades is examined because it marks the entry into the staircase and a critical developmental juncture. In this article, we examine the theoretical and empirical support for three assum
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Speth, Elena Bray, Neil Shaw, Jennifer Momsen, et al. "Introductory Biology Students’ Conceptual Models and Explanations of the Origin of Variation." CBE—Life Sciences Education 13, no. 3 (2014): 529–39. http://dx.doi.org/10.1187/cbe.14-02-0020.

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Mutation is the key molecular mechanism generating phenotypic variation, which is the basis for evolution. In an introductory biology course, we used a model-based pedagogy that enabled students to integrate their understanding of genetics and evolution within multiple case studies. We used student-generated conceptual models to assess understanding of the origin of variation. By midterm, only a small percentage of students articulated complete and accurate representations of the origin of variation in their models. Targeted feedback was offered through activities requiring students to critica
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Adijaya, Nuryansyah, and Ratih Pertiwi. "STUDENTS’ PERCEPTIONS TOWARD LEARNING MATERIALS USED IN ONLINE LEARNING." UAD TEFL International Conference 1 (November 20, 2017): 416. http://dx.doi.org/10.12928/utic.v1.195.2017.

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Online learning is assumed as a new paradigm in learning-teaching process in which lecturer and students do not need to sit in the same room to make class activities. They just need a gadget with internet connection to create the activities. Along with the practical of online learning, many institutions or universities in Indonesia create online learning to support learning-teaching process. However, online learning still faces some problems in learning activity, one of the problems is the use of learning materials. This study is aimed to explore students’ perceptions toward the use of learnin
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Kane, Frances, Lynda Kennedy, Christina Sevdali, Raffaella Folli, and Catrin Rhys. "Language made fun: supporting EAL students in primary education." TEANGA, the Journal of the Irish Association for Applied Linguistics 10 (March 6, 2019): 113–25. http://dx.doi.org/10.35903/teanga.v10i0.73.

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Acquisition of English language skills is vital for the successful integration of children into English-medium Education. Newcomer children who are not proficient in the language of instruction may be left vulnerable to exclusion in the classroom and long-term educational failure (McEachron 1998, Paradis 2005). Targeted linguistic support can increase access to education by prioritizing the development of core linguistic skills such as vocabulary and grammar. ‘Language Made Fun’, is a joint Ulster University-Barnardos initiative that was developed to investigate English vocabulary and grammar
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Tekin-Iftar, Elif, Belva C. Collins, Fred Spooner, and Seray Olcay-Gul. "Coaching Teachers to Use a Simultaneous Prompting Procedure to Teach Core Content to Students With Autism." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 40, no. 3 (2017): 225–45. http://dx.doi.org/10.1177/0888406417703751.

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The researchers in this study used a multiple baseline design across dyads to examine the effects of professional development with coaching to train general education teachers to use a simultaneous prompting procedure when teaching academic core content to students with autism and the effects of the procedure on the students’ outcomes. Three teacher–student dyads participated in the study. Results showed that (a) teachers acquired the ability to use the simultaneous prompting procedure with 100% accuracy, maintained the acquired teaching behaviors over time, and generalized them in teaching ne
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Foster, Erin R., Mark A. McDaniel, and Peter G. Rendell. "Improving Prospective Memory in Persons With Parkinson Disease: A Randomized Controlled Trial." Neurorehabilitation and Neural Repair 31, no. 5 (2017): 451–61. http://dx.doi.org/10.1177/1545968317690832.

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Background. Prospective memory (PM) is essential for productive and independent living and necessary for compliance with prescribed health behaviors. Parkinson disease (PD) can cause PM deficits that are associated with activity limitations and reduced quality of life. Forming implementation intentions (IIs) is an encoding strategy that may improve PM in this population. Objective. To determine the effect of IIs on PM performance in PD. Methods. This was a laboratory-based randomized controlled trial. Participants with mild to moderate PD without dementia (n = 62) performed a computerized PM t
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Zhang, Ming Hui, and Yao Yu Zhang. "Research of Ballistic Missile early Warning System." Advanced Materials Research 542-543 (June 2012): 625–30. http://dx.doi.org/10.4028/www.scientific.net/amr.542-543.625.

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To develop a lift early warning infrared device, as a part of land or boat (ship) early warning system, the system has the ability to target pre-discovery and instructions invasion. Methods: In support of distant air situation, alerts the enemy aircraft, missiles and other long-range goals, obtain the target type and preliminary judgment of grade, deliver the alarm information to the command system. The infrared alarm device detects the target's own infrared radiation passively, alarms the incoming targets at low altitude and low altitude remote, when radar and other equipment is out of work.
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